JPT : Jurnal Pendidikan Tematik
Focus and Scope JPT primary focus is on current themes within the scope of elementary education. The scope of the manuscripts includes research results, reflections, and critical reviews on: Education policies and regulation Curriculum Learning innovations, including: Study of teaching materials Learning approaches Learning models Learning methods Learning media Learning evaluation
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<![CDATA[Desain Pengembangan Kurikulum Pendidikan Agama Islam Dalam Pendidikan Karakter Di Smp Negeri 13 Kaur ]]>
<![CDATA[Puja Puspita, Dena]]>;
<![CDATA[Eka Citra Dewi, Desy]]>
<![CDATA[ JPT : Jurnal Pendidikan Tematik Vol 5 No 1 (2024): April ]]>
Publisher : <![CDATA[Yayasan Darussalam Bengkulu ]]>
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DOI: 10.62159/jpt.v5i1.1076
<![CDATA[Curriculum development design is the arrangement or design of a curriculum model designed in accordance with the vision and mission of the school in its development through the process of validation, implementation and evaluation. This study is motivated by the practice of PAI in schools that are less than optimal, especially because of the lack of lesson hours. Seeing this problem, the development of PAI curriculum becomes very important to be done, both by related institutions and by PAI teachers themselves. The purpose of this study was to determine and analyze: the development of PAI objectives, the development of PAI substance, the development of PAI implementation, and the development of PAI evaluation. This research used a case study method using a qualitative approach. Data collection techniques were conducted by means of interviews, observations and documentation studies. Based on the results of the study, it was found that the development of PAI objectives is to develop academic abilities and prioritize Islamic character values in students. The development of PAI substance is developed into two forms, namely intracurricular form, in the form of Tarjamah subject and school culture form in the form of Tahfiz and Taqwa Character Building (TCB). The development of evaluation of PAI curriculum is carried out in two activities, namely evaluation by each school unit of SMP Negeri 13 Kaur.]]>
<![CDATA[Desain Pengembangan Kurikulum Pendidikan Agama Islam Berbasis Teknologi di SMP Negeri 6 Kaur ]]>
<![CDATA[Oktinan Toni, Jonsi]]>
<![CDATA[ JPT : Jurnal Pendidikan Tematik Vol 5 No 1 (2024): April ]]>
Publisher : <![CDATA[Yayasan Darussalam Bengkulu ]]>
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DOI: 10.62159/jpt.v5i1.1077
<![CDATA[The curriculum of Islamic education cannot be separated from its relationship with the basis and objectives of Islamic education. Some parts of the curriculum can be developed in accordance with the demands of the times and the human environment, but it is considered that the Islamic education curriculum must be substantially related to the objectives of Islamic education. Curriculum organization is regarded as capable of achieving these goals. Acting as a determinant of how a learning will take place, of course, the organization of this curriculum becomes one of the important factors. Curriculum design is a framework in preparing the curriculum organization and is the preparation of one of the curriculum components, namely the content of curriculum materials. This research uses library research by analyzing data, documents related to the discussion are analyzed systematically. The purpose of this study is to determine the form of PAI curriculum organization, PAI curriculum design principles, and the form of PAI curriculum design. The curriculum development process should be oriented towards the ability of students to recognize and image technological products that have long been used by the Indonesian people in accordance with the advancement of science and technology. Technology-integrated curriculum development will develop learners' critical thinking. Using technology as a learning tool provides effective learning strategies and classroom management for teachers in education units.]]>
<![CDATA[Desain Pengembangan Kurikulum Di Pesantren Miftahul Ulum Kecamatan Penarik Mukomuko ]]>
<![CDATA[Daraqthuni, Daraqthuni]]>
<![CDATA[ JPT : Jurnal Pendidikan Tematik Vol 5 No 1 (2024): April ]]>
Publisher : <![CDATA[Yayasan Darussalam Bengkulu ]]>
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DOI: 10.62159/jpt.v5i1.1078
<![CDATA[Educational institutions that can organize formal and non-formal and even informal learning at the same time are pesantren. In its history, the direct relationship between the pesantren environment, family and community and even the state has been going on for approximately four centuries. What is then needed by pesantren is to formulate a clear curriculum that is able to cover all forms and environments of education. The effort has been made by Pesantren Miftahul Ulum, Penarik District, Mukomuko. This investigation aims to describe the curriculum development pattern of the pesantren. The method of investigation used was a case study. Data were obtained from interviews, observations and document studies. The results of the investigation show that the development of pesantren curriculum must still take into account the quality of the curriculum both in the planning, control and reinforcement stages. The basic character of the curriculum can be based on the character of ulul albâb believers, which has historically been the main vision of pesantren since the 17th century. The character is integrated in the form of pesantren learning, recitation, and the real life of the santri, ustadz, and kiai (care pattern of boarding school).]]>
