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Character Formation through Culturally Responsive Teaching: Evidence from Indonesian Primary Schools Zulela MS
International Journal of Education and Learning Studies Vol. 1 No. 1 (2025): International Journal of Education and Learning Studies (IJELS)
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/ijels.v1i1.2

This study examines the effectiveness of Culturally Responsive Teaching (CRT) in enhancing character development among Indonesian primary students. Using a pre-test–post-test control group design, 64 fifth-grade students in a multicultural school were assigned to experimental and control groups. The experimental group received CRT-based instruction for eight weeks, while the control group followed conventional teaching. Character values measured include respect, responsibility, empathy, and tolerance. Statistical results indicated significant improvements in all domains within the experimental group (p < 0.001), with large effect sizes (Cohen’s d > 1.3). These findings demonstrate CRT’s potential to strengthen character education through culturally relevant and context-driven learning.

Implementation Challenges of the Merdeka Curriculum in Elementary Schools: A CIPP-Based Systematic Literature Review (2023–2025) Suci Lestari; Vina Iasha; Zulela MS
International Journal of Education and Learning Studies Vol. 2 No. 1 (2026): International Journal of Education and Learning Studies (IJELS)
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/ijels.v2i1.60

The Kurikulum Merdeka is an educational innovation designed to enhance learning flexibility by emphasizing essential competencies, literacy, numeracy, and the Pancasila Student Profile. However, its implementation at the elementary school level remains uneven and faces significant challenges. This study synthesizes findings from literature published between 2023 and 2025 using the CIPP (Context, Input, Process, Product) evaluation framework. The review identifies key issues, including disparities in teacher readiness, limited instructional resources, and inconsistent understanding of Merdeka Belajar principles across schools. Although several studies report improvements in literacy and numeracy outcomes, these gains are not evenly distributed, and notable differences persist between lower and upper grade classrooms. Principal leadership and teacher motivation emerged as critical enabling factors, while insufficient professional development, limited teaching modules, and inadequate technological infrastructure were major constraints. The study recommends strengthening teacher capacity through contextual, practice-oriented training, improving infrastructure, and implementing continuous supervision and mentoring to optimize Kurikulum Merdeka implementation in elementary education.

Analysis of the Implementation of the Merdeka Curriculum Using the Pedagogical Deep Learning Approach in a Bilingual Primary School Based on the CIPP Evaluation Model Lenny Lenny; Zulela MS; Muhammad Afandi; Vina Iasha
Jurnal Inovasi dan Riset Pendidikan Dasar Vol. 1 No. 2 (2026): Jurnal Inovasi dan Riset Pendidikan Dasar
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/jirpd.v1i2.92

This study examines the implementation of the Merdeka Curriculum through a pedagogical deep learning approach, referring to meaningful and student-centered learning rather than artificial intelligence, in a bilingual elementary school. A qualitative evaluation was conducted using the CIPP (Context, Input, Process, Product) model. Data were collected through observations, interviews, and document analysis. The findings show that the curriculum aligns with the school's vision and students' needs. Although learning is active and contextual, some teachers require stronger pedagogical competence due to non-linear educational backgrounds, and higher-order thinking practices remain inconsistent. The curriculum positively supports student engagement, character development, and critical thinking. This study contributes practical evidence on implementing the Merdeka Curriculum in bilingual elementary schools and highlights continuous teacher professional development as a key factor for strengthening pedagogical deep learning.

Penerapan Pendekatan Deep Learning dalam Kurikulum Merdeka: Penguatan Kompetensi Guru di Sekolah Dasar Kepulauan Seribu Zulela MS
Indonesian Journal of Community Service in Education Vol. 1 No. 1 (2025): Indonesian Journal of Community Service in Education (IJCSE)
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/ijcse.v1i2.11

Pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi pedagogis guru dalam menerapkan pendekatan deep learning yang terintegrasi dengan prinsip mindful learning, meaningful learning, dan joyful learning dalam implementasi Kurikulum Merdeka. Kegiatan dilaksanakan di Sekolah Dasar Kepulauan Seribu, sebuah sekolah dasar di wilayah 3T yang menghadapi keterbatasan akses terhadap pelatihan pendidikan inovatif. Metode kegiatan meliputi identifikasi kebutuhan guru, pelatihan berbasis workshop, praktik desain pembelajaran, pendampingan implementasi di kelas, serta refleksi kolektif. Hasil kegiatan menunjukkan adanya peningkatan pemahaman guru terhadap pembelajaran mendalam yang tidak hanya berfokus pada aspek kognitif, tetapi juga kesadaran, makna, dan kegembiraan belajar siswa. Luaran dari kegiatan ini berupa modul pembelajaran kontekstual, peningkatan kualitas RPP berdiferensiasi, dan artikel ilmiah untuk publikasi. Kegiatan ini merekomendasikan pentingnya program penguatan kapasitas guru secara berkelanjutan dalam mewujudkan Kurikulum Merdeka yang berpihak pada murid, terutama di wilayah kepulauan dan pesisir.

