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All Journal Ideguru: Jurnal Karya Ilmiah Guru Nusantara: Jurnal Pendidikan Indonesia
Muhlis, M.
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Education Other

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Islamic Religious Education Curriculum Organization Hakim, Muh. Luqmanul; Suleman, Muh. Asharif; Idayanti, Zulfi; Muhlis, M.; Nurhadiningtyas, Trianita
Ideguru: Jurnal Karya Ilmiah Guru Vol 10 No 2 (2025): Edisi Mei 2025
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i2.1541

Abstract

Curriculum organization plays an important role in organizing the learning process, so that a deep understanding of it makes it easier for educators to achieve learning goals. This study aims to further analyze the organization of the Islamic Religious Education (PAI) curriculum, including its forms, advantages and disadvantages, main principles, factors that need to be considered, and organizational procedures. This study is a literature study with a content analysis approach. The results of the study indicate that there are several forms of PAI curriculum organization that are in accordance with the characteristics and needs of Islamic educational institutions, namely: separate subject curriculum, correlated curriculum, broad fields curriculum, and integrated curriculum. The main principles that must be considered include integration, balance, freedom, equality, sustainability, and welfare. Important factors in organizing the PAI curriculum include scope, sequence, continuity, balance, and integration. The procedures that need to be considered include six approaches: reorganization based on learning resources, patchwork, activity analysis, opinion surveys, social functions and roles, and student interests and needs. This study provides important insights to improve the effectiveness of the PAI curriculum in Islamic educational institutions.
Meningkatkan Minat Belajar Siswa Sekolah Dasar dalam Sains Melalui Integrasi Model SAVI-Mind Mapping Zidane, Mokhammad Rizqi; Putri, Putri Arwinda; Muhlis, M.; Posangi, Nadia Putri Mulyani; Yuliana, Nurma
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 1 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i1-7

Abstract

Purpose – This study investigates the effectiveness of the SAVI (Somatic, Auditory, Visual, and Intellectual) learning model combined with mind mapping media in enhancing elementary students' interest in science learning. The research addresses common challenges in science education, including limited teaching model variations and students' perceptions of science as a difficult subject.Method – A quasi-experimental design with a quantitative approach was employed. Data was collected through questionnaires and documentation from fourth-grade students at MI Miftahul Huda. Findings – The implementation of the SAVI-mind mapping integration yielded significant positive results. Student responses to the learning model showed 83% positive engagement (strong category) and 43% for negative statements (moderately strong category). Learning interest questionnaires revealed 79% positive responses (strong category) and 55% for negative statements (moderately strong category). Statistical analysis demonstrated a significant influence of the SAVI-mind mapping model on science learning interest, with a sig. value (2-tailed) of 0.000 < 0.05, leading to the acceptance of Ha and rejection of H0. Research Implications – This study provides empirical evidence for the effectiveness of combining kinesthetic, auditory, visual, and intellectual approaches in elementary science education. The findings offer educators a validated teaching model that can be easily implemented in elementary science classrooms. The study provides specific guidelines for integrating SAVI principles with mind mapping techniques, making it invaluable for teachers. This study provides a validated and ready-to-use learning model. They can confidently apply this approach because it is supported by strong empirical evidence. Furthermore, the flexibility of this method allows teachers to make adjustments according to the context and needs of their classrooms.
Co-Authors Hakim, Muh. Luqmanul Idayanti, Zulfi Nurhadiningtyas, Trianita Posangi, Nadia Putri Mulyani Putri, Putri Arwinda Suleman, Muh. Asharif Yuliana, Nurma Zidane, Mokhammad Rizqi