The Implementation of Project Based-Learning as ISMUBA Curriculum Development in Muhammadiyah Schools Hendro Widodo1*).
Sulastri2.
Mohammad Jailani3.
Miftachul Huda4 1Ahmad Dahlan University.
Indonesia 2Muhammadiyah Sapen Elementary School.
Indonesia 3Institut of Islamic Studies Muhammadiyah Pacitan.
Indonesia 4Sultan Idris Education University.
Tanjong Malim.
Malaysia *)Corresponding Author Email: 1hendro.
widodo@pgsd.
id, 2hwmpaiuad@gmail.
jailani@isimupacitan.
id, 4miftachul@fsk.
Keywords:
ISMUBA
Curriculum.
Project Based Learning.
Abstract The ISMUBA curriculum is a unique curriculum which used holistic-integrative matters.
In a student-centered learning era, the existence of such curriculum is important and meaningful especially combine with project-based learning.
Therefore, this study aims to explore project-based learning, as a development of the holistic-integrative ISMUBA curriculum.
This research was conducted at SD Muhammadiyah Sapen Yogyakarta.
This research approach is qualitative research based on field studies.
The subjects of this study consisted of teachers and students.
Data were obtained by interview, observation, and documentation methods.
Data analysis was carried out using three steps namely display, reduction, and verification techniques.
The results of the study were obtained.
Project-based learning is an important component in developing the ISMUBA curriculum at SD Muhammadiyah Sapen Yogyakarta.
The concepts built in project-based learning encourage students to think critically, creatively, and innovatively to support 21st-century learning skills that are relevant to UNESCO concepts.
Learning to know and learning to do are teaching developments that improve students' critical thinking, creativity, innovation, and problem-solving.
This research implies that the development of the ISMUBA curriculum is the answer to the four-pillar learning targets issued by UNESCO.
Abstrak:
Kata Kunci:
ISMUBA.
Kurikulum.
Pembelajaran Berbasis Proyek.
Kurikulum ISMUBA merupakan kurikulum unik yang menggunakan hal-hal holistik-integratif.
Di era pembelajaran yang berpusat pada siswa, keberadaan kurikulum seperti ini menjadi penting dan bermakna apalagi dipadukan dengan pembelajaran berbasis proyek.
Penelitian ini bertujuan untuk mengeksplorasi pembelajaran berbasis proyek sebagai pengembangan dari kurikulum ISMUBA yang holistik- The Implementation of Project Based-Learning as ISMUBA Curriculum Development in Muhammadiyah Schools Penelitian ini dilakukan di SD Muhammadiyah Sapen Yogyakarta dengan pendekatan penelitian kualitatif berbasis studi Subjek penelitian meliputi guru dan siswa.
Data diperoleh melalui metode wawancara, observasi, dan dokumentasi.
Analisis data dilakukan dengan menggunakan tiga teknik, yaitu teknik display, reduksi, dan verifikasi.
Hasil penelitian menunjukkan bahwa pembelajaran berbasis proyek menjadi komponen penting dalam mengembangkan kurikulum ISMUBA di SD Muhammadiyah Sapen Yogyakarta.
Konsep-konsep yang dibangun dalam pembelajaran berbasis proyek mendorong siswa untuk berpikir kritis, kreatif, dan inovatif sesuai dengan keterampilan pembelajaran abad ke-21 yang relevan dengan konsep UNESCO.
Pembelajaran untuk tahu dan pembelajaran untuk berbuat merupakan perkembangan pembelajaran yang meningkatkan kemampuan berpikir kritis, kreativitas, inovasi, dan pemecahan masalah siswa.
Penelitian ini menyiratkan bahwa pengembangan kurikulum ISMUBA merupakan jawaban terhadap empat target pembelajaran pilar yang dikeluarkan oleh UNESCO.
Received: August 8, 2023.
Revised: May 18, 2024.
Accepted: June 30, 2024 A Tadris Jurnal Pendidikan Islam Institut Agama Islam Negeri Madura.
