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IMPLEMENTASI KURIKULUM PENDIDIKAN KEAKSARAAN DASAR KOMUNITAS ADAT TERTINGGAL SERTA IMPLIKASINYA TERHADAP KEBIJAKAN PENDIDIKAN KEAKSARAAN Aisyah Khoirunnisaa; Deni Kurniawan
Diklus: Jurnal Pendidikan Luar Sekolah Vol 2, No 2 (2018)
Publisher : Universitas Negeri Yogyakarta

Penelitian ini dilatarbelakangi oleh keingintahuan terhadap bagaimana implementasi kurikulum pendidikan keaksaraan dasar komunitas adat tertinggal (KD-KAT) di Kampung Adat Cireundeu, dimana kurikulum yang digunakan mengacu kepada Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 86 tahun 2014 tentang Pedoman Penyelenggaraan Pendidikan Keaksaraan Dasar. Tujuan penelitian ini adalah untuk memperoleh informasi berbasis data empirik tentang implementasi kurikulum pendidikan KD-KAT di Kampung Adat Cireundeu serta implikasinya terhadap kebijakan kurikulum pendidikan keaksaraan. Implementasi kurikulum yang dimaksud meliputi tahap perencanaan, pelaksanaan, dan evaluasi. Penelitian menggunakan pendekatan kuantitatif dengan metode deskriptif melalui metode survei. Survei dilakukan di Kampung Adat Cireundeu Cimahi Jawa Barat. Populasi penelitian ini dilakukan kepada pengelola,tutor, dan warga belajar KD-KAT Komunitas Kampung Adat Cireundeu. Analisis data penelitian menggunakan Uji Chi-Square (χ2). Hasil dari penelitian ini diharapkan dapat menggambarkan implementasi kurikulum pendidikan KD-KAT di Komunitas Adat Kampung Cireundeu serta bagaimana implikasinya terhadap kebijakan pendidikan keaksaaraan dasar secara umum.

EVALUASI IMPLEMENTASI KURIKULUM PADA LEMBAGA KURSUS DAN PELATIHAN PROGRAM MENJAHIT DI KABUPATEN BANDUNG BARAT Richard Amri; Deni Kurniawan
Diklus: Jurnal Pendidikan Luar Sekolah Vol 2, No 2 (2018)
Publisher : Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk mendeskripsikan kesesuaian pelaksanaan kurikulum pada Lembaga Kursus dan Pelatihan (LKP) di Kabupaten Bandung Barat dengan standar yang belaku secara nasional meliputi komponen, proses dan tujuan program. Komponen-komponen kurikulum pendidikan nonformal terdiri atas masukan lingkungan, masukan sarana, masukan mentah dan masukan lain. Proses yaitu interaksi edukasi antara masukan sarana, terutama pendidik, dengan masukan mentah yaitu peserta didik, untuk mencapai tujuan kurikulum. Sedangkan tujuan kurikulum mencakup tujuan jangka menengah yaitu keluaran dan tujuan akhir yaitu pengaruh atau dampak program pendidikan nonformal. Penelitian ini merupakan penelitian evaluatif dengan pendekatan kuantitatif menggunakan model evaluasi Countenance yang dikembangkan oleh Robert Stake dengan membandingkan matrik deksripsi dan matrik penilaian pada kriteria antecendent, transaction dan outcome. Sampel dari populasi penelitian adalah pendidik pada LKP program menjahit di Kabupaten Bandung Barat yang telah memiliki Nomer Pokok Sekolah Nasional (NPSN). Teknik analisis data dalam penelitian ini menggunakan pengujian Chi-Square untuk mengetahui perbedaan yang signifikan antara standar kurikulum yang berlaku secara nasional dengan implementasi pada LKP program menjahit. Hasil yang diharapkan dari penelitian ini adalah informasi terkait kesesuaian implementasi kurikulum pada LKP program menjahit dengan standar yang berlaku secara nasional, dan improvisasi dari pihak penyelenggara kursus untuk menyesuaikan terhadap kebutuhan dunia kerja dan dunia industri.

