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This study aims to find out the implementation of the Qur'an curriculum in Islamic elementary schools, focusing on planning, execution, evaluation, and supporting or inhibiting factors. A qualitative descriptive method with a case study approach was applied through interviews, observations, and document analysis. The findings show that the Qur'an curriculum is implemented using Islamic values-based approaches, involving reading, memorizing, and understanding the Qur'an. Teachers utilize interactive and contextual methods to enhance student engagement. Key supporting factors include teacher competence and learning facilities, while challenges consist of limited time allocation and varying student abilities. The study recommends periodic teacher training and innovative learning strategies to optimize Qur'an learning outcomes

Penelitian ini bertujuan untuk menganalisis penerapan metode tematik dalam pembelajaran bahasa berdasarkan perspektif siswa dan guru. Penelitian dilakukan melalui pendekatan kualitatif dengan melibatkan wawancara mendalam, observasi kelas, dan analisis dokumen. Hasil penelitian menunjukkan bahwa metode tematik mampu meningkatkan pemahaman siswa terhadap materi bahasa melalui integrasi berbagai keterampilan bahasa, seperti membaca, menulis, berbicara, dan mendengar, dalam konteks tema tertentu. Guru memandang metode ini sebagai strategi efektif untuk memotivasi siswa, meskipun terdapat tantangan dalam perencanaan dan pelaksanaannya, terutama terkait waktu dan sumber daya. Perspektif siswa mengungkapkan bahwa metode ini mempermudah mereka memahami materi dan meningkatkan partisipasi aktif dalam pembelajaran. Penelitian ini juga mengidentifikasi faktor-faktor yang memengaruhi keberhasilan implementasi metode tematik, termasuk kesiapan guru, kurikulum, dan dukungan fasilitas. Temuan ini memberikan wawasan penting bagi pengembangan pedagogi bahasa dan menyarankan peningkatan pelatihan bagi guru dalam penerapan metode tematik.

Penelitian ini bertujuan untuk menganalisis penerapan metode tematik dalam pembelajaran bahasa berdasarkan perspektif siswa dan guru. Penelitian dilakukan melalui pendekatan kualitatif dengan melibatkan wawancara mendalam, observasi kelas, dan analisis dokumen. Hasil penelitian menunjukkan bahwa metode tematik mampu meningkatkan pemahaman siswa terhadap materi bahasa melalui integrasi berbagai keterampilan bahasa, seperti membaca, menulis, berbicara, dan mendengar, dalam konteks tema tertentu. Guru memandang metode ini sebagai strategi efektif untuk memotivasi siswa, meskipun terdapat tantangan dalam perencanaan dan pelaksanaannya, terutama terkait waktu dan sumber daya. Perspektif siswa mengungkapkan bahwa metode ini mempermudah mereka memahami materi dan meningkatkan partisipasi aktif dalam pembelajaran. Penelitian ini juga mengidentifikasi faktor-faktor yang memengaruhi keberhasilan implementasi metode tematik, termasuk kesiapan guru, kurikulum, dan dukungan fasilitas. Temuan ini memberikan wawasan penting bagi pengembangan pedagogi bahasa dan menyarankan peningkatan pelatihan bagi guru dalam penerapan metode tematik.

This paper aims to examine the concept of integrated Islamic education based on the Qur'an at SDIT AT-Tawazzun, which focuses on building student character through an educational approach based on the values ​​of the Qur'an. The research method used is a qualitative approach with descriptive analysis, collecting data through observation, interviews and documentation studies regarding the implementation of the Qur'ani-based curriculum. The research results showed that the learning methods applied, including tahfidz Al-Qur'an, tadabbur Al-Qur'an, and instilling Qur'anic moral values, succeeded in increasing students' intellectual intelligence and morals. Apart from that, parental involvement and various evaluation methods also play an important role in achieving educational goals at the school.

