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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Jurnal Pendidikan dan Pemberdayaan Masyarakat Eduvest - Journal of Universal Studies Proceeding of International Conference on Science, Education, and Technology Journal of Educational Technology and Learning Creativity Unnes Science Education Journal PESHUM Joyful Learning Journal KREATIF: Jurnal Pengabdian Masyarakat Nusantara
Fakhruddin Fakhruddin
Universitas Negeri Semarang
Aerospace Engineering Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Health Professions Law, Crime, Criminology & Criminal Justice Neuroscience Social Sciences

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Integrating Curriculum Innovation and Adaptive Learning Design to Promote Meaningful Learning in Higher Education Sri Puguh Kristiyawati; Fakhruddin Fakhruddin; Suwito Eko Pramono; Tri Joko Raharjo
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

Digital technology transformation, changing labor market demands, and the diversity of student characteristics require higher education institutions to continuously innovate their curricula and renew their learning design. Curriculum can no longer be understood merely as a list of courses, but as a structured learning experience that connects learning outcomes, graduate competencies, instructional strategies, assessment, and the needs of society and the labor market. This article aims to analyze the integration of curriculum innovation and adaptive learning design in promoting meaningful learning in higher education. This article employs a conceptual literature review approach by examining relevant publications from the last five years on competency-based curriculum, outcome-based education, adaptive learning, student-centered learning, blended learning, and artificial intelligence in higher education. The findings indicate that curriculum innovation should be directed toward learning flexibility, competency strengthening, alignment with labor market needs, and continuous evaluation. Meanwhile, adaptive learning design is needed to adjust learning strategies, media, activities, and assessment to the diverse needs of students. The integration of these two aspects can promote meaningful learning because students do not only understand concepts, but are also able to connect theory with real-life experiences, think critically, solve problems, and develop professional competencies. This article offers a conceptual framework suggesting that meaningful learning can be achieved through an integrated relationship among curriculum innovation, adaptive learning design, digital technology, and student-centered learning.
ANALISIS PERMASALAHAN KEMANDIRIAN BELAJAR SISWA DI SEKOLAH DASAR BERDASARKAN KAJIAN LITERATUR Fakhruddin Fakhruddin; Berliana Puspa Arum
Joyful Learning Journal Vol. 14 No. 1 (2025): Joyful Learning Journal: Maret 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v14i1.64469

Abstract

This study aims to describe issues regarding student learning autonomy in schools and to analyze the factors contributing to students' limited ability to manage their learning processes independently. Learning autonomy is a crucial aspect of modern education, requiring students to take initiative, assume responsibility, and manage their learning without excessive reliance on teachers. The study employs a literature review method, gathering, examining, and synthesizing relevant scholarly sources concerning the characteristics of learning autonomy and school learning conditions. The findings indicate that low learning autonomy is manifested in a lack of intrinsic motivation, poor time management and study planning skills, and a heavy reliance on teacher instructions for task completion. Furthermore, school environments that remain oriented toward one-way instruction and family environments that offer insufficient academic support exacerbate the situation. Uncontrolled use of digital technology also poses a barrier, as it is utilized more for entertainment than for supporting the learning process. Based on these findings, the study concludes that issues regarding learning autonomy stem from an interplay between internal and external factors. Consequently, enhancing learning autonomy requires an integrated approach involving the implementation of instructional strategies that foster independent activity, an expanded role for teachers as mentors, and family involvement in cultivating planned and responsible study habits.
Co-Authors ACHMAD RIFAI Ahmad Mubtasim Ali Formen Ammela Maulani Asrori Asrori Bambang Subali Bawono Pambarep Putro Berliana Puspa Arum Ima Widiyanah Ketut Purwantoro Marlina Marlina Masrukhi Masrukhi Moch Bayu Ibrahim Moch Bayu Ibrahim S Muhammad Faishol Muhammad Jhoni Samsudi Samsudi Shelly Yulia Sri Puguh Kristiyawati Sri Ratna Rahayu Suwito Eko Pramono Tri Joko Raharjo Wasino Wasino Widiyanto Widiyanto