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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Karakter 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 Literasi : Jurnal Ilmu Pendidikan Jurnal Pendidikan dan Konseling J-PiMat : Jurnal Pendidikan Matematika IJECA (International Journal of Education and Curriculum Application) Jurnal Paedagogy Ideguru: Jurnal Karya Ilmiah Guru FOUNDASIA Jurnal Pendidikan dan Ilmu Sosial SENSEI INTERNATIONAL JOURNAL OF EDUCATION AND LINGUISTICS (SIJEL) Jurnal Penelitian Pendidikan Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar Al-Hayat: Journal of Islamic Education
Anik Ghufron
Universitas Negeri Yogyakarta
Religion Arts Humanities Computer Science & IT 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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Evaluation of Curriculum Structure in Arts Education: A Systematic Literature Review at Elementary School Level Julistiyana, Maria Ulfa Yudha; Ghufron, Anik; Raihan, Primus Devra; Saearani, Muhammad Fazli Taib; Luft, Adelina
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 2 (2025): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i2.31115

Abstract

Arts education in elementary schools plays a vital role in shaping children’s character, creativity, and cultural identity. However, in Indonesia, its implementation faces challenges due to the fragmented organization of materials and the absence of standardized assessment frameworks. This study aims to identify dominant approaches to organizing arts curricula, evaluate relevant assessment models, and derive policy insights to strengthen primary school arts education. Using a Systematic Literature Review (SLR) of 30 peer-reviewed articles published between 2018 and 2024, selected from databases such as Scopus and ERIC, the analysis applied PRISMA guidelines and thematic coding to map key patterns. The review identified three main organizational approaches: Discipline-Based Art Education (DBAE), STEAM-PBL integration, and local wisdom-based methods. Among evaluation frameworks, the CIPP model emerged as the most comprehensive because it addresses outcomes along with context, input, and process. The findings show that each approach offers distinct strengths. DBAE provides a structured academic foundation, STEAM-PBL promotes creativity and critical thinking, and local wisdom methods reinforce cultural identity. Despite this, Indonesia’s curriculum lacks a cohesive and measurable framework that integrates these elements. This study provides conceptual insights to inform curriculum development and policy formulation, aligning arts education with global educational shifts and Indonesia’s cultural context. 
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.  
Dinamika Penerapan Kurikulum Merdeka di Sekolah Dasar: Tinjauan Literatur Sistematis Kurniawan, Bayu; Rahmawati, Fitri Puji; Ghufron, Anik
Ideguru: Jurnal Karya Ilmiah Guru Vol 9 No 3 (2024): Edisi September 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i3.1229

Abstract

The Merdeka Curriculum implemented by the government since 2022 aims to provide opportunities for schools to carry out learning activities according to their potential and excellence. This research offers a new contribution with a systematic approach in reviewing various studies related to the implementation of the Merdeka Curriculum in elementary schools and allows the identification of best practices and effective strategies, which can be applied in various contexts. This research is a systematic literature review, which aims to comprehensively and critically review existing research related to the implementation of the Merdeka Curriculum in elementary schools in Indonesia. The article used is the latest publication period 2022-2024. General problems that often arise in implementing the Independent Curriculum: (1) Teachers do not fully understand the Independent Curriculum; (2) Lack of teacher competence in teaching, and; (3) Lack of support for facilities and infrastructure for the teacher learning process. The solutions offered can be summarized as follows: (1) Teachers can take part in training or workshops to understand the application of the Independent Curriculum and develop learning methods, models and strategies; (2) Collaboration between teachers, either personally or in Teacher Working Group forums or through professional teacher organizations; (3) Coordination of all stakeholders in socializing the implementation and evaluation of the Independent Curriculum; (4) Involvement of teachers in curriculum development, and; (5) The active role of stakeholders and parents in providing facilities and infrastructure.
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.
Co-Authors Abdul Rohman Ali Muhtadi Andi Rabuandika Andri Andri Arif Rahman Ashar Pajarungi Anar Bambang Sumardjoko Bayu Kurniawan Darmiyati Zuchdi Deviyanti Pangestu Dian Perdana Sulistya Rosid Dian Wahyuningsih Early Hari Nugrahini Endang Purwanti Erwin Januarisman Euis Nurmiati Fitri Puji Rahmawati Gumgum Gumilar Gunardo Gunardo Herman Dwi Surjono Hervin Maulina Ibnu Syamsi Intan Kumala Dewi Ismu Sukamto Isna Hidayat Julistiyana, Maria Ulfa Yudha Kanthi Aryekti Kasim Yahiji Kastam Syamsi Linda Feni Haryati Listiyani, Laikha Luft, Adelina 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 Raihan, Primus Devra Riana Putri Rifkisyahputra Rifkisyahputra, Rifkisyahputra Rosynanda Nur Fauziah Ryanjani Lila Anggraita Saearani, Muhammad Fazli Taib Said Subhan Posangi, Said Subhan Selvi Dwi Hartiyani Sri Sugiharti St. Wardah Hanafie Das Subagyo, Roni Sumarni, Yayuk Ujiati Cahyaningsih Umar Umar Ummie Masrurah Wanda, Karina Widihastuti Widiyono, Aan Wulansari Prasetyaningtyas, Wulansari Wuri Wuryandani