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All Journal Jurnal Pendidikan Indonesia DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Bidang Pendidikan Dasar DIKLUS: Jurnal Pendidikan Luar Sekolah JURNAL PETIK Journal of Elementary School (JOES) Didaktika: Jurnal Kependidikan Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Mosharafa: Jurnal Pendidikan Matematika Indonesian Journal of Multidiciplinary Research (IJoMR) Journal of Innovation and Research in Primary Education Jurnal Pendidikan Terapan Jurnal Elementaria Edukasia EduBase: Journal of Basic Education Al Ibtida: Jurnal Pendidikan Guru MI Curricula: Journal of Curriculum Development Inovasi Kurikulum
Cepi Riyana
Universitas Pendidikan Indonesia
Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Unveiling research landscapes on climate change education and curriculum reform for SDGs Cendy Chaterine Manopo; Cepi Riyana; Mario Emilzoli
Curricula: Journal of Curriculum Development Vol. 4 No. 2 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i2.90393

Abstract

This study maps the global research landscape on climate change education and curriculum reform within the SDGs framework using a bibliometric approach. A total of 133 articles indexed in Scopus (2015–2025) were analyzed with VOSviewer to identify publication trends, key authors and institutions, collaboration networks, thematic clusters, and co-citation patterns. The findings show a sharp growth in publications during 2020–2025, reflecting increasing academic attention to the nexus of climate change, education, and sustainability. Research output is dominated by the United Kingdom, the United States, and Australia, although contributions from the Global South, such as Indonesia and South Africa, are emerging. Manchester Metropolitan University and Walter Leal Filho were identified as central actors. Thematic mapping revealed five main clusters: climate change education, curriculum reform, sustainable development, environmental education, and policy. Co-citation analysis highlights two intellectual pillars: education for sustainable development and theories of pro-environmental behavior. This study provides a comprehensive overview of how climate change education is linked to curriculum reform and SDGs. Academically, it advances knowledge of research trends and intellectual foundations. In practice, it offers policymakers and curriculum developers, particularly in the Global South, insights for designing inclusive, context-specific climate change education strategies.    Abstrak Penelitian ini memetakan lanskap penelitian global mengenai climate change education dan reformasi kurikulum dalam kerangka Sustainable Development Goals (SDGs) dengan pendekatan bibliometrik. Sebanyak 133 artikel terindeks Scopus periode 2015–2025 dianalisis menggunakan VOSviewer untuk mengidentifikasi tren publikasi, penulis dan institusi kunci, jaringan kolaborasi, kluster tematik, serta pola ko-sitasi. Hasil analisis menunjukkan pertumbuhan publikasi yang tajam pada periode 2020–2025, menandakan meningkatnya perhatian akademik terhadap nexus perubahan iklim, pendidikan, dan keberlanjutan. Publikasi didominasi oleh Inggris, Amerika Serikat, dan Australia, meskipun kontribusi dari Global South, termasuk Indonesia dan Afrika Selatan, mulai muncul. Manchester Metropolitan University dan Walter Leal Filho teridentifikasi sebagai aktor sentral. Pemetaan tematik mengungkap lima kluster utama, yaitu climate change education, curriculum reform, sustainable development, environmental education, dan policy. Analisis ko-sitasi menyoroti dua pilar literatur utama, yaitu education for sustainable development dan teori perilaku pro-lingkungan. Penelitian ini memberikan gambaran komprehensif mengenai keterkaitan pendidikan iklim, reformasi kurikulum, dan SDGs. Secara akademis, penelitian ini memperkaya pengetahuan tentang tren dan fondasi intelektual riset. Secara praktis, hasilnya dapat menjadi acuan bagi pembuat kebijakan dan pengembang kurikulum, khususnya di Global South, untuk merancang strategi pendidikan iklim yang inklusif dan kontekstual. Kata Kunci: pendidikan perubahan iklim; reformasi kurikulum; SDGs; sustainable development goals
Memahami inti dari proses pengembangan kurikulum: Analisis kebutuhan, perancangan, dan formulasi Abdul Karim Suhadha; Cepi Riyana; Ahmad Fajar Fadlillah; Eva Puspitasari; Amir Hamzah
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.v5i2.567

Abstract

The rapid evolution of digital technology and artificial intelligence has rendered traditional curricula obsolete, necessitating an adaptive systemic reconstruction. This study aims to dissect the fundamental phases of curriculum development through the triad of needs analysis, design, and formulation within the framework of digital humanism. A Systematic Literature Review (SLR) method was applied to 22 primary scientific articles sourced from the Scopus database (2019-2025), in strict adherence to PRISMA guidelines. Findings indicate that the effectiveness of curriculum development is determined by methodological rigor and the balance between systems engineering and universal human values. Responsive needs analysis based on real-time data, resilient backward-design strategies, and formulation processes that account for socio-technical dynamics are identified as absolute prerequisites for curriculum relevance. The study concludes that technology must be positioned as a support for human agency through a development model that integrates Total Quality Management (TQM) with principles of digital humanism. Practical implications underscore the critical need to strengthen teachers' capacity and autonomy as primary actors in curriculum formulation. This research provides a theoretical foundation for developing adaptive curriculum models that empower learners amid massive technological disruption.
Reformasi terminologi kurikulum dan pengaruhnya terhadap kesiapan mengajar guru Septi Yunita; Cepi Riyana; Dadi Mulyadi
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.v5i2.578