Islamic education in the era of globalization faces the challenge of remaining relevant to the times without losing its Islamic identity. Al-Irsyad Satya Islamic School, as one of the leading educational institutions, implements the Cambridge curriculum integrated with Islamic values to provide quality education that is internationally oriented. This study aims to analyze the implementation of the Cambridge curriculum at the preschool level at Al-Irsyad Satya, focusing on the implementation strategy, the challenges faced, and the impact on learning development.This study uses a descriptive qualitative method with a phenomenological approach. Data were collected through semi-structured interviews with teachers and principals, as well as direct observation of the learning process in preschool classes. Data analysis was conducted through data reduction techniques, data presentation, and conclusion drawing based on qualitative analysis steps. The results showed that the implementation of the Cambridge curriculum at Al-Irsyad Satya is done through the integration of Cambridge-based academic materials with Islamic values, such as noble morals and Islamic manners, which are taught in every learning activity. Challenges faced include adjusting the international curriculum to local needs and training teachers to ensure a deep understanding of both aspects. Nevertheless, the impact is very positive, especially in developing students' academic abilities, Islamic character and social skills as a whole. This study concludes that the integrative approach implemented by Al-Irsyad Satya Islamic School can serve as a model for other Islamic education institutions in adopting the international curriculum without losing Islamic values.

The learning process serves as a pathway to achieving basic competencies within curriculum implementation. This study aims to describe the implementation of teaching and its evaluation on the topic of thaharah, specifically in the chapter on wudu. The research approach employed is qualitative, with a case study methodology. The researcher collected data through interviews with teachers and students, documentation, and observation during the learning process. The findings indicate that the teaching implementation was carried out optimally, including opening activities such as greetings and providing motivation, core activities such as explaining and demonstrating lessons, and closing activities such as reflection and question-and-answer sessions. The assessment conducted by the teacher aligns with the demands of the Kurikulum Merdeka, which requires evaluation from cognitive, psychomotor, and affective aspects as part of an authentic assessment approach.  

This study aims to understand the implementation of the Independent Curriculum in learning the Qur'an and Hadith at MI Misbahul Adhim. With a qualitative approach and field research methods, this research explores the views and experiences of teachers and students regarding their adaptation to curriculum changes. Data were collected through direct observation, in-depth interviews, and review of relevant documents. The research findings reveal that the Independent Curriculum provides more flexibility for educational institutions to design a learning process that is more in line with the needs of students. The main focus of this curriculum is meaningful learning, character building, and the application of integrated technology. However, the implementation of the Independent Curriculum also faces a number of obstacles, such as limited resources, readiness of teaching staff, and changes in mindset in learning. Overall, the Independent Curriculum has significant potential in improving the quality of religious education. This study recommends the need for more intensive support from various parties, including the government, educational institutions, and the community, to ensure the successful implementation of the curriculum. Further research can be focused on identifying factors that influence the success of curriculum implementation and developing more optimal strategies.

One aspect that urgently needs to be addressed in the Implementation of the Independent Curriculum (IKM) is the issue of leadership and decision effective, efficien, requires the togetherness of all elements of teachers and educational staff. School Leadership Workshop 1, was held making which has impact on students. A leadership model that is in May 2024, at SMP Negeri 1 Sooko, Kab. Mojokerto. The formulation of the problem solved in this PKM (community service) activity is how to develop the potential of School Principals, School Supervisors and teacher educators in making decisions as leaders effectively, through leadership workshops. Learning objectives are prepared by each educational unit with local content that has meaning given the environmental conditions. The goal to be achieved from this activity is the transformation of the 'classical' education process into meaningful and contextual education during Sekolah Penggerak. In this change, adequate coaching capabilities are needed from teachers and school principals, so they can provide more positive approach to students. The methods used in this activity are lectures and discussions, online training, in-house training in each educational unit through PMM, followed by a mentoring process over a period of 1 year, then full implementation in each educational unit.

The curriculum is a fundamental component of the education system, designed to meet the evolving needs of society. In 2022, the Indonesian Ministry of Education, Culture, Research, and Technology introduced the Merdeka Curriculum as a strategic response to global challenges and the impacts of the COVID-19 pandemic. This study aims to analyze the implementation of the Merdeka Curriculum, identify the challenges encountered, and propose strategies to enhance its effectiveness. The research employs a literature review with a qualitative approach, underpinned by Structural Functional Theory to interpret the dynamics of curriculum implementation. The findings reveal significant disparities in teachers’ readiness to understand and implement the curriculum, influenced by factors such as training, resource availability, and institutional support. Major challenges include insufficient infrastructure, gaps in understanding, and resistance to pedagogical innovation. The study concludes that strengthening collaboration among teachers, schools, communities, and the government, combined with intensive training and infrastructure development, can optimize the curriculum’s potential in fostering globally competitive human resources. It is recommended that all stakeholders actively engage in cross-sector collaboration to ensure the sustainable implementation of the Merdeka Curriculum.

