Implementation of the Independent Curriculum in Learning at MA Al ZamZam Al Hazim Ungaran

Thu, 05 Feb 2026 00:00:00 +0000

The implementation of the Independent Curriculum is the government's effort to improve the quality of learning through a student-centered, flexible, and contextual approach. This study aims to describe the implementation of the Independent Curriculum in the learning process at MA Al Zamzam Al Hazim Ungaran

and identify obstacles faced by teachers in their implementation. This research uses a qualitative approach with a case study type of research. Data collection techniques were carried out through in-depth interviews, observations, and documentation studies. The research subjects include madrasah heads, teachers, and students. Data analysis is carried out through the stages of data reduction, data presentation, and drawing conclusions. The results of the study show that the implementation of the Independent Curriculum at MA Al Zamzam Al Hazim Ungaran has gone quite well, characterized by the implementation of student-centered learning, the use of teaching modules, and the implementation of project-based learning. However, there are still several obstacles, such as the limited understanding of teachers towards differentiated learning, limited supporting facilities, and administrative burdens. Therefore, it is necessary to improve teacher competence and institutional support to optimize the implementation of the Independent Curriculum in madrasas.

The Implementation of Microteaching in Improving the Teaching Competence of Islamic Education Students

Uswatun Khasanah — Tue, 17 Mar 2026 00:00:00 +0000

This study aims to analyze the implementation of microteaching, the teaching competence of Islamic Education (PAI) students, and the role of microteaching in improving students' pedagogical competence. This study uses a qualitative approach with a descriptive research design. The research was conducted at the Darul Ulum Islamic Center Sudirman University (UNDARIS) Ungaran Islamic Education Bachelor's Degree Program with 30 students who took microteaching courses and lecturers as research informants. Data collection techniques were carried out through observation, interviews, and documentation. Data analysis used an interactive analysis model that included data reduction, data presentation, and drawing conclusions, while data validity was carried out through source triangulation and technique triangulation.

The results showed that microteaching implementation was carried out through three main stages, namely, learning planning, teaching practice, and reflection and evaluation of learning. The teaching competence of Islamic Education students in microteaching practice showed considerable improvement, especially in terms of mastery of material, ability to open and close lessons, and use of learning methods. However, students' ability to manage the classroom and utilize learning media still needed improvement, indicating that further training and support in these areas are essential for enhancing their overall teaching effectiveness. This study also indicates that microteaching plays an important role in improving students' pedagogical competence through a teaching practice process accompanied by continuous feedback and reflection. Thus, microteaching is an effective means of preparing students as professional and competent prospective Islamic Education teachers.

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Implementation of the Independent Curriculum in Learning at MA Al ZamZam Al Hazim Ungaran

The Implementation of Microteaching in Improving the Teaching Competence of Islamic Education Students