Indonesia https://doi.
org/10.
19105/tjpi.
This is an open access article under the CCAeBY-NC license Introduction The main issues in this research are the shift paradigm from teachercentered learning to student-centered learning which affects the sub-systems of Islamic education.
1 The ISMUBA curriculum which is implemented in Muhammadiyah schools adopts the 2013 curriculum framework as a response to developing a conceptual framework for a dynamic and relevant education system to various kinds of changes.
The process of internalizing the 2013 curriculum in the ISMUBA curriculum is contextualized through a certain hierarchy which is content standards, process standards, and graduation standards.
The purpose of developing the ISMUBA curriculum is to transform the education system and strategic roles to produce a holistic, integrative, and progressive education The urgency of developing the ISMUBA curriculum in Muhammadiyah schools is in line with the regulations contained in the 2013 curriculum, namely Law Number 20 of 2003 concerning the National Education System.
This states that the curriculum is a set of plans and arrangements regarding the objectives, content, and learning materials as well as the methods used as a guideline for organizing learning activities to achieve certain educational goals.
Based on this understanding, there are two dimensions of the curriculum.
The first is the plan and arrangement of the objectives, content, and learning materials, while the second is the method used for learning activities.
The 2013 Curriculum in Law of the National Education System No.
20 of 2013 Article 35 supports the creation of the outputs that has attitude competence.
Agus Aditoni and Zuliati Rohmah.
AuCampus-Based MillennialsAo Learning Preferences Toward DaAoWah in Urban City of Surabaya,Ay Journal of Indonesian Islam 16, no.
27Ae48, doi:10.
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2 Kemendikbud.
Pedoman Pelatihan Implementasi Kurikulum 2013 Ke-1.
(Jakarta:
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DOI: 10.
19105/tjpi.
Tadris: Jurnal Pendidikan Islam.
Vol.
19 No.
1, 2024
Hendro Widodo*).
Sulastri.
Mohammad Jailani.
Miftachul Huda knowledge competence, and skill competence.
3 The 2013 curriculum paradigm requires students to master HOTS such as the ability to solve problems and think critically, creatively, and innovatively.
It relates with the establishment of the revised 2013 curriculum which emphasizes strengthening character education (PPK).
Literacy.
Creative.
Critical Thinking.
Communicative.
Collaborative, and Higher Thinking Skills.
4 Therefore, the 2013 curriculum can support the creation of a student-centered learning atmosphere.
Students-centered learning allows students to become the subject of education and the teacher as a facilitator.
5 The contribution of students will run optimally in the learning process when it is supported by innovations from sustainable learning strategies.
In general, the principles in curriculum development include the principles of relevance, flexibility, continuity, practicality or efficiency, and effectiveness.
This principle of relevance will cover both internal and external relevance.
Internally, curriculum development concerns the relevance among curriculum components such as objectives, content/materials, strategies, and evaluations.
The concept of "external relevance" refers to how the curriculum's elements relate to the needs, demands, and societal developments.
7 Experts in curriculum development clarify that the process of developing a curriculum involves a cycle of intricate connections between its various components, specifically the objectives, resources, activities, and assessments.
The four parts of a cycle are not isolated from one another.
rather, they interact with one another.
8 The correlation between internal and external relevance can have a general effect, allowing curriculum creation to follow the demands based on several indicators and have an impact on the curriculum both internally and externally.
According to Sukmadinata, the educational program needs to incorporate both internal and external relevance in order to adhere to the notion of relevance.
The external relevance consists of .
compatibility between education and the student's environment, .
compatibility between education and the lives of students now and in the future, .
compatibility between education and the world 3 Muhammad Alpin Hascan and Tasman Hamami.
AuIdentifikasi Kesulitan Guru PAI Kota Medan dalam Implementasi Kurikulum 2013,Ay At-Tafkir 14, no.