<![CDATA[Desain Pengembangan Kurikulum Pendidikan Agama Islam di SD Ditinjau Dari Faktor Psikologis ]]>
<![CDATA[Linda, Linda]]>
<![CDATA[ JPT : Jurnal Pendidikan Tematik Vol 5 No 1 (2024): April ]]>
Publisher : <![CDATA[Yayasan Darussalam Bengkulu ]]>
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DOI: 10.62159/jpt.v5i1.1079
<![CDATA[The curriculum as a guide in achieving educational goals, has a central position as a determinant of the process and as an evaluation of the implementation of education. Curriculum development (Curriculum development / Curriculum design) as an advanced stage of coaching, namely activities that refer to produce a new curriculum. The psychological foundation as part of the main foundation in curriculum development has a strategic place in learning. However, curriculum development must be based on However, curriculum development must be based on assumptions derived from psychology which includes the study of what and how students develop, as well as how students learn. The main consideration when making policies on curriculum development should be knowledge of child psychology and how children learn. So that children do not become victims of the inability to understand the theory of child psychology in general.]]>
<![CDATA[Desain Pengembangan Kurikulum Pendidikan Agama Islam di SD Ditinjau Dari Faktor Teknologi ]]>
<![CDATA[Asli, Nihi]]>
<![CDATA[ JPT : Jurnal Pendidikan Tematik Vol 5 No 1 (2024): April ]]>
Publisher : <![CDATA[Yayasan Darussalam Bengkulu ]]>
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DOI: 10.62159/jpt.v5i1.1080
<![CDATA[In recent years, curriculum programs have changed dramatically within Indonesia, as part of a comprehensive reform initiative. The history curriculum for secondary schools was subjected to this transformation as well. This lesson examines the curriculum reform in terms of teacher autonomy, key concepts for understanding and enhancing the role of teachers in education. The study aims to analyze whether the curriculum changes have brought any significant innovations regarding teacher autonomy. The research method used in this article is descriptive analytical. The researcher analyzed related documents, school policies. The research method used in this article is descriptive-analytical. Based on the results of the analysis, that in the face of the times and technology, the design of PAI curriculum development is important. This design must pay attention to the development of the world in order to meet the demands of the times and produce a generation that is technologically literate. The design of the curriculum requires a strong foundation that refers to research and the results of detailed thinking. Curriculum development design that is not based on a strong foundation can trigger the failure of education implementation, which leads to the non-achievement of an educational goal.]]>
<![CDATA[Desain Pengembangan Kurikulum Pendidikan Agama Islam Berbasis Pesantren Pada Madrasah Aliyah Pancasila Bengkulu ]]>
<![CDATA[Matondang, Mutiara]]>
<![CDATA[ JPT : Jurnal Pendidikan Tematik Vol 5 No 1 (2024): April ]]>
Publisher : <![CDATA[Yayasan Darussalam Bengkulu ]]>
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DOI: 10.62159/jpt.v5i1.1081
<![CDATA[This research resulted in a number of findings, namely: (1) The education curriculum of Madrasah Aliyah Pancasila Bengkulu City is designed based on the curriculum of the Ministry of Religious Affairs combined with the curriculum of Islamic boarding schools and inspired by the curriculum of modern Islamic boarding schools and salafiyah Islamic boarding schools in general. (2) The implementation of the Islamic Religious Education curriculum at Madrasah Aliyah Pancasila Bengkulu City is carried out in line with the curriculum design it developed, namely the combination of madrasah and Islamic boarding school learning.]]>
<![CDATA[Analisis Strategi Guru dalam Meningkatkan Kemampuan Berpikir Kritis pada Pembelajaran Tematik Terpadu Siswa Kelas 3 SDN 74 Kota Bengkulu ]]>
<![CDATA[Elisna, Dea]]>;
<![CDATA[Aprianti, Celi]]>;
<![CDATA[Darma Gunawan, Rangga]]>
<![CDATA[ JPT : Jurnal Pendidikan Tematik Vol 5 No 1 (2024): April ]]>
Publisher : <![CDATA[Yayasan Darussalam Bengkulu ]]>
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DOI: 10.62159/jpt.v5i1.1083