The purpose of conducting research on the implementation of the PAK independent curriculum is to find out the problems in its implementation, teachers are the main implementers of this curriculum in the field. By understanding their perspectives and experiences, we can find the problems they face and what is needed for the successful implementation of the curriculum. The research method used is to use a qualitative method with a literature review approach, namely looking for sources that are considered relevant to be used as sources for writing. Based on the results obtained, there are several difficulties or problems in its implementation, for example one of them is the reduction in human resources in this case, namely educators, and other things. The Merdeka Belajar curriculum focuses on important material, is flexible for teachers and students, and is project and character-based. By increasing teacher understanding, increasing resources, increasing parental participation, and developing a more contextual curriculum, it is hoped that the quality of religious education can be improved.

Abstrak. Maraknya kasus penipuan berkedok investasi bodong menjadi permasalahan serius yang menimbulkan kerugian ekonomi signifikan bagi masyarakat. Salah satu penyebab utama kerentanan masyarakat terhadap praktik ini adalah rendahnya literasi finansial, terutama pemahaman tentang ciri-ciri investasi legal dan pengelolaan risiko. Penelitian ini bertujuan untuk menganalisis pentingnya advokasi kebijakan literasi finansial sebagai langkah strategis dalam memberantas praktik penipuan investasi bodong. Pendekatan yang digunakan adalah studi literatur dan analisis kebijakan, dengan meninjau program literasi finansial yang telah ada, tantangan implementasinya, serta peran sinergi antara pemerintah, lembaga pendidikan, dan sektor swasta. Hasil penelitian menunjukkan bahwa literasi finansial yang baik tidak hanya membekali masyarakat dengan pengetahuan dasar keuangan, tetapi juga meningkatkan kemampuan kritis dalam mengevaluasi penawaran investasi. Selain itu, advokasi kebijakan yang efektif membutuhkan integrasi program literasi finansial ke dalam kurikulum pendidikan, kampanye kesadaran publik, dan penguatan regulasi untuk mencegah praktik investasi ilegal. Kesimpulan dalam penelitian ini adalah bahwa advokasi kebijakan literasi finansial memiliki peran penting dalam melindungi masyarakat dari dampak negatif investasi bodong. Rekomendasi yang diajukan meliputi penguatan kerjasama antar pemangku kepentingan, peningkatan akses informasi, serta pengawasan ketat terhadap aktivitas investasi. Dengan demikian, upaya ini diharapkan dapat menciptakan masyarakat yang lebih tanggap dan terlindungi dari risiko penipuan investasi.

We conducted research in schools to find out how the values of national character are implemented in the independent curriculum. National character must always exist even though the curriculum itself often changes. The values of national character that we have should not just disappear, but we must always guard them so that they are not lost. The independent curriculum certainly has done a lot to preserve the values of national character so that students can know what the values of national character are. For the research method itself, I used qualitative research methods by means of interviews and observations. In the schools where we conducted research, namely at SMAN 4 Cibinong and SMPN 4 Kota Serang, we have implemented national character values in the independent curriculum in the implementation of learning, namely honesty, creativity and religious values, for this reason we are also carrying out research activities this time focuses more on students implementing the values of our national character. Students must always apply the character values of the Indonesian nation in implementing the independent curriculum that is currently being implemented.

