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Kenduri: Jurnal Pengabdian Dan Pemberdayaan Masyarakat
Published by Yayasan Darussalam Bengkulu
ISSN : 27769186     EISSN : 27769186     DOI : https://doi.org/10.62159/kenduri.XXXX
Core Subject : Humanities, Social,
Humanities Environmental Science Social Sciences
The journal includes, but is not limited to the following fields: Teaching & Learning in Science Education Material Learning in Science Education Learning Media/Multimedia in Science Education Evaluation & Assessment in Science Education Higher Order Thinking Skills in Science Education Science, Technology, Engineering, and Mathematics (STEM) Education Integrating Islamic Values with Science Education
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 103 Documents
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Analisis Perencanaan Pembelajaran (ATP, Modul Ajar, dan Lesson Plan) Deswita Siagian; Rahmad Mulia Abdi Lubis; Mariam Nasution
KENDURI : Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 6 No. 1 (2026): April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/kenduri.v6i1.2252

Abstract

Learning planning is an important aspect of improving the quality of education because it serves as a guideline for implementing a directed, systematic, and effective teaching and learning process. In the implementation of the Merdeka Curriculum, learning tools such as the Learning Objectives Flow (ATP), teaching modules, and lesson plans become the main components that help teachers design learning activities in accordance with learning outcomes and students’ needs. ATP functions to organize learning objectives systematically and continuously, teaching modules help make learning more structured, flexible, and contextual, while lesson plans assist teachers in carrying out classroom learning activities effectively and efficiently. This study aims to analyze the roles, functions, advantages, and implementation of ATP, teaching modules, and lesson plans based on reviews of national and international journals. The research method used is a literature review by collecting, examining, and analyzing various scientific journals related to learning planning in the Merdeka Curriculum. The results of the study indicate that ATP, teaching modules, and lesson plans have interconnected roles in creating a more directed, structured, and student-centered learning process. However, their implementation still faces several challenges, such as teachers’ limited understanding, lack of training, schools’ inadequate readiness, and limited supporting facilities and infrastructure. Therefore, continuous training, mentoring, and teacher competency development are needed so that the implementation of learning planning tools in the Merdeka Curriculum can run optimally and contribute to improving the quality of education
Analisis Keterpaduan Struktur Kurikulum Matematika dalam Mewujudkan Pembelajaran Matematika yang Efektif Henra Putra Nainggolan; Sri Ulfah Afriani Dalimunthe; Mariam Nasution
KENDURI : Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 6 No. 1 (2026): April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/kenduri.v6i1.2276

Abstract

The mathematics curriculum plays a crucial role in achieving effective learning through the integration of objectives, content, process, and assessment. However, in practice, there are still inconsistencies between curriculum components, which leads to mathematics learning being procedurally and outcome-oriented. This study aims to analyze the integration of the mathematics curriculum structure in achieving effective mathematics learning. The study used a qualitative approach with library research methods through a review of scientific journals, books, education policy documents, and previous research relevant to the 2020–2025 period. Data analysis techniques were carried out through systematic data reduction, categorization, interpretation, and synthesis. The results of the study indicate that the effectiveness of mathematics learning is greatly influenced by the alignment of learning objectives, systematic and contextual content organization, a student-centered learning process, and assessments that comprehensively measure mathematical thinking skills. Thus, the integration of objectives, content, process, and assessment is a primary prerequisite for creating mathematics learning that is effective, meaningful, and aligned with the demands of 21st-century competencies.
Analisis Kesenjangan Antara Materi IPS Dan Realitas Kehidupan Sosial Siswa Di SMA Negeri 8 Seluma Edo Setiawan; Mus Mulyadi; Ahmad Walid; Rosi Delta Fitriana
KENDURI : Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 6 No. 1 (2026): April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/kenduri.v6i1.2366

Abstract

This study analyzes the gap between Social Studies (IPS) learning materials and the social realities experienced by students at SMA Negeri 8 Seluma. Social Studies learning in senior high schools is designed to develop students’ social awareness, critical thinking, and understanding of social life within society. However, in practice, IPS learning often emphasizes theoretical understanding rather than contextual experiences closely related to students’ daily social environments. This research employed a qualitative descriptive approach with data collected through observation, in-depth interviews, and documentation. The informants consisted of IPS teachers and students selected through purposive sampling. The findings indicate that there is a significant gap between IPS materials taught in the classroom and the actual social realities faced by students. The learning process tends to be teacher-centered, theoretical, and focused on memorization, while contextual learning based on real social phenomena remains limited. Students experience difficulties in relating concepts such as social interaction, economic activities, and social change to their daily lives. This condition is influenced by the limited use of contextual examples and the minimal integration of local social issues into lesson planning. The study concludes that IPS learning should adopt a more contextual and student-centered approach in order to improve students’ social understanding and enhance the relevance of learning to real-life conditions.

Page 11 of 11 | Total Record : 103

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