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All Journal Journal of Mandalika Social Science Jurnal Pendidikan Dasar Islam
Tri Nathalia Palupi
Universitas Borobudur, Indonesia
Humanities Education Electrical & Electronics Engineering 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.
Membangun Etika Digital Siswa MI/SD: Sinergi Pendidikan Karakter dan Literasi Teknologi Pada Pendidikan Dasar Tri Nathalia Palupi; Anita Ninasari; Joned Ceilendra Saksana; Muchammad Sholeh; Euis Fajriyah
Jurnal Pendidikan Dasar Islam Vol. 3 No. 3 (2026): September
Publisher : putrapublisher.org

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jurpendis.v3i3.2301

Abstract

Perkembangan teknologi digital memberi siswa Sekolah Dasar (SD)/Madrasah Ibtidaiyah (MI) akses luas terhadap informasi, komunikasi, pembelajaran, dan ruang kreativitas. Namun, kecakapan mengoperasikan gawai belum selalu diimbangi oleh kemampuan menilai dampak tindakan di ruang digital. Kajian ini bertujuan menganalisis permasalahan etika digital pada siswa pendidikan dasar, menjelaskan sinergi pendidikan karakter dan literasi teknologi, serta merumuskan strategi penerapannya di sekolah dasar. Penelitian ini merupakan kajian literatur sistematis (systematic literature review) yang mengacu pada panduan PRISMA. Pencarian literatur dilakukan pada basis data Google Scholar, ResearchGate, dan ERIC untuk artikel terindeks rentang tahun 2018–2026 menggunakan kata kunci “etika digital”, “literasi digital SD/MI”, “pendidikan karakter anak usia sekolah dasar”, dan “kewargaan digital”. Dari 115 artikel awal yang ditemukan, sebanyak 22 artikel berkualitas tinggi memenuhi kriteria inklusi dan diestraksi ke dalam matriks analisis. Hasil kajian menunjukkan bahwa etika digital pada anak SD/MI terbentuk melalui keterpaduan nilai kejujuran, tanggung jawab, disiplin, empati, kesantunan, dan pengendalian diri yang diintegrasikan dengan kompetensi mengevaluasi informasi dasar, menjaga privasi, memahami jejak digital, berkomunikasi secara etis, dan menghasilkan konten positif. Pembentukannya memerlukan pembelajaran berbasis kasus kontekstual anak, pembiasaan, keteladanan, aturan kelas yang mendidik, serta sinergi erat antara sekolah dasar, keluarga, dan komunitas. Implikasi praktis kajian ini memberikan panduan konseptual bagi pendidik SD/MI dalam merancang kurikulum kewargaan digital berbasis karakter.
Co-Authors Ahmad Faqihudin Anita Ninasari Euis Fajriyah Joned Ceilendra Saksana Marastika Wicaksono Aji Bawono Miftahuddin Miftahuddin Muchammad Sholeh Yuni Misrahayu