STUDI KOMPARASI IMPLEMENTASI KURIKULUM MERDEKA DALAM PEMBELAJARAN PAI DI SD NEGERI 1 KLATEN DAN SD MUHAMMADIYAH TONGGALAN KABUPATEN KLATEN

Hani Zahrani, NIM.: 22204011028 (2024) STUDI KOMPARASI IMPLEMENTASI KURIKULUM MERDEKA DALAM PEMBELAJARAN PAI DI SD NEGERI 1 KLATEN DAN SD MUHAMMADIYAH TONGGALAN KABUPATEN KLATEN. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The background of the problem of this study is the difference in the implementation of the Merdeka Belajar curriculum in Islamic Religious Education learning at SD Negeri 1 Klaten and SD Muhammadiyah Tonggalan, Klaten Regency. This difference can be caused by several factors such as the number of students, teacher competence, learning support facilities and available resources. Judging from the results of field observations, there are also some differences in the concept of an independent curriculum and students who do not fully have the character of integrity and global competitiveness between SD N 1 Klaten and SD Muhammadiyah Tonggalan. This type of research is naturalistic qualitative with a qualitative descriptive approach. The data source in this research is primary data. The data collection techniques in this research are interviews, observation and documentation. The data validity test technique that researchers use is by extending observation, persistence of observation and using reference materials. Data analysis uses the technique proposed by Miles and Huberman with the stages of data collecting, data condensatiom, data display and verify. The results showed that the implementation of the Merdeka Curriculum in Islamic Religious Education learning in both schools involved the stages of planning, implementation, and evaluation of learning. The implementation of the Merdeka Curriculum in Islamic Religious Education subjects in both schools shows a number of positive developments in learning. Although both schools show improvement, there are differences in the level of achievement. Similarities in planning, implementation, and evaluation of learning between the two schools, but there are differences in the implementation of learning, while the difference is that the results of implementing the independent curriculum show a lack of student involvement due to a lack of learning motivation, especially in the lower grades

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