ABSTRACT This article discusses curriculum innovation and literacy from the perspective of two Indonesian education ministers, Muhadjir Efendi and Nadiem Makarim, who brought significant changes to the Indonesian education system. Muhadjir Efendi introduced the full day school program and zoning policy, which sparked pros and cons among the community regarding its implementation. On the other hand, Nadiem Makarim introduced the concept of Merdeka Belajar which focuses on independent learning and developing student character through National Examination reform, Minimum Competency Assessment, simplification of RPP, and flexibility in admitting new students (PPDB). This article explores how the policies of the two ministers seek to improve the quality of education in Indonesia, although they still face challenges in implementation and acceptance by society. ABSTRAK Artikel ini membahas inovasi dan literasi kurikulum dalam perspektif dua menteri pendidikan Indonesia, Muhadjir Efendi dan Nadiem Makarim, yang membawa perubahan signifikan dalam sistem pendidikan Indonesia. Muhadjir Efendi memperkenalkan program full day school dan kebijakan zonasi, yang memicu pro dan kontra di kalangan masyarakat terkait penerapannya. Di sisi lain, Nadiem Makarim memperkenalkan konsep Merdeka Belajar yang berfokus pada pembelajaran mandiri dan pengembangan karakter siswa melalui reformasi Ujian Nasional, Asesmen Kompetensi Minimum, penyederhanaan RPP, dan fleksibilitas dalam penerimaan siswa baru (PPDB). Artikel ini mengeksplorasi bagaimana kebijakan kedua menteri tersebut berupaya untuk memperbaiki kualitas pendidikan di Indonesia, meskipun masih menghadapi tantangan dalam implementasi dan penerimaannya oleh masyarakat.

This research aims to analyze the role of Driving Teachers in helping to make the implementation of the Merdeka Curriculum successful in the 19 Peninjauan Elementary Schools (SD). The Independent Curriculum is an educational policy that aims to provide freedom to educational units in designing learning that is more flexible, meaningful and in accordance with the needs of students. Mobilizing Teachers, as agents of change, are expected to play an important role in the successful implementation of this curriculum. The research method used in this research is qualitative with a literature review approach. The results of the research show that the Mobilization Teacher at SDN 19 Peninjau acts as a learning facilitator, leader of change, and motivator for his colleagues in the successful implementation of the Merdeka Curriculum. Mobilizing Teachers not only focus on teaching in the classroom, but also play an active role in developing the professionalism of other teachers and establishing a school culture that supports the principles of the Independent Curriculum. However, challenges such as limited resources, uneven understanding of the Independent Curriculum, and resistance to change are still the main obstacles.

The spiritual curriculum must be structured as well as possible so that it can fulfill every need that students need to support their spiritual growth so that students can grow more mature in accordance with biblical teachings.The purpose of this research is to find out whether the implementation of the spiritual curriculum applied in class devotion, level devotion, and YouthinC2 affects the spiritual / character growth of students at SMK Kristen Terang Bangsa so that it can find the right implementation for the right curriculum that can be applied, it is hoped that there will be adjustments to the implementation of the spiritual curriculum at SMK Kristen Terang Bangsa. The population in this study were students of SMK Kristen Terang Bangsa in grades XI, XII, and alumni along with class pastors and teachers for the 2023-2024 school year and the 2024-2025 school year. Implementing the spiritual curriculum applied in class devotion, level devotion, and YouthinC2 has a positive effect on the spiritual growth/ character of Terang Bangsa school students.

ABSTRAK Pendidikan memainkan peran penting dalam pembentukan karakter siswa, termasuk menginternalisasi nilai-nilai Pancasila sebagai dasar negara. Namun, implementasi Pancasila di sekolah menghadapi banyak tantangan. Penelitian ini bertujuan untuk mengeksplorasi hubungan antara pemahaman nilai-nilai Pancasila dan karakter disiplin siswa di MAN 1 Surakarta pada tahun pelajaran 2023/2024. Penelitian ini bertujuan untuk mengidentifikasi sejauh mana pemahaman siswa tentang nilai-nilai Pancasila mempengaruhi pembentukan karakter disiplin mereka serta memberikan rekomendasi untuk peningkatan implementasi pendidikan Pancasila dalam kurikulum. Penelitian ini mengunakan pendekatan kualitatif dengan metode korelasi dilakukan di kelas XI F-5 MAN 1 Surakarta. Data dikumpulkan melalui tes pemahaman nilai-nilai Pancasila dan kuesioner karakter disiplin, kemudian dianalisis menggunakan korelasi sederhana dan uji hipotesis. Hasil analisis menunjukkan bahwa, dengan nilai thitung lebih rendah dari ttabel, koefisien korelasi produk moment adalah -0,109, menunjukkan bahwa pengaruh pemahaman nilai-nilai Pancasila terhadap karakter disiplin siswa tidak signifikan. Kesimpulannya, meskipun pemahaman nilai-nilai Pancasila siswa cukup baik, tidak ada hubungan signifikan yang terdeteksi dengan pembentukan karakter disiplin. Penelitian ini menyarankan perlunya pengembangan strategi pendidikan karakter yang lebih efektif untuk meningkatkan kedisiplinan siswa.

