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All Journal International Journal of Evaluation and Research in Education (IJERE) Intizar Harmoni Pusaka : Jurnal Khazanah Keagamaan Dialog Educandum Jurnal Ilmiah Pendidikan Journal of Intelligent Computing and Health Informatics (JICHI) Proceeding of International Conference on Science, Education, and Technology Susastra : Jurnal Ilmu Sastra dan Budaya Jurnal Edutrained : Jurnal Pendidikan dan Pelatihan
Santoso, Arif Gunawan
Balai Litbang Agama Semarang
Religion Arts Humanities Computer Science & IT Dentistry Education Electrical & Electronics Engineering Medicine & Pharmacology Public Health Social Sciences

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Implementasi Kurikulum Merdeka pada Pembelajaran Pendidikan Agama Islam (PAI) di Sekolah Dasar Tahfidz Quran (SDTQ) As-Surkati Salatiga Santoso, Arif Gunawan
Jurnal Edutrained : Jurnal Pendidikan dan Pelatihan Vol 9 No 1 (2025): Jurnal Edutrained : Jurnal Pendidikan dan Pelatihan
Publisher : Balai Diklat Keagamaan Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37730/edutrained.v9i1.397

Abstract

This study aims to describe how the implementation of the Merdeka Curriculum in Islamic Religious Education (PAI) learning at the primary school level, especially in elementary schools based on Tahfidzul Quran. This research uses an instrumental case study approach with SDTQ As-Surkati as the research subject. Data and information are extracted through interviews, document study, and observation of the implementation of the Merdeka Curriculum. The data and information obtained were analyzed using the POAC approach (Planning, Organizing, Actuating, and Controlling) approach. The analysis focused on underlying aspects of the institution’s decisions, processes and problems, also how the actors involved contributed to the implementation of the Merdeka Curriculum. Based on the analysis, it was found that SDTQ As-Surkati took the initiative to implement the Merdeka Curriculum in the school year 2022/2023. The initiative was based on the school's ability to adapt more quickly to the Merdeka Curriculum. In terms of PAI learning, the school uses the Merdeka Curriculum adapted to its needs. PAI lessons at SDTQ As-Surkati are divided into four sub-lessons, which are taught using the student-centred approach of the Merdeka Curriculum. Some sub-lessons are organised by prioritising the set objectives and orientations. The challenges encountered in implementing the Merdeka Curriculum in PAI (Islamic Education) learning include the provision of facilities and infrastructure as well as the limited allocation of learning time.
Accessibility and Challenges of Inclusive Education Curriculum Standars in Indonesia: A Systematic Literature Review Muzayanah, Umi; Wasino, Wasino; Wahyudin, Agus; Sofanudin, Aji; Maknun, Moch. Lukluil; Santoso, Arif Gunawan
Proceedings of International Conference on Science, Education, and Technology Vol. 11 (2025)
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to examine the implementation of inclusive curriculum standards in promoting educational equity in Indonesia, identify strategies to enhance educational accessibility for students from disadvantaged backgrounds, particularly in the context of content standards, and investigate the challenges in developing inclusive curricula. Employing a Systematic Literature Review (SLR) methodology, the study analyzes 50 scholarly articles from reputable academic databases, including Google Scholar, Web of Science (WoS), and Lens. The findings indicate that inclusive education aspires to provide equitable access to education for all children, including those with special educational needs, with the goal of optimizing each student's potential and fostering a more tolerant and inclusive society. In Indonesia, inclusive education is supported by a range of policies that offer a legal foundation for its implementation. Several strategies have been adopted to improve accessibility to quality education for students with special needs, including the development of inclusive curriculum standards, inter-sectoral collaboration, and efforts to improve infrastructure and teacher capacity. Nevertheless, the implementation of inclusive curricula continues to face significant challenges, such as inadequate facilities, limited teacher training, persistent social stigma, and difficulties in tailoring curricula to meet the diverse needs of learners. The success of inclusive education depends on largely on the collaborative commitment of key stakeholders, government bodies, educational institutions, communities, and families, to cultivate a truly inclusive learning environment. This study underscores the critical importance of shared responsibility and sustained engagement in overcoming these barriers to achieve equitable and inclusive education for all children in Indonesia.
Co-Authors 'Aina, Maula Qorri Agus Wahyudin Aji Sofanudin Arif Ahmad Djalaluddin Dewi, Rita Sukma Istiawan, Deden Laelatul Khikmah Moch Lukluil Maknun, Moch Lukluil Moch. Lukluil Maknun Nur Laili Noviani, Nur Laili Saimroh Saimroh Sulistijanti, Wellie Titi Isnaini Fauzah Umi Muzayanah Umi Muzayanah Wasino Wasino Windyaning Ustyannie Zakiah Zakiah