Pendampingan Guru dalam Implementasi Deep Learning dan SDGs pada Kurikulum Merdeka di Sekolah Dasar Zulela MS
Indonesian Journal of Community Service in Education Vol. 1 No. 2 (2025): Indonesian Journal of Community Service in Education (IJCSE)
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/ijcse.v1i2.28

Kegiatan pengabdian ini bertujuan untuk meningkatkan kompetensi guru dalam mengimplementasikan pendekatan deep learning pada Kurikulum Merdeka berbasis proyek Sustainable Development Goals (SDGs) di salah satu sekolah dasar Islam di Kota Semarang. Metode yang digunakan adalah participatory action learning, yang menempatkan guru sebagai mitra aktif dalam seluruh proses analisis kebutuhan, pelatihan, implementasi, serta refleksi pembelajaran. Hasil kegiatan menunjukkan peningkatan signifikan terhadap kompetensi guru, dengan rata-rata kenaikan sebesar 42,3% yang diukur melalui rubrik penilaian kinerja guru (teacher assessment rubric) pada aspek pemahaman konsep, perancangan pembelajaran, penerapan prinsip deep learning, serta kemampuan reflektif. Pendampingan juga menghasilkan transformasi pedagogik, di mana guru mulai menerapkan pembelajaran kontekstual, kolaboratif, dan reflektif yang terintegrasi dengan nilai-nilai SDGs. Program ini tidak hanya memperkuat kapasitas individu guru, tetapi juga membentuk budaya profesional di sekolah melalui komunitas belajar yang berkelanjutan.

Pelatihan Pemanfaatan Artificial Intelligence untuk Mendukung Pembelajaran Deep Learning pada Kurikulum Merdeka di Sekolah Dasar Zulela MS; Dea Nur Hafifah
Indonesian Journal of Community Service in Education Vol. 2 No. 1 (2026): Indonesian Journal of Community Service in Education (IJCSE)
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/ijcse.v2i1.76

Transformasi digital dalam pendidikan mendorong guru untuk mengintegrasikan teknologi inovatif dalam pembelajaran, termasuk Artificial Intelligence (AI). Namun, banyak guru sekolah dasar masih menghadapi keterbatasan dalam memanfaatkan teknologi tersebut secara pedagogis. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru sekolah dasar dalam memanfaatkan AI untuk mendukung pembelajaran berbasis deep learning dalam Kurikulum Merdeka. Program dilaksanakan di salah satu sekolah dasar di Jakarta Timur dengan melibatkan 25 guru sebagai peserta. Metode kegiatan menggunakan pendekatan capacity building melalui pelatihan dan pendampingan yang meliputi tahap persiapan, pelaksanaan, dan tindak lanjut. Evaluasi dilakukan melalui pre-test dan post-test, observasi, serta kuesioner respon peserta. Hasil kegiatan menunjukkan peningkatan pemahaman guru mengenai konsep deep learning dengan peningkatan skor rata-rata dari 62,40 menjadi 84,16. Selain itu, guru menunjukkan peningkatan kompetensi digital dalam memanfaatkan AI untuk merancang bahan ajar, media pembelajaran, dan instrumen evaluasi. Temuan ini menunjukkan bahwa pelatihan berbasis praktik efektif dalam meningkatkan kompetensi pedagogis dan digital guru serta mendukung inovasi pembelajaran di sekolah dasar.

Analysis Implementation the Implementation of the Merdeka Curriculum in Strengthening Character Education Besed on Qur’anic Vision in Elementary Schools Liya Fauzul Muna; Zulela MS
Jurnal Inovasi dan Riset Pendidikan Dasar Vol. 1 No. 1 (2026): Jurnal Inovasi dan Riset Pendidikan Dasar
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/jirpd.v1i1.61

This study aims to analyze the implementation of the Merdeka Curriculum based on a Qur’anic vision in elementary schools, focusing on the coherence between curriculum planning, instructional practices, and learning assessment. The Merdeka Curriculum provides flexibility for schools to design contextual and student-centered learning, allowing the integration of spiritual and character values aligned with the school’s vision. A qualitative descriptive approach was employed, with data collected through classroom observations, interviews, and document analysis of the School Operational Curriculum (KOSP), instructional planning documents, and learning practices. The findings indicate that elementary schools with a Qur’anic vision have implemented the Merdeka Curriculum effectively in terms of curriculum planning and the cultivation of religious character values. Qur’anic values are reflected in the school’s vision and mission, school culture, and daily learning activities. However, the implementation of learning strategies that promote critical and creative thinking, as well as the use of authentic assessment, remains limited. Teachers tend to rely on existing teaching modules without sufficient contextual adaptation, and assessment practices still emphasize learning outcomes rather than learning processes. This study concludes that the implementation of the Merdeka Curriculum based on a Qur’anic vision contributes positively to the development of students’ religious character. Nevertheless, strengthening pedagogical innovation, independent teaching module development, and authentic assessment practices is necessary to optimize the objectives of the Merdeka Curriculum in elementary education.

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