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AuINTEGRASI KURIKULUM DI INDONESIA DALAM MENGHADAPI ERA SOCIETY 5.
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9 Hendro Widodo.
AuPengembangan Respect Education Melalui Pendidikan Humanis Religius Di Sekolah,Ay Lentera Pendidikan : Jurnal Ilmu Tarbiyah Dan Keguruan 21, no.
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Hendro Widodo.
Pendidikan Holistik Berbasis Budaya Sekolah, ed.
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Pertama (Yogyakarta: UAD Press.
Wikanti iffah Juliani and Hendro Widodo.
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Melalui Pendidikan Holistik Berbasis Karakter Di Smp Muhammadiyah 1 Prambanan,Ay Jurnal Pendidikan Islam .
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The Implementation of Project Based-Learning as ISMUBA Curriculum Development in Muhammadiyah Schools of work for students, and .
compatibility between education and the development of science and technology.
Furthermore, he states that the curriculum is evaluated for internal relevance, meaning that the goals, the content, the delivery method, and the assessment procedures all lineup.
Internal relevance demonstrates a curriculum that is integrated.
To ensure that the curriculum development process is carried out successfully and efficiently, the identification, synthesis, analysis, assessment, decision-making, and creation of curricular elements constitute the essence of curriculum development.
In order for their work to be directed, impactful, and accountable for the outcomes, curriculum creators should be able to take these concepts into account.
The curriculum's final output will take into account the demands of the modern world, society, and the advancement of science and The National Education Standards Agency (BNSP) curriculum guide and the Muhammadiyah Central Executive Board of Primary and Secondary Education guidelines serve as the foundation for the ISMUBA curriculum, which was created by the latter.
It also includes graduation competency standards and content standards.
The process of building curricula encompasses multiple elements, which include: .
centralizing the potential, development, needs, and interests of students and their environment, .
developing a diverse and integrated curriculum, .
a curriculum that is responsive to the development of science, technology and art.
culture, .
curriculum that is relevant to the needs of life, .
contextualization of a holistic and sustainable curriculum, .
applying the principles of lifelong learning and .
a curriculum that is balanced between national interests and regional interests.
Referring to the ISMUBA curriculum reference developed by the Muhammadiyah Central Executive Board of Primary and Secondary Education, there are four criteria for implementing curriculum development, namely .
objectives, .
strategy, .
content, and .
13 The implementation can also be interpreted as a process of applying, ideas, concepts, policies, or innovations in a practical action so as to have a good impact on changes in knowledge, skills, as well as values and attitudes.
The curriculum implementation can also be interpreted as the actualization of a written curriculum or in the form of learning.
14 Based on these four criteria, it is necessary to have a breakthrough in developing systems and methods as an instrument in curriculum development so that it has an impact on the development of a relevant, dynamic, and sustainable ISMUBA curriculum.
10 Nana Syaodih Sukmadinata.
Pengembangan Kurikulum: Teori Dan Praktik (Bandung:
PT.
Remaja Rosdakarya, 1.
11 Ikwan Efendi.
AuDESAIN PENGEMBANGAN KURIKULUM PAI BERBASIS TEACHER AND STUDENT-CENTER,Ay EDURELIGIA.
JURNAL PENDIDIKAN AGAMA ISLAM 1, no.
2 (April 4, 2.
: 25Ae44, https://doi.
org/10.
33650/edureligia.
12 Majelis Pendidikan Dasar Dan Menengah Pimpinan Pusat Muhammadiyah.
Kurikulum Pendidikan Al-Islam.
Kemuhammadiyahan Dan Bahasa Arab Tahun 2017 (Jakarta:
Majelis Pendidikan Dasar Dan Menengah Pimpinan Pusat Muhammadiyah, 2.
Rosmiaty Azis.
AuIMPLEMENTASI PENGEMBANGAN KURIKULUM,Ay Inspiratif Pendidikan 7, no.
1 (June 1, 2.
: 44, https://doi.
org/10.