Curriculum is an essential component of the education system, as the two are closely interconnected. Analogously, the curriculum can be likened to the heart in the human body. When the heart functions well, the entire body system will operate optimally. Similarly, if the curriculum is effectively implemented and supported by well-functioning elements, the learning process will run smoothly, producing high-quality learners. The purpose of this study is to evaluate how educational technology contributes to the implementation of the Merdeka Curriculum. This qualitative research uses a literature study, also known as a Systematic Literature Review (SLR), aimed at comparing current theories with those discussed in previous research literature. The literature sources referenced come from research findings and studies published in scientific articles, accessed through electronic literature search engines such as Mendeley and Google Scholar. The results of this study show that educational technology plays a crucial role in supporting the Merdeka Curriculum, as well as having a positive impact on the implementation of the Merdeka Belajar concept in practice. The continuously evolving Merdeka Curriculum helps facilitate the integration of the latest information technology for students.

Curriculum is an essential component of the education system, as the two are closely interconnected. Analogously, the curriculum can be likened to the heart in the human body. When the heart functions well, the entire body system will operate optimally. Similarly, if the curriculum is effectively implemented and supported by well-functioning elements, the learning process will run smoothly, producing high-quality learners. The purpose of this study is to evaluate how educational technology contributes to the implementation of the Merdeka Curriculum. This qualitative research uses a literature study, also known as a Systematic Literature Review (SLR), aimed at comparing current theories with those discussed in previous research literature. The literature sources referenced come from research findings and studies published in scientific articles, accessed through electronic literature search engines such as Mendeley and Google Scholar. The results of this study show that educational technology plays a crucial role in supporting the Merdeka Curriculum, as well as having a positive impact on the implementation of the Merdeka Belajar concept in practice. The continuously evolving Merdeka Curriculum helps facilitate the integration of the latest information technology for students.

Penelitian ini bertujuan untuk menganalisis kebijakan pembelajaran Bahasa Arab dalam kurikulum madrasah di Indonesia. Bahasa Arab memiliki peranan penting dalam pendidikan agama Islam, terutama di lembaga pendidikan formal seperti madrasah. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi dokumentasi dan wawancara mendalam kepada para pengelola madrasah, guru Bahasa Arab, dan siswa. Hasil penelitian menunjukkan bahwa kebijakan pembelajaran Bahasa Arab di madrasah telah mengalami berbagai perubahan seiring dengan perkembangan kurikulum nasional. Meskipun terdapat upaya untuk meningkatkan kualitas pengajaran, masih terdapat tantangan dalam implementasi kebijakan tersebut, seperti kurangnya sumber daya pengajar yang berkualitas dan minimnya fasilitas pendukung. Penelitian ini merekomendasikan perlunya peningkatan pelatihan bagi guru Bahasa Arab serta pengembangan materi ajar yang lebih relevan dengan kebutuhan siswa. Dengan demikian, diharapkan pembelajaran Bahasa Arab di madrasah dapat lebih efektif dan berdampak positif terhadap pemahaman siswa terhadap bahasa dan budaya Arab.

An action that results in the existence of several planned activities and actions taken to accomplish a goal is called implementation. A set or system of plans and arrangements relating to educational resources that can direct teaching and learning activities is called a curriculum. With a variety of intracurricular learning opportunities, the independent curriculum allows students to freely study all the material and facilitates the development of deeper concepts. The purpose of this study is to: (1) Determine how differentiated learning is implemented in SDN Bacem's grade IV mathematics classes, (2) To determine the elements that facilitate and hinder the use of differentiated instruction in the autonomous curriculum for SDN Bacem's grade IV mathematics courses. This researcher does field research using a descriptive qualitative methodology. The study's findings demonstrate that: (1) Three crucial learning components of differentiated learning the content/content element, the process aspect, and the product aspect are applied in this autonomous curriculum. (2) Learning materials such as books and learning media are available to promote differentiated learning. Additionally, there are other constraints that hinder varied learning, such as a lack of infrastructure and resources and instructors' limited time to execute it.