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Abstract

Kondisi dan keadaan dunia pendidikan saat dilanda covid 19 mencetuskan kebijakan kementrian pendidikan dan kebudayaan yang merubah kurikulum darikurikulum2013 menjadi kurikulum merdeka dengan tujuan siswa dapat belajar secara mandiri dan menggunakan media digital namun dalam masa peralihan mengalami beberapa problematika sehingga artikel ini bertujuan untuk mendeskripsikan apa saja ploblematika yang terjadi dalam mengimplematisikan kurikulum merdeka khususnya di SDIT Al-Ihsan yang berada di Colomadu. Penelitian ini menggunakan metode kualitatif lapangan dengan teknik pengumpulan data observasi, wawancara dan dokumentasi. Problematika implementasi kurikulum merdeka yang terjadi di SDIT Al-Ihsan ialah kurangnya persiapan dari pihak sekolah seperti perencanaan pembelajaran, buku bahan ajar bahasa Arab dan kemampuan guru dalam mendesain pembelajaran.


The conditions and circumstances of the world of education when hit by Covid 19 sparked a policy from the Ministry of Education and Culture which changed the curriculum from the 2013 curriculum to an independent curriculum with the aim of students being able to learn independently and using digital media, but during the transition period they experienced several problems, so this article aims to describe what problems are occurring occurred in implementing the independent curriculum, especially at SDIT Al-Ihsan in Colomadu. This research uses qualitative field methods with data collection techniques of observation, interviews and documentation. The problem with implementing the independent curriculum that occurs at SDIT Al-Ihsan is the lack of preparation from the school such as lesson plans, Arabic language teaching materials and teachers' ability to design lessons

Keywords

Implementasi kurikulum merdeka Pembelajaran Bahasa Arab Problematika Arabic language learning Implementation of the independent curriculum Problems

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References

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