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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) EDUSAINS Jurnal Mechanical JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Agrokreatif Jurnal Ilmiah Pengabdian kepada Masyarakat Berkala Ilmiah Pendidikan Fisika Journal of Teaching and Learning Physics Jurnal Pendidikan Fisika dan Teknologi Jurnal Kumparan Fisika PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Jurnal Penelitian Pembelajaran Fisika
Hertanti, Erina
Pendidikan Fisika UIN Syarif Hidayatullah Jakarta
Agriculture, Biological Sciences & Forestry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Industrial & Manufacturing Engineering Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Other

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Comparative Study of Students' Conceptual Understanding in Two Different Curricula on the Light and Electromagnetic Waves Materials Melati, Bunga Chinta; Permana Suwarna, Iwan; Hertanti, Erina
Jurnal Pendidikan Matematika dan Sains Vol. 13 No. 2 (2025): December 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v13i2.87915

Abstract

Conceptual understanding involves a deep comprehension of a concept, including the ability to explain, illustrate, and apply it in various contexts. This study aims to compare students’ levels of conceptual understanding under the Kurikulum Merdeka and the Cambridge Curriculum. A comparative descriptive method with a mixed-methods approach was used, employing a six-tier diagnostic test, interviews, and classroom observations. The sample consisted of 60 students selected through purposive sampling. The results showed that students following the Kurikulum Merdeka had a higher percentage of scientific understanding (43.4%) compared to those in the Cambridge Curriculum (20.3%). These findings indicate that the effectiveness of instruction is influenced not only by the curriculum strategy but also by factors such as the timing between instruction and assessment, students’ confidence in their responses, and language barriers. Therefore, instructional approaches should be aligned with students’ cognitive readiness and contextual conditions to optimize conceptual understanding.
Co-Authors Ahmad Suryadi, Ahmad Al-Afifah, Jaenab Athial Dini Nurfitria Hedi Heryadi, Hedi Jan Hotman Melati, Bunga Chinta Nazzla, Rauzatul Nindya Novianti Nurlaela, Ai Panggabean, Donwill Permana Suwarna, Iwan Rinda Noviyanti, Rinda Sapuriningsih, Chikita Lestari Shinta Fitriyani Silvia, Risma Mega Siti Khoiriyah Siti Rahayu Siti Rahayu Sujono Sujono, Sujono Taufiq Al Farizi Tia Rachma Fajaryanti