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All Journal Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Ilomata International Journal of Social Science Jurnal Pendidikan Generasi Nusantara (JPGENUS)
Muamaroh
Universitas Muhammadiyah Surakarta
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Other

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The Implementation of The Merdeka Curriculum in Learning English in Senior High School: Case Study Tiara Vinnilarika Sari; Muamaroh
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 1 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i1.3047

Abstract

This study aimed to focus on the implementation of the Merdeka Curriculum in Learning English in Senior High School. The participants of this study were three English teachers at one of the Senior High School in Surakarta, Central Java, Indonesia. The study used a case study design with descriptive analysis. The instruments to collect data using interviews, observations, and documents. The data were analyzed qualitatively. The findings of this research reveal that teachers used three techniques in implementing the Merdeka Curriculum in the classroom such as CERIA, Quiz, and Jigsaw. Furthermore, this research also found materials used were textbooks and e-books sourced from the Ministry of Education and Culture Indonesia. Meanwhile, the learning media used by teachers are handphones and social media platforms such as Google forms, Duolingo, and WhatsApp groups. Teacher evaluations used formative and summative assessment.
Understanding the Difference between Authentic Assessment and Traditional Assessment Farida Nur Fatinah; Muamaroh; Mauly H.H; Yeny Prastiwi; Nur Hidayat
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol. 3 No. 1 (2025): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Januari-Juni 2025
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/ctg91t98

Abstract

This qualitative study aims to investigate the differences between traditional and authentic assessments in education in order to improve teaching and learning practices. Using a descriptive literature study method, this study analyses various relevant academic sources to identify the strengths and weaknesses of both types of assessments. The results show that authentic assessments are more effective in measuring critical thinking and problem-solving skills, while traditional assessments are more suitable for evaluating memorization and basic skills. The conclusion of the study recommends the use of a combination of both types of assessments to support deeper learning and better educational outcomes.
Teachers’ Perceptions of the Effects of Differentiated Instruction on Teaching Quality Niaty Beladinna; Endang Fauziati; Muamaroh
Ilomata International Journal of Social Science Vol. 7 No. 1 (2026): January 2026
Publisher : Yayasan Ilomata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/ijss.v7i1.2008

Abstract

This study examines English teachers’ perceptions of the effects of Differentiated Instruction (DI) on teaching quality in English language teaching at MTsN 2 Manggarai Barat, East Nusa Tenggara. This qualitative case study involved three English teachers selected through purposive sampling. Data were collected through questionnaires and semi-structured interviews and analyzed using thematic analysis. The findings indicate that teachers generally hold positive perceptions of DI and consider it supportive of student-centered and inclusive learning practices aligned with the Merdeka Curriculum. However, differences were found in teachers’ understanding of DI, particularly in how instructional differentiation is conceptualized and applied in classroom practice. These findings suggest that while positive perceptions facilitate DI implementation, strengthened conceptual understanding is necessary to ensure consistent instructional quality. The study highlights the importance of targeted professional development to support effective Differentiated Instruction in English language teaching.
Co-Authors Endang Fauziati Farida Nur Fatinah Mauly H.H Niaty Beladinna Nur Hidayat Tiara Vinnilarika Sari Yeny Prastiwi