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All Journal Abdi Masyarakat UIKA Jurnal Pengabdian Nusantara Jejak digital: Jurnal Ilmiah Multidisiplin
Mohammad Yahya
Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Approaches to PAI Curriculum Development Irma Nur Afifah; Virda Nailatul Iza; Septia Nur Laili; Mohammad Yahya
Jurnal Pengabdian Nusantara Vol. 4 No. 2 (2026): APRIL
Publisher : Konsorsium Nasional Pengelola Jurnal Pengabdian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/jpn.v4i2.143

Abstract

This study discusses various approaches used in the development of the Islamic Education Curriculum (PAI) and its urgency in improving the quality of learning. The purpose of this study is to identify the characteristics, advantages, and relevance of each approach to the needs of contemporary Islamic education. The research method used is a literature study with descriptive analysis of the literature related to the development of the PAI curriculum. The results of the study show that there are five main approaches in the development of the PAI curriculum, namely the academic subject approach, humanistic approach, technological approach, social reconstruction approach, and competency-based approach. These approaches are considered to be able to serve as a basis for educators in designing a more meaningful and contextual curriculum. The existence of the PAI curriculum plays a strategic role as a guideline for achieving the goals of Islamic education, namely exploring human potential in accordance with Islamic law. However, the PAI curriculum still faces various problems, such as monotonous learning models, overlapping material, and a lack of relevance to the social context of students. Therefore, the selection and combination of the right approaches is very important so that the PAI curriculum can be implemented effectively and adaptively in the teaching and learning process.
Pengembangan Aplikasi Ensiklopedia Digital Berbasis Kodular Pada Mata Pelajaran IPAS Materi Menjelajah Bumi dan Antariksa Kelas VI MIN 3 Jember Urfi Syirwan; Mohammad Yahya
Jejak digital: Jurnal Ilmiah Multidisiplin Vol. 2 No. 4 (2026): JUNI-JULI
Publisher : INDO PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/j5n0mc70

Abstract

Penelitian ini bertujuan untuk mengembangkan dan menguji kelayakan serta efektifitas media pembelajaran digital berupa Aplikasi Ensiklopedia Digital Berbasis Kodular pada mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) materi “Menjelajah Bumi dan Antariksa” untuk peserta didik kelas VI di Madrasah Ibtidaiyah Negeri (MIN) 3 Jember. Latar belakang penelitian ini adalah minimnya pemanfaatan media digital interaktif dan kesulitan peserta didik dalam memahami konsep abstrak terkait tata surya akibat ketergantungan pada metode konvesional. Penelitian ini menggunakan metode Research and Development (R&D) dengan pendekatan model ADDIE (Analysis, Design, Development, Implementation, and Evaluation). Pengumpulan data dilakukan melalui observasi, wawancara, angket, serta instrumen tes kognitif (Pre-Test dan Post-Test). Hasil validasi ahli menunjukkan media ini sangat layak digunakan, dengan tingkat persentase kelayakan dari ahli materi sebesar 95%, ahli media 88%, dan ahli pembelajaran 100%, sehingga rata-rata kelayakan mencapai 94%. Uji kepraktisan melalui respon peserta didik memperoleh persentase 87,44% dengan kategori sangat menarik dan praktis. Uji efektivitas menggunakan komputasi Normalized Gain (N-Gain) membuktikan adanya peningkatan signifikan dengan skor rata-rata N-Gain sebesar 0,879 (tinggi) dan persentase N-Gain sebesar 87,92% (efektif). Kesimpulannya, Aplikasi Ensiklopedia Digital Berbasis Kodular terbukti menjadi instrumen pedagogis yang sangat layak, praktis, dan efektif dalam meningkatkan pemahaman serta hasil belajar peserta didik pada materi Menjelajah Bumi dan Antariksa.
Curriculum Evaluation Models: Theoretical Analysis and Implementation in Modern Education Systems Ahmad Fauzan Aminulloh; Nur Masyita Ramdhani; Moh Rifqi; Mohammad Yahya
AMK : Abdi Masyarakat UIKA Vol. 5 No. 1 (2026): MARET
Publisher : Universitas Ibn Khaldun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/amk.v5i1.3162

