Article Per Year (5 Year)
p-Index From 2021 - 2026
1.922
P-Index
This Author published in this journals
All Journal Indonesian Journal of Education and Community Services Indonesian Journal of Elementary and Childhood Education Indonesian Journal of Applied Science and Technology International Journal of Contextual Science Education Jurnal Pengabdian Pendidikan IPA Kontekstual Contextual Natural Science Education Journal Indonesian Journal of Teacher Education
Prelia Dwi Amanah
University of Mataram
Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Engineering Environmental Science Languange, Linguistic, Communication & Media Physics Public Health Social Sciences Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
Pendampingan Implementasi Kurikulum Merdeka pada Pembelajaran IPA PRELIA DWI AMANAH
Jurnal Pengabdian Pendidikan IPA Kontekstual Vol. 4 No. 1 (2026): Februari 2026
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppik.v4i1.1566

Abstract

This community service program aims to enhance teachers’ understanding and capacity in implementing the Merdeka Curriculum in Natural Science (IPA) learning at the junior high school level. The program was conducted through mentoring, training, and reflective activities on curriculum implementation at a partner school, namely SMPN 6 Mataram. The service activities employed a participatory approach consisting of several stages, including needs analysis, curriculum training, assistance in developing teaching modules, classroom implementation, and program evaluation. The results of the program indicate that teachers gained a more comprehensive understanding of the concept of the Merdeka Curriculum, the development of teaching modules, the application of project-based learning, and the implementation of formative and summative assessments. Furthermore, teachers were able to integrate the values of the Pancasila Student Profile into science learning through experimental activities, group discussions, and simple scientific projects. The mentoring activities also had a positive impact on enhancing teachers’ creativity in designing learning processes that are more contextual, flexible, and student-centered. This community service program is expected to serve as a model for strengthening the implementation of the Merdeka Curriculum in schools and to promote the improvement of science learning quality that is more innovative and relevant to the demands of the 21st century.
Assisting the Evaluation of Merdeka Curriculum Implementation in Science Learning PRELIA DWI AMANAH
Jurnal Pengabdian Pendidikan IPA Kontekstual Vol. 4 No. 1 (2026): Februari 2026
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppik.v4i1.1567

Abstract

The implementation of the Merdeka Curriculum requires the readiness of teachers, schools, and evaluation systems that are capable of ensuring the realization of student-centered learning. This community service activity aims to describe the implementation of the Merdeka Curriculum in science learning and to evaluate various challenges that arise during its implementation at SMPIT ABATA Lombok. The method employed in this activity was a descriptive qualitative approach, conducted through classroom observations, in-depth interviews, and reflective discussions with the school principal and science teachers. The results of the activity indicate that the Merdeka Curriculum provides teachers with greater flexibility in designing contextual and creative learning experiences. However, several challenges were identified, including limited laboratory facilities, variations in students’ abilities, and differences in the levels of technological literacy among teachers. The evaluation of curriculum implementation was conducted using the CIPP (Context, Input, Process, Product) evaluation model, which enables a comprehensive assessment of the learning process. This activity contributes to improving teachers’ understanding of curriculum implementation and encourages stronger collaboration among teachers in developing more innovative science learning practices.
Co-Authors A Wahab Jufri A Wahab Jufri Eka Muliati Eka Muliati Fitratunisyah Fitratunisyah Gian Aphrodita Emawa Gian Aphrodita Emawa Gunawan Gunawan Joni Rokhmat Lia Saptini Handriani Maharani, Gesti Muhammad Tantawi Jauhari Muhammad Tantawi Jauhari Nurhidayat Martin Nurhidayat Martin Rahmatullah Rahmatullah Satutik Rahayu Sura Juddin Thufail Mujaddid Al-Qoyyim Thufail Mujjadid Al Qayyim Yayuk Andayani