Implementasi Kurikulum Merdeka pada Pembelajaran Pendidikan Agama Islam di Sekolah Menengah Atas
Abstract
The aim of this study is to analyze the implementation of the independent curriculum in learning Islamic Religion Education subject. Haw, the stages in implementing the independent curriculum in learning Islamic Religion Education at SMA 1 Simanjaya. Collecting data in this study using observation, interview, and documentation. The result of this study indicate that the implementation of the independent curriculum at SMA 1 Simanjaya was carried out with 4 stages; first, the deepened of the basic framework of the independent curriculum, where the Teacher of PAI at SMA 1 Simanjaya were actively involved in the workshop and make focus group discussion for preparation of TP, ATP and learning modules. Second, the stage of document preparation, there are the education Unit Operational Curriculum (KOSP), Learning Objectives (TP) and Learning Objectives Flow (ATP), Learning planning and assessment, and Planning projects to strengthen Pancasila student profiles (P5). For PAI subject matter, the PAI teacher team refers to the Formula E of Learning Outcomes. they determine a time allocation of 5 (five) study hours for PAI. Third. In the implementation stage of learning, PAI subjects consist of 5 elements presented with a regular approach with an allotted time of 5 hours per week. Forth, in the monitoring and evaluation phase, the teacher refers to the learning objectives and then compiles indicators of learning achievement based on the essential material.
Downloads
References
Almarisi, A. (2023). Kelebihan dan kekurangan kurikulum merdeka pada pembelajaran sejarah dalam perspektif historis. Mukadimah, Jurnal Pendidikan, Sejarah, Dan Ilmu-Ilmu Sosial, 7, 111–117. Retrieved from http://jurnal.uisu.ac.id/index.php/mkd
Aprima, D., & Sari, S. (2022). Analisis Penerapan Pembelajaran Berdiferensiasi Dalam Implementasi Kurikulum Merdeka Pada Pelajaran Matematika SD. Cendikia: Media Jurnal Ilmiah Pendidikan, 13(1), 95–101. https://doi.org/10.35335/cendikia.v13i1
Choli, I., & Rifa’i, A. (2021). Development Of Student Religious Attitudes During The Covid19 Pandemic. At-Tarbiyat: Jurnal Pendidikan Islam, 4(2). https://doi.org/10.37758/jat.v4i2.233
Darise, G. N. (2021). Pendidikan Agama Islam Dalam Konteks “Merdeka Belajar.” Journal of Islamic Education: The Teacher of Civilization, 2(2). http://dx.doi.org/10.30984/jpai.v2i2.1762
Dewi Rahmadayanti dan Agung Hartoyo “Potret Kurikulum Merdeka, Wujud Merdeka Belajar di Sekolah Dasar,” Jurnal Basicedu 6, no. 4 (Desember 2022): 6-7, https://jbasic.org/index.php/basicedu/article/view/3431/pdf.
Duryat, H. M. (2021). Paradigma Pendidikan Islam: Upaya Penguatan Pendidikan Agama Islam di Institusi yang Bermutu dan Berdaya Saing. Penerbit Alfabeta.
Emzir, (2010). Metodologi Penelitian Kualitatif: Analisis Data. Jakarta: Raja Grasindo Persada.
Fogarty, R. (2009). How to Integrate the Curricula (3rd ed.). Thousand Oaks, California, United Statesof America:Corwin.
Gunawan, A. (2022). Implementasi Dan Kesiapan Guru Ips Terhadap Kurikulum Merdeka Belajar. Kompleksitas: Jurnal Ilmiah Manajemen, Organisasi Dan BisniS, 11(2). https://doi.org/10.56486/kompleksitas.vol11no2.246
Jusuf, H., & Sobari, A. (2022). Pembelajaran Paradigma Baru Kurikulum Merdeka Pada Sekolah Dasar. Jurnal Pengabdian Kepada Masyarakat UBJ, 5(2), 185–194. https://doi.org/10.31599/jabdimas.v5i2.1360
Kemendikbudristek, (2022). Surat Keputusan Kepla Badan Standar, Kurikulum, asesmen Pendidikan badan No.033/H/KR/2022.
Lexy J. Moeleong, (2019). Metodologi Penelitian Kualitatif. Bandung: Remaja Rosda Karya, 31.
Mubarok, D. (2021). Pelaksanaan Upaya Meningkatkan Hasil Belajar Peserta Didik Pada Mata Pelajaran Fikih Melalui Metode Demonstrasi Berbasis ICT. Tanzhimuna, 1(1), 1–18. https://doi.org/10.54213/tanzhimuna.v1i1.67
Nasution, S. W. (2021). Assesment Kurikulum Merdeka Belajar Di Sekolah Dasar. Prosding Seminar Nasional Pendidikan Dasar, 1(1), 135–142. Retrieved from https://journal.mahesacenter.org/index.php/ppd/index
Nuraini, D., Anggraini, L., Misiyanto, & Mulia, K. R. (2022). Serba-Serbi Kurikulum Merdeka. Direktorat Sekolah Dasar.
Rahayu, R., Rosita, R., Rahayuningsih, Y. S., Hernawan, H., & Prihatin. (2021). Jurnal basicedu. Jurnal Basicedu, 5(4), 2541–2549. https://doi.org/10.31004/basicedu.v5i4.1230
Rahmadayanti, D., & Hartoyo, A. (2022). Potret Kurikulum Merdeka, Wujud Merdeka Belajar di Sekolah Dasar. Jurnal Basicedu, 6(4), 7174–7187. https://doi.org/10.31004/basicedu.v6i4.3431
Rifa’i, A., & Marhamah, M. (2020). The Method of Messenger of Allah in Al Qur’an Learning. Journal of Educational and Social Research, 10(3), 131. https://doi.org/10.36941/jesr-2020-0053
Rizki, Septiana, A. & Hanafi, M. (2022). Pemantapan Kesiapan Guru dan Pelatihan Literasi Digital pada Implementasi Kurikulum Merdeka. JOONG-KI:Jurnal Pengabdian Masyarakat, 1(3), 380–385
Rosidah, C. T., Pramulia, P., & Susiloningsih, W. (2021). Analisis Kesiapan Guru Mengimplementasikan Asesmen Autentik Dalam Kurikulum Merdeka Belajar. Jurnal Pendidikan Dasar, 12(1). https://journal.unj.ac.id/unj/index.php/jpd/article/view/21159
Sudarto, Hafid, A., & Amran, M. (2021). Analisis Implementasi Program Merdeka Belajar di SDN 24 Macanang dalam Kaitannya dengan Pembelajaran IPA/Tema IPA. Seminar Nasional Hasil Penelitian 2021, 1(1), 406–417. https://ojs.unm.ac.id/semnaslemlit/article/view/25268
Uswatun Hasanah. (2022). Mengenal Kurikulum Merdeka. BPMP Provinsi DKI Jakarta. https://lpmpdki.kemdikbud.go.id/mengenal-kurikulum-merdeka
Wijaya Saputra, D., & Sofian Hadi, M. (2022). Persepsi Guru Sekolah Dasar Jakarta Utara Dan Kepulauan Seribu Tentang Kurikulum Merdeka. Jurnal Holistika, 6(1), 28–33. Retrieved from https://jurnal.umj.ac.id/index.php/holistika/article/view/13216
Zaini, N. (2019). Kurikulum Pendidikan Menurut Ibnu Sina dan Relevansinya Terhadap Pengembangan Kurikulum Pendidikan. Cendikia: Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam. 11, (02), 111-124. https://doi.org/10.37850/cendekia.v11i2.93
.png){kind=logo}
