The implementation of the Merdeka Curriculum emphasizes differentiated learning that accommodates students’ diverse abilities, interests, and learning needs. In chemistry education, this approach is particularly important because students often experience difficulties in understanding abstract concepts that require strong conceptual reasoning. This study aims to examine the implementation of the Merdeka Curriculum in chemistry learning through a tutoring program at Madrasah Aliyah Darul Funun El Abbassiyyah. A descriptive qualitative research design was employed to provide an in-depth description of the implementation process. The study used the researcher as the primary research instrument, while data were collected through classroom observations and interviews. The collected data were analyzed descriptively by identifying and interpreting phenomena related to the implementation of tutoring in chemistry learning. The findings reveal that students possess diverse levels of academic ability, learning interests, and talents, requiring instructional approaches that extend beyond regular classroom teaching. The school implements an additional tutoring program outside regular instructional hours to provide more personalized guidance according to students’ characteristics and academic potential. Through this program, teachers are able to identify students’ competencies, monitor their conceptual understanding of chemistry, and facilitate the development of their interests and talents. The tutoring activities also support students’ preparation for academic competitions, including the National Science Olympiad (OSN) and the Madrasah Science Competition (KSM), where students have achieved notable accomplishments. These findings indicate that tutoring serves as an effective strategy for implementing the principles of the Merdeka Curriculum by supporting differentiated instruction and optimizing students’ academic development. The study concludes that integrating tutoring into chemistry learning provides meaningful opportunities for identifying and developing students’ competencies, interests, and talents, while strengthening the implementation of the Merdeka Curriculum in the Madrasah context.
Tag: madrasah
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Periode Perkembangan Darulfunun El-Abbasiyah 1854-2020
Penulis:
Abdullah A Afifi, Afifi Fauzi AbbasAbstrak
Perjalanan jauh Darulfunun dalam dunia pendidikan, khususnya pendidikan Islam di Indonesia hampir memasuki dua abad. Dari awal pengembangannya Darulfunun melewati berbagai macam keadaan dalam mengembangkan pendidikan yang bermanfaat bagi masyarakat. Perhatian Darulfunun dalam mengembangan pendidikan Islam di Indonesia telah teruji dalam perjalanan panjang dan inovasi yang dibagi dengan pengembangan pendidikan Islam modern di Indonesia pada hari ini. Darulfunun merintis konsep pendidikan yang memoderasi pendidikan sains dan agama sebagai satu keilmuan yang terintegrasi. Selain itu Darulfunun mereformasi pendidikan halaqah menjadi pendidikan dengan sistem kelas yang memiliki kurikulum. Dalam perkembangannya corak pemikiran dan metode yang dikembangkan Darulfunun telah memberikan khazanah bagi pengembangan pendidikan dan pemikiran Islam di Indonesia. Artikel ini bertujuan untuk menjelaskan periode-periode pengembangan Darulfunun dengan ciri khas dari setiap periodenya. Setiap periode dijelaskan dengan mengangkat peristiwa-peristiwa yang menjadi tahapan penting dan berbeda dari periode lainnya. Dari hasil pengamatan dapat disimpulkan inovasi dan pengembangan yang dilakukan di Darulfunun sebagian besarnya adalah upaya untuk menyesuaikan dengan tantangan zaman dan berpartisipasi dalam menyelesaikan masalah sosial masyarakat.
Abstract
Darulfunun’s long journey in the world of education, especially in Islamic education in Indonesia nearly entered two centuries. From it starts, Darulfunun already persevered through varieties of circumstances in serving education for benefiting the society. Darulfunun concern in developing Islamic education already tested in their long journey and innovations that they share with Indonesia modern Islamic education today. Darulfunun established the moderated education concept that combines sciences and religion as one integrated knowledge. In addition, Darulfunun reformed the non-curriculum halaqah education into the classroom education curriculum. In its transformation, the thought and methods promoted by Darulfunun are genuinely become a treasure for education society and Islamic thought in Indonesia. This article aims to outline the development periods of Darulfunun with the specific characteristics of each period. Each period is explored by the important events and changes that make it different from other periods. From the observations, it can be presumed that innovation and development carried out by Darulfunun is a significant effort to adjust to the global challenges and participate in solving problems in society.
Jurnal:
AL-IMAM Vol 1 (2020)
21 Juli 2020