The Effectiveness Of A Multiliterate Learning Model To Improve Primary School Students' Critical Thinking Abilities In Science Subjects Noke Widianingsih; Deni Kurniawan; Maman Rumanta
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i2.8356

The background to this research is the lack of maximum critical thinking skills of students in science learning in elementary schools. This research aims to analyze the increase in students' critical thinking skills and learning effectiveness after using the multiliteracy learning model. The method used is quasi-experimental with Nonequivalent Control Group Design. This research used a sample of 36 grade 5 students at SDN 254 Griya Bumi Antapani as an experimental class using a simple random sampling technique. The data collected to answer the research questions came from the pre-test and post-test which were carried out twice each at the 1st and 2nd meetings between the control class and the experimental class. The tests carried out are in the form of essay questions that have been validated by experts and are used to measure student learning outcomes that lead to critical thinking. Meanwhile, non-tests in the form of observations are useful for observing the effectiveness of student learning during the learning process. The treatment given is a multiliteracy learning model for the experimental class with adjusted syntax. Meanwhile, the control class uses a conventional model (lecture method). The results of this research show that the application of the multiliteracy learning model in science lessons after being tested using the t-test significance test shows that there are significant differences in 5 aspects of critical thinking for elementary school students as evidenced by the data from the control and experimental classes at meeting 1 which received an average score - 4.180 and at meeting 2 they got an average score of -6.814. This shows that the multiliteracy learning model is effective and significant in improving students' critical thinking skills in achieving success in the learning process and student learning outcomes in elementary schools.

Illuminative evaluation of mathematics curriculum implementation in improving students’ numeracy achievement Jose Bonatua Hasibuan; Deni Darmawan; Suhendra Suhendra; Deni Kurniawan
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.39078

Persistent evidence from national and international assessments indicates that students’ numeracy achievement remains low, suggesting a gap between intended curriculum goals and classroom implementation. This study conducts an illuminative evaluation of secondary mathematics curriculum implementation as an instructional system, examining how curriculum enactment relates to students’ numeracy achievement in the Indonesian secondary context. Employing a sequential explanatory mixed-methods design, the quantitative phase assessed the numeracy performance of 288 secondary students across content domains, cognitive levels, and item formats, while the qualitative phase investigated instructional practices, assessment culture, and the school learning milieu to explain the observed achievement patterns. The findings indicate uneven numeracy achievement, with performance concentrated at procedural levels and declining from knowing to applying and reasoning. Students perform relatively better on objective formats but demonstrate a limited ability to justify solutions in open-ended tasks. Qualitative evidence further indicates a misalignment between reasoning-oriented curriculum intentions and efficiency-driven classroom practices that emphasize procedural accuracy. These findings provide evidence-based insights into aligning curriculum design, classroom instruction, and assessment practices to strengthen reasoning-oriented numeracy learning.

Desain kurikulum literasi media bermuatan nilai-nilai Islam di sekolah menengah atas al irsyad satya Rani Kurniasari; Deni Kurniawan
Jurnal Penelitian Ilmu Pendidikan Vol. 12 No. 1 (2019): January–June
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Globalisasi sebagai sebuah bahasan kontemporer menjadikan dunia menjadi seolah berbaur tanpa sekat. Sisi positif globalisasi adalah adanya kemudahan mengakses media atau informasi dari berbagai belahan dunia. Namun sebagai konsekuensi negatif, berbagai budaya atau paham seperti kapitalisme dan hedonisme, kini menjadi budaya yang marak ada di masyarakat kita. Pentingnya kompetensi literasi media bermuatan nilai-nilai Islam pada kegiatan ekstrakurikuler Pengembangan Diri (PD) di SMA Al-Irsyad Satya menjadi latar belakang penelitian ini. Sedangkan tujuan penelitian adalah dihasilkannya desain kurikulum literasi media bermuatan nilai-nilai Islam yang relevan pada kegiatan ekstrakurikuler PD di SMA Al-Irsyad Satya. Metode penelitian yang digunakan adalah Design & Development dengan pendekatan kuantitatif. Desain kurikulum menghasilkan dokumen kurikulum literasi media bermuatan nilai-nilai Islam pada kegiatan ekstrakurikuler PD yang terdiri dari 27 tujuan pembelajaran, 21 materi/ konten pembelajaran, 17 strategi/ pengalaman belajar, dan 6 evaluasi pembelajaran. Pendapat stakeholder, dokumen kurikulum literasi media bermuatan nilai-nilai Islam pada kegiatan ekstrakurikuler PD di SMA Al-Irsyad Satya yang disusun layak untuk dipergunakan di SMA Al-Irsyad Satya karena memiliki relevansi yang memadai baik secara internal maupun eksternal. Curriculum design of media literacy based on Islamic values in sma al-irsyad satyaGlobalization nowadays represents the global integration of international trade, investment, information technology and cultures. It makes the world without boundaries and delimitation. Undoubtedly, globalization resulted to positive consequences, such as: accessing to media and information occurred around the globe become easier as well as elevating the quality of human life.This research is based upon the importance of the competency of media literacy which contains Islamic values on Self-Development's extracurricular activity in SMA Al-Irsyad Satya. The objective of this research is to formulate a curriculum design of media literacy which contains relevant Islamic values on Self-Development's extracurricular activity in SMA Al-Irsyad Satya. The methodology of this research is Design & Development through quantitative approach. The conclusion of this research shows that in the need assessment stage there are 71 indicators of curriculum component that are relevant to use in curriculum design consists of 27 learning objectives, 21 learning contents, 17 learning strategies, and 6 learning evaluations. In the design stage, the draft of curriculum of media literacy which contains Islamic values is successfully formulated based upon need assessment. On the stakeholders review, it is clearly stated that the document of curriculum of media literacy which contains Islamic values on Self-Development's extracurricular activity in SMA Al-Irsyad Satya is feasible to implement as it has relevance for both internal and external aspect.

