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PENERAPAN KURIKULUM MERDEKA BELAJAR PADA MATA PELAJARAN BAHASA INDONESIA KELAS VII MTS SIROJUL ISLAM OMBUL SABUNGAN TAHUN AJARAN 2023/2024 Asri Bariqoh; Hasanuddin; Amirul Mukminin
Jurnal Cendekia Pendidikan Vol. 2 No. 1 (2024): Desember
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v2i1.22

The curriculum in Indonesia has undergone several changes. Each curriculum is used for approximately 10 years. The curriculum that is still used is the 2013 curriculum until now. Apart from that, the curriculum is also seen as an educational program that is planned and implemented to achieve educational goals. The research approach in this thesis is descriptive qualitative type. Data collection techniques in this research used observation, interviews and documentation. Meanwhile, data analysis used in research uses data collection, data reduction, data presentation, and drawing conclusions. Checking the validity of the data uses technical triangulation and source triangulation. The results of this research are: 1) Independent learning curriculum planning for class VII Indonesian language subjects at MTs Sirojul Islam Ombul Sabungan for the 2023/2024 academic year in Indonesian language learning is carried out independently by analyzing Learning Achievements, formulating learning objectives, developing a Flow of Learning Objectives, preparing Teaching Module, preparation of Learning Evaluation Types. The implementation of the Independent Learning Curriculum is carried out face to face through preliminary activities, core activities include the use of teaching materials, learning media in the form of projectors, application of the Make a Match and Talaqqi methods, and finally the closing activities. Evaluation of the Independent Learning Curriculum uses three assessments, namely a Diagnostic assessment which is carried out before the implementation of learning, a Formative assessment during the implementation of the learning process, and a Summative assessment at the end of a material, the end of a semester and the end of a phase using assessment techniques in the form of tests and non-tests. 2) Results Obtained from the Implementation of the Independent Learning Curriculum in class VII Indonesian language subjects at MTs Sirojul Islam Ombul Sabungan, namely: There is development of student competence through flexible learning, Achievement of Learning Goals through the cultivation of the Pancasila Student Profile which is also starting to develop.

PENERAPAN KURIKULUM MERDEKA BELAJAR PADA MATA PELAJARAN BAHASA INDONESIA KELAS VII MTS SIROJUL ISLAM OMBUL SABUNGAN TAHUN AJARAN 2023/2024 Asri Bariqoh; Hasanuddin; Amirul Mukminin
Jurnal Cendekia Pendidikan Vol. 2 No. 1 (2024): Desember
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v2i1.22

The curriculum in Indonesia has undergone several changes. Each curriculum is used for approximately 10 years. The curriculum that is still used is the 2013 curriculum until now. Apart from that, the curriculum is also seen as an educational program that is planned and implemented to achieve educational goals. The research approach in this thesis is descriptive qualitative type. Data collection techniques in this research used observation, interviews and documentation. Meanwhile, data analysis used in research uses data collection, data reduction, data presentation, and drawing conclusions. Checking the validity of the data uses technical triangulation and source triangulation. The results of this research are: 1) Independent learning curriculum planning for class VII Indonesian language subjects at MTs Sirojul Islam Ombul Sabungan for the 2023/2024 academic year in Indonesian language learning is carried out independently by analyzing Learning Achievements, formulating learning objectives, developing a Flow of Learning Objectives, preparing Teaching Module, preparation of Learning Evaluation Types. The implementation of the Independent Learning Curriculum is carried out face to face through preliminary activities, core activities include the use of teaching materials, learning media in the form of projectors, application of the Make a Match and Talaqqi methods, and finally the closing activities. Evaluation of the Independent Learning Curriculum uses three assessments, namely a Diagnostic assessment which is carried out before the implementation of learning, a Formative assessment during the implementation of the learning process, and a Summative assessment at the end of a material, the end of a semester and the end of a phase using assessment techniques in the form of tests and non-tests. 2) Results Obtained from the Implementation of the Independent Learning Curriculum in class VII Indonesian language subjects at MTs Sirojul Islam Ombul Sabungan, namely: There is development of student competence through flexible learning, Achievement of Learning Goals through the cultivation of the Pancasila Student Profile which is also starting to develop.

Revitalisasi Pendidikan Karakter Pancasila sebagai Solusi Krisis Moral Siswa di Era Society 5.0 R. Anis Yuliawati Putri; Jatim Desiyanto; Amirul Mukminin
Jurnal Cendekia Pendidikan Vol. 3 No. 2 (2026): Juni
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v3i2.73

This study aims to describe the implementation of character education within Civics (PPKn) instruction, the character values fostered, and the obstacles encountered during its application in the fifth-grade class at SDN Panggung 2 Sampang. Employing a descriptive qualitative method, the study focused on the Grade V/A teacher and fifth-grade students as subjects. Conducted in 2025, the research utilized data collection techniques such as observation, interviews, and documentation, with data validity verified through triangulation. The results indicate that the implementation of character education encompasses planning, execution, and evaluation. Lesson planning integrated character education, although the plans were not created independently by the teacher. Implementation involved specific instructional activities and methods, spontaneous actions, the instilling of discipline, and the creation of a conducive learning atmosphere. The teacher fostered three key character values—in accordance with Ministry of National Education guidelines—through various learning activities. Obstacles identified included limited facilities and infrastructure, a lack of variety in teaching methods, low student enthusiasm, and limited communication between the teacher and parents. These findings highlight the importance of facility support, methodological innovation, and parental involvement in enhancing the effectiveness of character education within Civics instruction.

