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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Karakter Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Jurnal Pendidikan Vokasi Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JPMS (Jurnal Pendidikan Matematika dan Sains) MAJALAH ILMIAH PEMBELAJARAN Geo Media: Majalah Ilmiah dan Informasi Kegeografian Jurnal Pendidikan dan Pengajaran Journal of Education and Learning (EduLearn) Dinamika Pendidikan Jurnal Inovasi Teknologi Pendidikan Jurnal Akuntabilitas Manajemen Pendidikan Jurnal Prima Edukasia REFLEKSI EDUKATIKA Al Ishlah Jurnal Pendidikan POLYGLOT Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Ilmiah Pendidikan dan Pembelajaran Kwangsan: Jurnal Teknologi Pendidikan JTP - Jurnal Teknologi Pendidikan Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Literasi : Jurnal Ilmu Pendidikan Jurnal Pendidikan dan Konseling J-PiMat : Jurnal Pendidikan Matematika Jurnal Paedagogy FOUNDASIA Kalam Cendekia: Jurnal Ilmiah Kependidikan Journal of Innovation and Research in Primary Education Jurnal Pendidikan dan Ilmu Sosial SENSEI INTERNATIONAL JOURNAL OF EDUCATION AND LINGUISTICS (SIJEL) International Journal of Educational Evaluation and Policy Analysis Jurnal Penelitian Pendidikan Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar Al-Hayat: Journal of Islamic Education Proceeding of The International Conference on Social Sciences and Humanities Innovation
Anik Ghufron
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Religion Arts Humanities Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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BEYOND RANKINGS: A CRITICAL PEDAGOGY PERSPECTIVE ON PISA AND EDUCATIONAL REFORM IN INDONESIA AND VIETNAM [MELAMPAUI PERINGKAT: SEBUAH PERSPEKTIF PEDAGOGI KRITIS TERHADAP PISA DAN REFORMASI PENDIDIKAN DI INDONESIA DAN VIETNAM] Martha, Kurniawati; Natalina Silitonga, Bertha; Ghufron, Anik
Polyglot Vol 21 No 2 (2025): July
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v21i2.9708

Abstract

The Programme for International Student Assessment (PISA) has become a benchmark for evaluating educational quality worldwide. This study explores whether PISA promotes meaningful improvements or shifts focus toward standardized outcomes, through a comparative analysis of Indonesia and Vietnam. Despite its low GDP, Vietnam consistently achieves high PISA scores, while Indonesia struggles despite substantial reforms. Drawing on Paulo Freire and Henry Giroux’s critical pedagogy, this paper critiques test-centered education and emphasizes the need for contextualized, transformative learning. Using literature review and qualitative analysis, this research offers recommendations for aligning educational assessment with broader human development goals. Abstrak Bahasa Indonesia  Program Penilaian Siswa Internasional (PISA) telah menjadi tolok ukur untuk mengevaluasi kualitas pendidikan di seluruh dunia. Studi ini meneliti apakah PISA mendorong peningkatan yang berarti atau mengalihkan fokus ke hasil yang terstandardisasi, melalui analisis komparatif Indonesia dan Vietnam. Meskipun PDB-nya rendah, Vietnam secara konsisten mencapai skor PISA yang tinggi, sementara Indonesia mengalami kesulitan meskipun ada reformasi substansial. Mengacu pada pedagogi kritis Paulo Freire dan Henry Giroux, makalah ini mengkritik pendidikan yang berpusat pada ujian dan menekankan perlunya pembelajaran yang kontekstual dan transformatif. Dengan menggunakan tinjauan pustaka dan analisis kualitatif, penelitian ini menawarkan rekomendasi untuk menyelaraskan penilaian pendidikan dengan tujuan pembangunan manusia yang lebih luas.
Transformation of Assessment Practices: Evaluation of the Implementation of Differentiated Assessment in the Garment Preparation Phase at Vocational High Schools Prasetyaningtyas, Wulansari; Nurmasitah, Sita; Widihastuti, Widihastuti; Ghufron, Anik
Jurnal Penelitian Pendidikan Vol. 42 No. 2 (2025): October 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v42i2.29989

