Analisis Implementasi Kurikulum Merdeka Pelajaran IPAS Kelas IV Di SDIT Generasi Muslim Cendikia

Abstract

Penelitian ini menganalisis implementasi Kurikulum Merdeka dalam pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) kelas IV di SDIT Generasi Muslim Cendekia (GMC) dengan fokus pada empat komponen utama: Capaian Pembelajaran (CP), Materi Pembelajaran, Proses Pembelajaran dan Asesmen Pembelajaran. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan pendekatan studi kasus, melibatkan observasi, wawancara dan analisis dokumen. Hasil penelitian menunjukkan bahwa SDIT GMC berhasil mengintegrasikan nilai-nilai Islam dan kearifan lokal ke dalam kurikulum, seperti mengaitkan konsep sains dengan ayat Al-Qur’an dan melibatkan siswa dalam eksperimen kontekstual. Proses pembelajaran menerapkan metode berbasis proyek (PjBL) dan diferensiasi, diperkuat dengan pembiasaan religius. Asesmen dilaksanakan secara holistic melalui teknik autentik seperti portofolio dan rubrik proyek. Tantangan utama meliputi keterbatasan sumber daya dan pelatihan guru, namun kolaborasi antar-stakeholder menjadi kunci keberhasilan adaptasi kurikulum. Temuan ini merekomendasikan pengembangan kurikulum yang adaptif dan berkarakter, khususnya di sekolah berbasis agama, serta perlunya penelitian lanjutan untuk menguji efektivitas integrasi nilai-nilai Islam dalam konteks yang lebih beragam. Temuan dari SDIT GMC memberikan bukti bahwa kurikulum merdeka dapat diimplementasikan secara efektif dengan mengintegrasikan nilai-nilai agama dan kearifan lokal. Implikasinya adalah perlunya kebijakan kurikulum yang lebih fleksibel dan dukungan pelatihan guru, serta praktik baik yang dapat diadopsi oleh sekolah berbasis agama untuk menciptakan pembelajaran yang holistik dan berkarakter.

Analysis of the Implementation of the Independent Curriculum for Science Lessons for Grade IV At SDIT Generasi Muslim Cendikia

 This study analyzes the implementation of the Merdeka Curriculum in the Natural and Social Sciences (IPAS) learning for fourth-grade students at SDIT Generasi Muslim Cendekia (GMC), focusing on four main components: Learning Outcomes (CP), Teaching Materials, Learning Process, and Assessment. A descriptive qualitative method with a case study approach was employed, involving observation, interviews, and document analysis. The results indicate that SDIT GMC successfully integrated Islamic values and local wisdom into the curriculum, such as linking science concepts with Quranic verses and engaging students in contextual experiments. The learning process applied project-based learning (PjBL) and differentiated instruction, reinforced with religious practices. Holistic assessment was conducted through authentic techniques like portfolios and project rubrics. Main challenges included limited resources and teacher training, but stakeholder collaboration was key to successful curriculum adaptation. The findings recommend developing adaptive and character-based curricula, especially in religious-based schools, and further research to test the effectiveness of integrating Islamic values in diverse contexts These findings recommend the development of adaptive and character-based curricula, especially in religious schools, as well as the need for further research to test the effectiveness of integrating Islamic values in more diverse contexts. The findings from SDIT GMC provide evidence that the independent curriculum can be implemented effectively by integrating religious values and local wisdom. The implications are the need for more flexible curriculum policies and teacher training support, as well as good practices that can be adopted by religious schools to create holistic and character-based learning.