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All Journal Jurnal Ilmiah Pendidikan dan Keislaman Journal of Innovative Islamic Education Management
Siti yulaikhah
Dinas Pendidikan Kota Depok
Religion Education Other

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Penerapan Kurikulum Merdeka dan Pembelajaran Mendalam pada Sekolah Indonesia Kuala Lumpur; SLR Siti yulaikhah; Hari Muharam; Rita Retnowati; Nandang Hidayat; Suhendra
Journal of Innovative Islamic Education Management Vol. 2 No. 1 (2026): Journal of Innovative Islamic Education Management
Publisher : CV. Agrapana Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65789/jiiem.v2i1.107

Abstract

This systematic literature review (SLR) examines the implementation of the Merdeka Curriculum and pedagogical deep learning in Indonesian international school contexts, with a specific focus on Sekolah Indonesia Kuala Lumpur (SIKL). Guided by the PRISMA 2020 framework, this review synthesizes evidence from 20 peer-reviewed journal articles indexed in Scopus (Q1–Q4) and SINTA (1–6), published between 2020 and 2025. The review explores curriculum adaptation, instructional practices, teacher readiness, and learner outcomes conceptualized as Dimensi Profil Lulusan. The findings indicate that the Merdeka Curriculum aligns with global trends toward competency-based and learner-centered education, while pedagogical deep learning supports conceptual understanding, critical thinking, and transferable skills. Nevertheless, implementation in international school settings presents challenges related to curriculum coherence, professional development, and assessment alignment. This study contributes to international curriculum discourse by positioning Indonesian curriculum reform within the context of international schooling and deep learning pedagogy.
Analisis ICT Framework Guru SMP Kota Depok dalam Mendukung Pembelajaran Mendalam: (Studi pada Sekolah Penerima Bantuan Operasional Sekolah Kinerja 2025) Siti Yulaikhah; Henny Suharyati
Jurnal Ilmiah Pendidikan dan Keislaman Vol. 6 No. 2 (2026): Jurnal Ilmiah Pendidikan dan Keislaman
Publisher : STAI Darul Qalam Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55883/jipkis.v6i2.160

Abstract

This study aims to analyze the readiness of junior high school teachers receiving the 2025 Performance-Based School Operational Assistance (BOS Kinerja) in utilizing Information and Communication Technology (ICT) to support deep learning. A total of 100 teachers from various public and private schools participated in the study. Data were collected using a questionnaire based on the UNESCO ICT Competency Framework for Teachers and analyzed using quantitative descriptive methods. The results indicate that teachers' readiness in the domains of knowledge acquisition (KA) and knowledge deepening (KD) to support deep learning falls into the "highly prepared" category. The highest competency was observed in the knowledge acquisition aspect, with a mean score of4.12, followed by knowledge deepening at 3.75, and knowledge creation (KC) at 3.30, which indicates a "partially prepared" status and highlights the need for further reinforcement.Challenges remain in increasing the consistent use of ICT and optimizing practice-based training. These findings are essential for data-driven, targeted, and sustainable policy-making aimed at enhancing teachers' digital competencies.
Co-Authors Hari Muharam Henny Suharyati Nandang Hidayat Rita Retnowati Suhendra