Risalatun Nisa Nirkhayadi, Neneng Nurmalasari

Implementasi Manajemen Kurikulum Terpadu dalam Meningkatkan Prestasi Belajar Siswa di SMP Terpadu

Introduction

Implementasi manajemen kurikulum terpadu dalam meningkatkan prestasi belajar siswa di smp terpadu . Implementasi manajemen kurikulum terpadu di SMP Terpadu Dampasan Miftahul Anwar efektif tingkatkan prestasi belajar siswa. Studi ini mengungkap perencanaan, pelaksanaan & dampaknya.

Abstract

Educational institutions are a place to produce quality young generations. Because education is very influential in life, both nationally and religiously. Quality educational institutions will produce quality learning as well. However, its success is influenced by the curriculum management implemented in the institution. Therefore, curriculum management is needed in developing the quality of education in educational institutions. The purpose of this study was to find out the planning, implementation and influence of the integrated curriculum at SMP Terpadu Dampasan Miftahul Anwar. This study uses a qualitative approach through the observation process at SMP Terpadu Dampasan Miftahul Anwar. The data obtained were based on interviews and documentation. The results of this study indicate that the integrated curriculum management at SMP Terpadu Dampasan Miftahul Anwar is running well, indicated by the efforts made by all parties involved, starting from the leadership of the Mifthaul Anwar Islamic boarding school, the principal of SMP Terpadu Dampasan Miftahul Anwar

Review

The paper titled "Implementasi Manajemen Kurikulum Terpadu dalam Meningkatkan Prestasi Belajar Siswa di SMP Terpadu" addresses a highly relevant topic concerning the vital role of curriculum management in enhancing educational quality and student achievement. The abstract effectively highlights the importance of quality educational institutions and posits that effective curriculum management is central to their success. The stated purpose of investigating the planning, implementation, and influence of an integrated curriculum within a specific school, SMP Terpadu Dampasan Miftahul Anwar, provides a focused case study perspective. The abstract concludes positively, indicating that the integrated curriculum management at the institution is functioning well due to the collaborative efforts of all stakeholders, implying a positive organizational climate. While the study's premise is strong, the abstract reveals several methodological and substantive ambiguities that warrant further clarification. The description of the qualitative approach as an "observation process," along with data collection via "interviews and documentation," lacks critical detail regarding the specific methods employed, the duration of observation, the number and roles of interviewees, and the nature of documented evidence. This vagueness limits the reader's ability to assess the rigor and validity of the research design. More critically, the abstract states that the study's purpose was to find the "influence of the integrated curriculum" on student learning achievement. However, the reported results only state that curriculum management is "running well," without explicitly demonstrating or quantifying its direct impact on student achievement, thus leaving a significant gap between the study's stated objective and its reported findings. To strengthen this research, it would be imperative to provide a more detailed account of the methodological framework, including specific data analysis techniques. Crucially, the paper needs to present clear evidence that directly links the identified "well-running" integrated curriculum management to demonstrable improvements in student learning achievement. This could involve presenting qualitative data illustrating this link, or even integrating some quantitative metrics of student performance. Future research could expand upon this initial case study by comparing curriculum management practices across multiple institutions or exploring the specific mechanisms through which integrated curriculum management impacts diverse aspects of student learning. In its current form, while offering valuable insights into the functioning of curriculum management in one institution, the abstract falls short of fully substantiating its claim regarding the enhancement of student learning achievement.

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