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Exploring the effectiveness of the Merdeka curriculum in promoting effective learning practices Prahastina, Lara; Indriayu, Mintasih; Matsuri, Matsuri
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 10, No 3 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020244113

The urgency of this research stems from the need to adapt educational curricula to the evolving demands of post-pandemic learning environments. This study aims to explore the implementation of the Merdeka Curriculum (Curriculum Merdeka Belajar) at SDN Bolo 01, focusing on how teacher practices support the achievement of effective learning. By generating insights into the operationalization of the curriculum and identifying strategies to overcome implementation challenges, this research seeks to provide practical recommendations for elementary schools transitioning to the Merdeka This qualitative case study was conducted at SDN Bolo 01, Madiun Regency, East Java, Indonesia. Data were collected through interviews with school principals, classroom teachers, students, and parents, as well as observations and focus group discussions. The data were analyzed using an inductive model to generate themes and interpret The results indicate that SDN Bolo 01 has made significant efforts to implement innovative, student-centered learning practices aligned with the Merdeka Curriculum, such as Project-Based Learning accommodating the Pancasila Student Profile. However, challenges were identified, including teachers' limited experience and references, students' difficulty concentrating, parents' struggles in assisting learning at home, and classroom management issues in Islamic Religious Education. Efforts to address these challenges include teacher working group activities, independent training, parent mentoring, extra lessons for students, and coordination among Islamic Religious Education teachers. This study provides an in-depth qualitative exploration of the implementation of the Merdeka Curriculum in a specific elementary school context, focusing on how teacher practices support effective learning. By identifying strategies to overcome implementation challenges, this research offers practical insights for schools transitioning to the Merdeka Curriculum.

Interactive Learning Media for Better Learning Outcomes in Elementary School: A Systematic Literature Review Aryfien, Wahyu Noor; Atmojo, Idam Ragil Widianto; Matsuri, Matsuri
Mimbar Sekolah Dasar Vol 12, No 1 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i1.82323

The rapid development of digital technology is impacting the learning system in elementary schools and increasing students' screen time. Currently, teachers in Indonesia lack adequate digital competencies, which has become one of the factors affecting students' learning outcomes. This research aims to provide scientific evidence that learning through the use of interactive learning media can improve students' learning outcomes. This study employs the PRISMA method for a systematic literature review, utilizing internationally reputable databases such as Scopus, ScienceDirect, Springer, and ProQuest, covering publications from 2020 to 2024. A total of 21 articles met the research objectives based on the established inclusion and exclusion criteria. The study found a growing trend in the use of interactive learning media in elementary schools, with China emerging as the country with the highest number of relevant publications. Most of the research focuses on STEM subjects and utilizes online learning platforms. The study also revealed that the majority of interactive learning media are multimedia-based, making them engaging and enhancing student motivation. These findings serve as recommendations for future researchers to develop multimedia-based interactive learning media that accommodate various student learning styles. This report provides a scientific foundation for policymakers to establish best practices for the use of technology in education.

PENERAPAN MODEL MIND MAPPING DALAM MENINGKATKAN HASIL BELAJAR GEOMETRI BANGUN DATAR PADA SISWA SEKOLAH DASAR Wibowo, Sonny Ari; Riyadi, Riyadi; Matsuri, Matsuri
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 11, No 1 (2025)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v11i1.7648

Students' understanding of flat building geometry material at the elementary school level is still relatively low, so it is one of the crucial challenges in learning mathematics. One of the main causes of this condition is the use of an instructional approach that does not support visual learning needs and does not provide a space for active participation for students. This study aims to examine how effective the Mind Mapping learning model is in improving student learning outcomes in the material. This study used a quasi-experimental method with a nonequivalent posttest-only control group approach. The research subjects consisted of two classes IV from the school. The results of the study show that the implementation of Mind Mapping is significant in improving student learning outcomes. The average post-test score in the experimental group was higher than in the control group, and the distribution of student scores in the "excellent" and "good" categories was also more dominant in the group that participated in Mind Mapping-based learning. These findings indicate that the Mind Mapping model can be an alternative in strengthening students' conceptual understanding.

Analysis of the Planning Stage of the Natural and Social Sciences (IPAS) Instructional Design Based on Project-Based Learning Yuliasari, Brigita; Atmojo, Idam Ragil Widianto; Matsuri, Matsuri; Suryandari, Kartika Chrysti
EduBasic Journal: Jurnal Pendidikan Dasar Vol 7, No 1 (2025): EduBasic Journal: Jurnal Pendidikan Dasar
Publisher : Universitas Pendidikan Indonesia Kampus Serang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ebj.v7i1.82857

