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At- Ta'lim : Jurnal Pendidikan
Published by Universitas Islam Zainul Hasan Genggong
ISSN : 24605360     EISSN : 25484419     DOI : -
Core Subject : Education,
Education Mathematics Other
At-Talim: Jurnal Pendidikan is a scientific journal that contains and disseminate the results of research, in-depth study, and the ideas orinnovative work in the field of science education. The innovative work of the teachers and lecturers of the development of the education sector which is able to make a positive contribution to the schools and educational institutions the focus of this journal. Character Education, Education Issues and Policy, Special Need Education, Educational Technology and Curriculum, Educational Management and Leadership, Guidance and Counseling, Multicultural Education, Early-Childhood Education, Elementary Education, Non-Formal Education, Educational Psychology, Teaching and Learning, Education Assessment and Evaluation.
Arjuna Subject : Umum - Umum
Articles 2 Documents
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Search results for , issue "Vol. 12 No. 1 (2026): January" : 2 Documents clear
Project-Based Curriculum Design in the Context of 21st Century Education Pratiwi, Indah
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 1 (2026): January
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i1.2332

Abstract

21st-century education demands the development of a curriculum that is not only oriented towards mastering knowledge, but also on strengthening critical thinking, creativity, collaboration, and communication skills. One relevant approach to address these demands is the project-based curriculum. This article aims to comprehensively examine the design of a project-based curriculum in the context of 21st-century education by integrating the views of educational experts from within and outside the country as well as the latest research findings. The method used is library research by analyzing primary reference books, reputable national and international journal articles, and educational policy documents. The results of the study indicate that a project-based curriculum is able to create meaningful, contextual, and learner-centered learning, while strengthening 21st-century skills. The conclusion of this study confirms that the design of a project-based curriculum is relevant and strategic for implementation at various levels of education, with the note that it requires support from teacher readiness, infrastructure, and sustainable policies.
Constructing WHERE TO-Based Learning Activities: Escalating Competencies of Guru Penggerak Batch 10 in Medan City Sari, Suci Perwita; Nasution, Ismail Saleh; Sari, Mawar
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 1 (2026): January
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i1.2404

Abstract

Teacher competency scores in Indonesia remain suboptimal, with an average score of 57 out of 100 in 2019. Specifically, Indonesia's teacher quality ranked 14th out of 14 developing countries according to UNESCO's 2016 GEM Report. To address these challenges, the Ministry of Education and Culture launched the Guru Penggerak program to enhance educational quality through student-centered learning and professional development. This study aims to improve the professional competencies of Guru Penggerak Batch 10 teachers in Medan City by constructing teaching modules using the WHERE TO framework within the context of differentiated learning and the Merdeka Curriculum. The research utilized a one-shot pretest-posttest group design conducted over two cycles. Participants included Batch 10 prospective Guru Penggerak teachers who underwent workshops and intensive mentoring. Data were collected via performance tests focusing on lesson plan design and analyzed using an independent T-test. Quantitative analysis revealed a significant improvement in teacher competencies, with average scores reaching 88 after two cycles. Statistical testing yielded a significance value of 0.000 (p < 0.05), indicating that the WHERE TO framework significantly impacts competency escalation. The framework encompassing Where, Hook, Explore, Reflect, Evaluate, Tailored, and Organized effectively addressed gaps in systematic instructional design and student-centered sequencing. The construction of WHERE TO-based learning activities serves as an effective integrative mechanism for developing multiple teacher competency domains, including curriculum knowledge, planning, and assessment. This approach fosters innovative thinking and professional autonomy among teachers in the Medan City region.

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