24252/ip.
Arham Junaidi Firman.
AuMODEL PENGEMBANGAN DAN IMPLEMENTASI KURIKULUM PAI DI SMP MUHAMMADIYAH 1 DEPOK YOGYAKARTA,Ay Journal of Research and Thought on Islamic Education (JRTIE) 3, no.
1 (April 30, 2.
: 1Ae18, https://doi.
org/10.
24260/jrtie.
15 Suyadi and Hendro Widodo.
AuMillennialization of Islamic Education Based on Neuroscience in the Third Generation University in Yogyakarta Indonesia.
,Ay QIJIS : Qudus DOI: 10.
19105/tjpi.
Tadris: Jurnal Pendidikan Islam.
Vol.
19 No.
1, 2024
Hendro Widodo*).
Sulastri.
Mohammad Jailani.
Miftachul Huda It was explained that the implementation of this curriculum was carried out with two approaches, namely a structural or managerial approach and a functional or academic approach.
The two methods are used to align the curriculum at Madrasah Ibtidaiyah (Islamic elementary school.
, based on the Ministry of Religion of the Republic of Indonesia, with the ISMUBA curriculum based on the Educational Council of Muhammadiyah Central Board.
16 The implementation of ISMUBA curriculum can also be applied to the formation of Islamic characters such as research at SMP Muhammadiyah Banguntapan.
this study, it is explained that the substance of habituation of attitudes supports the formation of character.
The implementation of the character-based ISMUBA curriculum is also described in a study entitled Implementation of Character Education in the ISMUBA Curriculum of SD Muhammadiyah Kalisoka Sentolo Kulonprogo DIY which states that the implementation of the ISMUBA curriculum development can be done by developing components that include objectives, materials, methods, educators, students, media environment, learning resources and others.
So that this curriculum will have an impact on shaping the character of students.
18 The further development of the ISMUBA curriculum that can support the character of students is contained in the research on the Development and Implementation of the ISMUBA Curriculum at SMP Muhmammadiyah Pakem Sleman Yogyakarta by maximizing development in the classroom and outside the classroom as an effort to internalize the formation of religious values.
19 As for the technical curriculum development, it is described in research conducted at SD Muhammadiyah Banguntapan Bantul.
In this study, it is explained that the ISMUBA curriculum refers to integrative and holistic learning.
This study explains the relevance of standard processes, lesson planning, learning implementation, supporting factors, and inhibiting factors in the mechanism of curriculum In general, this research analyzes the technical constraints and the lack of teacher ethos as an obstacle in the curriculum development process.
Many earlier studies on research have been written, according to literature data on Google Scholar and reference data in research journals.
Ranu Suntoro is one of them, and he talks about how the independent curriculum was International Journal of Islamic Studies 7, no.
: 173Ae202.
Mohammad Jailani et .
AuPengembangan Materi Pembelajaran Pendidikan Agama Islam: Implikasinya Terhadap Pendidikan Islam,Ay Al-Idarah: Jurnal Kependidikan Islam 11, no.
: 143Ae 16 Fera Eka Widayanti.
AuIMPLEMENTASI KURIKULUM ISMUBA DI MI UNGGULAN MUHAMMADIYAH LEMAHDADI,Ay Al-Tadzkiyyah: Jurnal Pendidikan Islam 10, no.
1 (May 29, 2.
: 69Ae82, https://doi.
org/10.
24042/atjpi.
17 Astuti Budi Handayani.
Hendro Widodo, and Waluyo Erry Wahyudi.
AuPenerapan Kurikulum ISMUBA Terhadap Pembentukan Karakter Islami Siswa Smp Muhammadiyah Banguntapan,Ay Al-Tadzkiyyah: Jurnal Pendidikan Islam 10, no.
2 (January 30, 2.
231Ae43, https://doi.
org/10.
24042/atjpi.
