Education Unit Level Curriculum Research Articles

Manajemen Kurikulum Pendidikan Islam di Pondok Pesantren Al-Husna Riau

Curriculum management is a cooperative, comprehensive, systemic and systematic curriculum management system in order to realize the achievement of curriculum objectives. The implementation of curriculum management must develop in accordance with the context of school-based management (MBS) and the education unit level curriculum (KTSP). Success in the implementation of Islamic education institutions will depend heavily on the components of Islamic education curriculum management such as teaching and education staff management, school management, subject management, subject schedule management, financing management, and infrastructure management. These components are an integral part of efforts to achieve the goals of educational institutions, especially Islamic education based on Islamic boarding schools. The method used in this research is a qualitative method with a descriptive approach. The techniques used in collecting data were observation, in-depth interviews and documentation. Data analysis was carried out by categorizing and interpreting data in narrative form. Curriculum management in the national education system is a very complex process and involves various interrelated components in order to direct all forms of educational activities to achieve national education goals. Curriculum management procedures consist of curriculum planning, curriculum implementation, and curriculum evaluation.

UPAYA MENINGKATKAN PRESTASI BELAJAR SISWA PADA PENJUMLAHAN DAN PENGURANGAN PECAHAN MELALUI MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) DI KELAS V SD 01 KOTA PADANGSIDIMPUAN

The general aim of implementing the educational unit level curriculum is to make educational units independent and empowered by granting authority to educational institutions and encouraging schools to make participatory decisions in developing the curriculum. Most elementary school teachers often fail to complete the material satisfactorily. After carrying out initial learning at the author's place of teaching at SD Negeri I Padangsidimpuan City class V, they experienced failure in completing with the following results: There were 14 students who got a score of less than 75 or 66.7% with a KKM of 75. Those who got a score of 75 or more there were 7 students or 33.3% with a KKM of 75. In this lesson the researcher carried out activities in accordance with the lesson implementation plan. At first the students looked active and enthusiastic, but when asked to do practice questions they were still confused about how to do it. After researchers analyzed the results of student work (formative tests) in initial learning, it was found that students did not understand the material. Of the 21 students who got a score above the KKM (75), only 7 students or 33.33%. With an average score of 60.0

Strategi Pengembangan Kurikulum di SMP Islam Terpadu Pondok Pesantren Al Madinah Boyolali

Curriculum is an important tool in education. To improve the quality of education, curriculum development must be carried out comprehensively. This research aims to describe the curriculum development at Al Madinah Boyolali Integrated Islamic Middle School. The research method used in this research is a qualitative descriptive method, with a research approach in the form of a case study. The results of the research show that the curriculum at the Al Madinah Boyolali Integrated Islamic Middle School is an integrity curriculum, meaning an educational unit-level curriculum that combines the education service curriculum with the Saudi Arabian curriculum with superior tahfizhul Qur'an and Arabic language programs. The model of teaching and learning activities adopted at the Al Madinah Boyolali Integrated Islamic Middle School consists of two combined systems, namely the Salafiyah education system and the modern education system, namely that teaching and learning activities adhere to the school system in general. Four of the existing components include objectives, curriculum content, strategy, and evaluation. The objective component specifications relate to the four core competencies of graduates that must be mastered or achieved by the students of Al Madinah Boyolali Integrated Islamic Middle School, namely the core competency of monotheism, the core competency of having noble morals, the core competency of being intelligent, and the core competency of being competitive. The content components of the Al Madinah Boyolali Integrated Islamic Middle School curriculum are organized in three forms of activities, namely curricular, co-curricular, and extracurricular activities. The learning strategy component refers to the teaching approaches methods and equipment used in teaching. The curriculum evaluation component is intended to assess a curriculum as an educational program and determine the efficiency, effectiveness, relevance, and productivity of the program in achieving educational goals.

