Implementation Of The Taba Curriculum Model In Character Education Via Reflective Logbooks At MTS Al Qodiri
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Abstract
This study explores the application of the Taba curriculum development model through the Reflective Daily Logbookas a concrete strategy to address moral decline among adolescents in MTs Unggulan Al Qodiri Jember. Employing a qualitative case study approach, data were gathered through interviews, observations, and documentation involving teachers, curriculum leaders, and students. Findings reveal that the Reflective Daily Logbook was collaboratively designed based on real student behavior and serves as an effective medium for daily character monitoring, targeting discipline, regularity, independence, cleanliness, and language. The study highlights significant positive behavioral changes and supports the development of participatory, contextualized character education. This research contributes to curriculum innovation by demonstrating how inductive, teacher-driven curriculum design rooted in local contexts can transform moral education in Islamic schools.
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