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All Journal Cakrawala Pendidikan Jurnal Penelitian dan Evaluasi Pendidikan JURNAL PENELITIAN ILMU PENDIDIKAN MAJALAH ILMIAH PEMBELAJARAN Publikasi Pendidikan Edutech: Jurnal Teknologi Pendidikan Journal of Education and Learning (EduLearn) Edulib JURNAL PENGABDIAN KEPADA MASYARAKAT Jurnal Penelitian Pendidikan Al Ishlah Jurnal Pendidikan DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Administrasi Pendidikan Indonesia PEDAGOGIA Jurnal Smart PAUD Learning Community : Jurnal Pendidikan Luar Sekolah Journal of Education Technology Jurnal EDUCATIO: Jurnal Pendidikan Indonesia PrimaryEdu - Journal of Primary Education Jurnal Pendidikan dan Kebudayaan Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran IJORER : International Journal of Recent Educational Research Journal Evaluation in Education (JEE) TARBAWY: Indonesian Journal of Islamic Education Jurnal Educative: Journal of Educational Studies Eduvest - Journal of Universal Studies Hipkin Journal of Educational Research Journal on Mathematics Education Jurnal Didaktik Matematika Jurnal Abmas Curricula: Journal of Curriculum Development Inovasi Kurikulum Journal of Sustainable Educational Technology and Innovation

Rudi Susilana, Rudi

Universitas Pendidikan Indonesia

Author-ID : 532001

Religion Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Neuroscience Social Sciences Other

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Implementasi kurikulum montessori bernafaskan islam pada pendidikan anak usia dini "rumah bermain padi" di kota Bandung Dina Julita; Rudi Susilana
Jurnal Penelitian Ilmu Pendidikan Vol. 11 No. 2 (2018): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Metode Montessori diyakini sebagai salah satu metode yang efektif dalam pendidikan anak usia dini (PAUD) karena menerapkan pembelajaran yang berpusat pada anak. Tujuan dari penelitian ini adalah untuk memperoleh gambaran implementasi kurikulum mencakup alasan atau rasional dari pengimplementasian kurikulum, proses perencanaan, strategi pembelajaran, penataan lingkungan siapan, penilaian, dan respon guru terhadap faktor-faktor pendukung dan penghambat. Penelitian menggunakan metode studi kasus dengan pendekatan kualitatif. Penggalian data dilakukan dengan teknik diskusi kelompok terarah, wawancara mendalam, observasi dan studi dokumen. Keabsahan data dilakukan menggunakan triangulasi sumber, metode, dan teori. Hasil penelitian menunjukkan a) Rumah Bermain Padi mengimplementasikan kurikulum berlandaskan asas filosofis, historis, sosiologis, dan psikologis: b) proses perencanaan melalui tahap observasi-penentuan tujuan belajar-perancangan-revisi-pengesahan; c) strategi pembelajaran merupakan representasi dari landasan kurikulum, strategi yang tidak direncanakan merupakan manifestasi dari kurikulum aktual maupun tersembunyi, dan strategi ditetapkan guru melalui proses adaptasi dan berdasarkan diagnosis; d) guru melakukan penataan lingkungan siapan pada semua tahap implementasi kurikulum, guru merupakan bagian dari lingkungan siapan, dan penataan lingkungan dilakukan antar guru dengan cara kerja sama, dan guru menata lingkungan siapan untuk memfasilitasi seluruh aspek perkembangan anak; e) Penilaian dilakukan guru berdasarkan pengamatan, penilaian dilakukan untuk mengevaluasi hasil belajar dan untuk mendapatkan dasar pertimbangan perencanaan pembelajaran selanjutnya, dan Kepala PAUD berperan sebagai pengawas pada proses penilaian; f) Respon guru dalam menghadapi faktor-faktor pendukung dan penghambat menunjukkan bahwa implementasi kurikulum merupakan interaksi sosial. Upaya guru dalam mengatasi hambatan dengan memanfaatkan faktor pendukung menghasilkan kolaborasi guru yang terjadi secara formal dan informal.The implementation of islamic montessori curriculum at "rumah bermain padi" preschool in BandungThe Montessori methods is widely believed to be one of the effective methods in early childhood and care education (ECCE) because it implements child-centered learning. The purpose of this study was to obtain an overview of the implementation of the curriculum including the reason or rationale of implementing the curriculum, planning process, learning strategies, prepared environment, assessment, as well as teachers' responses to supporting and inhibiting factors. The study used a case study method with qualitative approach. Data was gathered through focus group discussion, depth interviews, observation and document study techniques. Data validation was done using triangulation of sources, methods, and theories. The results of the study showed that a) Rumah Bermain Padi implemented the curriculum based on philosophical, historical, sociological, and psychological bases: b) the planning process was carried out through stages: observation "” determining of the learning objectives "” designing – revising - validating; c) learning strategies used were representations of the curriculum foundation, unplanned strategies were manifestations of actual and hidden curriculum, and the strategies were determined by the teachers through a process of adaptation and based on diagnosis; d) the teachers conducted environmental management at all stages of curriculum implementation, the teachers were part of the prepared environment, and the environmental arrangement was carried out among teachers, and the teachers arranged the prepared environment to facilitate all aspects of child development; e) The assessments were carried out by the teachers based on observations; they were undertaken to evaluate the learning outcomes and to get a basis for consideration of further learning planning; and the headmaster acted as a supervisor in the assessment process; f) The teachers' response in dealing with supporting and inhibiting factors showed that the implementation of the curriculum was a social interaction. Teachers' efforts in overcoming obstacles by utilizing supporting factors brought about teachers' collaboration formally and informally.