Improving the Seventh-Grade Students’ Speaking Ability Through Fishbowl Game at SMP Muhammadiyah I Genteng Academic Year

most important thing in therriculum. The result of learning English for junior high school is communication between oral and written. The limitation is the ability to understand sentences in English. Refers to the KTSP curriculum or the education unit-level curriculum. The emphasis in this curriculum is on speaking and writing skills. Ability here can be interpreted as a limitation of literacy function, namely that students are able to interpret and make texts in the form of procedure text, recount text, narrative text, and descriptive text. Procedure text is used to tell about making, or doing something. Often the students find it difficult to do that. The students find it difficult to learn and cannot express again, the teacher must find an easy and effective way, The problem in this research is "how to apply the Fishbowl game to improve speaking habits at SMP MUHAMMADIYAH I GENTENG in the 2019/2020 academic year. This Classroom Action Research has several stages: planning, implementing, observing, and reflecting. The result is that the minimum standard in cycle 1 is 57% and cycle 2 is 89%. It can be concluded that this method has reached the target of 75%. It can be concluded that the learning process has been fulfilled by using the fish bowl game method to improve speaking skills at SMP MUHAMMADIYAH I GENTENG for the 2019/2020 school year.

Formation of Student Character Through Islamic-Based Environmental Education Activities

Maintaining environmental sustainability is the obligation of every human being. This is stated in the verses of the Koran, so self-awareness is needed to prevent environmental damage. The reality is that not everyone can protect the environment optimally. Therefore, it is necessary to instill good character. It is important to instill character education from an early age, especially in elementary/MI students. MIN 4 Gunungkidul shapes student character through Islamic-based environmental education activities. Given this, this study aims to describe the implementation of Islamic-based environmental education activities to shape the noble character of students in MIN 4 Gunungkidul. The method used in this research is a qualitative method with a field research approach. Data collection techniques are interviews, observation, and documentation. Data analysis is carried out by reducing, collecting, presenting data, and ending with conclusions. The research results show that Islamic-based environmental education at MIN 4 Gunung Kidul has been included in the MIN 4 Gunung Kidul Education unit-level curriculum. Islamic-based environmental education activities that are carried out regularly include familiarizing ablution activities with water-saving management before congregational midday prayers, clean Saturday waste collection activities & class picket healthy Saturday movements, and environmental day commemorations. Through the habit of environmental education activities, it is possible to instill in students an attitude of religious character as well as love and care for the environment.

Government Policy Regarding Education in Indonesia: Analysis of Competence-Based Curriculum, Educational Unit Level Curriculum, and Curriculum 2013

The curriculum is a government policy in the field of education determined by the government. The curriculum has continued to change according to the times and advances in science and technology. This study uses a qualitative method by producing descriptive data as an observable social reality, namely the educational curriculum. The social reality is then analyzed using public policy theory. This article concludes that the curriculum as a political policy from the Indonesian government in the field of education is a logical consequence of social change and development of science. From 1999 to 2013 there were three changes to the curriculum, namely the Competency-Based Curriculum (KBK), the Education Unit Level Curriculum (KTSP) and the 2013 Curriculum (K-13). Each curriculum has its own focus and emphasis point. The purpose of the curriculum changes carried out by the government from a theoretical point of view of public policy is oriented towards fulfilling the needs and interests of the community. So that the curriculum can still be adapted to social changes, scientific and technological developments that occur in society in Indonesia and the wider world

Analysis of Curriculum and Textbook of Pancasila and Civic Education in State High School Madani Palu Integrated Model

This study aims to find out how to use the curriculum and analysis of PPKn textbooks in the Madani Integrated Model Public High School by using the method of observation and interviews with PPKn teachers who are also vice principals of student affairs with a descriptive research type. The results of the study (1) The curriculum used in this school has undergone 3 changes, namely the Competency-Based Curriculum (2004) where students are required to be able to participate actively for the formation of a graduate profile. The 2006 Education Unit Level Curriculum (KTSP) conveys curriculum messages to students to shape their competencies according to their characteristics and abilities, and the 2013 Curriculum (K13) requires teachers to be active in creating and growing activities according to the programmed plans. (2) The textbooks used and those analyzed were the 2017 Edition of Pancasila and Citizenship Education for class X (Ten) which were also equipped with pictures of each material. The use of textbooks in Civics learning activities in class is very good so this indicates that students are more interested in using textbooks than not using textbooks in learning activities.

