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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.

This study is set against the background of the co-19 pandemic which affects many sectors of human life, one of which is the field of education. This pandemic also encourages innovation in the field of education in making updates or changes to the curriculum. In the curriculum changes used now are known as the independent learning curriculum. This study aims to identify and obtain information about the planning, implementation and effectiveness of the implementation of the independent curriculum at MAN 1 Medan. This research uses a descriptive qualitative research approach, namely research that provides a description of factual and systematic situations and events regarding factors, as well as the relationship between phenomena.  The research instruments are observation, interview and observation. The data source of this research is the results of interviews from the head of the madrasa, the deputy head of the madrasa for curriculum and teacher.  The results of the study reveal that the implementation of the independent curriculum at MAN 1 Medan has been well implemented. This can be seen from the careful preparation and collaboration between various parties, including the head of the madrasa, deputy head of the madrasa from each field, teachers and other teaching staff. The involvement of all parties greatly affects the effectiveness of curriculum implementation in achieving goals effectively. 

The Independent Curriculum is a program from the Ministry of Education and Culture of the Republic of Indonesia that focuses on developing student competencies through a student-centered approach. This curriculum aims to shift learning from memorization and exam patterns to strengthening critical thinking skills, problem solving, effective communication, and cooperation. In Islamic education, fiqh learning has an important role because it discusses Islamic laws related to everyday life, such as worship, muamalah, and manners. This study used a qualitative descriptive method and was implemented at MTs NU Slorok for 9th grade students. The results of the study showed that the implementation of the Independent Curriculum in fiqh learning was carried out by integrating national character values, such as honesty, tolerance, and cooperation. These values are emphasized in the learning process and exemplified through everyday behavior. In addition, this curriculum also encourages student creativity and innovation by providing space to develop ideas in applying Islamic law in real life.

This study aims to determine the implementation and impact of the Independent Curriculum on the combination of grade 4 science and social studies subjects at UPT SD Negeri 31 Gresik in the 2022/2023 academic year. This study uses qualitative research, the research procedure goes through several stages, namely identifying problems, limiting problems, determining research focus, collecting data, processing data, generating theories or hypotheses, reporting research results. Data collection techniques are carried out by means of observation, interviews, documentation. The subjects of this study were school principals, IPAS teachers, and students. The results of the analysis from this study are that the implementation of grade 4 IPAS at UPT SD Negeri 31 Gresik is quite good, CP, TP, teaching modules are implemented quite well, students feel happy with IPAS, although there are still some obstacles in combining science and social studies which are still difficult to combine in one meeting. However, school principals and teachers will continue to learn so that they can implement science subjects even better.    

This research discusses the role of information technology in implementing the Islamic Education curriculum at SMA Negeri 1 Sangata Utara. In researchusing qualitative methods,this method uses the results of uinterviews and direct observation questions and answers with informants,principals and PAI teachers to find out the role of information technology in implementing the PAI curriculum at SMA Negeri 1 Sangata Utara secondly,what are the information technologies in implementing the curriculum is a student learning design in information technology learning,the use of learning resources such as educational videos,interactive simulations and other online resources to enrich the learning experience with a deep understanding of Islamic concepts. Information technology in implementation at SMAN 1 Sangata Utara has applied learning using technology, for example the technology used is the use of PowerPoint and the use of the Canva application. The role of information technology in implementing the Pai program includes information technology as a tool to support the implementation of Islamic religious education.

Abstract: Education is the main point of support of the progress of a country. Training is an important component of working in HR. HR develops and creates according to the individuals ability to think and think about the design of their own meetings. With changes to educatioanl programs, public authorities want to advance existing educatonal programs, SO that the implementation of educational programs must be able to slowly understand the vision, mission and goals of public schools. Therefore, any changes to the education plan should focus on the conditions experienced in the implementation of the previous education plan. The preparation of this article of educational programs that involve research strategias as writing or writing studies. The free educations program is an educational program with various intracuriculer realizations where the subtance will be more ideal so that student have sufficient opportunities to explore ideas and strengthen skills. The head is the boss and pioneer is continuing to make changes in development at the school. Intructors can contribute cooperatively and actually work with the progress of the schools educational plan to coordinate and design learning materials, books, texts and content.          

Changes in personnel management are crucial along with increasing demands for the professionalism and competence of teaching staff in Islamic educational institutions. This transformation covers various aspects, starting from recruitment and selection, competency development, to teacher performance evaluation. The research method used in this article is a literature study that analyzes various library sources related to personnel management and Islamic education. The research results show that implementing effective personnel management can increase teacher motivation and performance, which in turn has a positive impact on the quality of learning and student achievement. In addition, the integration of Islamic values ​​in the personnel management process can create a conducive and harmonious work environment, which greatly supports the achievement of Islamic education goals. This article concludes that personnel management transformation is a strategic step that must be taken by Islamic educational institutions to face the challenges and dynamics of the current world of education. . Daryanto, H. M. (2001). Administrasi pendidikan. Jakarta: Rineka Cipta. Depdikbud. (1994). Pedoman pelaksanaan kurikulum pendidikan dasar: Sekolah dasar. Jakarta: BP Dharma Bakti. Handoko, T. H. (2001). Manajemen dan sumber daya manusia. Yogyakarta: BPFE. Mulyasa, E. (2002). Manajemen berbasis sekolah. Bandung: Remaja Rosda Karya. Mulyasa, E. (2007). Manajemen berbasis sekolah: Konsep, strategi, implementasi. Bandung: Rosda Karya. Pidarta, M. (1997). Landasan kependidikan stimulus pendidikan bercorak Indonesia. Jakarta: PT Rineka Cipta. Pidarta, M. (2004). Manajemen pendidikan Indonesia. Jakarta: PT Asdi Mahasatya. Pidarta, Made. (2004). Manajemen Pendidikan Indonesia. Jakarta: PT. Asdi Mahasatya Samani, M. (2000). Revitalisasi sekolah menengah kejuruan. Jakarta: Pusat Penelitian Balitbang Depdiknas. Samani, Muchlas. (2000). Revitalisasi Sekolah Menengah Kejuruan. Jakarta: Pusat Penelitian Balitbang Depdiknas Ulfatin Nurul, Triwiyono Teguh, (2016). Manajemen Sumber Daya Manusia Bidang Pendidikan. Jakarta: Rajawali Pers Ulfatin, N., & Triwiyono, T. (2016). Manajemen sumber daya manusia bidang pendidikan. Jakarta: Rajawali Pers. Wilson, B. (2012). Manajemen sumber daya manusia. Jakarta: PT Gelora Aksara. Wilson, Bangun. (2012). Manajemen Sumber Daya Manusia. Jakarta: PT. Gelora Aksara

This study aims to find out how the Merdeka Learning curriculum is implemented and the challenges that must be faced in the implementation process. This type of research is a type of qualitative research by applying the literature study method by reviewing 5 national journals and 1 international journal that are relevant to the topics discussed. The stages carried out by the author in collecting data or information are by (1) finding and collecting reading material that is relevant to the main topics discussed, and (2) analyzing the reading material then drawing conclusions based on the main topic. The results of the study show that the process of implementing the curriculum at the junior high school level will run optimally if the teacher and the school understand in depth the concept of the Freedom to Learn curriculum and the presence of various supporting parties such as the community to student guardians. The challenges that become obstacles in the implementation of this curriculum are teachers who do not understand the concept of the Free Learning curriculum, limited facilities and infrastructure, limited learning resources, and the lack of the role of student parents in understanding the concept of Free Learning learning.