Analysis of the development model for the microteaching laboratory to effectively train qualified teachers Toto Fathoni; Rudi Susilana; Nandang Budiman; Badru Zaman; Effy Mulyasari; Budi Setiawan; Della Amelia; Ikmal Redzuan
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 8, No 2 (2024): September 2024
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v8i2.91475

This study aims to develop an effective microteaching laboratory model in preparing superior prospective teachers. This study was conducted through a series of stages, including needs analysis, model design, implementation, evaluation, and refinement. Needs analysis was conducted to understand the needs and expectations of microteaching course lecturers and prospective teachers regarding the microteaching practice experience. The design of the microteaching laboratory model involved the development of infrastructure, curriculum, guidelines, and supporting implementation procedures. The implementation of the model was carried out by involving course lecturers and prospective teachers in a structured microteaching practice implementation session. Evaluation was conducted to evaluate the effectiveness of the model based on predetermined criteria. Refinement was carried out to improve and enhance the model based on evaluation findings and to prepare prospective teachers well through structured simulation, reflection, and feedback experiences. The implication of this study is the importance of developing a learning model that is in accordance with the needs of prospective teachers to produce superior graduates in the education profession. The results of the study indicate that the development of a microteaching laboratory can improve the teaching skills of prospective teachers through simulation, reflection, and feedback provided in an environment that supports learning. The implication of this study is the importance of developing learning facilities and infrastructure that are in accordance with the needs of prospective teachers in developing their teaching skills.

Mapping Research Trends on Communication Skills in Digital Learning in Higher Education: A Bibliometric Analysis Kusumah Wardhana, Chevy; Susilana, Rudi
IJORER : International Journal of Recent Educational Research Vol. 7 No. 3 (2026): May
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i3.1424

Objective: The present research aims to map the development and intellectual structure of research on communication skills in digital learning in higher education. The Scopus database was the primary source of data, with 277 publications analyzed using the Biblioshiny interface of the Bibliometrix package in R and VOSviewer to visualize bibliometric networks. Method: The analysis covered publication productivity, the most relevant and influential sources, documents with the highest global citations, keyword frequency, topic trends, and cluster mapping through network and overlay visualization. Results: The results show a significant increase in publications since 2020, with contributions predominantly from the fields of education and health education. Keywords such as online learning, communication skills, and higher education emerged as the main nodes in the research network structure. Cluster visualization indicates a close relationship between interpersonal communication, digital learning technologies, and interactive pedagogical approaches. Temporal analysis reveals a shift in focus from emergency learning responses to strengthening the quality and efficacy of communication within the digital learning ecosystem. Novelty: These findings emphasize the importance of developing more systematic conceptual models and evaluation instruments for communication skills in digital higher education.