PENGEMBANGAN MODUL AJAR GEOGRAFI KELAS X KURIKULUM SEKOLAH PENGGERAK MATERI DINAMIKA LITOSFER DAN DAMPAKNYA TERHADAP KEHIDUPAN DI SMA NEGERI 5 KUPANG

This study aims to (1) determine the changes in the curriculum at SMA Negeri 5 Kupang geography teaching module X (2) determine the development of the lithospheric dynamics teaching module and the impact on life in SMA Negeri 5 Kupang. The method used in this research is research and development (Research and Development). The curriculum have changed a lot at SMA Negeri 5 Kupang Since the school was founded in 1991, the 1994 curriculum, 1997 curriculum, Competency-Based Curriculum (2004-2013), Education Unit Level Curriculum (KTSP) 2006, Curriculum (2013) and Currently the “Sekolah Penggerak”at SMA 5 Negeri Kupang In each new teaching, the module changes according to the conditions of the students, but not only revision and development of teaching modules. The assessment of the results of the module development in this study was determined by two criteria, namely validity and practicality. Based on the assessment of the material expert, the average result was 80% with the appropriate criteria. The media expert assessment obtained an average result of 77% with the appropriate criteria. Thus the modules that have been developed in terms of materials and mediaare classified or can be said to be feasible modules to use. Based on the questionnaire the teacher's responses are an average of 88% with very feasible criteria and student responses, an average of 87% is obtained with very feasible criteria.

WORKSHOP ACTIVITIES IN IMPROVING TEACHER COMPETENCIES TO DEVELOP AN EDUCATIONAL UNIT LEVEL CURRICULUM (KTSP) AT TK PERTIWI DUMAI

This paper is based on the teachers’ low-ability in teacher competencies to develop a curriculum of the educational unit level (KTSP) at TK Pertiwi Dumai. Hence, it needs action to overcome this problem through workshop activities. Based on the description of the background, identification, and limitation of the problem, the focus of the research is related to teacher ability improvement in teacher competencies to develop a curriculum at the educational unit level (KTSP). Therefore, the formulation of the research problem is to see whether there is an improvement in teacher ability of their competencies to compile the educational unit level (KTSP) curriculum through workshop activities at TK Pertiwi Dumai or not. In accordance with the background and formulation of the problem, this paper focuses on the implementation of workshop activities that can improve teachers’ abilities in teacher competencies to develop the educational unit level (KTSP) curriculum at TK Pertiwi Dumai. Type of the research is school action research (PTS). Based on the analysis and discussion, it can be concluded that the teacher's ability in developing the educational unit level (KTSP) curriculum can be improved through workshop activities at TK Pertiwi Dumai. Thus, the teacher acceptance rate increased. The results of comparison aspects of the teacher's ability in developing the educational unit level (KTSP) curriculum through workshop activities from cycle I 58% to cycle II 94% increased.

Analisis Kurikulum Tingkat Satuan Pendidikan (KTSP) Pada Mata Pelajaran Sejarah Sebagai Perbandingan Terhadap Implementasi Kurikulum Merdeka (IKM)

The curriculum is a strategic basis for the design of education; education in a country must aim to become independent and empower every human being who takes an education. This article examines the education unit-level curriculum (KTSP) in historical subjects. Using the literature study method, researchers conduct research by collecting a number of books, articles, magazines, and other text sources related to the problem and research objectives. The results show that the Education Unit Level Curriculum (KTSP) is a curriculum compiled and implemented by every element of education in Indonesia. The purpose of implementing KTSP is for education units to give authority (autonomy) to each educational institution and to encourage schools to make participatory decisions in developing the curriculum for the sake of self-sufficiency and empowerment of every educational actor, especially in historical subjects. But KTSP is the same as any other curriculum with weaknesses and strengths. These weaknesses include a lack of human resources, minimal infrastructure, a lack of understanding of teachers about KTSP, and a reduction in teaching hours which causes a reduction in teacher income. Then there are also several advantages, namely: encouraging the realization of school autonomy, encouraging the ability of teachers, and allowing schools to arrange their lessons to suit the needs of students.Keywords: Analysis, KTSP, IKM, History Lesson.

