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All Journal MES: Journal of Mathematics Education and Science Kenduri: Jurnal Pengabdian Dan Pemberdayaan Masyarakat
Mariam Nasution
Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary
Humanities Environmental Science Mathematics Social Sciences

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PENGEMBANGAN KURIKULUM MATEMATIKA BERBASIS TEORI BELAJAR UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA SMK NEGERI 2 PADANGSIDIMPUAN Palwina Machrani; Fadilla Sri Utami Siregar; Mariam Nasution
MES: Journal of Mathematics Education and Science Vol 11, No 2 (2026): Edisi April
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/mes.v11i2.13440

Abstract

This study aims to develop a mathematics curriculum based on learning theories to improve students' critical thinking skills at SMK Negeri 2 Padangsidimpuan. The method used was Research and Development consisting of needs analysis, design, development, implementation, and evaluation stages. The subjects were tenth-grade students. The instruments included a critical thinking test, observation sheets, and student response questionnaires. The results showed that the developed curriculum met the criteria of validity, practicality, and effectiveness. This was indicated by an increase in the average critical thinking score from 58.8 to 78.9. In addition, the implementation of learning was categorized as very good (86.7%), and student responses were positive (84%). Therefore, the developed curriculum is effective in improving students' critical thinking skills and the quality of mathematics learning.
Analisis Perencanaan Pembelajaran (ATP, Modul Ajar, dan Lesson Plan) Deswita Siagian; Rahmad Mulia Abdi Lubis; Mariam Nasution
KENDURI : Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/kenduri.v6i1.2252

Abstract

Learning planning is an important aspect of improving the quality of education because it serves as a guideline for implementing a directed, systematic, and effective teaching and learning process. In the implementation of the Merdeka Curriculum, learning tools such as the Learning Objectives Flow (ATP), teaching modules, and lesson plans become the main components that help teachers design learning activities in accordance with learning outcomes and students’ needs. ATP functions to organize learning objectives systematically and continuously, teaching modules help make learning more structured, flexible, and contextual, while lesson plans assist teachers in carrying out classroom learning activities effectively and efficiently. This study aims to analyze the roles, functions, advantages, and implementation of ATP, teaching modules, and lesson plans based on reviews of national and international journals. The research method used is a literature review by collecting, examining, and analyzing various scientific journals related to learning planning in the Merdeka Curriculum. The results of the study indicate that ATP, teaching modules, and lesson plans have interconnected roles in creating a more directed, structured, and student-centered learning process. However, their implementation still faces several challenges, such as teachers’ limited understanding, lack of training, schools’ inadequate readiness, and limited supporting facilities and infrastructure. Therefore, continuous training, mentoring, and teacher competency development are needed so that the implementation of learning planning tools in the Merdeka Curriculum can run optimally and contribute to improving the quality of education
Analisis Keterpaduan Struktur Kurikulum Matematika dalam Mewujudkan Pembelajaran Matematika yang Efektif Henra Putra Nainggolan; Sri Ulfah Afriani Dalimunthe; Mariam Nasution
KENDURI : Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/kenduri.v6i1.2276

Abstract

The mathematics curriculum plays a crucial role in achieving effective learning through the integration of objectives, content, process, and assessment. However, in practice, there are still inconsistencies between curriculum components, which leads to mathematics learning being procedurally and outcome-oriented. This study aims to analyze the integration of the mathematics curriculum structure in achieving effective mathematics learning. The study used a qualitative approach with library research methods through a review of scientific journals, books, education policy documents, and previous research relevant to the 2020–2025 period. Data analysis techniques were carried out through systematic data reduction, categorization, interpretation, and synthesis. The results of the study indicate that the effectiveness of mathematics learning is greatly influenced by the alignment of learning objectives, systematic and contextual content organization, a student-centered learning process, and assessments that comprehensively measure mathematical thinking skills. Thus, the integration of objectives, content, process, and assessment is a primary prerequisite for creating mathematics learning that is effective, meaningful, and aligned with the demands of 21st-century competencies.
PENGEMBANGAN KURIKULUM MATEMATIKA BERBASIS TEORI BELAJAR UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA SMK NEGERI 2 PADANGSIDIMPUAN Palwina Machrani; Fadilla Sri Utami Siregar; Mariam Nasution
MES: Journal of Mathematics Education and Science Vol 11, No 2 (2026): Edisi April
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/mes.v11i2.13440

Abstract

This study aims to develop a mathematics curriculum based on learning theories to improve students' critical thinking skills at SMK Negeri 2 Padangsidimpuan. The method used was Research and Development consisting of needs analysis, design, development, implementation, and evaluation stages. The subjects were tenth-grade students. The instruments included a critical thinking test, observation sheets, and student response questionnaires. The results showed that the developed curriculum met the criteria of validity, practicality, and effectiveness. This was indicated by an increase in the average critical thinking score from 58.8 to 78.9. In addition, the implementation of learning was categorized as very good (86.7%), and student responses were positive (84%). Therefore, the developed curriculum is effective in improving students' critical thinking skills and the quality of mathematics learning.
Co-Authors Deswita Siagian Fadilla Sri Utami Siregar Henra Putra Nainggolan Palwina Machrani Rahmad Mulia Abdi Lubis Sri Ulfah Afriani Dalimunthe