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ANALISIS KEBIJAKAN KURIKULUM DI SEKOLAH DASAR (TINJAUAN KURIKULUM 13 HINGGA KURIKULUM MERDEKA) Dimas Agung Prayoga; MUH WASITH ACHADI
Raudhah - Proud To Be Professional مجلد 8 عدد 1 (2023): Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah-APRIL 2023
Publisher : Sekolah Tinggi Agama Islam Raudhatul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48094/raudhah.v8i1.282

Abstract Balancing the curriculum is very important to do, except for balancing the curriculum in elementary schools to improve the quality of educational processes and outcomes. The purpose of this research is to find out how to balance the curriculum in elementary schools in the education unit level curriculum, the 2013 curriculum, and the policy on independent learning. This research method is descriptive qualitative. Data collection was carried out by means of a literature study. The research results show that the balancing of the elementary school curriculum occurs in harmony with the course of Indonesian history. The elementary school curriculum is a competency-based curriculum designed in the KBK, KTSP and 2013 Curriculum, and independent learning. The aims of the research were (1) to find out the differences between the 2013 Curriculum and the Meirdeika Curriculum, (2) to compare the 2013 Curriculum and the Meirdeika Curriculum in elementary schools, as well as (3) to analyze the difficulties encountered in implementing the 2013 Curriculum and the Meirdeika Curriculum in elementary schools. The characteristics of the elementary school curriculum in the 2013 curriculum are a cross curriculum or integrated curriculum for all grades with a scientific approach and authentic assessment. The elementary school curriculum in the study of independent ethics needs to pay attention to designing curriculum ideas, planning national exams, designing lesson plans, and teaching profession. Meanwhile, the implementation of independent learning must include objectives, flexibility, and usability of the curriculum.

IMPLEMENTASI KURIKULUM MERDEKA BELAJAR PADA MATA PELAJARAN AKIDAH AKHLAK MI NEGERI 1 SAMARINDA SYIRAZ ROZAKY BIMAGFIRANDA; MUH WASITH ACHADI
Raudhah - Proud To Be Professional مجلد 8 عدد 1 (2023): Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah-APRIL 2023
Publisher : Sekolah Tinggi Agama Islam Raudhatul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48094/raudhah.v8i1.283

Abstract Implementalsi merdekal belaljalr dikalitkaln dengaln kurikulum tingkalt saltualn pendidikaln paldal Pendidikaln Dalsalr daln Menengalh, yalng berupal KMAl Nomor 184 Talhun 2019 mengenali Pedomaln Implementalsi Kurikulum paldal Maldralsalh diterbitkaln untuk mendorong daln memberi alturaln dallalm berinovalsi daln implementalsi kurikulum maldralsalh sertal memberikaln palyung hukum dallalm pengembalngaln kekhalsaln Maldralsalh, pengembalngaln Education on Kalralkter, Anti-Corruption Education and Restoration of Beralgalmal Paldal Maldralsalh Moderation. This research aims to study the balgalimalnal implementation of the independent learning curriculum in alkidalh alkhlalk learning in Ibtidaliyalh Negeri 1 Salmalrindal. The results of this study indicate that: 1) The concept of the independent curriculum is a cognitive assessment and a non-cognitive assessment, which is unfortunate that the independent curriculum is more of a non-cognitive assessment. 2) Finally, the difference is in the meeting point, namely the plan for the course of study, which can also be called the RPP, which is the final plan for the course of learning in the 2020 curriculum, just one sheet. As long as the 2013 RPP can be more than a month's salt. 3) Aldal changes related to organizational structure such as curriculum, curriculum development and also control of curriculum division. 4). There is a restoration of the objectives component in the Alkidal Alkhlalk 2020 curriculum, of course, all the good ones in the educator's curriculum, and the teacher also has to return the goals in the curriculum. 6) Aldal development in a method in the curriculum. 7) There is a difference in the components of the exception, namely the difference in the end in each signal evaluation starting from the instrument in the traffic

