Manajemen Pembelajaran Matematika pada Kurikulum Merdeka

Malikah, Siti; Winarti, Winarti; Ayuningsih, Fitri; Nugroho, Muh Rifki; Sumardi, Sumardi; Murtiyasa, Budi

doi:10.31004/edukatif.v4i4.3549

Cited by 39 publications

(48 citation statements)

References 7 publications

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“…Hal tersebut mengarah pada terbentuknya profil pelajar pancasila. Selanjutnya, evaluasi pembelajaran dilakukan selama proses pembelajaran berlangsung (Malikah et al, 2022). k. Pendekatan berdiferensiasi bisa diintegrasikan dengan beberapa model pembelajaran seperti Problem Based Learning (PBL), Project Based Learning (PjBL) yang disesuaikan dengan gaya belajar siswa, dapat meningkatkan hasil belajar siswa; bisa dipakai dalam pembelajaran IPA (Wahyuni, 2022).…”

Section: Produkunclassified

Pembelajaran Berdiferensiasi Pada Pembelajaran Matematika Di Kurikulum Merdeka

Gusteti

Neviyarni

2022

SCI TECH ED MATH

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Mathematics learning should be carried out interactively, inspiring, challenging, motivating, fun, and meaningful, as well as accommodating the development of students' creativity, talents, and potential. Students can develop physically and psychologically according to their stages. This is in accordance with the concept of differentiated learning. Differentiated learning is an attempt to harmonize the learning process to meet the learning needs of each student. However, the implementation of differentiated learning, especially in Mathematics learning, is still limited. For this reason, researchers are interested in conducting a literature review related to this matter, both in terms of content, process, product, and learning environment. Writing this literature review aims to (1) describe the nature of differentiated learning, (2) the principles and characteristics of differentiated learning, and (3) analyze the opportunities for implementing differentiated learning in learning mathematics. This literature review is sourced from books and scientific articles. From the results of this analysis, it was concluded that (1) the differentiation approach can be integrated with several learning models such as Problem Based Learning (PBL), Project Based Learning (PjBL) and other models that are adapted to student learning styles; (2) differentiated learning can improve student learning outcomes; (3) differentiated learning can be used in mathematics learning because it can accommodate student learning needs that are adjusted to students' interests, learning styles, profiles and learning readiness

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Section: Produkunclassified

Pembelajaran Berdiferensiasi Pada Pembelajaran Matematika Di Kurikulum Merdeka

Gusteti

Neviyarni

2022

SCI TECH ED MATH

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“…In the mathematics subject, they are proficient, can arrange material according to the characteristics of students [15]. For local content subjects in the sufficient category, the student worksheet should make an example of Entrepreneurs in the Sentani area.…”

Section: Fig2 Preparation Of Teaching Modulementioning

confidence: 99%

Analysis of Teacher’s Ability in Setting Learning Objectives, Flow of Learning Objectives, And Modules in The Merdeka Curriculum

2022

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The purpose of this research is to determine the ability of subject teachers in developing learning tools in the independent curriculum. The results showed that as many as 40% of teachers were proficient and 60% of teachers were very proficient in carrying out or modifying learning objectives. As many as 40% are in the poor category, namely subject teachers who have not shown understanding in understanding the concept of teaching modules, and have not been able to modify teaching modules properly according to the goals, needs, and characteristics of the school. A total of 20% were in the sufficient category, namely, the subject teachers were quite good at understanding the concept of the teaching module, and were able to modify the teaching module following the objectives, needs, and characteristics of the school but still needed intensive guidance from resource persons. While 0% are in the advanced category, namely subject teachers understand the concept of teaching modules and are able to modify teaching modules properly according to the goals, needs, and characteristics of the school, but in some aspects, they still need resource guidance, for very advanced category 0% are subject teachers really understand the concept of teaching modules and can modify teaching modules properly according to the goals, needs and characteristics of the school independently.

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“…Hal ini terjadi karena pada kurikulum merdeka (program sekolah penggerak) adanya pembelajaran berbasik projek. kurikulum merdeka dimana pembelajaran projek dan projek terpisah serta dilaksanakan melalui sistem blok (Malikah et al, 2022).…”

Section: Pendahuluanunclassified

“…Proses pembelajaran fisika tetap dengan menyesuaikan kurikulum merdeka. Proses pembelajaran kurikulum merdeka pada sekolah penggerak mengacu pada profil pelajar Pancasila, salah satunya bernalar kritis (Malikah et al, 2022).…”

Section: Hasil Dan Pembahasanunclassified

Analisis Proses Pembelajaran Fisika Berbasis Problem Based Learning

Fathurohman

Lutfi

2022

JPF

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Penelitian ini bertujuan untuk mengetahui proses penerapan pembelajaran fisika berbasis problem based learning di SMA Negeri 1 Suak Tapeh. Metode dalam penelitian ini adalah metode deskriptif dengan pendekatan kualitatif. Data diperoleh dari observasi dan wawancara dengan guru mata pelajaran fisika dan dokumentasi. Dalam menganalisis penelitian ini dilakukan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil dari penelitian ini adalah proses pembelajaran fisika masih menggunakan model pembelajaran konvensional dengan cara ceramah kepada siswa namun ada pendekatan yang menggunakan model pembelajaran lain namun tidak sepenuhnya. pembelajaran dengan model problem based learning, penerapan kurikulum mandiri sudah dilaksanakan, namun model PBL belum sepenuhnya dilaksanakan karena adanya proses transfer kurikulum. PBL sudah sesuai dengan pembelajaran kolaboratif dalam memecahkan masalah yang ada sesuai dengan pembelajaran fisika. Penerapan model pembelajaran berbasis masalah dalam pembelajaran fisika hanya sebagian dari guru yang menerapkannya untuk mencapai pembelajaran yang lebih baik seperti pembelajaran fisika yang mempelajari fenomena alam, serta lingkungan sekitar sehingga layak untuk segera dilaksanakan dalam pembelajaran. proses. sedang belajar. Proses pembelajaran berbasis masalah didasarkan pada penerapan pembelajaran profil Pancasila dengan menghasilkan proyek-proyek yang dimulai dari pemecahan masalah yang berkaitan dengan lingkungan.

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Manajemen Pembelajaran Matematika pada Kurikulum Merdeka

Cited by 39 publications

References 7 publications

Pembelajaran Berdiferensiasi Pada Pembelajaran Matematika Di Kurikulum Merdeka

Pembelajaran Berdiferensiasi Pada Pembelajaran Matematika Di Kurikulum Merdeka

Analysis of Teacher’s Ability in Setting Learning Objectives, Flow of Learning Objectives, And Modules in The Merdeka Curriculum

Analisis Proses Pembelajaran Fisika Berbasis Problem Based Learning

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