Implementation of Cambridge Curriculum in Improving Education Quality at Mts Muhammadiyah 2 Paciran
Implementasi Kurikulum Cambridge dalam Peningkatan Kualitas Pendidikan di SMP Muhammadiyah 2 Paciran
DOI:
https://doi.org/10.21070/jims.v7i2.1632Keywords:
Cambridge Curriculum, Islamic Education, Curriculum Implementation, Education Quality, School ManagementAbstract
General Background: The demand for quality education in Islamic schools has driven the adoption of international curricula to meet global standards. Specific Background: Mts Muhammadiyah 2 Paciran integrates the Cambridge curriculum to improve its teaching and learning process while maintaining Islamic values. Knowledge Gap: Limited studies have explored how international curricula are implemented in Islamic-based schools in Indonesia. Aim: This study aimed to analyze the implementation of the Cambridge curriculum at Mts Muhammadiyah 2 Paciran and its contribution to educational quality. Results: The findings revealed that the Cambridge curriculum improved classroom management, student engagement, and academic outcomes. Novelty: The study highlights the adaptation of an international curriculum within a local Islamic education context. Implications: This research provides insights for other Islamic schools considering similar curriculum integration to enhance competitiveness and educational quality.
Highlights:
• Integration of international curriculum in Islamic school
• Improvement in education quality through Cambridge curriculum
• Adaptation strategies in local school context
Keyword: Cambridge Curriculum, Islamic Education, Curriculum Implementation, Education Quality, School Management
References
[1] Nurkholis, “Pendidikan dalam upaya memajukan teknologi,” Jurnal Pendidikan, vol. 1, no. 1, pp. 24–44, 2020.
[2] U. Nida, “Perencanaan kurikulum untuk mencapai tujuan pendidikan,” Ilmu Pendidikan dan Dakwah, vol. 2, no. 1, pp. 35–48, 2020.
[3] W. R. Nasution, U. Islam, and N. Sumatera, “Konsepsi manajemen, manajemen mutu dan manajemen mutu pendidikan,” Jurnal Manajemen Pendidikan, vol. 2, no. 1, pp. 26–34, 2022.
[4] U. Titin, “Implementasi penjaminan mutu pendidikan untuk meningkatkan mutu pembelajaran,” Seminar Nasional Kedua Pendidikan Berkemajuan dan Menggembirakan, vol. 7, no. 2, pp. 389–400, 2019.
[5] M. Iswadi, Pengelolaan Pendidikan. CV Bunda Ratu, 2020.
[6] A. Abadie, J. Angrist, and G. Imbens, “Kurikulum pendidikan,” Jurnal Kurikulum Pendidikan, vol. 1, 2020.
[7] R. Masykur, Telaah Kurikulum, 2019.
[8] D. R. Laili and Soedjarwo, “Implementasi kurikulum Cambridge pada sistem pembelajaran di MI Muslimat NU Pucang Sidoarjo,” Inspirasi Manajemen, vol. 7, no. 3, pp. 1–11, 2019.
[9] L. S. Fatimah and A. Fatayan, “Analisis pengembangan kurikulum Cambridge dalam pembelajaran matematika dengan project-based learning,” Jurnal Paedagogy, vol. 9, no. 4, p. 716, 2022, doi: 10.33394/jp.v9i4.5585.
[10] G. Gate and S. John, Cambridge Assessment International Education 2018. Cambridge Assessment International Education, 2018.
[11] N. Hasanah, “Glokalisasi kurikulum Cambridge di sekolah dasar berbasis Islam,” 2020.
[12] R. A. Christiana, A. Supriyanto, and J. Juharyanto, “Implementasi kurikulum Cambridge di sekolah menengah pertama,” Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan, vol. 2, no. 4, pp. 288–295, 2022, doi: 10.17977/um065v2i42022p288-295.
[13] J. Widjanarko and Budiyono, “Implementasi kurikulum Cambridge dalam pembelajaran matematika di SD Khadijah 3 Surabaya,” Jurnal PGSD, vol. 6, no. 6, pp. 1030–1039, 2018.
[14] E. Murdiyanto, Metode Penelitian Kualitatif (Sistematika Penelitian Kualitatif), 2020.
[15] R. Ananda, Perencanaan Pembelajaran, 1st ed. Medan: LPPPI, 2019.
[16] C. Saleh, Perencanaan Pembelajaran Madrasah Ibtidaiyah. IAIN Sunan Ampel Surabaya, 2013.
[17] E. Yuliah, “Implementasi kebijakan pendidikan,” Jurnal Pendidikan, vol. 30, p. 129, 2020.
[18] E. RatnaWulan, “Evaluasi pembelajaran dengan pendekatan kurikulum 2013,” 2021.
[19] Ismail, Perencanaan dan Desain Sistem Pembelajaran (Buku 1), 2020.
[20] Asrul, A. H. Saragih, and Mukhtar, Evaluasi Pembelajaran. Perdana Publishing, 2022.
[21] M. Rizqa, “Analisis karakter intelektual pada siswa sekolah menengah pertama,” Tarbiyah Suska Conference Series, pp. 12–13, 2022.
[22] R. Syah, “Syawir dalam meningkatkan sikap open minded di Pondok Pesantren Bani Ali Mursyad Banaran Magetan,” Skripsi, pp. 1–112, 2023.
[23] J. Carpenter et al., “The impact of actively open-minded thinking on social media communication,” Judgment and Decision Making, vol. 13, no. 6, pp. 562–574, 2019, doi: 10.1017/s1930297500006598.
[24] I. W. Widana, Modul Penyusunan Soal HOTS, 2017.
[25] F. Rozi and B. C. Hanum, “Pembelajaran IPA SD berbasis HOTS (Higher Order Thinking Skills) menjawab tuntutan pembelajaran di abad 21,” Seminar Nasional Dasar Universitas Negeri Medan, vol. 2, no. 1, pp. 246–311, 2019.
[26] A. R. Wicaksono, “Pengembangan soal berbasis HOTS mata pelajaran PAI di SMK 17 Seyegan,” Jurnal Pendidikan, vol. 3, p. 94, Apr. 2021.
[27] F. Handayani and M. Syukur, “Implementasi pembelajaran higher order thinking skill (HOTS) di MA Negeri 1 Watansoppeng,” Pinisi Journal of Sociology Education Review, vol. 1, no. 2, p. 127, 2021.
[28] I. K. Tanu, “Pembelajaran berbasis budaya dalam meningkatkan mutu pendidikan di sekolah,” Jurnal Penjaminan Mutu, vol. 2, no. 1, p. 34, 2016, doi: 10.25078/jpm.v2i1.59.
[29] R. Asrita, “Manajemen mutu pendidikan Islam,” Hijri, vol. 11, no. 2, p. 159, 2022, doi: 10.30821/hijri.v11i2.13072.
[30] N. A. Syaputri, “Peningkatan mutu pendidikan melalui manajemen berbasis sekolah (MBS),” Jurnal Administrasi Pendidikan, pp. 1–13, 2019.
[31] M. F. Siswopranoto, “Standar mutu pendidikan,” Al-Idaroh Jurnal Studi Manajemen Pendidikan Islam, vol. 6, no. 1, pp. 17–29, 2022, doi: 10.54437/alidaroh.v6i1.372.
[32] A. Munirom, “Manajemen peningkatan mutu pendidikan,” Jurnal An-Nur Kajian Pendidikan dan Ilmu Keislaman, vol. 7, no. 2, p. 154, 2021.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Anita Nurmayanti, Hana Catur Wahyuni
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