<![CDATA[A learning strategy is a plan that contains a series of learning activities in the learning process to manage students, manage teachers, manage learning activities and manage the learning environment. Therefore, to achieve educational goals in learning, teachers are expected to have several strategies to improve students' thinking abilities. This research uses descriptive qualitative methods. Data was collected through observation, interviews and documentation. Data is analyzed through Data Reduction, Data Display, Verification. The results of the research show that the teacher's strategy for improving critical thinking skills in integrated thematic learning for class III students at SDN 74 Kota Bengkulu uses lecture, discussion and question and answer strategies. The obstacles faced in improving critical thinking skills come from internal factors such as students who lack clear vision, are slow in grasping material and external factors such as the family and community environment. Efforts made by teachers to improve students' critical thinking skills can come from external factors. interesting learning so that it will motivate students to learn. The conclusion in this research is that the strategies used by teachers at SDN 74 Bengkulu City to improve students' critical thinking skills are still not good. Because teachers do not develop learning strategies. So teachers use expository strategies, namely teacher-centered learning, for example the lecture method. Then there is also some student-centered learning such as discussions, group study, giving assignments.]]>
<![CDATA[Proses Pembelajaran Pada Sekolah Dasar Negeri 101 Bengkulu Selatan ]]>
<![CDATA[Syariski, Yevin]]>;
<![CDATA[Apriana, Apriana]]>;
<![CDATA[Fadhlurrohman, Fadhlurrohman]]>
<![CDATA[ JPT : Jurnal Pendidikan Tematik Vol 5 No 1 (2024): April ]]>
Publisher : <![CDATA[Yayasan Darussalam Bengkulu ]]>
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DOI: 10.62159/jpt.v5i1.1113
<![CDATA[The research method used in this research is the observation method through interviews at SDN 101 South Bengkulu. Thus, the effectiveness of a learning process is determined by the interaction of these three components. The subjects studied were the principal, teachers and 18 class V students. The data collection techniques used were observation, interviews and documentation. The purpose of this research is to determine the importance of the teacher's role in implementing an effective learning process.]]>
<![CDATA[Pentingnya Program Guru Penggerak dalam Implementasi Kurikulum Merdeka di MIN 1 Kota Bengkulu ]]>
<![CDATA[Gusta Pratama, Egi]]>;
<![CDATA[Hijriani, Dini]]>;
<![CDATA[Rindiana, Chinta]]>
<![CDATA[ JPT : Jurnal Pendidikan Tematik Vol 5 No 1 (2024): April ]]>
Publisher : <![CDATA[Yayasan Darussalam Bengkulu ]]>
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DOI: 10.62159/jpt.v5i1.1114
<![CDATA[The essence of this research is the importance of the driving teacher program in implementing the independent curriculum at MIN 1 Bengkulu City. The aim of this research is to determine the importance of the driving teacher program in implementing the independent curriculum (IKM) in MIN 1 Bengkulu City. The research method used in this research is a qualitative method, namely a method that focuses on in-depth observation of research results where the researcher uses a theoretical basis so that the research focus is in accordance with the facts in the field. Data collection techniques include observation, interviews and documentation.]]>
<![CDATA[Konsep dan Implementasi Kurikulum Merdeka pada Pembelajaran Abad 21 di SD 20 Kota Bengkulu ]]>
<![CDATA[Septiyana, Rindang]]>;
<![CDATA[Nur Yuli Yanti, Nova]]>;
<![CDATA[Putri, Regita]]>;
<![CDATA[Delfero, Haris]]>
<![CDATA[ JPT : Jurnal Pendidikan Tematik Vol 5 No 1 (2024): April ]]>
Publisher : <![CDATA[Yayasan Darussalam Bengkulu ]]>
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DOI: 10.62159/jpt.v5i1.1115
<![CDATA[At this time the challenges of the times from the rapid currents of globalization and technology are increasingly challenging. Education has an important role to 2st ICIE: International Conference on Islamic Education play in answering and preparing the current and next generations. Through curriculum development that continues to be carried out is one of the answers to meet the required competencies. The improvement of the curriculum from the 2013 curriculum to the merdeka curriculum is a careful step in responding to this. The learning in merdeka curriculum is specifically designed to give the right to learn independently. The purpose of this study is to describe the concept and implementation of an merdeka curriculum in 21st century learning in elementary school. The implementation of the Merdeka Curriculum at the Sd 20 Kota Bengkulu prioritizes project-based learning in order to realize the Pancasila Student Profile. This is also very relevant to 21st century learning which equips students with the 4C skills needed in responding to the challenges of the times. There are 3 (three) choices in the application or implementation of the independent curriculum (IKM) at the SD / MI level, namely: the Independent Learning Category, the independent category changes and the independent category shares at the grade I and grade IV levels in elementary school starting from the 2022/2023 school year.]]>
