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All Journal Madani: Multidisciplinary Scientific Journal
S, Shinta
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Journal : Madani: Multidisciplinary Scientific Journal

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Pendidik dalam Pendidikan Islam S, Shinta
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 1 (2025): February
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

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Abstract

Untuk mengetahui pendidik dalam pendidikan islam metode yang digunakan dalam penulisan ini yakni pendekatan penelitian kepustakaan yang menggunakan buku dan literatur lainnya sebagai objek yang utama. Jenis penelitian yang digunakan adalah kualitatif, yaitu penelitian yang menghasilkan informasi berupa catatan dan data deskriptif yang terdapat didalam teks yang diteliti. Hasil dari penelitian ini menyatakan bahwa pendidik dalam pendidikan islam adalah yang mengajarkan ilmu kepada manusia dan manusia pula yang mempunyai kewajiban baginya untuk mentransferkan ilmu itu kepada manusia lain demi kemaslahatan manusia termasuk alam didalamnya. Pendidik hendaknya mengembangkan dan membersihkan jiwa peserta didik agar dapat mendekatkan diri kepada Allah swt., menjauhkan dari keburukan, dan menjaganya agar tetap berada pada fitrahnya. 
Komparasi Rencana Pelaksanaan Pembelajaran (RPP) Berdasarkan Kurikulum 2013 dengan di Kurikulum Merdeka Belajar S, Shinta; M, Munadira
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 12 (2026): January
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18194131

Abstract

One of the factors that supports a teacher’s success in the learning process is the availability of instructional tools that can be used by teachers. A good and proper learning process should begin with the preparation of a learning implementation plan. This study aims to identify the differences between learning implementation plans in the 2013 Curriculum and those in the Merdeka Belajar (Independent Learning) Curriculum. The research methodology employed is a Systematic Literature Review. Differences in the Learning Implementation Plan (RPP) between the 2013 Curriculum and the Merdeka Curriculum are found in several components, such as terminology. In the 2013 Curriculum, the term RPP is still used, whereas in the Merdeka Curriculum it is replaced by the term teaching module. In terms of learning outcomes, the 2013 Curriculum uses the terms Core Competencies (KI) and Basic Competencies (KD), while the Merdeka Curriculum divides learning outcomes into several phases: Phase A (Grades 1 and 2), Phase B (Grades 3 and 4), Phase C (Grades 5 and 6), Phase D (Grades 7, 8, and 9), Phase E (Grade 10), and Phase F (Grades 11 and 12). Furthermore, assessment in the RPP of the 2013 Curriculum still applies formative and summative assessments that evaluate students’ cognitive, affective, and psychomotor aspects, whereas the Merdeka Curriculum uses Minimum Competency Assessment and additional assessment for strengthening the Pancasila Student Profile.
Co-Authors M, Munadira