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All Journal Journal of Mandalika Social Science Jurnal Ilmu Pendidikan dan Bahasa
Yuni Misrahayu
Universitas Doktor Husni Inggratubun Papua, Indonesia
Humanities Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Social Sciences Other

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Curriculum Alignment and Learning Outcomes in Primary Education Yuni Misrahayu; Marastika Wicaksono Aji Bawono; Tri Nathalia Palupi; Ahmad Faqihudin; Miftahuddin Miftahuddin
Journal of Mandalika Social Science Vol 4 No 1 (2026): Journal of Mandalika Social Science
Publisher : Mandalika Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/jomss.v4i1.419

Abstract

This study examines the relationship between curriculum alignment and learning outcomes in primary education through a qualitative library research approach. The study aims to analyze how coherence among curriculum objectives, instructional content, teaching and learning activities, and assessment practices contributes to the improvement of student learning outcomes. The data were derived from selected scholarly literature discussing constructive alignment, outcome-based curriculum design, curriculum mapping, instructional coherence, assessment alignment, curriculum progression, and holistic learning outcomes. The analysis was conducted through systematic reading, thematic classification, conceptual extraction, and critical synthesis of the selected sources. The findings indicate that curriculum alignment functions as a systemic and pedagogical framework that connects intended learning outcomes with classroom instruction and assessment. Aligned curricula support clearer competency targets, coherent instructional sequences, valid assessment practices, and continuity of learning across grade levels and educational stages. The study also shows that learning outcomes in primary education should not be limited to academic achievement, but should include conceptual understanding, engagement, socio-emotional development, and readiness for lifelong learning. The study concludes that curriculum alignment is a fundamental prerequisite for improving the quality of primary education because it enables teachers, schools, curriculum developers, and policymakers to ensure that curriculum intentions are translated into meaningful and measurable learning experiences.
Project-Based Learning and Its Impact on Critical Thinking Skills in Primary Education Yuni Misrahayu
Mandalika: Jurnal Ilmu Pendidikan dan Bahasa Vol 4 No 1 (2026): Mandalika Jurnal Ilmu Pendidikan dan Bahasa
Publisher : Mandalika Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/jipb.v4i1.371

Abstract

Critical thinking is a fundamental skill that must be developed from the primary education level to support students’ problem-solving and decision-making abilities in the 21st century. However, learning practices in primary schools are still predominantly teacher-centered and emphasize memorization, which limits the development of higher-order thinking skills. This study aims to analyze the impact of Project-Based Learning (PjBL) on the critical thinking skills of primary school students. The research employed a qualitative approach using a literature study design. Data were collected from relevant national and international journal articles, academic books, and educational reports accessed through reputable databases. The selected literature was analyzed using qualitative content analysis to identify key patterns and themes related to the implementation of PjBL and its influence on students’ critical thinking skills. The findings indicate that Project-Based Learning has a positive impact on students’ critical thinking by engaging them in authentic problem-solving activities, inquiry-based learning, collaboration, and reflective processes. PjBL encourages students to analyze information, evaluate solutions, and connect learning content with real-life contexts. Overall, the study concludes that Project-Based Learning is an effective instructional approach for fostering critical thinking skills in primary education when supported by proper instructional design and teacher facilitation.
Co-Authors Ahmad Faqihudin Marastika Wicaksono Aji Bawono Miftahuddin Miftahuddin Tri Nathalia Palupi