Analisis Kritis Kebijakan Kurikulum: Antara KBK, KTSP, K13 Dan Kurikulum Merdeka

The purpose of this research is to understand the differences, advantages, disadvantages, and impacts caused by curriculum policies and explore the four main curriculum policies, namely Competency-Based Curriculum (KBK), Education Unit Level Curriculum (KTSP), Curriculum 2013 (K13), and the Independent Curriculum. This research uses a qualitative approach with the type of library research, in order to evaluate curriculum policies based on relevant aspects such as educational goals, learning approaches, curriculum content, and evaluation methods. We also explore the historical context and ideology behind each of these curriculum policies. The results of our analysis show that each curriculum policy has different characteristics and objectives. KBK, as the first curriculum policy after the education reform, emphasizes competency development and holistic understanding of students. KTSP, despite its flexibility, faces challenges in its implementation due to a lack of national guidelines and uniformity. K13, which was adopted with the aim of improving the previous curriculum, emphasized fulfilling Graduate Competency Standards (SKL) and improving basic competencies. Meanwhile, the Independent Curriculum offers a more open approach and gives schools flexibility in designing curricula according to local needs and characteristics. In conclusion, curriculum policy in Indonesia reflects a continuous effort to improve the education system. However, each policy has advantages and disadvantages that need to be considered. In facing global challenges and preparing young people for the future, it is important to continue to critically analyze curriculum policies, improve existing weaknesses, and integrate elements that can increase educational effectiveness.

Projek pembelajaran menggunakan teknologi pembuatan komik untuk mendukung proses pembelajaran sains kelas rendah

The goal of this study was to evaluate the efficiency of project assessment in science learning as well as the quality of the development results in that field. The AADIE model was the development model employed in this investigation. Five phase analysis, design, development, implementation and evaluation make up the AADIE model. For the purpose of developing and validating project assessments, the five stages of this development model are utilized as a guide.. Science learning in elementary schools plays an important role in learning science at the next level because initial knowledge students are very influential on students’ interest and tendencies to learn science. In other words, if students’ interest in learning science in elementary school is low, it is likely that at the next level the same thing will happen. In the education unit level curriculum it is explained about the importance of learning science (Ministry of National Education, 2006), one of which is developing curiosity, a positive attitude and awareness of the existence of a relationship that influences each other between science, the environment, technology and society through a scientific inquiry approach. Science lessons are one of the subjects that are important to instill in students because through learning science, students are able to be scientific in solving the problems they face (Rusnadi, 2013). Science learning is expected to be a vehicle for students to learn about themselves and the natural surroundings as well as prospects for further development in applying it in everday life (Susiani, 2013).

THE IMPLEMENTATION OF ENGLISH CROSS INTEREST IN SENIOR HIGH SCHOOL

Cross interest in 2013 curriculum is a new program and government’s policy. Its purpose is giving opportunities for students to select and study the cross-interest subjects. Due to the important of English and needed by the students, it’s supposed that an analysis of English Cross Interest is crucial to be implemented to know the effectiveness of English Cross Interest in helping the students to meet their real needs and improve their English mastery. In doing this research, literature study, observation and interview with the teachers of English Cross Interest and students of senior high school in Kota Serang were carried out to obtain the data needed. Based on research and analysis conducted, it can be concluded that education was really needed in human life. But through the changing of curriculum, it arose several new things which were problems for several teachers. This case was happened in changing the previous curriculum to the new one, that was Education Unit Level Curriculum to be 2013 Curriculum.