18 Tito Restu Tantowi and Hendro Widodo.
AuImplementasi Pendidikan Karakter Pada Kurikulum ISMUBA Sd Muhammadiyah Kalisoka Sentolo Kulonprogo Diy,Ay Muaddib :
Studi Kependidikan dan Keislaman 1, no.
1 (April 24, 2.
: 54, https://doi.
org/10.
24269/muaddib.
19 Yogi Wibisono.
AuPENGEMBANGAN DAN IMPLEMENTASI KURIKULUM ISMUBA DI SMP MUHMAMMADIYAH PAKEM SLEMAN YOGYAKARATA,Ay At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam 3, no.
2 (March 19, 2.
: 167, https://doi.
org/10.
24127/att.
20 Umam Mufti and Hendro Widodo.
AuKurikulum ISMUBA di SD Muhammadiyah Banguntapan,Ay Journal of Islamic Education and Innovation 2, no.
1 (April 29, 2.
: 85, https://doi.
org/10.
26555/jiei.
Tadris: Jurnal Pendidikan Islam.
Vol.
19 No.
1, 2024
DOI: 10.
19105/tjpi.
The Implementation of Project Based-Learning as ISMUBA Curriculum Development in Muhammadiyah Schools implemented throughout the COVID-19 time.
One of the benefits of implementing Nadiem Makarim's autonomous curriculum, according to his research findings, was an increase in human resourcesAiteachers and staffAias well as an improvement in learning outcomes during the COVID-19 period.
Relevant research was also written by Astuti Budi Handayani.
She researched the application of the ISMUBA curriculum to the formation of Islamic This research was conducted at the Muhammadiyah Banguntapan Middle School, the results showed that the formation of character and habituation of students is closely related to the character values in the ISMUBA curriculum.
Because in this case, the teachers take part in building good character in However, the weakness in this curriculum policy requires cohesiveness between one teacher and another teacher.
In addition.
Iswanto examines recent, pertinent research on the application of ISMUBA curriculum ideas to ISMUBA learning.
SD Muhammadiyah Kadisoka.
Sleman.
Yogyakarta is the research location.
The study's findings, which include lessons on Kemumahammadiyahan .
asic knowledge of Muhammadiyah organizatio.
Fiqh.
Al-Qur'an Hadith, and Arabic, suggest using the ISMUBA curriculum as an alternative to improve learning outcomes in the ISMUBA topic at Muhamamdiyah Kadisoka Elementary School.
This research deviates from earlier studies.
The creation of an integrative holistic curriculum for ISMUBA is the innovative outcome of this research.
When developing the autonomous curriculum, the 2013 curriculum, the traditional ISMUBA curriculum, and the stem curriculum, researchers hope to bring variation, change, and originality to the field.
This study set out to investigate the creation of an ISMUBA curriculum at SD Muhammadiyah Sapen Yogyakarta that was based on holistic integrative techniques.
The ISMUBA curriculum approach's or concept's output is helpful for the curriculum's growth in Yogyakarta's Muhammadiyah schools and madrasas.
The collaboration and inventiveness of the ISMUBA DIKDASMEN PWM DIY Team and the DIKDASMEN PP Muhammadiyah Yogyakarta Team essentially served as the model for this Muhammadiyah is a business charity organization founded by K.
Ahmad Dahlan as a supporter of Islamic-based life in the civilization of human life.
Muhammadiyah provides the impact of reforming output and learning outcomes to the younger generation, students, and humanity.
Contextualization of curriculum development in Islamic education can be realized through several paths including the need identification process, synthesis analysis of a problem and its impact, evaluation, decision-making as strategic steps, and creation based on the sub-elements of the curriculum.
Hendro Widoro Ranu Suntoro.
AuInternalisasi Nilai Merdeka Belajar Dalam Pembelajaran PAI Di Masa Pandemi Covid-19,Ay Mudarrisuna 10, no.
: 143Ae65.
22 Astuti Budi Handayani.
Hendro Widodo, and Waluyo Erry Wahyudi.
