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All Journal Multidisciplinary Indonesian Center Journal ROBBAYANA: Jurnal Pendidikan Agama Islam
Sesilya Karisma Dewi Ayu Hermawan
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Religion Humanities Earth & Planetary Sciences Education Other

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Model Pengembangan Kurikulum Pada Mata Pelajaran Pendidikan Agama Islam Di Sekolah Menengah Atas Sesilya Karisma Dewi Ayu Hermawan; Valentiara Tryasmaya Leni Anggraheni; Suparmi
Robbayana: Jurnal Pendidikan Agama Islam Vol. 3 No. 1 (2025): Robbayana
Publisher : Institut Attaqwa KH. Noer Alie Bekasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71029/robbayana.v3i1.59

Abstract

Penelitian ini memiliki tujuan untuk mengetahui faktor-faktor yang mempengaruhi pengembangan kurikulum, tantangan dan solusi implementasi model kurikulum di Sekolah Menengah Atas, serta model pengembangan kurikulum pada mata pelajaran Pendidikan Agama Islam di Sekolah Menengah Atas. Penelitian ini menggunakan metode Literature Riview. Dengan tahapan mengidentifikasi, mengkaji, dan menganalisis serta menyajikan data penelitian. Artikel Literature review menggunakan terbitan tahun 2020 -2024 yang dapat diakses melalui Publish or Perish kemudian dilakukan peninjauan literatur untuk menemukan penelitian yang berkaitan. Hasil penelitian menunjukkan bahwa Pengembangan kurikulum dipengaruhi oleh faktor politik, sosial, budaya, ekonomi, ilmupengetahuan, dan teknologi. Dasar model pengembangan kurikulum menurut Tyler yaitu: Objectives, Selecting Learning Experiences, Organizing Learning Experiences, dan Evaluation. Pada implementasi kurikulum terdapat tantangan baik secara internal maupun eksternal. Maka pada pengimplementasiannya harus mencakup visi dan misi yang jelas disertakan penjabaran kompetensi standar untuk mengakomodasi kebutuhan di masa depan.
CHARACTERISTICS AND NEEDS OF SLOW LEARNERS IN THE LEARNING PROCESS Sesilya Karisma Dewi Ayu Hermawan; Suparmi
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 3 (2025): Vol. 2 No. 3 Edisi Juli 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i3.951

Abstract

Inclusive education is a public school that facilitates students with disabilities, also known as children with special needs, where students have physical limitations, one example of which is slow learners. A slow learner is a learning disability where students face obstacles and difficulties in thinking. Slow learners can still follow the school curriculum, but they require slightly different treatment from regular students and additional time in the learning process. Before instruction begins, teachers must understand the characteristics and needs of children with special needs, particularly slow learners. This study aims to understand the characteristics and needs of slow learners in the learning process, as well as the strategies teachers can use in the learning process. The research method used is descriptive-qualitative, involving direct observation at SMP Negeri 22 Surakarta. By understanding the characteristics and needs of slow learners, teachers can adjust their teaching methods to suit the abilities of slow learners, thereby achieving good learning outcomes.
Co-Authors Suparmi Valentiara Tryasmaya Leni Anggraheni