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All Journal Riau Journal of Computer Science Jurnal Ilmiah Universitas Batanghari Jambi PEJ (PRIMARY EDUCATION JOURNAL) Tarbawi: Jurnal Keilmuan Manajemen Pendidikan JURNAL PENDIDIKAN TAMBUSAI Jurnal Ilmiah Permas: Jurnal Ilmiah STIKES Kendal At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah JURNAL CERDAS PROKLAMATOR Al-Mujahidah : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Sidoluhur Genderang Asa: Journal of Primary Education Edu Research : Jurnal Penelitian Pendidikan JURNAL TUNAS PENDIDIKAN JPLED Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat JEBD Al-Bidayah : jurnal pendidikan dasar Islam MUDARRISA: Jurnal Kajian Pendidikan Islam
Fatmawati, Kiki
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The Dynamics of Merdeka Curriculum Change: Challenges and Opportunities in Private Madrasah Ibtidaiyah Management Kiki Fatmawati
MUDARRISA: Jurnal Kajian Pendidikan Islam Vol. 16 No. 1 (2024): Mudarrisa: Jurnal Kajian Pendidikan Islam
Publisher : Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/mudarrisa.v16i1.918

Abstract

The Indonesian government launched Merdeka curriculum policy as an attempt to update the education curriculum in Indonesia. Merdeka curriculum policy was also followed by Madrasahs under the Ministry of Religious. However, the implementation of Merdeka curriculum in Madrasahs faces a number of challenges that need to be identified. This research aims to describe the challenges and opportunities of madrasah ibtidaiyah management in Merdeka curriculum. In this study, researchers used qualitative methods by using several data collection techniques, namely observation, interviews and documentation. The data sources in this study focused on the madrasah head and teachers. The data analysis technique used Miles and Huberman. The findings of this study include challenges found in the form of 1) Lack of Resources 2) Difficulty in Teacher Understanding 3) Changes in School Culture 4) Complex Assessments. Meanwhile, the management opportunities of Madrasah Ibtidaiyah in Merdeka curriculum are 1) professional development of teachers 2) student empowerment 3) parent and community involvement 4) use of technology in learning 5) increasing student creativity. Thus, Madrasah Ibtidaiyah can take advantage of opportunities and overcome the challenges faced to remain relevant and provide quality education in accordance with the demands of the times.
ANALISIS FAKTOR PENDUKUNG DAN PENGHAMBAT IMPLEMENTASI KURIKULUM MERDEKA DI MADRASAH IBTIDAIYAH SWASTA PROVINSI JAMBI Umil Muhsinin; Kiki Fatmawati; Bheta Adi Laelia
Cerdas Proklamator Vol 13 No 1 (2025): JURNAL CERDAS PROKLAMATOR
Publisher : Study program PGSD FKIP Universitas Bung Hatta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37301/cerdas.v13i1.304

Abstract

The implementation of Merdeka Curriculum in private Madrasah Ibtidaiyah in Jambi Province faces its own complexities given the characteristics of this educational institution which must integrate the national curriculum with the religious curriculum. This study aims to analyze the supporting and inhibiting factors for the implementation of Merdeka Curriculum in Private Madrasah Ibtidaiyah (MIS) in Jambi Province. This research uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The research subjects included madrasah heads, teachers, parents, and students from six MIS in Jambi Province, namely MIS Nurul Hidayah Jambi City, MIS An-Nizham Jambi City, MIS Nurul Yaqin Muaro Jambi, MIS Raudhatul Ma'Arif Muara Bungo, MIS Nurul Iman Muaro Jambi, and MIS Tarbiyatul Mubtadin Rambahan Tebo Regency. Data analysis refers to the research design of Miles, Huberman, and Saldana including data collection, data reduction, data presentation, and conclusion drawing. The results showed that the supporting factors for the implementation of Merdeka Curriculum in Jambi Province MIS include: (1) the commitment of the madrasah head in providing moral and material support; (2) the commitment of teachers in attending training and preparing learning tools; (3) parent support in participating in learning activities; and (4) support from the Ministry of Religious Affairs through KMA policy No. 347 of 2022 and KMA No. 450 of 2024. The inhibiting factors include: (1) limited facilities and infrastructure, especially technological devices, flexible learning spaces, internet access, and learning books; (2) teacher competency gaps in implementing student-centered learning and digital skills; and (3) limited budget for procuring learning resources and teacher training. These findings contribute to a comprehensive understanding of the dynamics of implementing Merdeka Curriculum in private madrasahs with distinctive characteristics and challenges.
Primary School Strategies in Optimising Self-Reflection Activities in Merdeka Curriculum Kiki Fatmawati
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 8 No 2 (2024): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v8i2.2074