Abstract

The change in terms such as Kompetensi Dasar (KD) to Capaian Pembelajaran (CP), and Silabus to Alur Tujuan Pembelajaran (ATP) is not merely linguistic, but also carries conceptual consequences that require teachers to reinterpret the meaning and direction of the policy. The lack of comprehensive explanations, socialization, and implementation support leads to a mismatch between teachers' understanding and the curriculum's demands, thereby affecting their readiness to design and implement learning. Based on these conditions, this study aims to analyze how changes in curriculum terminology affect teachers' readiness, both in conceptual understanding and in teaching practice. This study uses a literature study approach with descriptive analysis of literature discussing curriculum changes and their impact on teacher readiness. The results of the study indicate that changes in terminology affect teachers' pedagogical, psychological, and professional aspects. Therefore, ongoing mentoring strategies, effective communication between stakeholders, and teacher involvement in professional learning communities are needed. These findings confirm that the success of curriculum implementation is largely determined by teachers' readiness to understand and apply the new terminology fully.
Teachers' perceptions of media literacy in Junior High School Ahmad Fajar Fadlillah; Mohammad Ali; Asep Herry Hernawan; Cepi Riyana
Inovasi Kurikulum Vol. 20 No. 2 (2023): Inovasi Kurikulum, August 2023
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v20i2.61704

Abstract

Guru memegang peranan penting dalam keberhasilan program literasi media di sekolah. Penelitian ini bertujuan untuk menganalisis persepsi guru saat ini terhadap kompetensi literasi media di sekolah menengah pertama di Jawa Barat, Indonesia. Metode penelitian deskriptif digunakan untuk mendeskripsikan dan merangkum data dengan menggunakan teknik statistik. Sampel berjumlah 381 responden yang diperoleh dengan menggunakan teknik purposive sampling. Pengumpulan data diperoleh dari kuesioner yang disebar melalui platform online. Hasilnya menganalisis persepsi guru saat ini mengenai pengetahuan, keterampilan, dan sikap mereka terhadap literasi media. Para guru memiliki pemahaman yang kuat tentang konsep ini, menyadari bahwa konsep ini melampaui konsep literasi tradisional yang mencakup membaca dan menulis. Keahliannya juga ditunjukkan dalam mengakses berbagai bentuk media. Namun, keterampilan media masih relatif lemah dalam bidang analisis isi dan integrasi ke dalam praktik mengajar karena guru kurang memiliki keterampilan yang diperlukan untuk secara efektif mengintegrasikan konsep ke dalam praktik mengajar mereka. Sikap yang sangat positif terhadap konsep ini, mengakui kemampuan membekali siswa dengan keterampilan abad ke-21 yang diperlukan untuk saat ini dan masa depan. Implikasi penelitian tersebut menggambarkan kondisi literasi mereka sebagai landasan dalam mengembangkan pendidikan literasi media.
Needs analysis on digital learning objects for university students Nadia Hanoum; Ahmad Fajar Fadlillah; Dadang Sukirman; Cepi Riyana
Inovasi Kurikulum Vol. 21 No. 2 (2024): Inovasi Kurikulum, May 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i2.62688

Abstract

Using Digital Learning Objects as learning resources is essential in blended learning. However, the availability is still limited, so there is a need to design and develop digital learning objects to help students meet learning objectives. This study identifies and analyzes students’ needs for Digital Learning Objects relevant to the course's characteristics. This study employs the descriptive survey method to provide a quantitative description of students’ preferences for different Digital Learning Objects. The data for this study was collected using a questionnaire distributed to 54 students as the sample. The results revealed that the Digital Learning Objects needed for the Audio Media course consisted of digital module (87 percent), video (79,6 percent), and animation (74,1 percent). As for the learning method, practicum (98 percent) and team-based project (81 percent) were preferable to discussion or presentation. It was also found that the digital module was more compatible with the majority of the materials covered in the course. Thus, developing Digital Learning Objects will include digital modules, instructional videos, and animation, which are expected to support students in a blended learning environment effectively.   Abstrak Pemanfaatan Objek Pembelajaran Digital sebagai sumber belajar merupakan hal yang penting dalam blended learning, namun ketersediaannya masih terbatas oleh karena itu perlu dirancang dan dikembangkan Objek Pembelajaran Digital yang dapat memudahkan siswa dalam mencapai tujuan pembelajaran. Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis kebutuhan mahasiswa terhadap Objek Pembelajaran Digital yang relevan dengan karakteristik mata kuliah yang diambilnya. Penelitian ini menggunakan metode survei deskriptif karena perlu memberikan gambaran kuantitatif tentang preferensi mahasiswa terhadap berbagai jenis Objek Pembelajaran Digital. Data penelitian ini dikumpulkan dengan menggunakan kuesioner yang dibagikan kepada 54 mahasiswa sebagai sampel. Hasil penelitian menunjukkan bahwa Objek Pembelajaran Digital yang dibutuhkan pada mata kuliah Media Audio terdiri dari modul digital (87 persen), video (79,6 persen), dan animasi (74,1 persen). Sedangkan untuk metode pembelajaran, praktikum (98 persen) dan proyek berbasis tim (81 persen) lebih diutamakan dibandingkan diskusi atau presentasi. Ditemukan juga bahwa modul digital lebih kompatibel dengan sebagian besar materi yang dibahas dalam kursus. Oleh karena itu, pengembangan Objek Pembelajaran Digital akan mencakup modul digital, video instruksional, dan animasi, yang diharapkan dapat secara efektif mendukung mahasiswa dalam lingkungan pembelajaran terpadu. Kata Kunci: blended learning; kursus media audio; objek pembelajaran digital
Effectiveness of learning videos on language skills in learning Indonesia Evi Sofia; Cepi Riyana
Inovasi Kurikulum Vol. 22 No. 1 (2025): Inovasi Kurikulum, February 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v22i1.75866

