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All Journal Jurnal Pengabdian Kepada Masyarakat Jurnal Penelitian Pendidikan Indonesia
Ma'as Shobirin
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Humanities Education Social Sciences Other

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Pendampingan Penyusunan Modul Ajar Berbasis Pembelajaran Mendalam Bagi Guru Madrasah Ibtidaiyah Ersila Devy Rinjani; Fitria Martanti; Ana Quthratun Nada; Ummu Jauharin Farda; Ma'as Shobirin; Gadis Herningtyasari; Linda Indiyarti Putri; Aris Abdul Ghoni; Muhammad Hasan Istamar; Sa'addudin An Nasih
Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 3 (2025): Jurnal Pengabdian Kepada Masyarakat
Publisher : Institut Agama Islam Sultan Muhammad Syafiuddin Sambas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/pkm.v5i3.4486

Abstract

This service activity was motivated by the finding that most teachers did not understand the concept of deep learning, so the teaching modules used were still conventional, focused on text delivery, and minimally used interactive digital elements. This condition has an impact on the lack of optimal learning activities that should encourage high-level thinking skills. This service aims to assist teachers in developing deep learning-based teaching modules that are more meaningful and relevant to the Independent Curriculum. The method used is Participatory Rural Appraisal (PRA) through the active involvement of teachers in each stage of activities. The results of the service showed a significant 79 percent increase among the 108 teachers who participated in the service activities. The improvement is evident in the teacher's understanding of deep learning and their ability to develop teaching modules based on this concept.
Academic cultural barriers in the implementation of project-based curriculum in private Islamic universities Khalimatus Sadiyah; Mahalli Mahalli; Ma'as Shobirin
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 4 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020256747

Abstract

This study explores cultural and structural barriers to implementing project-based curricula in private Islamic universities through a qualitative case study at Wahid Hasyim University (Semarang) and Nahdlatul Ulama Islamic University (Jepara). Data were collected from 18 key informants’ university leaders, programmed heads, and lecturers using in-depth interviews, classroom observations, and curriculum document analysis. Conservative academic culture is reflected in lecturer-centred teaching, rigid curriculum interpretation, limited interdisciplinary collaboration, and restricted student autonomy. Findings reveal uneven adoption of project-based curricula across programmed, continued dominance of lecturer-centered practices shaped by leadership commitment and institutional policies, and limited readiness of lecturers and students for collaborative learning. Structural constraints, including assessment systems and workload regulations, further impede innovation and student participation. The study concludes that curriculum reform must be accompanied by transformation in academic culture and governance. It recommends capacity-building initiatives, policy alignment, and participatory academic practices to ensure sustainable implementation of project-based curricula in private Islamic higher education institutions.
Co-Authors Ana Quthratun Nada Aris Abdul Ghoni Ersila Devy Rinjani fitria Martanti Gadis Herningtyasari Khalimatus Sadiyah Linda Indiyarti Putri Mahalli Mahalli Muhammad Hasan Istamar Sa'addudin An Nasih Ummu Jauharin Farda