One of the learning models that involves three domains of learning outcomes (cognitive, affective, and psychomotor) is project-based learning in science subjects. In practice, the application of this model should also not contradict the prevailing curriculum (Merdeka Curriculum). This study aimed to analyse the planning of natural and social sciences (IPAS) instructional design based on the project-based learning (PjBL) model. This research is descriptive qualitative with a case study method. The research participants comprise a teacher, a school principal, and 18 students of the 5th grade. The data were collected through interviews, observations, and documentation. The data analysis technique used was Milles Huberman's interactive analysis. The researchers applied data validity test with triangulation of sources, techniques, and theories. The results of the study suggested that the planning of teaching modules based on the project-based learning model created by the teacher considered students’ learning achievements in line with the demands of the Merdeka Curriculum in terms of syntaxes of the project-based learning. The results imply that teachers need to design systematic project stages, provide adequate resources, and provide space for collaboration and student creativity, and a rubric for assessing students' processes and outcomes in the planning stage of the IPAS instructional design based on project-based learning consistently in the future.

Key factors for successful implementation of the independent curriculum: examining teacher readiness Retnowati, Ayu Ana Fitri; Triyanto, Triyanto; Matsuri, Matsuri
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 10 No. 3 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020244111

The Merdeka Curriculum that prioritizes student autonomy in the learning process was chosen as a solution to overcome the learning crisis exacerbated by the Covid-19 pandemic. However, the implementation of this curriculum faces challenges, especially related to teacher readiness. This study aims to analyze factors that affect teacher readiness in implementing the "Merdeka" curriculum, including teacher understanding of curriculum steps, lesson plan readiness, and supporting and inhibiting factors. This research uses a qualitative approach with a case study design involving grade 1 to 6 teachers who have implemented the "Merdeka" curriculum. Data were collected through interviews, observation, and documentation, and analyzed using inductive models. The results of the study explained that although teachers have a good understanding of the seven steps in implementing the curriculum, there are still challenges in realizing planned learning due to the dominance of lecture teaching styles. Several inhibiting factors were identified, including lack of pedagogic competence, limited facilities and infrastructure, and insufficient number of teachers. On the other hand, supporting factors such as school funding, teacher working groups, and collaboration among teachers have been shown to contribute to successful implementation. The implications of this study emphasize the need for targeted professional development programs, adequate funding and infrastructure support, and the value of collaboration among teachers.

Exploring the effectiveness of the Merdeka curriculum in promoting effective learning practices Prahastina, Lara; Indriayu, Mintasih; Matsuri, Matsuri
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 10 No. 3 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020244113

The urgency of this research stems from the need to adapt educational curricula to the evolving demands of post-pandemic learning environments. This study aims to explore the implementation of the Merdeka Curriculum (Curriculum Merdeka Belajar) at SDN Bolo 01, focusing on how teacher practices support the achievement of effective learning. By generating insights into the operationalization of the curriculum and identifying strategies to overcome implementation challenges, this research seeks to provide practical recommendations for elementary schools transitioning to the Merdeka This qualitative case study was conducted at SDN Bolo 01, Madiun Regency, East Java, Indonesia. Data were collected through interviews with school principals, classroom teachers, students, and parents, as well as observations and focus group discussions. The data were analyzed using an inductive model to generate themes and interpret The results indicate that SDN Bolo 01 has made significant efforts to implement innovative, student-centered learning practices aligned with the Merdeka Curriculum, such as Project-Based Learning accommodating the Pancasila Student Profile. However, challenges were identified, including teachers' limited experience and references, students' difficulty concentrating, parents' struggles in assisting learning at home, and classroom management issues in Islamic Religious Education. Efforts to address these challenges include teacher working group activities, independent training, parent mentoring, extra lessons for students, and coordination among Islamic Religious Education teachers. This study provides an in-depth qualitative exploration of the implementation of the Merdeka Curriculum in a specific elementary school context, focusing on how teacher practices support effective learning. By identifying strategies to overcome implementation challenges, this research offers practical insights for schools transitioning to the Merdeka Curriculum.

The Use of Lokal Wisdom-Based Media To Improve Critical Thinking Mulatsih, Dhina; Yamtinah, Sri; Matsuri, Matsuri
Jurnal Penelitian Pendidikan IPA Vol 9 No 10 (2023): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i10.3989

The purpose of this study was to determine the effect of guided inquiry based on local wisdom on students' practical thinking skillsÂ in grade IV elementary school. The type of research used is the experiment with the Pretest Posttest Only Group Design. The instruments used are tests and observations and documentation. The results of this study indicate that the model of guided inquiry based on local wisdom is effective for improving critical thinking skills in the theme of sciences class IV elementary school rather than guided inquiry models. This is evidenced by the results of the mean value of guided inquiry models based on local wisdom rather than guided inquiry models (76.55 > 67.94), there is a significant effect of students' critical thinking skills between the model of guided inquiry based on local wisdom and the guided inquiry model. This is evidenced by the results of t count > t table (2.757 > 2.002) and smaller significance value with a significance level of 5% (p = 0.010 > 0.05).

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