IMPLEMENTASI INTEGRASI KURIKULUM 2013 DAN MERDEKA BELAJAR DI SDIT AL FITRAH KOTA BANDUNG

Education has a goal to create a generation that is intelligent and has good character. This study aims to describe the implementation of the Education Unit Level curriculum, K-13 or the Operational Curriculum of the SDIT Al-Fitrah Driving School in Bandung, which is based on KSDIT-AF Number 54 of 2021 and in accordance with the guidelines for developing KTSP in accordance with Permendikbud no. 81a of 2013 and This year's Al Fitrah SDIT curriculum adheres to the 2013 Curriculum. Using a qualitative descriptive approach. The object being observed is SDIT Al-Fitrah in Bandung. Data in the form of documents. The research strategy uses content analysis. The results showed that the curriculum design at SDIT Al-Fitrah Bandung was designed with various patterns, including the use of a curriculum structure that applies to all general subjects and Mapel Mulok Khas Islam Terpadu for all classes. Supporting curriculum such as intracurricular, curricular and extracurricular. Then regarding implementation guidelines in the form of priority programs, self-development and life skills education. As for the implementation of independent learning, SDIT Al-Fitrah Bandung has only implemented it in grades I and IV of the Driving School Program.

Contextual learning in the education unit level curriculum faces obstacles

This study examined Indonesia's education unit level adoption of the Contextual Teaching and Learning approach and its supportive and limiting elements. In the Education Unit Level Curriculum, Contextual Teaching and Learning works well. To make learning more relevant and the Education Unit Level Curriculum implementation successful, implementation must be context-based. The Unit Level Curriculum must match students, educators, learning media, the environment, and their natural traits. Because this must follow the method to attain educational goals. Thus, Contextual Teaching and Learning depends on the Education Unit Level Curriculum. To support and balance each other, the Unit Level Curriculum socialization process for instructors must function properly. If the Education Unit Level Curriculum implementation goes successfully, the Contextual Teaching and Learning approach will be the same

The Implementation of THE Curriculum 2013 in Mathematics Learning at Grade V SD

This study aims to analyze the problems of implementing the 2013 curriculum in fifth grade mathematics learning at MIS Bakti Dadok Tunggul Hitam, Koto Tangah District, Padang City. This research uses a qualitative approach with a descriptive type. The subjects of this research are fifth grade teachers and students. This research was carried out at MIS Bakti Dadok Tunggul Hitam, Koto Tangah District, Padang on July 19, 2022. The data collection techniques used were field observations, interviews, and documentation. The results showed that in implementing the 2013 curriculum in mathematics lessons in class V not entirely good, because the teacher uses the 2013 curriculum, but for the implementation of the teacher is more dominant using the education unit level curriculum (KTSP) method. In the learning process, students first understand the lesson better if it is explained only one field of study rather than having to be combined with other lessons as used in the 2013 curriculum method. And the three teachers use the media to guide students in the process of understanding mathematics lessons.

Active, Creative, Effective and Fun Learning with Character in 21st Century Skills

Character education is something that cannot be separated from 21st century learning. This study aims to explore the planning and implementation of Active, Creative, Effective and Joyful Learning (ACEJL) in creating a learning atmosphere that supports character content. The 21st century skills include critical thinking, creative, collaboration and communication (4C). A qualitative approach was used in this study with the research subject being 4 educators and 2 school principals teaching science and social studies subjects. This research was conducted on educators in two junior high schools in Palembang City. Data collection was taken by interviews, questionnaires and observations sourced from educators. An overview of the application of Active, Creative, Effective and Joyful Learning (ACEJL) in the success of a learning by adhering to the principles of 21st century skills that contain character which is a benchmark for educational success. The application of Active, Creative, Effective and Joyful Learning (ACEJL) was applied to both schools based on the Education Unit Level Curriculum and the 2013 Curriculum. Junior high school students in general are good and well-documented, but need adjustments to the latest curriculum (2013) to improve the quality of learning implementation plans that are in accordance with 21st century learning. The implementation of the Active, Creative, Effective and Joyful Learning (ACEJL) strategy with Character Loads for junior high school students is overall well implemented and needs to be improved on several things, namely the understanding of educators about the model and students so that it has an impact on the final learning outcomes.