Penalaran di balik prinsip-prinsip Outcomes-based Education dalam Merdeka Belajar Janse Belandina Non; Rudi Susilana; Laksmi Dewi
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.v5i1.407

Indonesia has implemented the Outcome-Based Education (OBE) approach through the Kurikulum Merdeka, which is based on learning outcomes, thereby promoting the concept of Merdeka Belajar. The OBE approach emphasizes direct experience for students as part of their learning process. This study aims to examine the implementation of an output-based curriculum and to discuss the rationale for the principles of OBE, outcomes-based curriculum, learning outcomes, and outcome-based assessment. This research uses a qualitative approach based on literature review methods, using the Directory of Open Access Journals (DOAJ) database. Data collected through information searches are then selected following inclusion and exclusion criteria. Furthermore, the selected data are analyzed using descriptive methods to detail the principles of OBE and the relationship between OBE and Merdeka Belajar, in relation to Carl Rogers's thinking on "freedom to learns". OBE emphasizes what can be achieved upon completion of learning and uses a learner-centered approach. The implementation of OBE is accompanied by an outcomes-based curriculum, outcomes-based learning and teaching, and outcomes-based quality improvement to measure student success or failure in learning outcomes. This aligns with Carl Rogers's philosophy, enabling students to learn with joy and a pleasant atmosphere, supported by the teacher's role as a facilitator.

Needs analysis of a sexuality education program for the prevention of sexual violence Maurra S. Wijaya; Rudi Susilana; Riksma Nurahmi Rinalti Akhlan
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.v4i2.87032

Sexuality education at the elementary school level is a crucial preventive measure to protect children from sexual violence. However, its implementation in Indonesian schools remains informal, unstructured, and often confined to moral-religious discourses lacking scientific and psychosocial grounding. This study aims to analyze competency needs as a foundation for developing a school-based sexuality education program grounded in local contexts. Employing a sequential exploratory mixed-methods design, the study began with in-depth interviews involving program implementer teachers and the vice principal for curriculum affairs, followed by a competency-based survey. The findings reveal a strong awareness of the urgency of sexuality education. Significant challenges persist—namely, limited teacher capacity, the absence of structured modules, and time constraints within school routines. Despite these obstacles, school leadership support, teacher openness, and positive parental responses provide a strong foundation for future program development. This study offers a novel contribution by applying a needs-based lens and identifying the implementation gap between global recommendations and local realities, particularly within faith-based school settings. By focusing on local insights within an Islamic school context, this research provides contextually grounded, empirically informed input for curriculum design—bridging the divide between normative recommendations and practical realities in Indonesian schools. Abstrak Pendidikan seksualitas pada jenjang sekolah dasar merupakan langkah preventif yang sangat penting dalam upaya perlindungan anak dari kekerasan seksual. Namun, implementasinya di Indonesia masih bersifat informal, tidak terstruktur, dan kerap berbasis pada pendekatan moral-religius yang minim aspek ilmiah dan psikososial. Penelitian ini bertujuan untuk menganalisis kebutuhan kompetensi sebagai dasar pengembangan program pendidikan seksualitas di sekolah dasar berbasis kebutuhan kontekstual. Penelitian ini menggunakan metode campuran eksplanatori (sequential exploratory mixed-method) dengan pendekatan kualitatif pada tahap awal melalui wawancara mendalam dengan guru pelaksana program dan wakil kepala sekolah bidang kurikulum, dilanjutkan dengan survei kompetensi. Hasil menunjukkan adanya kesadaran tinggi akan pentingnya pendidikan seksualitas, namun dihadapkan pada tantangan berupa keterbatasan kapasitas guru, ketiadaan modul baku, serta kendala waktu dalam pelaksanaan program. Meski demikian, dukungan dari pimpinan sekolah, keterbukaan guru, dan respons positif dari orang tua menjadi modal awal penting untuk mengembangkan program yang sistematis. Penelitian ini menyumbang kebaruan dengan menawarkan pendekatan berbasis kebutuhan dan mendeskripsikan kesenjangan antara norma global dan praktik lokal dalam konteks sekolah berbasis nilai agama. Dengan berfokus pada wawasan lokal dalam konteks sekolah Islam, penelitian ini memberikan masukan yang berlandaskan konteks dan berdasarkan pengalaman untuk desain kurikulum—menjembatani kesenjangan antara rekomendasi normatif dan realitas praktis di sekolah-sekolah Indonesia. Kata Kunci: kekerasan seksual; pendidikan seksualitas; pengembangan kurikulum pendidikan seksualitas; sekolah dasar

