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Education & Learning
Published by Medan Resource Center
ISSN : -     EISSN : 2808862X     DOI : 10.57251
Core Subject : Social,
Social Sciences
Education & Learning is a peer-reviewed journal published by the Medan Resource Center. The journal aims to facilitate academic articles and scholarly writings on empirical research in the field of education. The journal emphasizes the importance of appreciating the interplay of local, national, regional, and global contexts and dynamics in shaping education for learning. It covers education in its broadest sense, including both formal and non-formal modes, from preschool to adult education. It is also interested in comparative studies that explore these approaches to deepen our understanding of the relationship between education and learning. The journal is published biannually in February and August and accepts articles in Bahasa Indonesia or English.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol. 5 No. 1 (2025)" : 6 Documents clear
Kekosongan Materi Sejarah Masuk dan Berkembang Agama Khonghucu dalam Pelajaran Sejarah di Sekolah Menengah Atas Hasudungan, Anju Nofarof; Hikam, Reza Maulana; Nababan, Surya Aymanda
Education & Learning Vol. 5 No. 1 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/el.v5i1.1592

Abstract

Penelitian ini bertujuan untuk mengkaji kekosongan materi terkait sejarah masuk dan berkembangnya agama Khonghucu di Indonesia dalam mata pelajaran sejarah di Sekolah Menengah Atas. Metode penelitian yang digunakan adalah studi pustaka (library research), yang melibatkan pengumpulan dan analisis sumber-sumber tertulis seperti buku, jurnal, artikel ilmiah, dan dokumen resmi. Hasil penelitian menunjukkan bahwa sejarah agama Khonghucu di Indonesia cenderung kurang dibahas secara mendalam dalam kurikulum mata pelajaran sejarah di sekolah menengah atas di Indonesia, meskipun memiliki kontribusi penting dalam pembentukan budaya dan keberagaman masyarakat Indonesia. Agama Khonghucu, yang diperkenalkan oleh komunitas Tionghoa sejak abad ke-3 Masehi, berkembang melalui asimilasi budaya dan berbagai tantangan, termasuk marginalisasi pada masa kolonial dan pasca-kemerdekaan. Penelitian ini menyoroti pentingnya memasukkan sejarah agama Khonghucu sebagai bagian integral dari materi pembelajaran sejarah untuk memperkaya wawasan siswa tentang pluralisme agama dan budaya di Indonesia. Dengan demikian, penelitian ini diharapkan dapat memberikan kontribusi terhadap pengembangan kurikulum yang lebih inklusif dan beragam.
Integrasi Kearifan Lokal dalam Pembelajaran Sejarah: Tinjauan atas Kurikulum Merdeka Siregar, Muhammad Andre Syahbana; Suboh, Amerruddin Shah
Education & Learning Vol. 5 No. 1 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/el.v5i1.1596

Abstract

This article aims to examine the integration of local wisdom in history education, focusing on the review of the implementation of the "Kurikulum Merdeka" (Independent Curriculum) in Islamic schools (madrasahs). The "Kurikulum Merdeka" is considered a solution that plays a foundational role in incorporating local history as an inseparable component. The approach adopted by the "Kurikulum Merdeka" specifically emphasizes the formation of individual character, where students are encouraged to understand and apply the values of Pancasila. The research methodology applied is a descriptive qualitative research method using a literature review. Data were collected from various literature sources such as books, articles, or research findings related to the educational curriculum in Indonesia, including the "Kurikulum Merdeka." The data used in this study are secondary, consisting of a curriculum review of history subjects at the high school level (SMA/MA/Equivalent). The "Kurikulum Merdeka" serves as a solution for integrating local history as an inseparable element, with a focus on shaping students' characters through the values of Pancasila and local wisdom. Despite facing global dynamics, the "Kurikulum Merdeka" still recognizes and prioritizes local wisdom as a fundamental foundation. The implementation of local wisdom aims to preserve cultural diversity without losing values while remaining open to the positive influences of foreign cultures. In line with this, history education integrated with local culture plays a crucial role in preserving wisdom, fostering nationalism, and developing a profound understanding of the nation's history. Curriculum integration, involving student participation and an interdisciplinary approach, is expected to create a younger generation that understands and takes pride in their national identity. Historical awareness, especially through the "Kurikulum Merdeka," becomes a crucial foundation in the effort to build the nation's character, with the hope that the nation will learn from history and grow into a culturally rich and civilized society in the future
Pembelajaran IPS untuk Menumbuhkan Kesadaran Multikultural pada Siswa SMP Negeri 2 Tantom Angkola Rusydah, Imro Atur; Saragih, Ridho Gilang Amalsyah
Education & Learning Vol. 5 No. 1 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/el.v5i1.1606