Hypothetical Subjects in Curriculum Structure for Developing Managerial Competencies in Educational Technology Deni Kurniawan; Budi Setiawan; Ryzal Perdana; Ikmal Redzuan
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Hypothetical Subjects in Curriculum Structure for Developing Managerial Competencies in Educational Technology. This study aims to understand better one of instructional technology domain: managing. This topic is critical to be learned for better understanding and to have a proper basic theory for developing a curriculum structure of field study, especially to build management competencies. Then, we could propose an alternative for the improvement of the curriculum that has a theoretical foundation. The study used a qualitative approach by applying the Critical Discourse Analysis (CDA) method, a critical analysis of the content of discourse objects that are text, gap, and potential aspect may be, and then proposed an alternative for taking action. Results show; first, there are four subdomains for managing instructional technology, with each orientation and characteristics. Second, Seels and Richey's subdomain of managing instructional technology could guide the study program's curriculum structure development. Third, in case of curriculum of Educational Technology Study Program, Faculty of Education, UPI there are gap between theoretical and document. To overcome the gap in developing instructional technology competencies in managing domain, we propose adding at least one relevant course for the primary and holistic foundation of managing aspect in curriculum structure of Educational Technology Program. Keywords: curriculum, educational technology, critical discourse analysis.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202468

STUDI MIXED METHODS CAPAIAN NUMERASI SISWA SEKOLAH MENENGAH BERDASARKAN DOMAIN, LEVEL, DAN JENIS SOAL Jose Bonatua Hasibuan; Deni Darmawan; Suhendra Suhendra; Deni Kurniawan
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 14 No. 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.14490

Kemampuan numerasi siswa sekolah menengah di Indonesia menunjukkan kesenjangan yang jelas antara penguasaan soal rutin dan kemampuan menalar, menafsirkan data, serta memahami konteks. Kondisi ini menuntut pemetaan yang lebih komprehensif untuk memahami variasi capaian numerasi berdasarkan domain, level kognitif, dan karakteristik asesmen. Penelitian ini bertujuan memetakan kompetensi numerasi siswa SMA dan SMK di Provinsi Riau serta mengidentifikasi faktor pembelajaran, strategi guru, dan karakteristik soal yang memengaruhi hasil tersebut. Metode yang digunakan adalah mixed methods dengan desain sekuensial eksplanatori, melibatkan tes kuantitatif pada 288 siswa dan wawancara mendalam dengan guru serta siswa dari dua sekolah berprestasi tinggi. Instrumen tes mencakup 30 soal numerasi yang merepresentasikan tiga domain (geometri & pengukuran, aljabar, data & ketidakpastian), tiga level kognitif (Knowing, Applying, Reasoning), dan enam jenis soal. Hasil penelitian menunjukkan pola capaian hierarkis yang menurun dari Knowing ke Reasoning dengan perbedaan signifikan antar domain dan jenis soal. Capaian terendah ditemukan pada domain data dan ketidakpastian serta soal uraian yang menuntut penalaran tingkat tinggi dan interpretasi teks panjang. Temuan kualitatif menegaskan bahwa kesulitan utama siswa berkaitan dengan beban kognitif saat membaca konteks, keterbatasan hubungan konseptual–prosedural, dan kurangnya pembelajaran berbasis situasi nyata. Penelitian ini menyimpulkan bahwa peningkatan numerasi memerlukan pendekatan pembelajaran yang mengintegrasikan literasi membaca, penalaran matematis, dan strategi pedagogis reflektif secara berkelanjutan.