AuPenerapan Kurikulum ISMUBA Terhadap Pembentukan Karakter Islami Siswa Smp Muhammadiyah Banguntapan,Ay Al-Tadzkiyyah: Jurnal Pendidikan Islam 10, no.
: 231Ae43, doi:10.
24042/atjpi.
23 Iswanto and Hendro Widodo.
AuImplementasi Prinsip-Prinsip Pengembangan Kurikulum Pada Pendidikan ISMUBA Di Sd Muhammadiyah Kadisoka Kalasan Sleman Diy Iswanto,Ay Muaddib: Studi Kependidikan dan Keislaman 09, no.
: 54Ae63.
24 Tasman Hamami and Zalik Nuryana.
AuA Holistic Ae Integrative Approach of the Muhammadiyah Education System in Indonesia,Ay HTS Teologiese Studies / Theological Studies 1, no.
: 1Ae10.
25 Widodo.
Pendidikan Holistik Berbasis Budaya Sekolah.
Hendro Widodo.
AuBudaya Sekolah Adiwiyata ( Studi Kasus Di SD Muhammadiyah Bodon Bantul Yogyakarta ),Ay DOI: 10.
19105/tjpi.
Tadris: Jurnal Pendidikan Islam.
Vol.
19 No.
1, 2024
Hendro Widodo*).
Sulastri.
Mohammad Jailani.
Miftachul Huda Therefore, in this study, the instrument of the learning process will be placed as one of the paradigms in developing the ISMUBA curriculum at SD Muhammadiyah Sapen Yogyakarta.
The correlation of ISMUBA curriculum development can be done through the development of project-based learning.
Project-Based Learning is one of the strategies in learning which involves students work on a project in order to solve Project-based learning is carried out by students by making a work to solve a problem.
26 Project-Based Learning was developed by John Dewey's great idea of "learning by doing" and then developed by William H.
Kilpatrich into a project method.
This project method is an effort to provide creative space for students to improve their ability to solve a problem.
27 Project-Based Learning is a learning model that emphasizes giving assignments, especially in the form of projects that can lead students to experience the investigation process.
ProjectBased Learning can also be interpreted as a learning model that uses projects or activities as learning media that involves student activity in solving problems.
28 In its implementation, it can be done in groups or independently through scientific stages with a certain time limit which is contextualized in a product to be further presented to others.
Project-based learning can also be interpreted as a process that students will go through to formulate answers to each problem.
One of the methodological frameworks for creating the ISMUBA curriculum, which is centered on the development of student's abilities that refer to spiritual attitudes, social attitudes, knowledge, and skills, is project-based learning, or project-based learning.
In response to the paradigm change from teachercentered learning to student-centered learning, this idea will promote the development of dynamic individual capacities and critical reasoning.
Methods This study was carried out in SD Muhammadiyah Sapen Yogyakarta utilizing a micro-research methodology.
Besides, this study employs a qualitative This study aims to investigate the use of project-based learning as a tool for SD Muhammadiyah Sapen Yogyakarta's ISMUBA curriculum To gather detailed and descriptive data, the researcher used the case study method.
Primary and secondary data are separated during the data collection process.
Interviews with ISMUBA instructors and the head of the school Tajdidukasi 7, no.
: 1Ae18.
Hafid Setiadi.
AuWorldview.
Religion, and Urban Growth:
A Geopolitical Perspective on Geography of Power and Conception of Space during Islamization in Java.
Indonesia,Ay Indonesian Journal of Islam and Muslim Societies 11, 1 .
: 81Ae113, doi:10.
18326/IJIMS.
V11I1.
26 Arum Ema Juwanti et al.
AuProject-Based Learning (Pjb.
Untuk Pai Selama Pembelajaran Daring,Ay JURNAL PENDIDIKAN ISLAM AL-ILMI 3, no.
2 (November 11, 2.
, https://doi.
org/10.
32529/al-ilmi.