Mapping the landscape of techno-pedagogical research Wawan Setiawardani; Rudi Susilana; Rusman Rusman
Inovasi Kurikulum Vol. 23 No. 1 (2026): Inovasi Kurikulum, February 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v23i1.219

The rapid development of global technology has significantly changed various aspects of education, transforming traditional pedagogical practices to accommodate new methodologies. Despite the crucial role of technopedagogy in improving education systems, including curriculum development, teacher knowledge, and learning outcomes, significant gaps remain in understanding its evolving impact on educational transformation. This study examines research trends in technopedagogy over the past decade to identify emerging topics in this field. Using a bibliometric research design, data were collected from the Scopus database, utilizing keywords such as “technopedagogy,” “technology pedagogy,” “teaching,” and “learning.” The collection process followed the SALSA (Search, Assessment, Synthesis, and Analysis) framework, resulting in a comprehensive dataset of 1,744 documents. Bibliometric analysis conducted in R revealed a consistent increase in publication volume and citation rates each year, with a significant spike in 2018. The results further indicate that the United Kingdom and the United States are leading countries in technopedagogy research. Key thematic trends identified include hybrid learning, educational challenges, the impact of COVID-19, and online teaching practices. This research emphasizes the importance of continued exploration of these trends to understand the implications of technopedagogy in educational contexts fully. Abstrak Pesatnya perkembangan teknologi global telah mengubah berbagai aspek pendidikan secara signifikan, mentransformasi praktik pedagogi tradisional untuk mengakomodasi metodologi baru. Meskipun teknopedagogi berperan krusial dalam meningkatkan sistem pendidikan, termasuk pengembangan kurikulum, pengetahuan guru, dan hasil belajar, masih terdapat kesenjangan yang signifikan dalam memahami dampaknya yang terus berkembang terhadap transformasi pendidikan. Studi ini mengeksplorasi tren penelitian di bidang teknopedagogi selama dekade terakhir, dengan tujuan mengidentifikasi topik-topik yang muncul dalam bidang ini. Menggunakan desain penelitian bibliometrik, data dikumpulkan dari basis data Scopus, menggunakan kata kunci seperti "teknopedagogi", "pedagogi teknologi", "pengajaran", dan "pembelajaran". Proses pengumpulan data mengikuti kerangka kerja SALSA (Pencarian, Penilaian, Sintesis, dan Analisis), menghasilkan kumpulan data komprehensif yang terdiri dari 1.744 dokumen. Analisis bibliometrik yang dilakukan menggunakan Perangkat Lunak R menunjukkan peningkatan yang konsisten dalam volume publikasi dan tingkat sitasi setiap tahun, dengan lonjakan signifikan terjadi pada tahun 2018. Hasil ini lebih lanjut menunjukkan bahwa Inggris dan Amerika Serikat merupakan negara-negara terdepan dalam penelitian teknopedagogi. Tren tematik utama yang diidentifikasi meliputi pembelajaran hibrida, tantangan pendidikan, dampak COVID-19, dan praktik pengajaran daring. Penelitian ini menekankan pentingnya eksplorasi berkelanjutan terhadap tren-tren ini untuk memahami sepenuhnya implikasi teknopedagogi dalam konteks pendidikan. Kata Kunci: bibliometrik; pedagogi; teknologi; teknopedagogi; tren penelitian

Infusion PCTS syntax in the implementation of the middle school science curriculum Nia Kurniawati; Rudi Susilana; Budi Setiawan
Inovasi Kurikulum Vol. 21 No. 1 (2024): Inovasi Kurikulum, February 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i1.62812

