Implementasi Kurikulum Cambridge pada Pelaksanaan Pembelajaran di Madrasah Ibtidaiyah Ma’arif Ketegan Bilingual Islamic School

Khoirun Nisa

doi:10.30998/sap.v9i1.22054

Implementasi Kurikulum Cambridge pada Pelaksanaan Pembelajaran di Madrasah Ibtidaiyah Ma’arif Ketegan Bilingual Islamic School

Khoirun Nisa^(1*)

(1) Universitas Islam Malang
(*) Corresponding Author

Abstract

The purpose of this study is to analyze the implementation of the Cambridge Curriculum in the learning process at MI Ma'arif Ketegan Bilingual School, specifically regarding: 1) the planning of Cambridge curriculum implementation in the learning process at MI Ma'arif Ketegan Bilingual School, 2) the implementation of the Cambridge curriculum in the learning process at MI Ma'arif Ketegan Bilingual School, and 3) the evaluation of the Cambridge curriculum implementation in the learning process at MI Ma'arif Ketegan Bilingual School. A qualitative case study research method was employed. Data was collected through observation, interviews, and documentation. Data analysis was conducted using Miles and Huberman's model, involving data reduction, data display, and conclusion drawing/verification. Data validity was ensured through triangulation. The results showed that MI Ma'arif Ketegan Bilingual School Sidoarjo implemented three curricula in its learning process: the Ministry of Education and Culture curriculum, the Cambridge International Examination curriculum, and the Ministry of Religious Affairs curriculum with an adaptive adoption approach, combining the three curricula through a selective adoption and adaptation process. The implementation of the curriculum at MI Ma'arif Ketegan Bilingual School was discussed in three stages: program planning, implementation, and evaluation. Based on the research results, the implementation of the Cambridge curriculum was only conducted in the assessment of English, Science, and Mathematics subjects. For the implementation of the learning process, the characteristics of the Cambridge curriculum were instilled, such as using English as the medium of instruction, fostering critical thinking, and employing active and enjoyable learning methods.

Keywords

Implementation of the Cambridge Curriculum, Learning Process

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DOI: http://dx.doi.org/10.30998/sap.v9i1.22054