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All Journal Journal of Education and Learning (EduLearn) Jurnal PGSD: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar
Lestari, Diah Puji
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Humanities Education Library & Information Science Social Sciences Other

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Kurikulum Merdeka Sebagai Upaya Peningkatan Kualitas Pendidikan Pada Abad 21 Di Pendidikan Dasar : Kurikulum Merdeka Sebagai Upaya Peningkatan Kualitas Pendidikan Pada Abad 21 Di Pendidikan Dasar Anwar, Muhammad Syaiful; Ratnasari, Dwi; Lestari, Diah Puji
Jurnal PGSD Vol 18 No 1 (2025)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pgsd.18.1.13-20

Abstract

The aim of this research is to determine the efforts of the independent curriculum in improving the quality of 21st century education, especially at the basic education level. Through the literature study method, this research analyzes the basic principles, implementation, and advantages of the independent curriculum in improving the abilities needed in the 21st century, strengthening character, and evaluating learning. The results of the study show that the independent curriculum is designed with flexibility to meet local and global needs, emphasizes project-based learning, and integrates the values ​​of the Pancasila student profile. Implementation of this curriculum provides opportunities for students to develop critical thinking, creativity, collaboration and communication competencies, while strengthening character through learning that is relevant to real life. Simplification of teaching materials and process-based evaluation allows students to learn more deeply, while teachers are given freedom in designing appropriate learning strategies. The advantages of the independent curriculum include an orientation towards holistic, adaptive and sustainable learning, so that it has the potential to improve the quality of basic education in Indonesia. It is hoped that this research will become a reference in understanding and optimizing the implementation of the independent curriculum, as well as making a significant contribution in realizing national education that is relevant to the challenges of the 21st century.
Effect of the inquiry-based nature of science argumentation instructional model in scientific literacy skills Lestari, Diah Puji; Paidi, Paidi; Suwarjo, Suwarjo
Journal of Education and Learning (EduLearn) Vol 18, No 3: August 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i3.21024

Abstract

The purpose of this study is to see how the inquiry-based nature of science (NOS) argumentation (IB-NOSA) instructional model affects scientific literacy skills. This research used a quasi-experimental method. The design of this research is a pretest-posttest control group design. This study describes the significance of the differences between participants who learn through IB-NOSA, guided inquiry, and discovery learning model. The subjects of this study were 288 students of grade VIII in the 2022/2023 academic year from three junior high schools in Sleman, Yogyakarta, Indonesia. Data analysis in this study used an analysis of variances (ANOVA) mixed design. The result showed that there was a difference between the pretest-posttest scores of scientific literacy skills in each group. There was a significant increase in the pretest-posttest scores of scientific literacy skills in each group. Effect size showed that the IB-NOSA in increased scientific literacy skills was 0.79; the guided inquiry was 0.76; and the discovery learning was 0.71. The IB-NOSA was the most effective in improving scientific literacy skills with a gain score of 0.49 (medium). So, it can be concluded that the IB-NOSA instructional model can be used as an alternative solution in improving scientific literacy skills.
Co-Authors Anwar, Muhammad Syaiful Dwi Ratnasari Paidi Paidi Suwarjo Suwarjo