Pembelajaran berbasis fenomena: Analisis bibliometrik menuju pendidikan siap masa depan Desy Anisa; Deni Kurniawan; Munir Munir
Curricula: Journal of Curriculum Development Vol. 5 No. 1 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i1.93737

The transformation of 21st-century education demands an approach that integrates knowledge, technology, and real-world contexts to foster critical thinking and collaboration, positioning Phenomenon-Based Learning (PhBL) as an innovative model that links authentic experiences with conceptual understanding. This study aims to map and analyze global developments, thematic directions, and digital integration in PhBL research. The method used is a bibliometric approach to 352 Scopus-indexed publications from 1982 to 2024, with performance and science mapping analysis using VOSviewer software. The results show a significant increase in PhBL publications after 2016, peaking in 2024, indicating the growing relevance of this approach in contextual and technology-based learning. Keyword co-occurrence analysis identified five main clusters that describe the paradigm shift in PhBL from human-centered pedagogy to digitally integrated learning. These findings suggest that PhBL has developed into an interdisciplinary framework that integrates pedagogy and technology while addressing Indonesia’s priority education issues, including climate change, health education, and financial literacy. In conclusion, PhBL is a promising learning innovation for realizing meaningful, adaptive, and sustainable learning in facing the challenges of 21st-century education.

Keterlibatan dan kreativitas dalam pembelajaran terdiferensiasi dengan metode Jigsaw Gunawan Anggia Rahman; Deni Kurniawan; Dinn Wahyudin; Munir Munir
Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i2.430

Student creativity and engagement in learning activities influence their level of understanding of a learning theory. Elementary school students' interviewing skills pose a challenge in language learning, particularly in classrooms with diverse learning profiles and limited student engagement. To address these pedagogical challenges, this classroom action research examines the effectiveness of integrating differentiated instruction with the Jigsaw Method in improving students' comprehension during interviews. This research was conducted with fourth-grade students who exhibited heterogeneous levels of understanding and creativity, necessitating adaptive and collaborative learning strategies. A quantitative approach was used, utilizing interview comprehension tests, creativity observations, and student engagement questionnaires as data sources. Data were analyzed using correlational and regression techniques to identify relationships between variables and the impact of learning. The results showed that integrating differentiated instruction and the Jigsaw Method effectively improved students' comprehension during interviews. Adaptive, collaborative, and contextually designed learning can support students' optimal comprehension during interviews.

Interpretasi Kerangka Kerja UNESCO AI CFT pada pengembangan kompetensi AI guru Yaziz Abi Sufyan; Deni Kurniawan
Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i2.499

AI’s rapid development has transformed education, offering opportunities and challenges for teachers. Amid digital disruption, they must now act as value guides, learning facilitators, and guardians of humanity in classrooms as they share with intelligent technologies. This article analyzes UNESCO’s AI Competency Framework for Teachers (AI CFT) as a conceptual framework to guide teachers in mastering, critically engaging with, and creatively applying AI in ethical and meaningful ways. Using a document analysis approach to the text “Teachers’ Competencies in Using AI,” this study highlights five core dimensions of the AI CFT: a human-centered mindset, ethics of AI, AI foundations and applications, AI pedagogy, and AI for professional development. The findings indicate that AI competence is not merely a technical skill, but rather an expression of teachers’ moral and professional maturity in integrating technology with human values. The AI CFT thus serves as an essential guide to ensure that Indonesian teachers are not only users of technology, but also creators of meaning in humanistic, reflective, and socially just learning. The presence of AI should not obscure the role of teachers; instead, it should reaffirm their calling as educators who humanize the learning process amid the accelerating currents of digitalization.

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