Abstract

Merdeka Curriculum emphasises student-centred learning, providing flexibility to adapt the curriculum to local needs and student characteristics. One important component of this approach is the integration of self-reflection activities. However, the implementation of self-reflection in the Merdeka Curriculum at the primary level still faces various challenges. Not all schools are able to optimise self-reflection activities effectively and integrated in the daily learning process. this study aims to explore the strategies used by elementary schools in optimising self-reflection activities in the Merdeka Curriculum. In this study, researchers used a qualitative method using several data collection techniques, namely observation, interviews and documentation. The data sources in this study focused on principals and teachers. The data analysis technique uses Miles and Huberman. The findings of this study are the strategies carried out from the aspect of teacher self-reflection in the form of questions contained in the form of experience notes, self-reports, autobiographies, journals, diaries, peer reflection in the form of discussing, observing and reflecting on the learning process, reflection by the principal in the form of holding discussions, providing trigger questions and observations to directly observe the learning process and reflection by students by giving questionnaires and direct questions.
Enhancing Questioning and Communication Skills in Elementary Science Learning: Challenges and Pedagogical Insights Fatmawati, Kiki; Muhsinin, Umil; Jati, Mlathi Anggayuh
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 17 No. 1 (2025): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v17il.12121

Abstract

Education in the 21st century requires students to master higher-order thinking and communication skills to navigate increasingly complex global challenges. In Indonesian primary education, these competencies are emphasized in the Merdeka Curriculum but remain underdeveloped in practice. This study explores the challenges and pedagogical strategies for enhancing questioning and communication skills in elementary science learning. Employing a descriptive qualitative design with a multi-class case study approach, the research was conducted at Madrasah Ibtidaiyah Swasta Nurul Hidayah, Jambi City, involving 24 students and four science teachers purposively selected to represent diverse achievement levels. Data were collected through structured observations, semi-structured interviews, and document analysis, and analyzed using the Miles, Huberman, and Saldaña interactive model with triangulation for validity. The analysis revealed that students’ questioning and communication skills remain basic, constrained by psychological (low self-confidence), pedagogical (teacher-centered instruction), and structural (limited reflective time) factors. Three integrated strategies were identified: (1) question scaffolding to guide students in formulating meaningful questions; (2) dialogic learning environments to encourage open discussion; and (3) authentic assessment and reflective feedback to value students’ inquiry and communication efforts. Fostering these competencies requires a synergistic framework of emotional support, pedagogical scaffolding, and curriculum redesign that strengthens critical thinking and scientific literacy in line with the principles of 21st-century and Merdeka Curriculum education.
Penerapan Model Discovery Learning untuk Meningkatkan Kemampuan Pemahaman Konsep Siswa Pada Mata Pelajaran Matematika Kelas IV di SD Negeri 211/IX Mendalo Darat Yarisandi, Devi; Fatmawati, Kiki
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.31585

