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All Journal JURNAL PENDIDIKAN IPS Scolae: Journal of Pedagogy
Rus’an Rus’an
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Teacher Constraints in Implementing the Merdeka Curriculum in Social Studies Learning at MTsN 3 Palu City Fera Fatmawati; Rus’an Rus’an; Riska Elfira
JURNAL PENDIDIKAN IPS Vol. 15 No. 3 (2025): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v15i3.3241

Abstract

The implementation of the independent curriculum provides teachers with the freedom to design adaptive, contextual, and needs-based learning. However, the reality on the ground indicates that teachers still face various obstacles that directly affect the teaching and learning process. This study was conducted at MTsN 3 in Palu City with the aim of identifying and analyzing the challenges faced by social studies teachers in implementing the independent curriculum. This research employs a qualitative approach with a descriptive method. Data were collected through in-depth interviews, observations, and documentation. The results of this study indicate that there are three main obstacles faced by teachers: difficulties in developing lesson modules based on learning achievements (CP), challenges in implementing active learning in heterogeneous classrooms, and limitations in facilities and technology proficiency. As a result, the learning process often does not proceed optimally, learning outcomes are not fully achieved, and student motivation declines. Additionally, the lack of training and insufficient teaching materials exacerbate the situation. This research recommends the need for continuous training, the provision of adequate facilities, and collaboration among teachers through working groups as strategic efforts to address the challenges of curriculum implementation. These findings contribute significantly to the development of educational policies that are more responsive to the needs of teachers at the educational unit level. Further research could explore in greater depth the effectiveness of teacher mentoring strategies in the comprehensive and sustainable implementation of the independent curriculum.
Perbandingan Kesiapan Belajar Mahasiswa Lulusan Sekolah Umum Dan Berbasis Islam Pada Program Studi Pendidikan Agama Islam Fakultas Tarbiyah Dan Ilmu Keguruan Universitas Islam Negeri Datokarama Palu Muspaida Rahim; Rusdin Rusdin; Rus’an Rus’an
Scolae: Journal of Pedagogy Vol 8 No 1 (2025): Volume 8 (1) Juni 2025
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Dampal Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56488/scolae.v8i1.146

Abstract

This study discusses the comparison of learning readiness of students who graduated from public and Islamic-based schools in the Islamic Religious Education Study Program, Faculty of Tarbiyah and Teacher Training, UIN Datokarama Palu. The problem raised in this study is whether there is a difference in learning readiness of students who graduated from public and Islamic-based schools in the Islamic Religious Education Study Program, Faculty of Tarbiyah and Teacher Training, UIN Datokarama Palu. This study uses a quantitative approach with a comparative research design. The population of this study consisted of students of the 2024 batch of the Islamic Religious Education Study Program at UIN Datokarama Palu. Data were collected through questionnaires or surveys that measured students' learning readiness, with data analysis using descriptive statistics and inferential statistics. The results of the study showed that the average learning readiness score of students who graduated from public schools was 73.26. While students who graduated from Islamic-based schools had an average of 73.97. The results of the inferential statistical analysis through the Independent Sample t-test produced a sig value (2-tailed) of 0.663, which was greater than the probability value of 0.05. Based on the decision of the Independent Sample t-test, Ho is accepted and Ha is rejected, which means there is no significant difference in learning readiness between students who graduated from public schools and Islamic-based schools in the Islamic Religious Education Study Program, Faculty of Tarbiyah and Teacher Training, UIN Datokarama Palu. The implication of this study is that students can improve their learning readiness so that the objectives of learning can be achieved optimally
Co-Authors Fera Fatmawati Muspaida Rahim Riska Elfira Rusdin Rusdin