27 Ahmad Teguh Purnawanto and M Pd.
AuPenerapan Metode Proyek Dalam Pembelajaran PaiAy 14 .
: 11.
28 Suyadi.
AuIntegrasi Pendidikan Islam Dan Neurosains Dan Implikasinya Bagi Pendidikan Dasar (PGMI),Ay Al-Bidayah: Jurnal Pendidikan Dasar Islam 4, no.
: 111Ae30.
Irham Nugroho et al.
AuTEACHER PROFESSIONALISM IN THE COVID 19 PANDEMIC :
A LITERATURE REVIEW INTRODUCTION Many Studies Have Examined Teacher Professionalism so Far , but Rely More on Secondary Data than Primary Data .
Covid-19 Has Changed the Pace of the World of Education .
O,Ay Al-Bidayah: Jurnal Pendidikan Dasar Islam 14, no.
Ahmad Tarmizi Hasibuan and Rahmawati Rahmawati.
AuSekolah Ramah Anak Era Revolusi Industri 4.
0 Di SD Muhammadiyah Pajangan 2 Berbah Yogyakarta,Ay Al-Bidayah: Jurnal Pendidikan Dasar Islam 11, no.
: 49Ae 76, doi:10.
14421/al-bidayah.
Tadris: Jurnal Pendidikan Islam.
Vol.
19 No.
1, 2024
DOI: 10.
19105/tjpi.
The Implementation of Project Based-Learning as ISMUBA Curriculum Development in Muhammadiyah Schools curriculum department provided primary data.
Meanwhile, secondary data was obtained by document review techniques in the form of curriculum guides, textbooks, and companion books.
29 The data analysis in this research refers to the popular theory as advocated by Miles and Huberman which consists of display, reduction, and verification steps.
To strengthen the data validity, the researcher employed the technique of complexity triangulation.
Results and Discussion Implementation of ISMUBA Curriculum Development at SD Muhammadiyah Sapen Yogyakarta The concrete steps for implementing the ISMUBA curriculum at SD Muhammadiyah Sapen Yogyakarta involve a series of directed actions toward achieving holistic educational goals.
First, the implementation begins with a thorough assessment of the student's needs and potentials, as well as the surrounding environment.
Teachers and educational staff collaborate to understand the characteristics of students, assess their potential, and identify educational needs that must be addressed.
The second step involves the development of project-based learning strategies aligned with the ISMUBA curriculum concept.
Teachers at SD Muhammadiyah Sapen design learning activities that emphasize active student engagement, collaboration among students, and the application of concepts in real-life contexts.
These strategies are designed to enhance students' critical thinking, creativity, and innovation skills.
The third stage involves the implementation of the ISMUBA curriculum by creating integrated learning content.
Teachers work together to develop teaching materials that comprehensively cover aspects of science, technology, and The selection of teaching materials and instructional methods is aligned with the principles of the ISMUBA curriculum to achieve a balance between national and regional learning.
The final step is a continuous evaluation to monitor and improve the learning process.
Teachers use various evaluation methods, including formative and summative assessments, to measure students' understanding and progress.
The evaluation results are used to identify areas that need improvement and optimize students' learning experiences.
By implementing these concrete steps.
SD Muhammadiyah Sapen Yogyakarta can optimize the implementation of the ISMUBA curriculum in accordance with its principles, creating a dynamic, relevant, and supportive learning environment for the holistic development of The process of implementing ISMUBA curriculum development at SD Muhammadiyah Sapen adopts ISMUBA curriculum development from the Muhammadiyah Central Leadership Council for Education.
The ISMUBA curriculum contains elements of learning sub-contents consisting of Al-Islam (AlQuran.
Aqidah.
Morals.
Worship.
Date.
Muhammadiyah, and Arabic.
In its implementation, the ISMUBA curriculum mapping is divided into groupings based Wahyudin Darmalaksana.
Metode Penelitian Kualitatif Studi Pustaka Dan Studi Lapangan.
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