Abstract

This study aims to evaluate the implementation of differentiated assessment in the garment preparation phase of the Fashion Design and Production subject in vocational high schools (SMK). Differentiated assessment is a strategic approach that aligns evaluation with students’ readiness, interests, and learning profiles, and is strongly promoted by the Merdeka Curriculum. Using a mixed-methods approach and the CIPP (Context, Input, Process, Product) evaluation model, this study involved 10 teachers, 160 students, 3 school principals, and 2 program heads from selected SMKs in Semarang. Data were collected through document analysis, classroom observations, questionnaires, interviews, and focus group discussions. The results show that differentiated assessment is only partially implemented. Most teachers adapt task difficulty but rarely differentiate based on students’ learning styles or interests. Major obstacles include limited professional development, lack of contextualized assessment tools, and time constraints. Despite these challenges, the study finds that students exhibit higher engagement and improved performance when provided with flexible and personalized assessment options. The findings emphasize the need for structured teacher training, development of project-based differentiated assessment tools, and school policies that support inclusive evaluation practices. This study contributes to both local and global discourse by highlighting the practical implications of differentiated assessment in vocational education and strengthening its relevance within the context of Indonesia’s education reform.
Dampak Model Pembelajaran Matematika Berbasis Budaya Lokal terhadap Kemampuan Pemahaman Konsep Bangun Datar Siswa Maulida, Alya Farhana; Ghufron, Anik
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.v13i2.89761

Abstract

Penelitian ini menganalisis dampak model pembelajaran matematika berbasis budaya lokal (PMBBL) terhadap pemahaman konsep bangun datar siswa sekolah dasar. Latar belakang penelitian didasari rendahnya pemahaman siswa akibat dominasi metode direct instruction. Metode yang digunakan adalah quasi eksperimen dengan desain nonequivalent control group, melibatkan 48 siswa kelas V pada salah satu SDN di  Kabupaten Tanah Laut yang dibagi dalam kelompok eksperimen dan kontrol. Instrumen berupa tes pemahaman konsep dengan analisis uji normalitas, homogenitas, uji paired sample t-test, uji independent sample t-test, dan n-Gain. Hasil menunjukkan rata-rata posttest kelompok eksperimen (83,13) lebih tinggi dari kontrol (72,29). Uji paired sample t-test dan independent sample t-test memperoleh sig. (2-tailed) = 0,000 < 0,05, sedangkan n-Gain kelompok eksperimen sebesar 0,53 (kategori sedang). Temuan ini membuktikan PMBBL efektif meningkatkan pemahaman konsep sekaligus menghadirkan pembelajaran yang kontekstual dan bermakna. Hal ini sejalan dengan salah tujuan Sustainable Development Goals (SDGs) yaitu Quality Education (Pendidikan Berkualitas), yang menekankan pada peningkatan kualitas pembelajaran, dan mendorong pembelajaran bermakna.
Model Pembelajaran Inovatif Matematika SD: Jalan Menuju Reformasi Pedagogis Global Yang Kontekstual Ghufron, Anik; Andri, Andri
J-PiMat : Jurnal Pendidikan Matematika Vol 7, No 1 (2025): J-PiMat
Publisher : Prodi Pendidikan Matematika STKIP Persada Khatu;istiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/j-pimat.v7i1.4818

Abstract

Transformasi pendidikan matematika di sekolah dasar menjadi kebutuhan mendesak seiring tuntutan pembelajaran abad ke-21. Kajian ini bertujuan mengidentifikasi model-model pembelajaran inovatif matematika di sekolah dasar yang sejalan dengan arah reformasi pedagogis global serta adaptif terhadap konteks pendidikan Indonesia. Penelitian ini menggunakan metode kajian pustaka sistematis terhadap 35 artikel ilmiah yang diterbitkan antara tahun 2015 hingga 2025. Hasil kajian mengidentifikasi tujuh model inovatif, yaitu: Cooperative Learning, Flipped Classroom, Contextual Teaching and Learning (CTL) dengan multimedia, Inquiry-Based Learning, Mathematical Modelling, Metaverse-Based Learning, dan Universal Design for Learning (UDL). Ketujuh model dievaluasi berdasarkan kesesuaiannya terhadap empat pilar reformasi global (berpikir tingkat tinggi, literasi abad 21, inklusivitas, transformasi digital) serta indikator lokal (kurikulum, infrastruktur, kompetensi guru, dan budaya belajar). Temuan menunjukkan bahwa CTL dengan multimedia dan UDL merupakan model paling komprehensif secara global dan kontekstual. Sementara itu, Metaverse-Based Learning dan Flipped Classroom menunjukkan potensi kuat dalam digitalisasi pembelajaran, namun dengan adaptabilitas rendah. Kajian ini menegaskan pentingnya pendekatan glokal—yang mengintegrasikan praktik global dan kebutuhan lokal—dalam mengembangkan model pembelajaran matematika yang bermakna dan berkelanjutan di sekolah dasar.Keyword: model pembelajaran inovatif, pendidikan matematika, reformasi pedagogis, sekolah dasar, pembelajaran kontekstual
Analisis Tingkat Kepuasan Siswa Terhadap Penggunaan Media Pembelajaran Digital Dalam Mata Pelajaran Fisika Rosynanda Nur Fauziah; Anik Ghufron; Ali Muhtadi
JURNAL PENDIDIKAN DAN ILMU SOSIAL (JUPENDIS) Vol. 2 No. 2 (2024): APRIL : JURNAL PENDIDIKAN DAN ILMU SOSIAL
Publisher : Institut Teknologi dan Bisnis (ITB) Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54066/jupendis.v2i2.1576

