Article Per Year (5 Year)
p-Index From 2021 - 2026
2.81
P-Index
This Author published in this journals
All Journal TARBIYA : Journal Education in Muslim Society Journal of Islamic Studies and Humanities BELAJEA: Jurnal Pendidikan Islam Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Jurnal Basicedu MANAGERIA: Jurnal Manajemen Pendidikan Islam AIUA Journal of Islamic Education Jurnal Eduscience (JES) Journal La Edusci Bulletin of Science Education Bulletin of Community Engagement TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING (TRANSTOOL) Jurnal Riset Pendidikan dan Pengajaran (JRPP) Jurnal Basicedu Penamas Jurnal Pendidikan Islam EDUKASI
Abd. Madjid, Abd.
Fakultas Tarbiyah Universitas Darussalam Gontor
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 21 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 21 Documents
Search

 1   2   3 
From RPP to Teaching Modules: Challenges and Practices of ISMUBA Teachers Rahmalia, Nuriza; Madjid, Abd.
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.37583

Abstract

The implementation of the Independent Curriculum has brought significant changes in learning planning, particularly in the transition from the 2013 Curriculum Lesson Plan (RPP) to teaching modules. This shift requires teachers to adapt to new principles such as flexibility, differentiated learning, and the integration of the Pancasila Student Profile. This study aims to analyze the challenges ISMUBA teachers face in designing and implementing teaching modules, examine how their understanding of curriculum principles influences classroom practices, and identify the strategies and professional support needed for effective implementation. This study employed a descriptive qualitative approach involving three ISMUBA teachers at SMP Muhammadiyah 1 Gamping. Data were collected through in-depth interviews, classroom observations, and document analysis. The data were analyzed using an interactive process consisting of data reduction, data display, and conclusion drawing, while validity was ensured through triangulation of sources and techniques. The findings indicate that teaching modules are perceived as more flexible and comprehensive than the 2013 Curriculum lesson plans, as they cover multiple learning sessions, integrate character development, and support differentiated learning. However, this flexibility also presents challenges, including the complexity of module preparation, limited teacher understanding, and relatively uniform evaluation practices. The study concludes that the successful implementation of teaching modules depends not only on curriculum design but also on teachers' pedagogical readiness, clear operational guidelines, and sustained professional and digital learning support.
Co-Authors Abdillah, Hafizh Zain Al-Razi, Muhammad Fakhruddin Alam, Naufal Ahmad Rijalul Alsya'bani, Ibnu Syakur Anita Aisah, Anita Annisa, Sofya Hilyatul Asmadi Alsa Chofivah, Astrid Khalil, Ahmad Hadziq Madani Ilham M. Suud, Fitriah M.Suud, Fitriah Muhamad Fikri, Muhamad Partino Partino, Partino Rahmalia, Nuriza Rochmawati, Nikmah Rustin, Ddilla Shodiq, Sadam Fajar Siti Bahiroh Sutrisno, Sutrisno Suud, Fitria M. Widya Masitah