cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Imron Fauzi
Contact Email
fauzi220587@gmail.com
Phone
+6285258255855
Journal Mail Official
imronfauzi@uinkhas.ac.id
Editorial Address
Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia Jl. Mataram No. 1 Kelurahan Mangli, Kecamatan Kaliwates, Kabupaten Jember
Location
Kab. jember,
Jawa timur
INDONESIA
AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Published by Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
ISSN : 27231100     EISSN : 27230708     DOI : 10.35719/adabiyah.v6i1
Core Subject : Religion, Education,
Religion Education Other
AL-ADABIYAH: Jurnal Pendidikan Agama Islam is a peer-reviewed journal on Islamic education published by Faculty of Education and Teacher Training, Islamic State University of Kiai Haji Achmad Siddiq Jember. This journal focuses on advancing the science of Islamic Education through high-quality scholarly works that explore various dimensions, including studies on Pesantren and Madrasah education, curriculum development, pedagogy, and the integration of science and technology. It emphasizes research on the philosophy and theory of Islamic education, policy and governance, deradicalization efforts, gender issues, and comparative studies. Additionally, it addresses the role of Islamic education in fostering social and cultural transformation, alongside biographical studies of influential figures, with a commitment to contributing to global and interdisciplinary discourse.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 181 Documents
 15   16   17   18   19 
Implementing the Merdeka Curriculum in Primary Education: Evidence from Grade I and IV Teachers at Sungai Raya 01 Public Elementary School Sri Nurjanah; Muhammad Asrori; Hairida
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 4 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i4.1466

Abstract

Purpose: This study examined Grade I and Grade IV teachers’ understanding, perceptions, planning, and classroom enactment of the Merdeka Curriculum at Sungai Raya 01 Public Elementary School, Indonesia. Method: A convergent mixed-methods case study was conducted from September 4 to October 23, 2024. Participants were six classroom teachers, including three Grade I teachers and three Grade IV teachers, selected through total sampling. Quantitative data were collected using a 25-item curriculum-understanding test, a 15-item perception questionnaire, and a structured classroom-observation instrument. Qualitative data were obtained through semi-structured interviews, field notes, and available teaching modules. Quantitative data were analyzed descriptively, qualitative data were analyzed thematically, and both strands were integrated through comparison. Main findings: Teachers achieved a mean understanding score of 83.67 and an overall perception score of 85.33%, both categorized as very good. External curriculum-related stimuli received the highest perception score at 93.33%, compared with individual understanding at 82.67% and individual evaluation at 82.22%. Classroom implementation scored 94.60%. Teachers prepared teaching modules under the supervision of the school principal, considered learning outcomes, used diagnostic assessment, and implemented student-centered and differentiated activities across introductory, core, and closing phases. However, technology-based instruction was not observed, and the formative use of assessment evidence was not fully documented. Novelty/originality: The study moves beyond single-source evaluations by distinguishing teachers’ knowledge, perceptions, reported planning, and observed practices within one integrated analytical framework. Contribution: It demonstrates that favorable perceptions and high scores do not necessarily indicate complete implementation. The findings provide contextual evidence for designing school-based professional development focused on differentiation, formative assessment, instructional technology, and stronger alignment between curriculum knowledge and classroom enactment in Indonesian primary education.

Page 19 of 19 | Total Record : 181

 15   16   17   18   19 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 4 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 3 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 2 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 1 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 6 No. 4 (2025): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 6 No. 3 (2025): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 6 No. 2 (2025): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 6 No. 1 (2025): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 5 No. 2 (2024): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 5 No. 1 (2024): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 4 No. 2 (2023): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 4 No. 1 (2023): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 3 No. 2 (2022): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 3 No. 1 (2022): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 2 No. 2 (2021): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 2 No. 1 (2021): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2020): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 1 No. 1 (2020): AL-ADABIYAH: Jurnal Pendidikan Agama Islam More Issue