Abstract

This research aims to analyze the level of student satisfaction with the use of digital learning media in physics lessons, the learning media used is Augmented Reality or what is usually called AR. AR is a technology that combines two-dimensional (2D) or three-dimensional (3D) virtual objects into a real environment in real-time, so that the virtual object seems to be part of that environment. In other words, AR enriches the real-world view with digital elements. It is important to understand that AR is not just an additional technological tool, but rather a new thing in learning so that students respond well to it. The research results concluded that the use and integration of AR technology in education, especially physics subjects, can make a major contribution to improving the quality of learning and overall student satisfaction.  
Development of E-Learning Modules to Improve Knowledge and Skills of The Taliabu Regional Language of High School Students Rifkisyahputra, Rifkisyahputra; Ghufron, Anik
Jurnal Paedagogy Vol. 11 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v11i4.12905

Abstract

This study aims to produce e-modules for the Taliabu regional language that are valid, practical, and effectively improve high school students’ knowledge and language skills. This study used research and development methods with the Borg & Gall model. This research was conducted at SMAN 3 Taliabu Island with a total of 71 subjects. Data collection techniques used interviews and tests. The data analysis technique used a paired sample t-test by carrying out analysis requirements in the form of the Kolmogorov-Smirnov normality test and homogeneity test. The expert test results showed that the Taliabu regional language e-Module was very feasible and practical for use by students and meets the criteria. The results of the Taliabu regional language e-module trial explained that there were differences in the level of knowledge and skills of students before and after using the e-module, this was proven by the results of the paired sample t-test which obtained a significance value (2-tailed) of 0.000 (p <0.05).
EFEKTIVITAS KURIKULUM BERBASIS TEKNOLOGI TERHADAP MOTIVASI DAN PRESTASI BELAJAR SISWA SEKOLAH DASAR Nina Mekalungi; Fitri Puji Rahmawati; Anik Ghufron
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09, No. 04 Desember 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i4.16799

Abstract

This research aims to examine the effectiveness of technology-based curriculum on elementary school students' motivation and academic achievement. The method used in this study is literature review. The research procedure was conducted by gathering scientific articles from various sources, such as academic journals, books, and other relevant scholarly publications on the research topic. Data collection was systematically conducted using search engines such as Google Scholar and other research databases. The results of the study indicate that the integration of technology into elementary education curriculum has a significant positive impact on students' interest, motivation, and academic achievement.
IMPLEMENTASI KURIKULUM MERDEKA DALAM PENINGKATAN LITERASI PESERTA DIDIK DI SEKOLAH DASAR Ummie Masrurah; Fitri Puji Rahmawati; Anik Ghufron
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09, No. 04 Desember 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i4.16906

Abstract

This study aims to describe how the implementation of the Kurikulum Merdeka (Independent Curriculum) can improve literacy in elementary schools. The research method used is qualitative research with a descriptive qualitative approach through a literature review. This study identifies and analyzes relevant literature regarding the Kurikulum Merdeka and its impact on student literacy. The results show that the Kurikulum Merdeka has a positive impact on enhancing student literacy through several key aspects: improving literacy skills (reading, writing, and critical thinking), contextual learning relevant to everyday life, the use of technology to support learning, and the development of a literacy culture in schools. However, this study also reveals some challenges in its implementation, including the readiness of teachers and schools, access to technology, and limited resources. To address these challenges, effective strategies include teacher training and development, increasing the availability of resources, developing creative literacy programs, and using diverse evaluation methods. Thus, this study concludes that the Kurikulum Merdeka has great potential to improve literacy in elementary schools, but requires proper support and strategies to optimize the results.
PENGEMBANGAN KURIKULUM SEKOLAH BERKEUNGGULAN TAHFIDZ Isna Hidayat; Fitri Puji Rahmawati; Anik Ghufron
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09, No. 04 Desember 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i4.16909

