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All Journal ETERNAL(english, teaching, learning, and Research Journal) Pendas : Jurnah Ilmiah Pendidikan Dasar Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni ACITYA Journal of Teaching & Education Linguists: Journal of Linguistics and Language Teaching EDUTEC : Journal of Education And Technology PANYONARA: Journal of English Education ELP (Journal of English Language Pedagogy) Journal of English Development Education Achievement: Journal of Science and Research Journal Of Academia In English Educations (JADEs) Jurnal Pendidikan dan Sastra Inggris (JUPENSI) Solidaritas: Jurnal Pengabdian Kurikula Jurnal Pendidikan Edu Research : Jurnal Penelitian Pendidikan Jurnal Dedikasia : Jurnal Pengabdian Masyarakat JURNAL TUNAS PENDIDIKAN Education: Jurnal Sosial Humaniora dan Pendidikan Jurnal Ilmiah Dan Karya Mahasiswa Jurnal Pendidikan, Bahasa dan Budaya PESHUM Jurnal Pendidikan dan Sastra Inggris International Journal of Teaching and Learning (INJOTEL)
Absharini Kardena
Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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THE IMPLEMENTATION OF THE MERDEKA CURRICULUM IN ENGLISH LANGUAGE LEARNING AT MADRASAH TSANAWIYAH (MTs) Hamdani Hamdani; Absharini Kardena
International Journal of Teaching and Learning Vol. 3 No. 4 (2025): APRIL
Publisher : Adisam Publisher

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Abstract

This study aims to analyze the implementation of the Merdeka Curriculum at Madrasah Tsanawiyah (MTs). The method used in this research is qualitative descriptive. This qualitative research collects data through observation, interviews, and documentation studies. The research objects chosen are that who understand and master the issues being studied. The subjects in this study are English teachers at MTs Rambatan, Tanah Datar Regency, West Sumatera Province. The Miles and Huberman analysis technique is used through the stages of data reduction, data presentation, and conclusion drawing. This study shows that the Merdeka Curriculum has been implemented in the planning, implementation, and evaluation stages of learning. Unlike the 2013 curriculum, the implementation of the Merdeka Curriculum at MTs Rambatan prioritizes the comfort of teachers and students by providing freedom to innovate, express, and be creative in determining active learning activities centered on students. This treatment provides implementation in creating effective learning by involving intensive student participation and appreciation so that educational goals can be achieved.
AN ANALYZE THE CULTURAL CONTENT IN AN ENGLISH TEXTBOOK FOR MERDEKA CURRICULUM Julia Anugerah Putri; Absharini Kardena; Rahma Wahidha
International Journal of Teaching and Learning Vol. 3 No. 4 (2025): APRIL
Publisher : Adisam Publisher

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This study aims to analyze the cultural content in English textbooksbcustomized for English language learning based on the Indonesia Merdeka curriculum which ideally includes a variety of Indonesian traditional and regional cultures in the textbooks. The book chosen is a book for grade 10 high school entitled English Language for SMA/MA/SMK/MAK Class 10B by Yuniarti Dwi Arini. The purpose of this study is to prove and review the ratio of cultural content in the tenth grade English interaction textbook.Through cultural content analysis, it is hoped that this research will be able to improve the quality of culture in other EFL textbooks in Indonesia. Research design for this study is quantitative method, specifically conceptual content analysis. The coding of was based on cultural categories and the exposure of cultural elements from the content in the textbook. The results of this study show that the percentage of cultural concepts in the analyzed objects is 76%, the percentage of practices is 17%, and the percentage of perspectives and people are 5% and 2% respectively. For the category of culture, there is a ratio of 55% in the target culture of the English speaking country, 24% in the source culture derived from Indonesian culture, and English-speaking country, 24% on the source culture derived from Indonesian culture, and 21% on the international target culture which is a culture that is international target culture which is a culture that is not the target culture. as well as source cultures and cultures that come from a nation that does not consider English as its first or second language.
THE USE OF SEMANTIC MAPPING TO IMPROVE STUDENTS’ VOCABULARY MASTERY IN SENIOR HIGH SCHOOL Absharini Kardena, Sisi Yusra, Irwandi, Eliza,
Jurnal Tunas Pendidikan Vol. 5 No. 2 (2023): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v5i2.994

Abstract

This research was based on facts that the students’ vocabulary mastery in low level.. This was due to the fact that teaching vocabulary is not only about having a lot of vocabulary but students must also understand the form and meaning of the word. In addition, semantic mapping is not applied in English textbook to teaching vocabulary at Senior high school. The goal of this research was to improve students’ vocabulary mastery. To achieve this goal, this research offered the use of semantic mapping in understanding word forms and word meanings so that students can improve their vocabulary mastery. Through analysis of the data, the researcher found that vocabulary can be taught using word formation and meaning of the word. There are several ways to explain word formation namely etymology, coinage, borrowing, compounding, blending, clipping, backformation, conversion, acronym, and derivation. In addition, semantic mapping used in understanding meaning of the word through antonym, synonym, meronym, taxonomy,monosemy, homonym, and polysemy. It is concluded that semantic mapping can be used in explain the word and its meaning. In addition, Semantic mapping is not only uses tree diagrams in explaining words but can also use various forms such as star diagram, spider diagram, fishbone diagram, cycle diagram and vocabulary graphic organizer.
Co-Authors Annisah Arino Susanto Arino Susanto Aufa Rahmah Bambang Trisno Elda Selja Putri Elda Selja Putri Eliza Eliza Chio Eliza Eliza Elsi Amiza Elsi Amiza Elviana Elviana Endang Kurnia Fadiah Lestari Fathur Rahmi Febria Sri Artika Fenny Ayu Monia Genta Sakti Genta Sakti Hamdani Hamdani Hamdani Hidra Ariza Iltavia Iltavia Imelia Nova Irwandi Irwandi Julia Anugerah Putri Lena Sastri Leni Afrizola Loli Safitri Loli Safitri Melyan Melani Melyan Melani Merry Prima Dewi Mesi Oktavia Nova Melia Ramadani Puti Andam Dewi Putri Chantika Herman Putri Meldia Rahma Wahidha Rahmawati Rahmawati Rahmawati Rahmawati Rahmi Novianti Rara Vanesia Rara Vanesia Reflinda Reflinda Reflinda, Reflinda Reni Safitri Riyana Apalda Robiatul Aminah Hasibuan Robiatul Aminah Hasibuan Sherly Sri Arsifa Suci Humairoh Veni Roza Wahyuni, Wira Yenita Hastuti Yulifda Elin Puspita Yusna Hannum Zulhadi Zulhadi