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All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Auladuna Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar J-PAI: Jurnal Pendidikan Agama Islam Jurnal Fourier Dinamisia: Jurnal Pengabdian Kepada Masyarakat Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang Indonesian Journal of Electrical Engineering and Computer Science Elementeris : Jurnal Ilmiah Pendidikan Dasar Islam Dewantara : Jurnal Ilmiah Pendidikan Islam Anak Usia Dini JPMI: Jurnal Pendidikan Madrasah Ibtidaiyah Vicratina : Jurnal Ilmiah Keagamaan
Ika Ratih Sulistiani
Universitas Islam Malang
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Improving teachers' capabilities in preparation of Merdeka Curriculum intracurricular learning assessment Mutiara Sari Dewi; Ika Ratih Sulistiani; Nurca Febri Kartika; Adelia Restu Yulianto
Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang Vol. 9 No. 3 (2024): August 2024
Publisher : University of Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/abdimas.v9i3.13494

Abstract

The implementation of the Merdeka curriculum (IKM) is inseparable from the student assessment process in learning. Teachers are expected not only to be able to plan and carry out learning, but also to be able to conduct assessments to see the achievement of learning objectives. Teachers who are less optimal in assessing the achievement of learning goals for each student will have a fatal impact on early childhood growth and development. Based on this urgency, the purpose of this activity is that RA teachers have the ability to prepare intracurricular learning assessments on the Merdeka curriculum. The community service method used is the Community Based Research (CBR) method with tools using the Rapid Rural Appraisal (RRA) technique. Community service activities were carried out by involving Raudhatul Atfhal teachers of DAU District, stakeholders, and a team of experts as resource persons. The results of the activity showed that there was an improvement in the ability of RA teachers in the preparation of intracurricular assessments with an average of 4.0 indicators or in the very good category. The highest average was seen in the teacher's understanding that the summative assessment was used to determine the achievement of child development of 4.5 or as many as 65 participants (100 percent) stated that they strongly agreed and agreed with the statement. On the other hand, the lowest average (3.5) or as many as 28 participants (43.1 percent) teachers have the understanding that the assessment is used to see children's graduation.
IMPLEMENTATION OF LOGIC MODEL TO IMPROVE EDUCATION QUALITY: A CASE STUDY AND IMPLEMENTATION ANALYSIS Muhammad Daniel; Dian Mohammad Hakim; Ika Ratih Sulistiani
Auladuna: Jurnal Pendidikan Dasar Islam Vol 12 No 1 (2025): JUNE
Publisher : Department of Pendidikan Guru Madrasah Ibtidaiyah Universitas Islam Negeri Alauddin Makass

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/auladuna.v12i1a8.2025

Abstract

Education is a fundamental pillar to produce a competent and highly competitive generation, which faces several challenges to realize it. The main challenges include limited resources and a lack of innovative teaching methods. This study examines the implementation of the Logic Model at MIN 13 Pidie Jaya to improve educational quality in a remote area. The research also investigates the implementation process through the lens of Constructivist Learning Theory and parental involvement, and evaluates specific outcomes that indicate quality improvement. This study employed a qualitative case study approach. Data were collected through interviews with eight informants, observations, and document analysis. The findings indicate that the Logic Model supports structured and measurable program planning. Notable impacts include the improvement of teacher participation in training, technology-equipped classrooms, student involvement in extracurricular activities, academic performance, and stronger parental engagement. The study recommends continuous teacher development, regular evaluation, and strengthened school–community collaboration.
Implementation Of Project-Based Learning To Support Merdeka Curriculum In Raudhatul Atfhal Dau : Implementasi Pembelajaran Berbasis Proyek untuk Mendukung Kurikulum Merdeka di Raudhatul Atfhal Dau. Dewi*, Mutiara; Sulistiani, Ika Ratih; Azizah, Afriska Nur; Yuliana, Aris
Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 8 No. 6 (2024): Dinamisia: Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/dinamisia.v8i6.21386

Abstract

Competencies that must be mastered by teachers include being able to apply learning models that are in accordance with the development of the educational curriculum. One of the learning models that supports the realization of kurikulum merdeka is a project-based learning model. Community service activities were carried out by involving Raudhatul Atfhal teachers of DAU District, stakeholders, and a team of experts as resource persons. The community service method used is the Community Based Research (CBR) method. The tools used in this activity are the RRA (Rapid Rural Appraisal) technique. The stages in this service activity refer to the CBR stages and are guided by the RRA technique. The activity partners are RA teachers in DAU District, but for the pilloting project, the assistance is carried out on 21 representative teachers from all RAs in DAU District. The results of service activities showed an increase in understanding that was seen in the results of the initial survey, as many as 5 teachers (23.8%) expressed their agreement, and 7 teachers (33.3%) stated that they quite agreed that the implementation of the PjBL model must incur large costs and can only be applied optimally by institutions that have adequate facilities. Meanwhile, the results of the final survey showed an increase in understanding, especially related to the technical understanding of PjBL in terms of utilizing the surrounding environment to save the cost of toys. In fact, the assessment related to the benefits of the information presented showed that 90% of the participants strongly agreed with the average answer reaching 4.9. These results can be interpreted as participants feeling a lot of benefits to the implementation of activities. Teachers who originally considered the merdeka curriculum with the PjBL learning model were complicated activities.
Transformation of Character Education: The Effectiveness of the Integrated Islamic School Curriculum in Shaping Students’ Islamic Personality Ihsanudin, Nur Muhammad; Setiawan, Eko; Sulistiani, Ika Ratih
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 12 No. 2 Januari-Juni 2026
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v12i2.41900

