ANALISIS IMPLEMENTASI KURIKULUM MERDEKA PROGRAM “P5 PPRA” DALAM MEMBENTUK KARAKTER PESERTA DIDIK DI MI THORIQUL HUDA KENDURUAN TUBAN

Nailis Sa adah, NIM.: 20104090064 (2024) ANALISIS IMPLEMENTASI KURIKULUM MERDEKA PROGRAM “P5 PPRA” DALAM MEMBENTUK KARAKTER PESERTA DIDIK DI MI THORIQUL HUDA KENDURUAN TUBAN. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research is motivated by curriculum reform to improve the quality of education in Indonesia. The merdeka curriculum focuses on the five pillars of education, one of which is character. The link between the merdeka curriculum and P5 PPRA is one of the implementations of the merdeka curriculum as an effort to shape the character of students based on the values of Pancasila. The implementation of the merdeka curriculum of the P5 PPRA programme at MI Thoriqul Huda Kenduruan Tuban has been carried out in accordance with the Decree of the Minister of Religion (KMA) Number 347 of 2022. However, the implementation of the merdeka curriculum of the P5 PPRA programme at MI Thoriqul Huda experienced obstacles. The obstacle is the lack of guidance for class teachers regarding the implementation of the merdeka curriculum of the P5 PPRA programme. This study aims to determine how the implementation of the merdeka curriculum of the P5 PPRA programme in shaping the character of students and how the character building of students in the merdeka curriculum of the P5 PPRA programme at MI Thoriqul Huda Kenduruan Tuban. The method in this research is a qualitative research method with data collection techniques through observation, interviews and documentation. Determining the subject of this research, the researcher used snowball sampling and non-probability sampling techniques with purposive sampling which must be based on the three criteria, namely knowing, experiencing and understanding related to the research topic. Data analysis uses transcriping, coding, grouping, comparing and contrasting and interpreting techniques. Furthermore, in data validity techniques, researchers use source triangulation and technical triangulation. The results showed that: First, the implementation of the merdeka curriculum of the P5 PPRA programme at MI Thoriqul Huda has been carried out in accordance with the guidelines for implementing the merdeka curriculum based on KMA Number 347 of 2022 in understanding the development of P5 PPRA which consists of: preparing the madrasah ecosystem, designing P5 PPRA, managing P5 PPRA, processing assessments and reporting P5 PPRA results as well as evaluating and following up on P5 PPRA. Second, the character building of students in accordance with Thomas Lickona's theory which consists of three stages: a) moral knowing by providing understanding and explanation related to moral; b) moral feeling by providing moral understanding accompanied by building students' desires so that they are able to feel a situation; c) moral behaviour, this behaviour arises from the results of moral knowledge and moral awareness that learners already have

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