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DIAGNOSTIC ASSESSMENT AS THE FOUNDATION FOR ADAPTIVE AND DIFFERENTIATED LEARNING TRANSITION TO THE MERDEKA CURRICULUM Sintya Rahmadewi; Ikhwanul Habib; Taqiyuddin Kabalmay
El-Tsaqafah : Jurnal Jurusan PBA Vol. 24 No. 2 (2025): Oktober 2025
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/tsaqafah.v24i2.14168

Diagnostic assessment plays a crucial role in the successful implementation of the Merdeka Curriculum, as it provides a foundation for adaptive, responsive, and differentiated learning. This study aims to offer a comprehensive understanding of the role of diagnostic assessment in identifying students’ readiness, learning needs, strengths, and weaknesses, as well as their socio-emotional conditions. Using a descriptive qualitative approach with library research as the main method, this study analyzes various sources, including official modules from the Ministry of Education and Culture, scientific journals, reference books, and relevant previous studies. The findings indicate that diagnostic assessment, classified into cognitive and non-cognitive types, enables teachers to design effective instructional strategies, implement remedial and enrichment programs, and foster collaboration among educators. Despite its advantages, diagnostic assessment also presents challenges such as potential misinterpretation, time constraints, and the need for adequate teacher training. Overall, diagnostic assessment serves not only as an instrument to measure student readiness but also as a theoretical construct that bridges curriculum objectives with learner diversity, thereby strengthening the foundation of differentiated and holistic education in the Merdeka Curriculum.

Strategi Dakwah Sunan Ampel dalam Konteks Multikultural Ikhwanul Habib; Fatma Dewi Adjiji; Vivia Salma Azzaahro; Miftahul Huda
Bahasa Indonesia Vol 6 No 1 (2025): J-Kis: Jurnal Komunikasi Islam, Juni 2025
Publisher : Program Studi Komunikasi dan Penyiaran Islam IAI Pangeran Diponegoro Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53429/j-kis.v6i1.1563

The spread of Islam in Indonesia began in the mid-7th century AD. This process is inseparable from the role of Walisongo, a group of scholars and Sufism experts who played an important role, especially in Java. One of the figures who contributed greatly to the spread of Islam in East Java was Sunan Ampel. The purpose of this study is to find out about Sunan Ampel's da'wah strategy in the context of Multicultural in Java and its approach and implementation. This research uses library research method. The main sources used in carrying out this research are relevant sources, both primary books, journals, documents or other records. The results and discussion of this research concluded that Sunan Ampel's da'wah strategy in a multicultural context through cultural traditions in the local community, interfaith dialog, and religious education was considered very influential in preaching Islam in Indonesia, especially in Java. Through the da'wah strategy applied by Sunan Ampel, it has relevance to the modern era by adopting da'wah teachings with local culture, inclusive methods, and producing a community with character

ECORESISTANCE TO COLONIALISM IN THE POEM "FAKKIR BIGHAYRIKA" BY MAHMOED DARWISH (POSTCOLONIAL STUDIES) Ikhwanul Habib; Sintya Rahmadewi; Taqiyuddin Kabalmay; Muhibbuddin S
Journal of Arabic Literature (JaLi) Vol 6, No 2 (2025): Journal of Arabic Literature (Jali)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jali.v6i2.35459

This problem addresses how Mahmoud Darwish's poetry expresses symbolic resistance through ecological, empathic, and spiritual narratives that are grounded in the collective suffering of the Palestinian people. The purpose of this research is to reveal the meaning of colonialism and ecoresistance ideologically and rhetorically as a form of resistance to colonial hegemonic narratives. This research uses contextual qualitative analysis method with triangulation of sources and theories, through documentation and literature study. The results show that natural symbols such as water, trees, and light become markers of spiritual and ecological attachment to the homeland as well as a form of resistance to colonialism. Religious elements strengthen the legitimacy of transcendent and collective resistance. This poem conveys that resistance can take the form of empathy, solidarity, and existential awareness. This article contributes to a new reading of Darwish's poetry by combining ecological, spiritual and postcolonial dimensions. The findings are relevant for Middle Eastern literary studies and cultural conflict studies.

DIAGNOSTIC ASSESSMENT AS THE FOUNDATION FOR ADAPTIVE AND DIFFERENTIATED LEARNING TRANSITION TO THE MERDEKA CURRICULUM Sintya Rahmadewi; Ikhwanul Habib; Taqiyuddin Kabalmay
El-Tsaqafah : Jurnal Jurusan PBA Vol. 24 No. 2 (2025): Oktober 2025
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/tsaqafah.v24i2.14168

Diagnostic assessment plays a crucial role in the successful implementation of the Merdeka Curriculum, as it provides a foundation for adaptive, responsive, and differentiated learning. This study aims to offer a comprehensive understanding of the role of diagnostic assessment in identifying students’ readiness, learning needs, strengths, and weaknesses, as well as their socio-emotional conditions. Using a descriptive qualitative approach with library research as the main method, this study analyzes various sources, including official modules from the Ministry of Education and Culture, scientific journals, reference books, and relevant previous studies. The findings indicate that diagnostic assessment, classified into cognitive and non-cognitive types, enables teachers to design effective instructional strategies, implement remedial and enrichment programs, and foster collaboration among educators. Despite its advantages, diagnostic assessment also presents challenges such as potential misinterpretation, time constraints, and the need for adequate teacher training. Overall, diagnostic assessment serves not only as an instrument to measure student readiness but also as a theoretical construct that bridges curriculum objectives with learner diversity, thereby strengthening the foundation of differentiated and holistic education in the Merdeka Curriculum.

Hybrid Curriculum Model in a State Madrasah: A Case Study of Centralized and Decentralized Practices at MTsN 1 Malang Ikhwanul Habib; Taqiyuddin Kabalmay
Kitaba Vol 4, No 1 (2026): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v4i1.41956

Curriculum models play a crucial role in determining the quality and direction of education. However, the implementation of centralized and decentralized curricula often presents challenges in balancing national standards with local needs. This study aims to analyze the application of a hybrid curriculum model at MTsN 1 Malang City, an Indonesian state madrasah that integrates both centralization and decentralization mechanisms. Using a qualitative descriptive approach, data were collected through semi-structured interviews with three key informants (the madrasah head, vice principal for curriculum, and a senior teacher), participatory observations of curriculum practices, and document analysis of curriculum guidelines and lesson plans. The findings reveal that centralization is realized through compliance with national standards set by the Ministry of Religious Affairs and the Ministry of Education, Culture, Research, and Technology, ensuring uniformity in core subjects, learning outcomes, and assessment frameworks. Decentralization is manifested through locally initiated innovations, including the establishment of Ma'had Al-Madany (a student dormitory program), the development of special class programs (Bilingual, Tahfidz, and Olympic classes), and the initiation of Project-Based Learning, all of which accommodate students' interests, talents, and contextual needs. Teachers play a dual role in this hybrid model: as implementers of centralized policies and as innovators within decentralized spaces. The novelty of this study lies in its detailed empirical illustration of how a hybrid curriculum model operates in a madrasah context by systematically mapping the interaction between dual ministerial regulations and locally driven innovations. Unlike previous studies that tend to discuss curriculum centralization and decentralization separately, this research demonstrates a practical framework for harmonizing national policies with contextual educational creativity in Islamic secondary education. The study concludes that the hybrid curriculum model at MTsN 1 Malang represents a strategic approach to improving madrasah education quality through balanced integration of central regulation and local innovation, with implications for curriculum policy, school leadership, and teacher professional development.

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