Abstract

Dalam proses pembelajaran, model pembelajaran berperan dalam mendukung aktivitas mengajar guru sehingga proses pembelajaran menjadi lebih menarik dan dapat meningkatkan kemampuan pemahaman siswa. Pemahaman konsep adalah salah satu hal yang sangat penting dalam proses pembelajaran. Oleh karena itu, tujuan dari studi ini adalah untuk menganalisis seberapa besar peningkatan kemampuan pemahaman siswa dalam pembelajaran matematika pada siswa kelas IV di SD Negeri 211/IX Mendalo Darat. Penelitian ini adalah Penelitian Tindakan Kelas atau classroom action research yang berfokus pada situasi di dalam kelas. Metode penelitian tindakan kelas yang digunakan adalah model Kemmis dan McTaggart, yang terdiri dari empat tahapan, yaitu perencanaan, pelaksanaan dan pengamatan, refleksi, serta perencanaan kembali. Penelitian ini terdiri dari dua siklus, setiap siklus terdiri dari tiga pertemuan. Metode pengumpulan yang digunakan yaitu observasi, wawancara, tes dan dokumentasi. Berdasarkan pengamatan terhadap aktivitas guru di siklus I dan berikutnya sebesar 19%, sedangkan aktivitas siswa mengalami kenaikan sebesar 18%, dan kemampuan pemahaman konsep siswa meningkat 20% antara siklus pertama dan kedua Temuan ini menunjukkan bahwa penggunaan model Discovery Learning dapat meningkatkan kemampuan pemahaman konsep siswa di Sekolah Dasar dalam pembelajaran Matematika.
Cemilan Gabin Fla Berbagai Varian Rasa Sahar, Marsanda; Nirmala; Yusri , Nurul; Fatmawati, Kiki; Fahira; Sapar
Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 2 (2024): Edisi Mei 2024
Publisher : FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/amalilmiah.v5i2.209

Abstract

Pemanfaatan Biskuit Gabin menjadi produk makanan kreatif yang bernilai jual. Tujuan program kreativias mahasiswa-kewirausahaan (PKM-K) diharapkan membangkitkan motivasi mahasiswa untuk berwirausaha dalam mengelolah biskuit Gabin sebagai cemilan kekinian yang mampu membangkitkan nilai jual di masyarakat. Metode pelaksanaan dari program ini adalah input, proses (produksi), output dan evaluasi. Hasil program ini adalah input, melakukan survei pasar untuk mengetahui kondisi pasar. Selanjutnya adalah studi kelayakan terhadap usaha yang akan dijalankan. Tahap terakhir adalah pemilihan bahan dan penyediaan tempat serta sarana dan prasarana untuk menunjang proses produksi. Proses (produksi), proses pembuatan Gabin Fla mulai dari persiapan bahan dan alat sampai Gabin Fla siap dipasarkan. Output, yaitu hasil kreatifitas Gabin Fla yang siap dikonsumsi dan dipasarkan kepada konsumen. Yang terakhir adalah evaluasi, yaitu tahapan ini dilaksanakan pada saat produksi produk Gabin Fla telah selesai dilakukan. Pada tahap ini akan meninjau tentang kekurangan-kekurangan apa saja yang membuat konsumen tidak merasa puas mengonsumsi produk kami. Kesimpulan program PKM-K pemanfaatan biskuit gabin menjadi produk makanan Gabin Fla berbagai varian rasa yang bernilai jual dapat memberikan keterampilan kepada mahasiswa untuk tetap inovatif dan kreatif, memberikan kesempatan kepada mahasiswa untuk praktik wirausaha dengan pemahaman konsep wirausaha yang komprehensif, dan membangun semangat mahasiswa untuk tetap berbisnis.
Flipped Classroom: A Learning Method to Enhance Students’ Learning Independence Kiki Fatmawati; Mita Cahya Saputri; Firdayani Munawaroh
Genderang Asa: Journal of Primary Education Vol. 6 No. 2 (2025): Genderang Asa:Journal of Primary Education
Publisher : PGMI IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jga.v6i2.6040