Curriculum implementation is an important stage in supporting the success of a curriculum designed by educational institutions. This research aims to apply the PCTS syntax in one of the science learning materials in junior high schools. PCTS is a learning model that focuses on improving students' critical thinking abilities through solving contextual problems. The method used in this research is a qualitative method using a descriptive approach. Data was collected through document study. Data analysis techniques through reduction, presentation, and conclusion. The findings obtained are that the PCTS model is quite easy to apply to science learning as a form of curriculum implementation, and is very supportive of improving students' critical thinking through the PCTS syntax, especially in the last two steps of the syntax. The conclusion is that the PCTS model is believed to support the implementation of the Merdeka Science Curriculum for Middle Schools in improving the critical thinking of individual students through the infusion of PCTS model syntax in science learning at the middle school level. Abstrak Implementasi kurikulum merupakan tahapan penting dalam menunjang keberhasilan suatu kurikulum yang dirancang oleh institusi pendidikan. Tujuan penelitian ini adalah untuk mengaplikasikan syntax PCTS dalam salah satu materi pembelajaran IPA di SMP. PCTS merupakan model pembelajaran yang berfokus pada peningkatan kemampuan berfikir kritis siswa melalui penyelesaian masalah kontekstual. Metode yang digunakan dalam penelitian ini yaitu metode kualitatif menggunakan pendekatan deskriptif. Data dikumpulkan melalui study dokumen. Teknik analisis data melalui reduksi, penyajian dan penarikan kesimpulan. Temuan yang didapat yaitu model PCTS ini cukup mudah diaplikasikan kedalam pembelajaran IPA sebagai bentuk implementasi kurikulum, dan sangat mendukung terhadap peningkatan critical thinking siswa melalui syntax PCTS, khusunya pada dua langkah terakhir syntax tersebut. Kesimpulannya bahwa Model PCTS ini diyakini akan mendukung implementasi Kurikulum Merdeka IPA SMP dalam meningkatkan critical thinking siswa secara individu melalui infusi syntax model PCTS dalam pembelajaran IPA tingkat SMP. Kata kunci: Critical thinking; implementasi kurikulum; model PCTS; pembelajaran IPA

Diversified curriculum design based on the potential of the archipelago area Kasman Kasman; Rudi Susilana; Dadang Sukirman
Inovasi Kurikulum Vol. 21 No. 1 (2024): Inovasi Kurikulum, February 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i1.64149

Through the diversity curriculum, local education units are expected to adjust, expand, and deepen competence through learning adapted to local and school potential, and the talents and interests of learners. However, in doing so, the diversification curriculum has not been implemented properly. Based on field studies conducted, it was found that there were some teachers who did not understand the diversification curriculum and students who did not recognize the potential of the archipelago area in several aspects. The study aimed to design a diversified curriculum based on the potential islands in south Sulawesi. The method used in the study was design and development for the findings that researchers have successfully obtained of a diversified curriculum design product based on the potential archipelago area. The design of the diversification curriculum is designed to consider two things: the framework for diversifying the design of the curriculum refers to the 2013 curriculum framework, the national education goals and national standards of education and the local content curriculum plans follow the micro curriculum steps. The study suggested local government support and a need for curriculum developers that could facilitate schools in diversified curriculum development. Abstrak Melalui kurikulum diversifikasi diharapkan bahwa satuan pendidikan di daerah dapat menyesuaikan, memperluas, dan memperdalam kompetensi melalui pembelajaran yang disesuaikan dengan potensi daerah dan sekolah, serta bakat dan minat peserta didik. Namun dalam pelaksanaannya, kurikulum diversifikasi belum dijalankan sebagaimana mestinya. Berdasarkan studi lapangan yang dilakukan ditemukan bahwa terdapat sebagian guru yang belum memahami kurikulum diversifikasi, dan siswa yang tidak mengenal potensi daerah kepulauan pada beberapa aspek. Atas permasalahan tersebut, tujuan dari penelitian ini adalah bagaimana mendesain kurikulum diversifikasi berdasarkan potensi daerah kepulauan di Sulawesi Selatan. Sekaligus merupakan upaya peneliti mengisi celah studi penelitian terdahulu. Metode yang digunakan dalam penelitian ini berupa penelitian Design and Development (D&D). Adapun temuan yang berhasil diperoleh peneliti berupa produk desain kurikulum diversifikasi berdasarkan potensi daerah kepulauan. Desain kurikulum diversifikasi ini dirancang dengan mempertimbangkan dua hal yaitu kerangka pengembangan desain kurikulum diversifikasi mengacu pada kerangka kurikulum 2013, Tujuan Pendidikan Nasional (TPN) dan Standar Nasional Pendidikan (SNP) dan rancangan kurikulum mata pelajaran muatan lokal mengikuti langkah-langkah perancangan kurikulum mikro. Penelitian ini menyarankan adanya dukungan pemerintah daerah dan diperlukan tenaga pengembang kurikulum (TPK) yang dapat memfasilitasi sekolah dalam pengembangan kurikulum diversifikasi. Kata Kunci: Desain kurikulum; kurikulum diversifikasi; potensi daerah kepulauan

