Dana Pilhandoko, Mei and -, Prof. Dr. Wachidi, M.Pd and -, Dr. Triono Ali Mustofa, S. Pd I, M.Pd (2023) Implementasi Kurikulum Merdeka Belajar Pada Mata Pelajaran PAI Dan Budi Pekerti Di SMA Al Jihad Dan SMA Al Khairiyah Jakarta Utara. Thesis thesis, Universitas Muhammadiyah Surakarta.
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Abstract
The independent learning policy has become a learning reform that has an impact on the demands of changing the paradigm of educators in designing curriculum, developing learning and evaluating it, so that the aims of this study are (1) to write an implementation plan for the independent learning curriculum in Islamic Education and Moral Education subjects (2) to describe the implementation of the independent curriculum study on PAI subjects and ethics. (3) Describe the independent learning curriculum evaluation system in PAI and Characteristics subjects. 4) Describe the driving and inhibiting factors in the implementation of the independent learning curriculum in Islamic Education and Moral Education subjects. This type of research can be classified as field research (field research) which is naturalistic, data collection techniques in this study: observation, interviews, and documentation and analyzed with the Miles and Huberman models. The findings of the research on the implementation of the Independent Learning Curriculum Implementation plan at the school include the learning approach with TaRL (Teaching at The Right Level), which is relevant to the opinion of Pratham, an educational figure from India, which was developed specifically to optimize basic literacy and numeracy skills improvement, the PJBL (Project) approach. Based Learning), while at Al Khairiyah High School they do not do TaRL (Teaching at The Right Level) learning but carry out learning by inviting resource persons, namely the guardians of students. For the process of evaluating the implementation of the independent learning curriculum, it is carried out with: There is an evaluation model, namely: (a) Assessment of Learning; (b) Assessment for Learning, and (c) Assessment as Learning. The teacher's assessment process uses: (a) diagnostic assessment, (b) formative assessment, and (c) summative assessment, the assessment is carried out in an integrated, transparent, economical, educative and accountable manner, the report cards are simpler and there is no ranking of students class. The driving factors are (1) the readiness of the principal, (2) teachers, (3) education staff, (4) students, (5) parents in implementing the independent learning curriculum, (6) the natural, social and cultural environment of society. While the inhibiting factors are (1) there are teachers who are still lacking in references, (2) and experience is still lacking in supporting facilities, for example learning media that are appropriate to the theme of learning in class and are still early in their implementation at Al-Jihad High School and Al Khairiyah High School North Jakarta. Keywords: implementation, independent learning curriculum
| Item Type: | Thesis (Thesis) |
|---|---|
| Uncontrolled Keywords: | implementation, independent learning curriculum |
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Pasca Sarjana > Magister Pendidikan Islam |
| Depositing User: | MEI DANA PILHANDOKO |
| Date Deposited: | 14 Aug 2023 04:33 |
| Last Modified: | 14 Aug 2023 04:33 |
| URI: | http://eprints.ums.ac.id/id/eprint/115613 |
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