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All Journal Jurnal Manajemen Pendidikan El-Tsaqafah: Jurnal Jurusan PBA Lexeme : Journal of Linguistics and Applied Linguistics Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam Journal of Arabic Literature (Jali) LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran At-Tadzkir: Islamic Education Journal International Journal of Research and Community Empowerment Kitaba : Journal of Interdisciplinary Arabic Learning Jurnal Literasi dan Pembelajaran Indonesia Al-HIbru: Jurnal Ilmu Bahasa Arab dan Pembelajarannya Tamadduna: Jurnal Peradaban
Kabalmay, Taqiyuddin
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Religion Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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DIAGNOSTIC ASSESSMENT AS THE FOUNDATION FOR ADAPTIVE AND DIFFERENTIATED LEARNING TRANSITION TO THE MERDEKA CURRICULUM Rahmadewi, Sintya; Habib, Ikhwanul; Kabalmay, Taqiyuddin
El-Tsaqafah : Jurnal Jurusan PBA Vol. 24 No. 2 (2025): Oktober 2025
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/tsaqafah.v24i2.14168

Abstract

Diagnostic assessment plays a crucial role in the successful implementation of the Merdeka Curriculum, as it provides a foundation for adaptive, responsive, and differentiated learning. This study aims to offer a comprehensive understanding of the role of diagnostic assessment in identifying students’ readiness, learning needs, strengths, and weaknesses, as well as their socio-emotional conditions. Using a descriptive qualitative approach with library research as the main method, this study analyzes various sources, including official modules from the Ministry of Education and Culture, scientific journals, reference books, and relevant previous studies. The findings indicate that diagnostic assessment, classified into cognitive and non-cognitive types, enables teachers to design effective instructional strategies, implement remedial and enrichment programs, and foster collaboration among educators. Despite its advantages, diagnostic assessment also presents challenges such as potential misinterpretation, time constraints, and the need for adequate teacher training. Overall, diagnostic assessment serves not only as an instrument to measure student readiness but also as a theoretical construct that bridges curriculum objectives with learner diversity, thereby strengthening the foundation of differentiated and holistic education in the Merdeka Curriculum.
Hybrid Curriculum Model in a State Madrasah: A Case Study of Centralized and Decentralized Practices at MTsN 1 Malang Habib, Ikhwanul; Kabalmay, Taqiyuddin
Kitaba Vol 4, No 1 (2026): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v4i1.41956

Abstract

Curriculum models play a crucial role in determining the quality and direction of education. However, the implementation of centralized and decentralized curricula often presents challenges in balancing national standards with local needs. This study aims to analyze the application of a hybrid curriculum model at MTsN 1 Malang City, an Indonesian state madrasah that integrates both centralization and decentralization mechanisms. Using a qualitative descriptive approach, data were collected through semi-structured interviews with three key informants (the madrasah head, vice principal for curriculum, and a senior teacher), participatory observations of curriculum practices, and document analysis of curriculum guidelines and lesson plans. The findings reveal that centralization is realized through compliance with national standards set by the Ministry of Religious Affairs and the Ministry of Education, Culture, Research, and Technology, ensuring uniformity in core subjects, learning outcomes, and assessment frameworks. Decentralization is manifested through locally initiated innovations, including the establishment of Ma'had Al-Madany (a student dormitory program), the development of special class programs (Bilingual, Tahfidz, and Olympic classes), and the initiation of Project-Based Learning, all of which accommodate students' interests, talents, and contextual needs. Teachers play a dual role in this hybrid model: as implementers of centralized policies and as innovators within decentralized spaces. The novelty of this study lies in its detailed empirical illustration of how a hybrid curriculum model operates in a madrasah context by systematically mapping the interaction between dual ministerial regulations and locally driven innovations. Unlike previous studies that tend to discuss curriculum centralization and decentralization separately, this research demonstrates a practical framework for harmonizing national policies with contextual educational creativity in Islamic secondary education. The study concludes that the hybrid curriculum model at MTsN 1 Malang represents a strategic approach to improving madrasah education quality through balanced integration of central regulation and local innovation, with implications for curriculum policy, school leadership, and teacher professional development.
Co-Authors Alim Aziz, Anshari Nur Muhammad Azzahro, Vivia Salma Djoko Susanto Fitriani, Namiyah Habib, Ikhwanul Hidayatullah , M Baihaki Ikhwanul Habib Ila Ifawati, Nur Khasyitullah, Zaki Miftahul Huda Muhaiban Muhaiban Muhammad Zaki Nur Hasan Rahmadewi, Sintya Rahmah, Azizah Rahmanudin, Ii Ridho, Reziq S, Muhibbuddin Salsabila Jannata, Inas Sugiar, Lalu Rahmat Tantawi, Imam