Abstract

This study aims to explore the role of Social Studies (IPS) education in instilling multicultural values in students at SMP Negeri 2 Tantom Angkola. This research adopts a qualitative approach with literature study and interviews conducted with students and IPS teachers at SMP Negeri 2 Tantom Angkola. The findings of the study indicate that IPS education has great potential to introduce and develop multicultural values, such as tolerance, respect for diversity, and cultural mutual respect. However, the implementation of these values in the classroom faces various challenges, including limited teaching materials and a lack of understanding among teachers regarding the importance of multicultural education. Therefore, strengthening the curriculum and providing training for educators is necessary to maximize the role of IPS education in fostering an inclusive and multicultural society
Pemanfaatan Situs Sejarah di Lingkungan Sekolah untuk Pembelajaran Tematik SD Negeri 1 Dinoyo Berbasis Edutainment Wahyudi, Deny Yudo; Sapto, Ari; Nafi’ah, Ulfatun; Ayundasari, Lutfiah; Utari, Shela Dwi; Laili, Vita Sabrina Azda; Ananda, Labuda Shofiya
Education & Learning Vol. 5 No. 1 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/el.v5i1.1663

Abstract

Malang area is one of the strategic areas that holds many cultural remains from the traditional kingdom period (Hindu-Buddhist period). One of them is the yoni site which was found in the area of SD Negeri 1 Dinoyo. In this regard, this article aims to discuss about the use of yoni sites in the school environment as a support for thematic learning at the elementary school. Especially for thematic learning at SD Negeri 1 Dinoyo. This research was conducted with a descriptive qualitative approach. The main topics of discussion in the study include: 1) the potential of Hindu-Buddhist sites in the Malang area, 2) the concept of edutainment learning, and also discusses about 3) the use of edutainment-based historical sites for thematic learning at SD Negeri 1 Dinoyo. So that it can be seen the important role of sites in the school environment (yoni site int the area SD Ngeri 1 Dinoyo) as well as the potential and advantages possessed by the edutainment method in supporting the achievement of thematic learning in elementary schools
Analisis Keterlaksanaan Asesmen Hasil Belajar Siswa pada Kurikulum Merdeka Belajar Yulis, Sara; Mutia, Nur Balqis; Husna, Raudatul
Education & Learning Vol. 5 No. 1 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/el.v5i1.1674

Abstract

This research was conducted at SDN Kabu Aceh Timur to analyze the implementation of student learning assessment, with the background of challenges in providing adequate facilities and infrastructure. The study aims to understand the implementation of assessment and the challenges faced by teachers. The type of research used is descriptive qualitative. The result show that in the Merdeka Curriculum, the student learning evaluation includes both academic and character assessments. Formative assessments are used TP track student progress, while summative assessment evaluate the achievement of learning goals. This evaluating also integrates character values through Pancasila-based projects. However, teacher face challenges in implementing the learning assessment, such as limited facilities, difficulties in mastering the curriculum, and applying project-based evaluations, nevertheless, the school strives to improve facilities and provide training for educators to address these obstacles.
Implementasi Kurikulum Merdeka Pada Pembelajaran Sejarah Kelas X SMA Swasta Dharmawangsa Siregar, Sahala Baik Budi; Purba, Dien Sarinata; Novika Asrima Azzura; Siti Nurmaida; Nst, Mhd Ihsan Syahaf
Education & Learning Vol. 5 No. 1 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/el.v5i1.1697

Abstract

Penelitian ini bertujuan untuk mendeskripsikan implementasi Kurikulum Merdeka pada pembelajaran sejarah kelas X di SMA Swasta Dharmawangsa. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa guru sejarah telah menerapkan strategi pembelajaran berbasis proyek, diskusi kelompok, dan studi kasus untuk mengembangkan keterampilan berpikir kritis siswa. Namun, implementasi masih terkendala oleh keterbatasan fasilitas teknologi, kesiapan guru, dan pemahaman siswa terhadap konsep pembelajaran mandiri. Upaya yang dilakukan sekolah meliputi penyediaan perangkat digital, pelatihan guru, dan bimbingan belajar tambahan bagi siswa. Evaluasi pembelajaran dilakukan melalui penilaian proyek, reflektif, dan proses, namun masih memerlukan penguatan agar lebih relevan dengan materi sejarah. Dengan optimalisasi fasilitas dan peningkatan kompetensi guru, implementasi Kurikulum Merdeka berpotensi meningkatkan kualitas pembelajaran sejarah.

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