Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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This Author published in this journals
All Journal International Journal of Education and Learning Studies Jurnal Inovasi dan Riset Pendidikan Dasar
Zulela MS
Sultan Agung Islamic University
Education Languange, Linguistic, Communication & Media Mathematics Other

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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

Abstract

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

Abstract

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

Abstract

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.
Co-Authors Lenny Lenny Muhammad Afandi Suci Lestari Vina Iasha