Revitalisasi Pendidikan Karakter Pancasila sebagai Solusi Krisis Moral Siswa di Era Society 5.0 R. Anis Yuliawati Putri; Jatim Desiyanto; Amirul Mukminin
Jurnal Cendekia Pendidikan Vol. 3 No. 2 (2026): Juni
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v3i2.73

This study aims to describe the implementation of character education within Civics (PPKn) instruction, the character values fostered, and the obstacles encountered during its application in the fifth-grade class at SDN Panggung 2 Sampang. Employing a descriptive qualitative method, the study focused on the Grade V/A teacher and fifth-grade students as subjects. Conducted in 2025, the research utilized data collection techniques such as observation, interviews, and documentation, with data validity verified through triangulation. The results indicate that the implementation of character education encompasses planning, execution, and evaluation. Lesson planning integrated character education, although the plans were not created independently by the teacher. Implementation involved specific instructional activities and methods, spontaneous actions, the instilling of discipline, and the creation of a conducive learning atmosphere. The teacher fostered three key character values—in accordance with Ministry of National Education guidelines—through various learning activities. Obstacles identified included limited facilities and infrastructure, a lack of variety in teaching methods, low student enthusiasm, and limited communication between the teacher and parents. These findings highlight the importance of facility support, methodological innovation, and parental involvement in enhancing the effectiveness of character education within Civics instruction.

Penerapan Gerakan Literasi Sekolah Dalam Meningkatkan Minat Baca Siswa Sdn Apaan 2 Moh. Thohir; Mahin Ainun Naim; Amirul Mukminin; Aisya Servia
Karuna: Jurnal Pengabdian Masyarakat Multidisiplin Vol. 3 No. 1 (2026): Karuna: Jurnal Pengabdian Masyarakat Multidisiplin
Publisher : CV Yazri Aksara Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62238/karuna.v3i1.449

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk mendukung implementasi Gerakan Literasi Sekolah (GLS) dalam meningkatkan minat baca peserta didik di SDN Apaan 2, Kabupaten Sampang. Program dilaksanakan melalui pendekatan partisipatif dengan melibatkan kepala sekolah, guru, dan peserta didik dalam kegiatan pembiasaan membaca, pendampingan, diskusi, serta penyampaian kembali isi bacaan. Kegiatan dilaksanakan pada 15–16 Februari 2026 melalui tahapan persiapan, pelaksanaan, pendampingan, dan evaluasi. Hasil kegiatan menunjukkan adanya peningkatan partisipasi peserta didik dalam aktivitas membaca, keberanian menyampaikan hasil bacaan, serta antusiasme mengikuti kegiatan literasi. Dukungan guru dan keterlibatan aktif peserta didik menjadi faktor penting dalam keberhasilan program, meskipun masih dijumpai keterbatasan bahan bacaan dan perbedaan kemampuan membaca antar siswa. Secara keseluruhan, implementasi GLS melalui kegiatan pendampingan mampu memperkuat budaya literasi di lingkungan sekolah dan memberikan rekomendasi bagi pelaksanaan program serupa secara berkelanjutan di sekolah dasar lainnya This community service program aimed to strengthen the implementation of the School Literacy Movement (Gerakan Literasi Sekolah/GLS) to improve students' reading interest at SDN Apaan 2, Sampang Regency. The program adopted a participatory approach involving school administrators, teachers, and students through a series of literacy activities, including reading habituation, guided assistance, group discussions, and oral presentations of reading outcomes. The program was conducted on 15–16 February 2026 through four stages: preparation, implementation, mentoring, and evaluation. The results indicated a positive improvement in students' participation in literacy activities, confidence in presenting reading comprehension, and enthusiasm for reading. Teacher involvement and continuous mentoring were identified as key factors supporting the success of the program, despite challenges related to limited reading resources and differences in students' reading abilities. Overall, the program contributed to fostering a more sustainable literacy culture within the school and may serve as a practical model for implementing literacy initiatives in other primary schools.

INOVASI PEMBUATAN UBI CARANG MAS SEBAGAI AKTIVITAS KETERAMPILAN DI KEBUN SAREH DAN PENGAKUAN SERTIFIKAT HALAL OLEH BPJPH Sahrul Muzekki; Linda Ramadhanty Januar; Amirul Mukminin; Lely Sisyanti; Fauziah Nur M.
Journal of Community Service (JCOS) Vol. 3 No. 1 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jcos.v3i1.1292

Desa kebun Sareh merupakan desa yang tepat untuk mengeksplorasi inovasi dalam proses pembuatan Ubi Carang Mas, sebagai bentuk keterampilan yang dapat memberdayakan masyarakat di Desa Kebun Sareh. Sebagai produk pangan tradisional yang memiliki potensi ekonomi tinggi, inovasi dalam teknik produksi diharapkan dapat meningkatkan kualitas dan efisiensi. Selain itu, penelitian ini juga mendalami proses pengakuan sertifikat halal oleh Badan Penyelenggara Jaminan Produk Halal (BPJPH), yang menjadi aspek penting dalam pemasaran produk tersebut. Metode penelitian melibatkan pengamatan langsung, wawancara dengan pelaku usaha lokal, dan analisis dokumen sertifikasi halal. Hasil penelitian menunjukkan bahwa melalui penerapan inovasi dalam proses pengolahan, Ubi Carang Mas mampu mencapai standar kualitas yang lebih tinggi. Sertifikasi halal yang diperoleh juga memberikan jaminan kehalalan produk, meningkatkan kepercayaan konsumen dan membuka peluang pemasaran yang lebih luas. Kesimpulan dari penelitian ini adalah bahwa inovasi teknologi dan pengakuan sertifikat halal tidak hanya meningkatkan kualitas produk, tetapi juga memberdayakan masyarakat lokal secara ekonomi.

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