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All Journal Lencana: Jurnal Inovasi Ilmu Pendidikan JIPSOS: Jurnal Inovasi Pendidikan dan Ilmu Sosial
TRI PURNAMA SARI
UIN K.H. Abdurrahman Wahid Pekalongan
Arts Humanities Education Languange, Linguistic, Communication & Media Other

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Eksplorasi Identitas Diri dan Motivasi Belajar Siswa SMP di Masa Pubertas : 1. Konsep Dasar Identitas Diri Pada Masa Smp 2. Perubahan Motivasi Belajar pada Masa Pubertas 3. Implikasi Psikologis dan Pendidikan TRI PURNAMA SARI; Ma`mun Hanif
Jurnal Inovasi Pendidikan dan Ilmu Sosial Vol 4 No 1 (2026): Vol 4 No 1 ( 2026 ) : APRIL 2026
Publisher : Universitas Islam Raden Rahmat Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36636/jipsos.v4i1.8615

Abstract

This study aims to understand the importance of self-identity exploration and learning motivation among junior high school students during puberty. Early adolescence is a transitional phase toward maturity marked by physical, emotional, and social changes. This research employs a qualitative descriptive approach using interviews, observations, and documentation techniques. The findings indicate that selfidentity formation is influenced by family, peers, social media, and the school environment. Meanwhile, students’ learning motivation tends to increase when they receive emotional support and possess strong self-efficacy. Teachers play a vital role as motivators and facilitators in helping students develop their potential and maintain emotional stability during the learning process.
Implementasi Kurikulum Merdeka di Lembaga Bimbingan Belajar Luar Sekolah: Tinjauan Naratif Antara Adaptasi Administratif dan Praktik Substantif Arditya Prayogi; Silmi Afifah; Trinindita Nayla Nabilla; Sabila Faiza Al Izzati Amin; Tri Purnama Sari; Moh. Syaifuddin; Riki Nasrullah
Lencana: Jurnal Inovasi Ilmu Pendidikan Vol. 4 No. 1 (2026): Januari :Jurnal Inovasi Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/lencana.v4i1.6015

Abstract

The implementation of the Independent Curriculum has been studied primarily within the context of formal education, while discussion of non-formal tutoring institutions remains relatively limited. Tutoring institutions, however, are part of non-formal education and are also impacted by changes in curriculum orientation, particularly in aspects of learning flexibility, differentiation, diagnostic assessment, and learner-centered learning. This article aims to narratively examine how the implementation of the Independent Curriculum in non-formal tutoring institutions is positioned in the literature, particularly within the spectrum between administrative adaptation and substantive practice. This article uses a narrative literature review method, using data sources in the form of journal articles, proceedings, scientific books, and policy documents traced through various data indexing platforms. The results of the study indicate that the implementation of the Independent Curriculum in tutoring institutions tends to be present at the administrative level through the use of terminology, tools, and claims of curriculum adjustment, but has not been fully accompanied by in-depth pedagogical changes. This condition is influenced by a focus on quick results, time constraints, demands of the education market, and the absence of contextual implementation guidelines. This article emphasizes the need for implementation models and evaluation indicators that are more appropriate to the characteristics of non-formal education. 
Co-Authors Arditya Prayogi Ma`mun Hanif Moh. Syaifuddin Riki Nasrullah Sabila Faiza Al Izzati Amin Silmi Afifah Trinindita Nayla Nabilla