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All Journal Ihsanika : Jurnal Pendidikan Agama Islam Pengertian: Jurnal Pendidikan Indonesia (PJPI) Jurnal Pendidikan dan Sosial Humaniora
Yuni Listiyani
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Religion Humanities Education Other

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Proses Pengembangan Kurikulum Pendidikan Agama Islam Yuni Listiyani; Wama Fima; Insanul Mizan; Mustafiyanti Mustafiyanti
IHSANIKA : Jurnal Pendidikan Agama Islam Vol. 1 No. 4 (2023): Desember : Jurnal Pendidikan Agama Islam
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/ihsanika.v1i4.654

Abstract

This study aims to explain the process of developing the Islamic Religious Education curriculum using library research methods, namely the library approach by studying books, journals, and other relevant sources. The result of this writing is the process of developing a curriculum with Islamic religious education, it is in the process to what extent the curriculum with Islamic religious education, while in the process it takes a long time to perfect the curriculum with Islamic religious education, as for curriculum development that is designed with ideas and programs, in the process. This idea is in the form of a document in the form of a syllabus, so with the development process it will be developed and socialized by the community and educational institutions. The process of this educational curriculum can be developed with the design, implementation and completion of the Islamic religious education curriculum.
Administrasi Tata Hubungan Masyarkat Dalam Bidang Pendidikan Yuni Listiyani; Wama Fima; Dwi Noviani
Pengertian: Jurnal Pendidikan Indonesia (PJPI) Vol. 1 No. 1 (2023): Pengertian: Jurnal Pendidikan Indonesia (PJPI)
Publisher : Penerbit dan Percetakan CV. Picmotiv

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61930/pjpi.v1i1.163

Abstract

Proses pendidikan merupakan suatu proses interaksi yang dilakukan dimana proses tersebut bertujuan untuk meningkatkan atau menambah ilmu pengetahuan yang dimiliki oleh para peserta didik. Selain itu, proses pendidikan juga bertujuan untuk memberikan nilai-nilai kepribadian kepada siswa serta keterampilan hidup yang memungkinkan untuk dimiliki. Untuk mencapai tujuan pendidikan itu pihak sekolah juga tidak terlepas hubungannya dengan masyarakat. Secara sederhana hubungan dapat diartikan sebagai suatu proses komunikasi. Atau dengan kata lain suatu proses penyampaian berita dari seseorang dengan orang lain. Hal ini bisa secara internal yaitu dalam organisasi sekolah itu sendiri. Maupun ekstern yaitu antar sekolah dengan pihak lain (keluar) masyarakat/lembaga instansi yang lain. Mengenai hubungan dengan masyrakat ini berarti suatu kenyataan yang menyatakan bahwa sekolah tidak merupakan sesuatu yang berdiri sendiri terpisah dari dunia luar, melainkan berada dalam suatu sistem masyarakat yang telahh menetap. Oleh karena itu, seluruh aparat pendidikan yang berada disekolah mau tidak mau harus bekerja sama dengan masyrakat. Masyarkat disini dapat berwujud seperti orang tua murid, badan-badan atau organisasi-organisasi yang berada dalam masyarakat. Sedangkan para aparat pendidikan dapat berwujud seperti kepala sekolah, guru, serta staf-staf yang terkait dalam sekolah tersebut. Dapat disimpulkan bahwa hubungan sekolah (aparat pendidikan) dengan masyarakat didasarkan atas dasar kerja sama bukanlah sepihak melainkan adanya hubungan timbal balik demi tercapainya tujuan pendidikan yang diharapkan.
Analisis Konsep Dan Struktur Kurikulum Merdeka Dan Merdeka Belajar Ummi Salamah; Yuni Listiyani; Mustafiyanti Mustafiyanti
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 4 No. 2 (2024): Juni : Jurnal Pendidikan dan Sosial Humaniora
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v4i2.3234

Abstract

The Indonesian government has launched the concept of “Merdeka Belajar” as an effort to improve the quality of education in Indonesia. This concept aims to provide greater freedom and autonomy to educational units in managing and developing their curriculum according to the needs and potential of students. In this paper, we analyze the concept and structure of Merdeka Belajar curriculum which includes four main components, namely: (1) Merdeka Belajar Policy; (2) Merdeka Belajar Curriculum; (3) Merdeka Belajar Learning; and (4) Merdeka Belajar Assessment. Merdeka Belajar Policy gives greater authority to schools in developing curriculum and learning plans according to local needs. Merdeka Belajar Curriculum focuses on developing core competencies and basic competencies needed by students to face the challenges of the 21st century. Merdeka Belajar Learning encourages teachers to use innovative learning methods, such as project-based learning, problem-based learning, and collaborative learning. Merdeka Belajar assessment emphasizes authentic assessment that measures the ability of students holistically. The application of Merdeka Belajar concept is expected to produce graduates who have competencies that are in line with the needs of industry and society, and are able to think critically, creatively, and innovatively.
Co-Authors Dwi Noviani Insanul Mizan Mustafiyanti Mustafiyanti Ummi Salamah Ummi Salamah Wama Fima