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All Journal Nusantara Education Studies
Yoga Tri Hermawan
Universitas Sultan Ageng Tirtayasa, Banten

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Implementation of Merdeka Curriculum in Transforming Primary and Secondary Education Yoga Tri Hermawan; Elya Fitrotunnisa
Nusantara Education Studies Vol. 2 No. 2 (2024): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-511

Abstract

The implementation of the Merdeka Curriculum represents an important part of Indonesia's educational transformation aimed at creating flexible, contextual, and competency-oriented learning. This article aims to analyze the implementation of the Merdeka Curriculum at primary and secondary education levels by examining its concepts, implementation practices, challenges, and strengthening strategies. This study employed a descriptive qualitative method through a literature review approach by analyzing relevant academic sources published in the last five years related to curriculum policy, differentiated learning, assessment, and character development. The findings indicate that the Merdeka Curriculum provides opportunities for schools and teachers to develop competency-based learning through student-centered approaches. At the primary level, implementation emphasizes literacy, numeracy, and the development of the Pancasila Student Profile, while at the secondary level, it focuses on critical thinking, creativity, and independent learning skills. However, several challenges remain, including teacher readiness, institutional support, and the need for continuous professional development. Therefore, the successful implementation of the Merdeka Curriculum requires collaboration among all educational stakeholders to ensure sustainable improvement in learning quality.
Learning Analytics for Improving Learning Outcomes in Data-Driven Education Yoga Tri Hermawan; Muhamad Lazuardi Hakim; Wasian Fauzi Nugroho
Nusantara Education Studies Vol. 3 No. 2 (2025): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-628

Abstract

Digital transformation in education has encouraged the utilization of learning data as a foundation for more effective decision-making. One of the emerging approaches is Learning Analytics, which refers to the process of collecting, analyzing, and interpreting learning data to understand and optimize students' learning processes. This article aims to analyze the role of Learning Analytics in improving learning outcomes through a data-driven learning approach. This study employed a descriptive qualitative method using a literature review of scientific publications from the last five years related to the implementation of Learning Analytics in educational contexts. The findings indicate that Learning Analytics contributes to improving learning engagement, personalized learning, feedback provision, early identification of academic risks, and evidence-based pedagogical decision-making. However, its implementation still faces challenges related to data privacy, information security, technological infrastructure readiness, and educators' data literacy competencies. Therefore, optimizing Learning Analytics requires ethical data management strategies, continuous development of user competencies, and sustainable technology integration to support effective learning processes and improve educational outcomes.
Co-Authors Elya Fitrotunnisa Muhamad Lazuardi Hakim Wasian Fauzi Nugroho