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All Journal Jurnal Pendidikan Karakter Jurnal Pendidikan Nusantara
Aulia Az Zahra
Universitas Alma Ata
Religion Arts Humanities Education

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PENERAPAN KURIKULUM MERDEKA DALAM PEMBELAJARAN ANAK BERKEBUTUHAN KHUSUS DI SLB WIYATA DHARMA 4 GODEAN Aulia Az Zahra; Naa’il Eka Mukhbita; Ulla Khoirotun Nisaq; Karen Tri Murti; Ainur Yandi; Muhammad Asril Sermaf; An-Nisa Apriani
Jurnal Pendidikan Nusantara Vol. 11 No. 1 (2026): Jurnal Pendidikan Nusantara
Publisher : lembaga Sepercenter

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This study aims to describe the implementation of the Merdeka Curriculum in learning for Children with Special Needs at SLB Wiyata Dharma 4 Godean. This research employed a descriptive qualitative approach, with data collected through interviews with Special Education teachers. The Merdeka Curriculum is implemented adaptively by adjusting school conditions and students’ characteristics while still referring to the established learning outcomes. Learning activities are designed through lesson plans and teaching modules developed based on the results of students’ initial assessments. The learning system applies study groups that are organized according to students’ abilities rather than grade levels. The dominant learning methods used are direct instruction and hands-on practice utilizing concrete learning media. Assessment is conducted through formative and summative assessments tailored to the abilities and needs of students with special needs. The results indicate that the implementation of the Merdeka Curriculum supports effective learning for students with special needs, although challenges related to students’ unstable emotional conditions remain.
The Role of Multicultural-Based Deep Learning in Character Building of Elementary School Students: A Literature Review Nurul Fauziah; Aulia Az Zahra; Cindy Aisyah Lubis; Naufal Jabir; Rigo Rettob; Yusinta Dwi Ariyani; An-Nisa Apriani
Jurnal Pendidikan Karakter Vol. 17 No. 2 (2026)
Publisher : Directorate of Research and Community Service, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpka.v17i2.100765

Abstract

The implementation of a national curriculum directed toward the eight dimensions of the Graduate Profile requires elementary education to redesign its instructional practices. One possible response is the adoption of a Deep Learning approach. This review examines how multicultural-oriented deep learning contributes to character development among elementary students through three foundations: mindful learning, meaningful learning, and joyful learning. A library-based review was conducted by examining 20 relevant scholarly articles published from 2021 to 2026. The synthesis indicates that combining multicultural perspectives with deep learning can cultivate civic dispositions and cooperative abilities. Mindful learning encourages learners to become more sensitive to cultural distinctions. Meaningful learning enables diversity-related concepts to be associated with everyday social circumstances, while joyful learning introduces tolerance through engaging instructional experiences. Accordingly, multicultural-oriented deep learning may convert students’ understanding of diversity into observable conduct in elementary school settings.
Co-Authors Ainur Yandi An-Nisa Apriani Cindy Aisyah Lubis Karen Tri Murti Muhammad Asril Sermaf Naa’il Eka Mukhbita Naufal Jabir Nurul Fauziah Rigo Rettob Ulla Khoirotun Nisaq Yusinta Dwi Ariyani