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All Journal Jurnal Riset Ilmiah Curricula: Journal of Curriculum Development
Tasya Lutfiah
Universitas Negeri Yogyakarta
Economics, Econometrics & Finance Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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PINTU TERBUKA, ARENA TERTUTUP: REPRODUKSI KETIDAKSETARAAN SIMBOLIK PADA MAHASISWA PENERIMA KIP-K DALAM KERANGKA SOSIOLOGI BOURDIEU Tasya Lutfiah; Satriyo Wibowo; Riko Septiantoko
SINERGI : Jurnal Riset Ilmiah Vol. 3 No. 6 (2026): SINERGI : Jurnal Riset Ilmiah, Juni 2026
Publisher : Lembaga Pendidikan dan Penelitian Manggala Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62335/sinergi.v3i6.2578

Abstract

The KIP-K (Smart Indonesia Card for Higher Education) program is designed to expand access to higher education for low-income groups. However, financial access does not automatically generate equality in the social and symbolic experiences of scholarship recipients. This study aims to analyse how KIP-K, despite being designed as an equalisation instrument, is structurally implicated in the reproduction of symbolic inequality. The method employed is a systematic critical review of 29 purposively selected sources from 2006–2026, encompassing Pierre Bourdieu's theoretical works, empirical studies of KIP-K students' experiences, and policy evaluations. Analysis draws on Bourdieu's conceptual framework,  habitus, capital, field, and symbolic violence as a reading lens for literature findings. Results identify six simultaneously operating mechanisms of symbolic inequality reproduction: (1) habitus cleft, (2) consumptive distinction, (3) institutional symbolic violence, (4) cultural capital gap, (5) policy stigma, and (6) spatial implementation disparity. These six mechanisms produce a condition termed Pseudo-Inclusion where formal inclusion occurs, but symbolic inequality is latently reproduced. Findings imply the need to reorient scholarship policy design beyond financial intervention toward transforming the structural conditions of the higher education field.
Formalisasi pembelajaran berbasis inkuiri dalam Kurikulum Merdeka dan Kurikulum Ontario: Analisis komparatif kurikulum ilmu pengetahuan sosial Tasya Lutfiah; Glori Sonata Damayanti Purba; Anik Widiastuti
Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i2.650

Abstract

The low 2022 PISA scores for Indonesia in literacy and reasoning have catalyzed national curriculum transformation through the implementation of Kurikulum Merdeka. This study aims to analyze the synchronization and characteristics of inquiry formalization in the Kebijakan Kurikulum IPS Indonesia (Panduan 2025) and compare them with those of the Ontario Curriculum 2023 in Canada. The rationale for this research is to provide a theoretical and practical foundation for strengthening the implementation of inquiry process skills to address the learning crisis. The research method employed is a comparative study using content analysis of the curriculum policy documents of both countries as secondary data sources. Research findings indicate a significant methodological convergence, whereas Indonesia has begun adopting systematic inquiry steps aligned with international standards. However, differences exist in the degree of autonomy. Ontario Curriculum positions inquiry as a standalone framework for critical issues, while Indonesia remains in a transitional phase, emphasizing teacher guidance and local wisdom. This study concludes that the formalization of inquiry is a crucial instrument for pedagogical transformation, yet it requires strengthening in the evaluation of source credibility and in students' methodological independence.
Co-Authors Anik Widiastuti Glori Sonata Damayanti Purba Riko Septiantoko Satriyo Wibowo