EFEKTIVITAS DAN PERAN GURU PAI DALAM KURIKULUM MERDEKA BELAJAR DI SMP NEGERI 1 GAMPING HUKMA FITRIA ADIRA; MUH WASITH ACHADI
Raudhah - Proud To Be Professional مجلد 8 عدد 1 (2023): Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah-APRIL 2023
Publisher : Sekolah Tinggi Agama Islam Raudhatul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48094/raudhah.v8i1.284

Abstract Curriculum is the heart of education. The curriculum must continue to adapt to the times and also technology. The "Freedom to Learn" curriculum leads to ideal education, education that is ready to create and collaborate with various aspects. This type of research is qualitative research. The subject of the research was PAI teachers at SMP Negeri 1 Gamping. The technique used in determining the subject of research is purposive sampling technique. Data collection techniques with interviews and observation. The data analysis technique used was data collection, data reduction, data presentation and data conclusion. The results of the study show that the basic concept of an independent curriculum is to develop a curriculum that is better prepared in facing the advances in the technological era using Contextual Teaching and Learning (CTL) methods or learning strategies. The independent curriculum is in practice, that is, there are hours of learning projects that are carried out with other subjects to produce a work that has something to do with the Pancasila religion which upholds religious values. The independent curriculum uses a dedicated team within the school to determine the project agenda. Teachers can act as facilitators in learning-based projects that are expected to be able to make a valuable contribution to science, develop soul collaboration and also eliminate gaps in skill specifications. Teachers in increasing effectiveness can develop components whose goal is to answer the wishes of the nation who want the next generation of the nation to continue to prioritize Pancasila values. Meanwhile, there are additional Material Development related to the conditions that occur with the development of science and technology. The teacher's role in the learning process includes being a facilitator, mobilizer, and also having learning strategies and methods that can adapt to student development, infrastructure facilities and also scientific diversity that can be collaborated for example in funeral prayers there is a social dimension (morals) and also jurisprudence.

IMPLEMENTASI KURIKULUM MERDEKA BELAJAR PADA PELAJARAN SEJARAH KEBUDAYAAN ISLAM DI MADRASAH SANAWIAH NEGERI 5 SLEMAN YOGYAKARTA Suci Ulfah; Muh Wasith Achadi
Raudhah - Proud To Be Professional مجلد 8 عدد 2 (2023): Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah- Agustus 2023
Publisher : Sekolah Tinggi Agama Islam Raudhatul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48094/raudhah.v8i2.497

Abstrak Tujuan penelitian ini adalah untuk melaporkan bagaimana kelas SKI di MTsN 5 Sleman menggunakan program pembelajaran otonom. Penelitian ini menggunakan pendekatan deskriptif kualitatif berdasarkan wawancara mendalam dan observasi partisipan. Reduksi data, pengecekan kesalahan, dan deskripsi hasil wawancara adalah dua langkah pertama dalam proses analisis data. Kelas VII di MTsN 5 Sleman dipelajari (dari kemungkinan 12) untuk penelitian ini. Seorang sarjana sejarah budaya Islam dijadikan topik penelitian. Berdasarkan hasil temuan, Madrasah Tsanawiyah Negeri 5 Sleman merupakan salah satu program percontohan program mandiri di Kabupaten Sleman DIY, dan teknik yang digunakan dalam proses pembelajaran program mandiri adalah pendekatan pembelajaran berbasis proyek. Pembelajaran berbasis masalah (PBL) adalah strategi pengajaran yang telah terbukti menumbuhkan tingkat berpikir kritis yang lebih tinggi, lebih banyak inisiatif siswa di kelas, dan motivasi kelompok serta pengembangan interpersonal yang lebih besar. Namun kelas SKI biasanya menggunakan peralatan yang sesuai untuk siswa kelas K-13. Kurangnya pengalaman belajar mandiri, sumber referensi yang tidak memadai, manajemen waktu yang buruk, gaya mengajar yang berbeda-beda, dan kurangnya kemampuan di kalangan pendidik, semuanya berperan dalam hal ini. Oleh karena itu, dapat disimpulkan bahwa program pembelajaran sejarah kebudayaan Islam di MTsN 5 Sleman belum terlaksana dengan baik secara berdiri sendiri.

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