Abstract

Curriculum evaluation is a systematic process used to assess the effectiveness, relevance, and achievement of educational objectives through analysis of all components of the curriculum, from planning and implementation to learning outcomes. This article comprehensively discusses various curriculum evaluation models used in modern education systems, including research models, goal-oriented models, goal-free models, multivariate mixed models, EPIC models, and CIPP models. Each model is analyzed based on its characteristics, approach, and contribution in providing a comprehensive overview of curriculum quality. Evaluation not only serves as a tool to determine the success rate of a program, but also as a basis for accountability, continuous improvement, and strategic decision-making in curriculum development. In addition to describing various evaluation models, this article also highlights the importance of the competence of evaluators, both internal and external, who have theoretical understanding, accuracy, objectivity, and professional skills in conducting evaluations. The results of the study show that the use of an appropriate evaluation model greatly influences the accuracy of the findings and recommendations produced, thereby improving the quality of learning and ensuring that the curriculum remains adaptive to developments in science and the needs of students. Thus, curriculum evaluation is an important instrument in maintaining the quality of education and supporting the effective and sustainable achievement of national education goals.
The Role of Principals in Curriculum Development Muhammad Almas Perdana Sugianto; Dewi Fikrotul Khoiriyah; Satrio Saifullah; Mohammad Yahya
AMK : Abdi Masyarakat UIKA Vol. 5 No. 1 (2026): MARET
Publisher : Universitas Ibn Khaldun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/amk.v5i1.3185

Abstract

This study aims to analyze the role of school principals in curriculum development, particularly in the implementation of the Merdeka Curriculum, which requires flexibility, innovation, and collaboration among school stakeholders. School principals have a strategic function as academic supervisors, managers, administrators, motivators, and transformational leaders who ensure that the curriculum is aligned with the needs of students and the local context. Through a descriptive qualitative approach, this study explores the dynamics of principal leadership in the process of planning, implementing, evaluating, and strengthening teacher capacity in developing learning tools. The results show that consistent academic supervision, effective resource management, and collaboration within the curriculum team can improve the quality of learning and the relevance of teaching materials. However, various challenges such as limited teacher competence, digital infrastructure, and bureaucratic barriers still hinder the optimal implementation of the Merdeka Curriculum. Efforts such as the formation of learning communities, increased professional training, and the integration of Pancasila values have proven to strengthen the effectiveness of curriculum development. Overall, this study confirms that principal leadership is a fundamental factor in realizing adaptive and sustainable curriculum innovation.
Basic Principles of Curriculum Development Futihatus Sajidah Wulandari; Muliarta Abde Wilutama; Imroatul Jamila Zaen; Mohammad Yahya
Jurnal Pengabdian Nusantara Vol. 4 No. 1 (2026): JANUARI
Publisher : Konsorsium Nasional Pengelola Jurnal Pengabdian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/jpn.v4i1.142

Abstract

Curriculum development is a continuous and comprehensive process aimed at creating an effective and relevant learning system that meets the needs of learners and the demands of changing times. This process involves planning and designing the curriculum by considering critical aspects such as national education goals, material relevance, flexibility in implementation, and efficient use of available resources. Fundamental principles of curriculum development include goal orientation, relevance, flexibility, continuity, and effectiveness, which serve as key guidelines in designing curricula that focus not only on academic content but also on developing broad life skills, including critical thinking, social skills, and vocational abilities. Moreover, a well-designed curriculum addresses both individual and collective differences among learners, ensures continuity across educational levels and subjects, and optimizes the use of funds, time, personnel, and facilities. The quality of curriculum development is measured based on established national education standards, with the aim of producing competent generations ready to face challenges in the workforce and society. Therefore, curriculum development grounded on these principles supports comprehensive and sustainable educational success.
Co-Authors Ahmad Fauzan Aminulloh Dewi Fikrotul Khoiriyah Futihatus Sajidah Wulandari Imroatul Jamila Zaen Irma Nur Afifah Moh Rifqi Muhammad Almas Perdana Sugianto Muliarta Abde Wilutama Nur Masyita Ramdhani Satrio Saifullah Septia Nur Laili Urfi Syirwan Virda Nailatul Iza