Abstract

The purpose of this research is to find out how the development of the school curriculum can be carried out with the existence of superior programs, one of which is the tahfidz program. The type of research used in this article is qualitative research using library research method by adding some case studies or implementation examples that have been applied in several schools. Data collection is done by finding sources and reconstructing from various sources such as books, journals, and existing research. The results of this study explain that curriculum development is an important part of maintaining the existence of educational units in the face of changing times. The development of a curriculum with tahfidz excellence has had a real positive impact on students, teachers, parents and schools. The implementation of the Qur'an tahfidz program in education units must be adjusted to the conditions that exist in each education unit by considering all the possibilities and also the carrying capacity owned and the challenges that must be faced by the education unit.
PERAN KEPALA SEKOLAH DALAM PENGEMBANGAN MULTI KURIKULUM DI SEKOLAH DASAR Dian Wahyuningsih; Fitri Puji Rahmawati; Anik Ghufron
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09, No. 04 Desember 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i4.17268

Abstract

This study aims to explore the role of school principals in the development of multi-curriculum in elementary schools. The main focus of this research is to understand how principals design, implement, and evaluate multi-curriculum. Thus, the results of this study are expected to provide a deeper insight into the strategic role of principals in curriculum development and to offer practical recommendations that can be applied to improve the quality of education in elementary schools. This research employs a descriptive qualitative method with a case study approach at Madrasah Ibtidaiyah Muhammadiyah (MIM) Caruban, Madiun City. Data were collected through in-depth interviews, participatory observation, and documentation. The subjects of the study include the principal, teachers, students, and parents. Data analysis was conducted through steps of data reduction, data presentation, and drawing conclusions with verification. The findings reveal that the principal plays a crucial role in the development of multi-curriculum, which includes planning, implementation, and evaluation. The principal collaborates with the teaching team to design an integrative curriculum, facilitates its implementation by providing resources and training, and conducts periodic evaluations to ensure the curriculum's effectiveness. The experience of MIM Caruban shows that visionary leadership and strong collaboration among all school stakeholders are essential for the successful implementation of multi-curriculum.
Co-Authors Abdul Rohman Ali Muhtadi Alya Farhana Maulida Andi Rabuandika Andri Andri Arif Rahman Aris Dianto Ashar Pajarungi Anar Bambang Sumardjoko Dafid Slamet Setiana Darmiyati Zuchdi Deviyanti Pangestu Dian Perdana Sulistya Rosid Dian Wahyuningsih Early Hari Nugrahini Endang Purwanti Erwin Januarisman Euis Nurmiati Farida Agus Setiawati Fitri Puji Rahmawati Gumgum Gumilar Gumpanat Boriboon Gunardo Gunardo Harry Wilhelmus Joseph Rahawarin Hartiyani, Selvi Dwi Haryanto dan Edi Purwanta Suparno Haryanto dan Edi Purwanta Suparno Herman Dwi Surjono Hervin Maulina Ibnu Syamsi Intan Kumala Dewi Ismu Sukamto Isna Hidayat Kanthi Aryekti Karina Wanda Karina Wanda Kasim Yahiji Kastam Syamsi Khulaimata Zalfa Linda Feni Haryati Listiyani, Laikha Martha, Kurniawati Marzuki Marzuki Maulida, Alya Farhana moch tolchah, moch Moch. Fuad Monica Wahyu Pertiwi Muhammad Helmi Azhar Muhammad Risal Rhomadan Muhsinatun Siasah Masruri Mustofiyah, Lilik Natalina Silitonga, Bertha Nina Mekalungi Nira Elpira Nugrananda Janattaka Nur Ainiyah Nurmasitah, Sita Nurul Faqih Isro’i NURUL KHOTIMAH Rahayu, Suwasti Rahmawati, Rafika Dian Riana Putri Rifkisyahputra Rifkisyahputra, Rifkisyahputra Rosynanda Nur Fauziah Ryanjani Lila Anggraita Said Subhan Posangi, Said Subhan Septian Rahman Hakim Sri Sugiharti St. Wardah Hanafie Das Subagyo, Roni Sumarni, Yayuk Ujiati Cahyaningsih Umar Umar Ummie Masrurah Unga Utami Wanda, Karina Widihastuti Widiyono, Aan Wulansari Prasetyaningtyas, Wulansari Wuri Wuryandani