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All Journal Jurnal Pendidikan Kebutuhan Khusus An-Nuha : Jurnal Pendidikan Islam ALSYS : Jurnal Keislaman dan Ilmu Pendidikan
Kahfi, Mas'ady Ashabul
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Religion Education Social Sciences Other

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Pengelolaan Kelas Inklusif dalam Kurikulum Merdeka untuk Meningkatkan Motivasi Belajar Peserta Didik Berkebutuhan Khusus Kahfi, Mas'ady Ashabul; Aidah, Ririn Nur; Agustin, Rahmah Dea; Syafi'i, Imam
Jurnal Pendidikan Kebutuhan Khusus Vol. 9 No. 2 (2025): JPKK
Publisher : Jurusan Pendidikan Luar Biasa Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jpkk.v9i2.910

Abstract

Penelitian ini bertujuan menganalisis keterkaitan antara pengelolaan kelas inklusif dan motivasi belajar PDBK dalam kerangka Kurikulum Merdeka. Metode penelitian menggunakan studi literatur dengan teknik analisis tematik. Sebanyak 30 sumber dianalisis, terdiri atas artikel jurnal bereputasi, buku akademik, dan dokumen kebijakan resmi yang relevan dengan topik. Kriteria seleksi literatur didasarkan pada keterbaruan (5–10 tahun terakhir), relevansi dengan pendidikan inklusif, serta keterhubungan dengan implementasi Kurikulum Merdeka. Hasil analisis mengidentifikasi lima tema utama: (1) prinsip pengelolaan kelas inklusif, (2) strategi pengelolaan untuk meningkatkan motivasi PDBK, (3) faktor-faktor yang memengaruhi motivasi belajar, (4) relevansi pengelolaan kelas dengan prinsip Kurikulum Merdeka, dan (5) tantangan implementasi. Temuan menegaskan bahwa pengelolaan kelas yang adaptif, berbasis diferensiasi, dan ditopang asesmen formatif berkontribusi positif terhadap motivasi belajar PDBK. Kesimpulan penelitian menunjukkan bahwa pengelolaan kelas bukan hanya aspek teknis, melainkan komponen inti dari implementasi Kurikulum Merdeka dalam pendidikan inklusif. Implikasi praktis menekankan perlunya peningkatan kapasitas guru, penyediaan sarana prasarana inklusif, dan kolaborasi lintas pemangku kepentingan. Penelitian lanjutan disarankan berbentuk studi empiris, baik melalui penelitian tindakan kelas maupun studi longitudinal, untuk menguji efektivitas strategi pengelolaan kelas dalam meningkatkan motivasi belajar PDBK
Peran Guru Bimbingan dan Konseling dalam Menangani Permasalahan Peserta Didik Berbasis Teori Erikson dan Pendekatan Carl Rogers Kahfi, Mas'ady Ashabul; Binuchillah, Roudhoh; Humaida, Wiwin Luqna
ALSYS Vol 5 No 5 (2025): SEPTEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v5i5.7495

Abstract

The limited number of studies examining the role of Guidance and Counseling (GC) teachers in identifying and addressing student issues at the junior high school level forms the background of this research, considering that early adolescence is a critical phase prone to identity crises, academic decline, and social conflict. This study aims to analyze the roles, strategic approaches, and challenges faced by GC teachers in addressing student problems at SMPN 3 Waru. A qualitative approach with a case study design was employed. Participants included GC teachers, homeroom teachers, and students selected through purposive sampling. Data were collected through in-depth interviews, direct observation, and documentation, and analyzed using thematic analysis techniques. The findings reveal that GC teachers play a central role in identifying student issues through observation, coordination with teachers and parents, and personal interviews. Individual and group counseling were the main strategies employed, supported by home visits in specific cases. The primary challenges included limited counseling staff, constrained service time, and delays in information from both the school and family environments. These findings affirm the relevance of Erik Erikson’s psychosocial development theory in explaining identity crises among adolescents and highlight the effectiveness of Carl Rogers’ client-centered approach in fostering empathetic and meaningful counseling relationships. The study concludes that strengthening school-based GC services should be grounded in humanistic and collaborative approaches. The implications include the need for systemic policy support for the role of GC teachers and the potential for future research employing comparative or longitudinal designs.
Pembelajaran Kooperatif Mata Pelajaran PAI pada Masa Kurikulum Merdeka Kahfi, Mas'ady Ashabul; Fahmi, Muhammad; Syaifuddin, Syaifuddin
An-Nuha Vol 5 No 4 (2025): Islamic Education
Publisher : Prodi Pendidikan Keagamaan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/annuha.v5i4.734

Abstract

Educational transformation through the Merdeka Curriculum requires a student-centered, collaborative, and differentiated learning model. This study aims to describe the application of cooperative learning models (STAD, TGT, Jigsaw) in Islamic Religious Education at SMP Negeri 1 Waru. The research used a descriptive qualitative approach with observation, interview, and documentation techniques, as well as Miles & Huberman's data analysis model. The results showed that the learning planning was in line with the principles of the Merdeka Curriculum through the preparation of ATP, teaching modules, and differentiated assessments. The implementation of the cooperative model encouraged active participation, improved conceptual understanding, and shaped attitudes of tolerance and communication skills. Student responses were generally positive, although there were challenges in the form of time management and unequal group participation. The conclusion of this study confirms that the application of cooperative learning models is relevant and effective in supporting the Merdeka Curriculum, while also contributing to the strengthening of the Pancasila student profile.
Co-Authors Agustin, Rahmah Dea Aidah, Ririn Nur Binuchillah, Roudhoh Humaida, Wiwin Luqna MUHAMMAD FAHMI Syafi'i, Imam Syaifuddin Syaifuddin