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All Journal AL ISHLAH Jurnal Pendidikan DWIJA CENDEKIA: Jurnal Riset Pedagogik
Tuti Utami
Universitas Pendidikan Indonesia
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Relevance of the Project-Based Learning (PjBL) Learning Model with “Kurikulum Merdeka Belajar” Amsal Alhayat; Mukhidin Mukhidin; Tuti Utami; Rika Yustikarini
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 7, No 1 (2023): April 2023
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v7i1.69363

Abstract

Tuntutan pembelajaran abad 21 mengenai pemenuhan kualitas sumber daya manusia (SDM) yang kompeten adalah hal yang mendasari bagi peningkatan mutu pendidikan di Indonesia. Namun, dalam implementasinya masih terdapat kebingungan dalam penyampaian metode pembelajaran. Salah satu upaya yang dapat dilakukan yakni melalui penerapan kurikulum merdeka belajar yang menekankan pada pembelajaran berbasis proyek. Oleh karena itu, tujuan penelitian ini adalah untuk mendeskripsikan relevansi dari salah satu model pembelajaran abad 21, yaitu Project-Based Learning (PjBL) dengan Konsep Kurikulum Merdeka Belajar. Metode penelitian yang digunakan yakni penelitian kualitatif deskriptif dengan teknik pengumpulan data melalui studi kepustakaan atau Library Research. Hasil penelitian didapati bahwa relevansi kurikulum merdeka belajar dengan model pembelajaran Project-Based Learning (PjBL) dituangkan melalui Profil Pelajar Pancasila dan variasi pembelajaran yang memberikan kesempatan pada siswa untuk dapat berkolaborasi dan memiliki kemampuan merencanakan hingga memberikan solusi terkait suatu permasalahan. Agar kompetensi siswa sesuai tuntutan abad 21, diperlukan peningkatan kemampuan dan kompetensi guru dalam melaksanakan kegiatan pembelajaran. Kemampuan dan kompetensi tersebut diantaranya adalah kemampuan guru dalam merencanakan, melaksanakan, dan mengevaluasi pembelajaran.
Mapping of Co-curricular Achievements in Kurikulum Merdeka with the Problem-Centered Thinking Skills Model Tuti Utami; Rudi Susilana; Laksmi Dewi
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.4714

Abstract

This study aims to illustrate the mapping of co-curricular achievements in Kurikulum Merdeka as an effort to build adaptive co-curricular programs utilizing the Problem-Centered Thinking Skills (PCTS) model. By analyzing the relevant documents and regulations, including the implementation guidelines of Kurikulum Merdeka, the dimensions, elements, and sub-elements of the co-curricular programs are analyzed. The findings indicate that a significant portion of co-curricular achievements can be effectively developed into adaptive programs through the application of the PCTS model. This study highlights the importance of integrating the PCTS model in shaping adaptive co-curricular activities that promote critical thinking skills and enhance students' critical thinking within the framework of Kurikulum Merdeka. These insights provide practical recommendations for educators, curriculum designers, and policymakers to facilitate the formation of adaptive co-curricular programs that foster student engagement and develop essential skills. By incorporating the PCTS model, co-curricular activities can become dynamic platforms for students to actively participate in real-world problem-solving, nurturing their critical thinking abilities.
Co-Authors Amsal Alhayat Laksmi dewi Mukhidin - Rika Yustikarini Rudi Susilana, Rudi