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All Journal HEUTAGOGIA: Journal of Islamic Education Jurnal Ilmiah Pendidikan Citra Bakti
Zulysa, Deka
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Contextual and Project-Based Learning in IPAS Instruction within the Merdeka Curriculum: A Case Study at MI Al-Azhar Muara Pinang Ariswari, Nikma; Zulysa, Deka; Dhori, Muhammad
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 1 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.51-03

Abstract

This study explores the implementation of the Merdeka Curriculum in the teaching of IPAS (Integrated Natural and Social Sciences) for fifth-grade students at MI Al-Azhar Muara Pinang. Employing a qualitative case study approach, data were gathered through participatory observation, semi-structured interviews, documentation, and literature review over a four-week period. Thirty students and one class teacher participated in the study. Findings reveal that the integration of project-based activities, such as the photosynthesis experiment, successfully fostered students’ scientific curiosity, collaborative skills, and conceptual understanding. These activities aligned with constructivist and experiential learning principles, allowing students to internalize knowledge through direct engagement. Nevertheless, challenges remain, particularly regarding teacher reliance on conventional lecture-based methods and limited media design skills. To address these issues, the study recommends leveraging digital resources, such as educational videos, to enhance learning engagement and support teachers in delivering interactive content. The study highlights the practical benefits of the Merdeka Curriculum in reducing teacher workload and enhancing student motivation, while also emphasizing the need for continuous professional development to optimize curriculum implementation. Limitations include the study's restricted geographic scope and reliance on qualitative data. Future research should consider comparative studies across multiple schools and incorporate mixed methods to deepen the analysis of learning outcomes.
Contextual and Project-Based Learning in IPAS Instruction within the Merdeka Curriculum: A Case Study at MI Al-Azhar Muara Pinang Ariswari, Nikma; Zulysa, Deka; Dhori, Muhammad
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 1 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.51-03

Abstract

This study explores the implementation of the Merdeka Curriculum in the teaching of IPAS (Integrated Natural and Social Sciences) for fifth-grade students at MI Al-Azhar Muara Pinang. Employing a qualitative case study approach, data were gathered through participatory observation, semi-structured interviews, documentation, and literature review over a four-week period. Thirty students and one class teacher participated in the study. Findings reveal that the integration of project-based activities, such as the photosynthesis experiment, successfully fostered students’ scientific curiosity, collaborative skills, and conceptual understanding. These activities aligned with constructivist and experiential learning principles, allowing students to internalize knowledge through direct engagement. Nevertheless, challenges remain, particularly regarding teacher reliance on conventional lecture-based methods and limited media design skills. To address these issues, the study recommends leveraging digital resources, such as educational videos, to enhance learning engagement and support teachers in delivering interactive content. The study highlights the practical benefits of the Merdeka Curriculum in reducing teacher workload and enhancing student motivation, while also emphasizing the need for continuous professional development to optimize curriculum implementation. Limitations include the study's restricted geographic scope and reliance on qualitative data. Future research should consider comparative studies across multiple schools and incorporate mixed methods to deepen the analysis of learning outcomes.
APPLICATION OF LEARNING MODEL PROBLEM BASED LEARNING IN NATURAL AND SOCIAL SCIENCE SUBJECTS TO IMPROVE THE LEARNING OUTCOMES ELEMENTARY STUDENTS Zulysa, Deka; Dhori, Muhammad
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 13 No. 2 (2026): Jurnal Ilmiah Pendidikan Citra Bakti
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v13i2.6905

Abstract

The low learning outcomes of fourth-grade science students at MI Al-Azhar Muara Pinang was the main driver of this research, which highlighted the need for more creative teaching methods. The goal of this project is to use the Problem Based Learning paradigm to improve student engagement and learning outcomes. Classroom Action Research, which is carried out in two cycles with the planning, implementation, observation, and reflection phases, is the type of research used. Fourteen fourth-grade students were made the subjects of the study. Multiple-choice learning outcome exams and observation of student activities were used as data collection methods, and qualitative and quantitative descriptive data analysis was carried out. Through problem-solving-based exercises that actively engage students in group projects, presentations, and conversations, the Problem-Based Learning approach is implemented. With a completion rate of 92.8%, the research findings show an increase in student learning outcomes. This shows that problem-based learning approaches are successful in improving student engagement and learning outcomes.
Co-Authors Ariswari, Nikma Dhori, Muhammad