Abstract

Oral language skills are important in basic education, especially in learning Indonesia. Interactive learning, such as learning videos, educational applications, and interactive simulations, are expected to increase student engagement and facilitate mastery of language skills. This research examines the effectiveness of using learning videos in improving students' language skills in Indonesia. The research method used is a quantitative method with a quasi-experiment design. The research subjects were 63 grade V elementary school students in one of the schools in Bandung Regency. This research was divided into two groups consisting of 33 class Va students as the experimental group who used learning videos and 30 class Vb students as the control group who did not use learning videos. The data was collected through language skills tests before and after treatment, observation sheets, and student response questionnaires. The research showed that students who studied using instructional videos significantly improved their language skills compared to those without this media. These findings indicate that learning videos can be an effective alternative media for improving students' language skills in elementary schools.   Abstrak Keterampilan berbahasa lisan merupakan komponen penting dalam pendidikan dasar, khususnya dalam pembelajaran bahasa Indonesia. Pembelajaran interaktif seperti video pembelajaran, aplikasi edukasi, dan simulasi interaktif diharapkan dapat meningkatkan keterlibatan peserta didik dan memudahkan penguasaan keterampilan berbahasa. Penelitian ini bertujuan untuk mengkaji keefektifan penggunaan video pembelajaran dalam meningkatkan keterampilan berbahasa peserta didik pada pembelajaran Bahasa Indonesia. Metode penelitian yang digunakan adalah metode kuantitatif dengan desain eksperimen semu (quasi-experiment). Subjek penelitian yaitu peserta didik kelas V sekolah dasar di salah satu sekolah di Kabupaten Bandung sejumlah 63 peserta didik. Penelitian ini dibagi menjadi 2 kelompok yang terdiri dari peserta didik kelas Va sejumlah 33 peserta didik sebagai kelompok eksperimen yang menggunakan video pembelajaran dan peserta didik kelas Vb sejumlah 30 peserta didik sebagai kelompok kontrol yang tidak menggunakan video pembelajaran. Kemudian data dikumpulkan melalui tes keterampilan berbahasa sebelum dan sesudah perlakuan, lembar observasi, dan angket respons peserta didik. Hasil penelitian menunjukkan bahwa peserta didik yang belajar dengan menggunakan video pembelajaran menunjukkan peningkatan keterampilan berbahasa yang signifikan dibandingkan dengan peserta didik yang belajar tanpa media tersebut. Temuan ini menunjukkan bahwa video pembelajaran dapat menjadi alternatif media yang efektif dalam meningkatkan keterampilan berbahasa peserta didik di sekolah dasar. Kata kunci: keterampilan berbahasa; pembelajaran bahasa Indonesia; video pembelajaran
Co-Authors A. Suhandi Abdul Karim Suhadha Ahmad Fajar Fadlillah Ai Pemi Priandani Amir Hamzah Andri Suryadi Anggia Viorennita Asep Herry Hernawan Ayu Sukma Trisna Bayu Hidayat Adrian Budi Setiawan Cendy Chaterine Manopo Dadang Sukirman Dadi Mulyadi Decenni Amelia Deni Darmawan Devita Cahyani Devita Cahyani Nugraheny Dian Rahadian Dinn Wahyudin Dinn Wahyudin, Dinn Ejen Jenal Mutaqin Emilzoli, Mario Eva Puspitasari Evi Sofia Fegy Lestari Gema Rullyana Gusti Ayu Putu Sukma Trisna GUSTI AYU PUTU SUKMA TRISNA . Indah Mustika Rini Indra Suhendra Isah Cahyani Kama Abdulhakam Ketut Ayu Lola Monika Laksmi dewi Maharbid, Dian Anggraeni Mega Cahya Pratiwi Mohammad Ali Mubiar Agustin Muslim Muslim Nadia Putri Kharismawati Nur Rahmiani R. Nadia Hanoum, R. Nadia Rajji K. Adiredja Rusman Rusman Satria, Erwinsyah Septi Yunita Tatang Herman, Tatang Tatat Hartati Udin Syaefudin Sa’ud Wahyu Sopandi Yuan Oemar Surindani