IMPLEMENTASI KURIKULUM DARURAT MASA COVID-19 DI MIN LIMA PULUH KOTA

Emergency Curriculum is an education unit level curriculum that is prepared and implemented by education units during an emergency by taking into account the applicable regulatory signs and the limited conditions of each educational unit during an emergency. The purpose of the study was to determine the level of implementation of the emergency curriculum at state madrasah, and to determine the process of implementing learning during the Covid-19 pandemic. This research is quantitative research. Data collection techniques using questionnaires. The objects of this research are teachers at the State Islamic School (MIN) Lima Puluh Kota. The results of the research on aspects of the implementation of the emergency curriculum, the application of learning principles, the implementation of learning activities, and the evaluation of learning showed a high category. This means that the emergency curriculum has been socialized and implemented in madrasah. as well as teachers who have implemented aspects of the curriculum in the learning process. The geographical conditions and situations where students live must be a concern in implementing distance learning using internet media, because in certain conditions the network is not capable of being used so that the learning process does not take place optimally. In the learning process, teachers still have to consider the conditions, needs and characteristics of each student (related to student conditions), accommodate different student conditions, support facilities, learning styles and learning needs. There are some students who are constrained by the network, learning tools, and the use of learning media.

Implementasi Kurikulum Merdeka Pada Cara Belajar Siswa Untuk Semua Mata Pelajaran (Studi Kasus Pembelajaran Tatap Muka di SMK INFOKOM Bogor)

This study discusses about implementation of an independent curriculum on student learning for all subjects (a case study of face-to-face learning at SMK INFOKOM Bogor). In the development of education in Indonesia, the quality of education is influenced by the educational curriculum applied at the level of the education unit, starting at the basic education level, elementary, junior high, high school/vocational school to higher education, university education. This is the background of researchers taking research on the implementation of the independent curriculum. Which in Indonesia the education curriculum often changes following the change of the minister of education starting from the KTSP curriculum (Education Unit Level Curriculum), 2013 curriculum, and now the independent curriculum. With the frequent changes in the curriculum used at the education unit level, this will affect the way students learn for all subjects. Hoping that students can understand the lessons learned more quickly from the teacher. However, in implementing the independent curriculum, students become less effective and the social level is increasingly limited and emphasizes individual attitudes. In Indonesia, there are many cultures and varying levels of intelligence, so that the independent curriculum cannot be applied as a whole due to many differentiating variations. To get around the differentiating variations that affect student learning outcomes obtained in face-to-face learning, teachers apply various ways of learning to students. With the hope that it will make students enthusiastic about learning and the grades obtained by students will improve

Implementasi Kurikulum Merdeka Pada Cara Belajar Siswa Untuk Semua Mata Pelajaran (Studi Kasus Pembelajaran Tatap Muka di SMK INFOKOM Bogor)

This study discusses about implementation of an independent curriculum on student learning for all subjects (a case study of face-to-face learning at SMK INFOKOM Bogor). In the development of education in Indonesia, the quality of education is influenced by the educational curriculum applied at the level of the education unit, starting at the basic education level, elementary, junior high, high school/vocational school to higher education, university education. This is the background of researchers taking research on the implementation of the independent curriculum. Which in Indonesia the education curriculum often changes following the change of the minister of education starting from the KTSP curriculum (Education Unit Level Curriculum), 2013 curriculum, and now the independent curriculum. With the frequent changes in the curriculum used at the education unit level, this will affect the way students learn for all subjects. Hoping that students can understand the lessons learned more quickly from the teacher. However, in implementing the independent curriculum, students become less effective and the social level is increasingly limited and emphasizes individual attitudes. In Indonesia, there are many cultures and varying levels of intelligence, so that the independent curriculum cannot be applied as a whole due to many differentiating variations. To get around the differentiating variations that affect student learning outcomes obtained in face-to-face learning, teachers apply various ways of learning to students. With the hope that it will make students enthusiastic about learning and the grades obtained by students will improve