Cambridge Curriculum Implementation at SMP Madina Islamic School

Abstract

This study aims to describe and analyze the implementation of the international curriculum, namely the Cambridge curriculum, to determine the concept of the Cambridge curriculum and the manifestation of the concept, namely the application of the Cambridge curriculum and to determine the results achieved in implementing the Cambridge curriculum at Madina Islamic School. This research is qualitative descriptive research. Data collection was done by interview, observation, and documentation methods. To check the validity of the data obtained, the researcher used the source triangulation method. The results of the research conducted indicate that (1) The form of application of the Cambridge curriculum at Madina Islamic School is by requiring all students to have a Cambridge certificate in at least one field of study by taking the Cambridge certification exam. Coaching is held once a week for one subject or one subject as well as intensive coaching is carried out for two days before the Cambridge certification exam. (2) The inhibiting and supporting factors of the implementation of the Cambridge curriculum in student learning from the results show that the guidance and assistance carried out by the school, namely the principal and the teacher council to their students through the implementation of the Cambridge curriculum in student learning so that students increasingly show their true identity character.

Relationship Between Alexithymia Regulation and Independent Living Readiness among Incarcerated Adolescents

“…Perhaps, not only that, but broadly defined in another related source of research that incarcerated adolescents with high level of alexithymia regulation may not perform well in describing their emotions (Velotti et al, 2017), leading to worse outcomes in socialization upon being released out of the rehabilitation centre for having an independent living later (Keles et al, 2020). On another hand, analysing the profile of the adolescents who were placed at the approved school in Malaysia, their background and life experiences were diverse where some of them can be considered as suffering from 'conduct disorders', the rest were not necessarily pathological (Chiam & Chan, 2011;Daud, 2017). Due to a background of poverty, neglect, abuse, and other traumatic events, children in rehabilitation care often displayed mental health problems, performed below their academic ability, and became involved in juvenile delinquency.…”

Prinsip-Prinsip Pembelajaran Bahasa Inggris Dalam Kurikulum Cambridge Di Sd Islam Surabaya

“…Sekolah yang menerapkan kurikulum Cambridge dapat dilihat hasilnya setelah guru melaksanakan pembelajaran, dikarenakan guru harus mempersiapkan perangkat pembelajaran yang sesuai dengan kebutuhan peserta didik. Hasil penelitian (Islam & Fajaria, 2022) menunjukkan bahwa penerapan kurikulum Cambridge di SMP Madina Islamic School kepala sekolah dan guru perlu ada pembinaan dan pendampingan. Sedangkan hasil penelitian (Qiro et al, 2020) menunjukkan hasil integrasi kurikulum 2013 dengan kurikulum Cambridge keterampilan nalar dan keterampilan Bahasa Inggris peserta didik meningkat.…”

Enhancing the Islamic education in Kurikulum Merdeka through international benchmarking: A transdisciplinary study

“…Studies related to developing Islamic education curricula by implementing national benchmarking models have adopted a monodisciplinary approach (Ayuningsih et al, 2020;Handayani & Istanto, 2019;Atmojo et al, 2022). Islamic-based institutions that have developed their benchmarking in the international model have focused more on adopting international curricula (Dini Fitria et al, 2021;Fiki Amalia & Candra Sayekti, 2016;Islam & Fajaria, 2022;Nafisah, 2018) without involving MIT approaches in benchmarking the curriculum. It has resulted in the slow achievement of benchmarking indicators in the Islamic education curriculum.…”