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Purpose - This research examines the implementation of the Merdeka Curriculum at SMK Negeri 9 Makassar, focusing on planning, organization, execution, and supervision. Using a qualitative approach, data was gathered through interviews, observations, and documentation. Method - The study employs a qualitative and phenomenological method, involving interviews with school leaders, curriculum coordinators, the head of the Fisheries Processing Agribusiness Department, and two teachers. Additionally, observations and document analysis were conducted, and data management followed three stages: data reduction, presentation, and conclusion drawing. Findings - The results indicate that the Merdeka Curriculum planning achieved independence within a year but requires improvement, particularly in school operational plans (KOSP), competency aspects, teaching modules, project-based learning (PJBL) implementation, and P5 projects. Organizing the Merdeka Curriculum using a block approach has been initiated, but subject allocation needs improvement due to a shortage of teaching staff. The implementation offers flexibility in inclusive learning by involving students in projects. Supervision through monitoring and evaluation requires further actions to align with learning objectives. Research Implications - This research discusses limitations in design or methodology influencing result interpretation, addressing constraints on generalizability, practical applications, and the utility of findings. The study emphasizes limitations directly related to research problems, highlighting the need for understanding P5 projects, KOSP development, widespread distribution of teaching modules across departments, and addressing teaching staff shortages. Recommendations include educators designing optimal learning programs and student projects.

This study aims to investigate the relationship between higher education and gender equality among public university students in Indonesia. Based on the form of data and the nature of the observed object, this research is classified as a survey research. The results of this study show that despite the increase in women's participation in higher education in Indonesia, gender gaps still exist in various aspects of student life. Although there are policies and programs that support gender equality, their implementation is still limited and sometimes faced with cultural and social challenges. Education in gender perspective is the thought that education is organized for everyone without discriminating gender, ethnicity, and nation, and education is not discriminatory but will prioritize education for men and women which will ultimately facilitate gender equality in relations between men and women. This study points to the need for further efforts to improve gender equality in higher education. Policies and programs that focus on strengthening gender awareness, providing better academic and social support for female students, and addressing lingering gender norms and stereotypes in society are needed to create an inclusive and equal educational environment for all students. Higher education in Indonesia is still faced with the challenge of gender equality. Despite positive steps taken, greater efforts are needed to achieve true gender equality among public university students in Indonesia. Abstrak: Penelitian ini bertujuan untuk menyelidiki hubungan antara pendidikan tinggi dan kesetaraan gender di kalangan mahasiswa perguruan tinggi negeri di Indonesia. Berdasarkan bentuk data dan sifat objek yang diamati, penelitian ini diklasifikasikan sebagai penelitian survei. Hasil penelitian ini menunjukkan bahwa meskipun ada peningkatan partisipasi perempuan dalam pendidikan tinggi di Indonesia, kesenjangan gender masih ada di berbagai aspek kehidupan mahasiswa. Meskipun ada kebijakan dan program yang mendukung kesetaraan gender, implementasinya masih terbatas dan terkadang dihadapkan pada tantangan budaya dan sosial. Pendidikan dalam perspektif gender bahwa pendidikan diselenggarakan untuk semua orang tidak membeda-bedakan jenis kelamin, etnis dan bangsa dan pendidikan tidak diskriminatif tetapi akan memprioritaskan pendidikan bagi laki-laki dan perempuan yang pada akhirnya akan memfasilitasi kesetaraan gender dalam hubungan antara laki-laki dan perempuan. Studi ini menunjukkan perlunya upaya lebih lanjut untuk meningkatkan kesetaraan gender di pendidikan tinggi. Kebijakan dan program yang berfokus pada memperkuat kesadaran gender, memberikan dukungan akademik dan sosial yang lebih baik bagi mahasiswa perempuan, serta mengatasi norma dan stereotip gender yang masih ada di masyarakat, diperlukan untuk menciptakan lingkungan pendidikan yang inklusif dan setara bagi semua mahasiswa. Pendidikan tinggi di Indonesia masih dihadapkan pada tantangan kesetaraan gender. Meskipun ada langkah-langkah positif yang diambil, upaya yang lebih besar diperlukan untuk mencapai kesetaraan gender yang sebenarnya di kalangan mahasiswa perguruan tinggi negeri di Indonesia.

Abstract: In the perspective of Islamic education, the concept of liberalism and democracy in education is about owning academic freedom, in which a lecturer can teach, and the students have the right to learn without limitation and mixing it with irrational thoughts. This paper aims to elaborate on the nature and the development of liberalism and democracy in Islamic higher education from different sources. The type of research used in this study was library research. The data were taken from various books and articles related to the topic then analyzed using content analysis. Based on the findings, the theory of the Islamic education philosophy about the concept of liberalism and democracy were so sustainable to provide possible solutions in education management, educational facilities, and infrastructure. Also, it could be a solution for educators to implement teaching methods or approaches that are more suitable for the learning process. Abstrak: Dalam perspektif pendidikan Islam, konsep liberalisme dan demokrasi dalam pendidikan adalah tentang memiliki kebebasan akademik, dimana seorang dosen dapat mengajar, dan mahasiswa berhak untuk belajar tanpa batasan dan mencampurkannya dengan pemikiran-pemikiran yang irasional. Makalah ini bertujuan untuk mengelaborasi sifat dan perkembangan liberalisme dan demokrasi di perguruan tinggi Islam dari berbagai sumber. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian kepustakaan. Data diambil dari berbagai buku dan artikel yang berkaitan dengan topik tersebut kemudian dianalisis menggunakan analisis isi. Berdasarkan temuan tersebut, teori filosofi pendidikan Islam tentang konsep liberalisme dan demokrasi yang begitu lestari dapat memberikan solusi yang memungkinkan dalam pengelolaan pendidikan, sarana dan prasarana pendidikan. Selain itu, dapat menjadi solusi bagi pendidik untuk menerapkan metode atau pendekatan pengajaran yang lebih sesuai untuk proses pembelajaran.

The research discusses about project-based on learning tools development in geometric material at class IX MtsN Gowa. This research aims to know the process of the project-based learning tools development which fulfills valid, practical, and effective criteria. The research is Research and Development (R&D) which uses the development model of ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The development procedure contains 5 steps are: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The subject of the research is the students at class IX MTsN Gowa which is in one class, the instruments of the research are the validation sheet, the learning outcome test, student and teacher response questionnaire, observation sheet of the learning process, observation sheet of student activity, and observation sheet of learning management. Based on the result of trials obtained that: (1) RPP 3.24 result of validation learning instrument, 3.41 textbooks, and LKPD 3.26 in each value which obtained in the valid category. (2) Practical based on observation result of learning tools practice with an average of 1.97 is in a fully implemented category, teacher response to textbooks and LKPD gave 100% positive response, the student gave 88.2% positive responses to the textbooks and while LKPD got 82.3% positive responses. (3) Effective based on the result of observation management learning got an average of 3.80 with a very good category, student activity in the very good category with an average of 80.56%, the learning outcome test got an average of 83.82 from 100 maximum scores. In conclusion that learning tools that have been tested fill-up the criteria of valid, practical, and effective.