Abstract

The main problem in this study is how to apply the Flipped Classroom learning method in increasing the learning independence of students of Madrasah Ibtidaiyah Salamah Jambi City. This study aims to increase learning independence with the Flipped Classroom learning method in Natural and Social Sciences subjects at Madrasah Ibtidaiyah Salamah Jambi City. This type of research is a class action research consisting of two cycles where each cycle consists of two meetings. The research procedure includes planning, action implementation, observation, and reflection. The subjects in this study were 30 fourth grade students of Madrasah Ibtidaiyah Salamah Jambi City. The results showed that in cycle I the percentage of learning independence of 56% increased to 72.16% in cycle II. The percentage of each aspect of learning independence, namely: (a) initiative from 56.7% to 74.7%, (b) discipline from 59.3% to 72.7%, (c) confidence from 52% to 72.7%, (d) responsibility from 57.3% to 72%, (e) do their own evaluation from 54% to 70.7%, (f) active in learning from 60.7% to 72.7%, (g) do not depend on others from 53.3% to 70.7%, (h) have the desire to progress from 47.3% to 70%. Based on the results of this study, it can be concluded that the learning independence of fourth grade students of Madrasah Ibtidaiyah Salamah Jambi City has increased by applying the Flipped Classroom learning method.
PEMANFAATAN PLATFORM MERDEKA MENGAJAR DALAM KURIKULUM MERDEKA DI SEKOLAH DASAR ISLAM TERPADU ASY-SYIFA KOTA JAMBI Laelia, Bheta Adi; Kiki Fatmawati
Al-mujahidah Vol 6 No 1 (2025): April
Publisher : Institut Agma Islam Hamzanwadi NW Lombok TImur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51806/al-mujahidah.v6i1.272

Abstract

The implementation of the Merdeka Curriculum requires innovation in the learning process, one of which is through the Merdeka Teaching Platform (PMM). However, in practice, there are still obstacles, such as the lack of teacher training on the features in PMM, so that not all PMM features can be utilized properly. In addition, the lack of skills in using technology is also a problem in utilizing PMM. This study aims to describe the utilization of Merdeka Mengajar Platform in implementing the Merdeka Curriculum at Asy-Syifa Integrated Islamic Elementary School (SDIT) in Jambi City, identify obstacles and formulate solutions implemented by the school. The research method used is a case study with a qualitative approach. Data is collected through observation, interviews, and documentation analysis. The subjects in this study are the principal, deputy head of curriculum and homeroom teacher V.A who has utilized the Merdeka Mengajar Platform. Data analysis uses the stages of data reduction, data presentation, and conclusion drawing. The results showed that PMM was utilized diversely according to the needs of teachers at SDIT Asy-Syifa Jambi City, ranging from accessing learning modules, participating in independent training, to sharing good practices. The main obstacles faced include limited internet access, time constraints, lack of comprehensive training, and teacher adaptation to PMM features that still require improvement. As a solution, the school has made several efforts, such as providing additional internet access and forming a learning community for teachers. This study concludes that despite the obstacles, PMM makes a positive contribution to the implementation of Merdeka Curriculum at SDIT Asy-Syifa Jambi City, and there needs to be continuous support from various parties to maximize its utilization. Key Word : Independent Teaching Platform, Independent Curriculum, Integrated Islamic Elementary School.
Co-Authors Abdul Hakim Ahmad Maghfur Astrid, Astrid Ayuni, Fayza Bheta Adi Laelia Dimas Ilham Nur Rois Elvina Endang Masithoh Fadlilah Fahira Firdayani Munawaroh FITRIYAH Futriani, Elfira Sri Hasrijal Ismiyanto Jati, Mlathi Anggayuh Julita, Ria Laelia, Bheta Adi Magfirah Indah R Mita Cahya Saputri Muhaiminah Jalal Muhardi Muhsinin, Umil Nancy Oktyajati Nanda Nanda Nirmala Nourma Dewi Nurpaizah oktarina, yulia Puspa Cantika Riana Raisa Aribatul Hamidah Rinja Efendi Sabna, Eka Sahar, Marsanda Sapar Srie Juli Rachmawatie Suharno Suraidah Suraidah, Suraidah Umil Muhsinin Umil Muhsinin Yarisandi, Devi Yuda Irawan Yusri , Nurul