Abstract

This study aims to analyze the implementation of the Integrated Islamic School (SIT) curriculum in fostering students’ Islamic character at SMAIT Al Uswah Tuban. It employs a qualitative approach using a case study design. Data were collected through observations, interviews with the principal, teachers, and students, as well as analysis of curriculum documents and instructional guidelines. Data analysis was conducted through data reduction, data display, verification, and triangulation to ensure the validity of the findings. The results indicate that curriculum planning is grounded in the principle of tawhid and the characteristics of the SIT curriculum, involving the participation of multiple stakeholders. The curriculum is implemented through the integration of the national curriculum, SIT graduate competency standards, and the pesantren curriculum, and is strengthened by flagship programs such as Qur’anic memorization (tahfidz), language development, and leadership training. Evaluation is conducted through observation, self-assessment, and the active involvement of teachers and parents. The implementation of the SIT curriculum contributes to the development of students’ Islamic character, particularly in the values of shidiq, amanah, tabligh, fathanah, and istiqamah. These character traits are cultivated through formal learning processes, non-formal activities, teacher role modeling, and school culture. However, several challenges were identified, including difficulties in aligning learning outcomes across multiple curricula, limited teacher readiness, misperceptions in practice, and inconsistencies in assessment. These findings present an effective model of Islamic character education at SMAIT Al Uswah Tuban. They not only reinforce theoretical perspectives on Islamic education and character formation within a tripartite curriculum integration framework but also provide practical contributions to curriculum implementation models in pesantren-based schools for similar institutions. Further research employing quantitative or comparative approaches is recommended to enhance the validity and generalizability of the findings.
Co-Authors Abdul Khalik Serang Abdul Razak Sipada Adelia Restu Yulianto Adi Sudrajat Agus Setiawan Ainus Said Alfian Wahyudi Alif Dho'i Akbar Alifah Nurul Irfani Alifatus Zufi Alya Nur Fadhilah Anggelia Asri Fia Romadayani Anggi Laela Aprina Wardani Anggraheni, Ika Arief Ardiansyah Arina Tafrikhatus Solikhah Aris Ananda Armi Nata Kusuma Arun Dina Rahmawati Astika Sriyani Athifatun Nabila Atika Zuhrotus Sufiyana Ayu Dewi Citra Anggraini Ayu Mimawati Ayu Wulandari Azizah, Afriska Nur Azrimatul Khumairoh Bahiyatul Lu’lu’ul Maulidiah Bahroin Budiya Bunga Vanda Meillynia Cholis Sa’dijah Dayu Irmawan Debby Feramitha Denok Suhartatik Desy Novianti Dewi Muawwiya Sofyani Dewi*, Mutiara Dian Mohammad Hakim Diki Mochammad Yusuf Efiana Dwi Wulan Sari Eko Setiawan Eko Setiawan Endang Waleuru Ertanti, Devi Wahyu fahrudin hardiansyah Faizzatus ShoIikhah Fannia Laily Fauziyah Faulina Amiliatuz Zahroh Feri Kolilur Rohman Fita Mustafida Haifa Ayu Choiriani Henry Praherdhiono Hesty Hyldania Azizah Hyldania Azizah Hikmatul Amalia Nahdlia Ida Lailatun Ni’mah Iftin Mufariha ihsanudin, nur muhammad Ilma Fiveronica Ilvi Nurdiyanah Imam Safi’i Imroatul Arifah Indhra Musthofa Ita Diana Sari Iza Ferdina Aprilia Khoirul Asfiyak Khoirul Ummah Khuriatul Maulidah Lailatul Fikriyah Lailatul Khasanah Lia Nur Atiqoh Bela Dina Linda Puspitasari M Miftahul Fadilah Mar’atul Hasanatin Maulaanaa ‘Abdul Ghofar Miftahunnikmah Miftahunnikmah Moch Haris Anshori Moch Syihabul Millah Moh. Muslim Mohammad Afifulloh Mohammad Eko Nasrulloh Mohammad Eko Nasrulloh Muchammad Aziz Kurniawan Muchammad Khilmi Muhammad Ainun Najib Muhammad Alda Wijayanto Muhammad Daniel Muhammad Fahmi Hidayatullah Muhammad Fahmi Hidayatullah Muhammad Hanief Muhammad Hanif Azhar Muhammad Sulistiono Muhammad Sulistiono Muhammad Sulistiono Mutiara Sari Dewi Mutiara Sari Dewi Nanda Asmaniyah Naufalita Shabrina Ramadhani Nitsailla Haditsti Nur Hasan Nur Ita Nur Nikmatul Amalia Nurca Febri Kartika Nurul Husniyah Nuzula Mardiyah Nuzulul Madalia Punaji Setyosari Quraisy Shihab Qurroti A’yun Qurroti A’yun Raysa Abellia Nur Sukmaya Reni Indra Wahyuni Restu Hermin Aprilliawati Revina Petrika Wijayanto Rifqotul Jannah Roihatul Hasanah Rufi'at Rufi'at Rully Sofiana Devi Selina Rahmawati Siswoyo Shalsa Alawiyah Nuha Shimfiyah Izaniyah Siti Humairoh Siti Romlah Solly Aryza Syafiyatul Mafruhah Varianta Java Yuam Miranda Wiwik Nur Hayati Yazid Nur Mahendra Yorita Febry Lismanda Yuliana, Aris Zaimatun Ni’mah Zuhkhriyan Zakaria