Integrating PjBL and service-learning to improve 21st-century skills in tourism education Rosita Rosita; Armandha Redo Pratama; Erry Sukriah; Rudi Susilana; Rusman Rusman
Inovasi Kurikulum Vol. 21 No. 3 (2024): Inovasi Kurikulum, August 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i3.69249

Students must master 21st-century skills in preparation for success in a digital society. The development of these skills is closely related to deep learning, such as analytical reasoning, problem-solving, and teamwork. Learning models such as PjBL and service-learning are two constructivist learning models that have the potential to improve student learning outcomes in all cognitive, affective, and psychomotor aspects. This research aimed to assess tourism students’ learning outcomes in these three aspects in one of the courses that integrate PjBL and service-learning. The assessment results showed optimal learning outcomes in all three aspects of competency. These findings support the results of previous studies regarding the effectiveness of using PjBL and service-learning. Achieving optimal learning outcomes using these two learning models requires teachers who are ready to be open to changes in teaching practices, and flexible in planning students' learning experiences. However, there are still several significant obstacles in the implementation process that need further research. Abstrak Keterampilan abad 21 harus dikuasai siswa sebagai persiapan untuk sukses dalam masyarakat digital yang berubah cepat. Pengembangan keterampilan ini terkait erat dengan pembelajaran mendalam, seperti penalaran analitik, pemecahan masalah, dan kerja tim. Model pembelajaran seperti PjBL dan service-learning merupakan dua model pembelajaran konstruktivis yang memiliki potensi meningkatkan capaian pembelajaran siswa di semua aspek kognitif, afektif, dan psikomotorik yang mendukung keterampilan abad 21. Penelitian ini bertujuan mengevaluasi capaian pembelajaran mahasiswa di ketiga aspek tersebut pada mata kuliah yang menerapkan penggabungan PjBL dan service-learning di Program Studi Manajemen Resort & Leisure, Universitas Pendidikan Indonesia. Hasil evaluasi menunjukkan capaian pembelajaran yang optimal di ketiga aspek kompetensi. Mahasiswa mampu mencapai tingkat teratas capaian pembelajaran baik pada aspek kognitif, afektif, maupun psikomotorik. Hal ini berarti pencapaian yang diperlukan pada tingkat yang lebih rendah pun telah berhasil dicapai. Meskipun demikian, pencapaian learning outcome yang optimal menggunakan kedua model pembelajaran ini membutuhkan pengajar yang siap bersikap terbuka terhadap perubahan dalam praktik pengajaran, dan fleksibel dalam merencanakan pengalaman belajar siswa. Kata Kunci: capaian pembelajaran; pendidikan pariwisata; project-based learning; PjBL; service-learning

Patterns of planning and implementation of PJOK curriculum in elementary schools in the post-COVID-19 pandemic period Mohammad Faruk; Mohammad Ali; Rudi Susilana; Laksmi Dewi; Norlidah Alias; I Made Sriundy M; Imam Syafi’i
Inovasi Kurikulum Vol. 21 No. 3 (2024): Inovasi Kurikulum, August 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i3.63395

Learning planning must be adjusted to students’ conditions to achieve educational goals. The COVID-19 pandemic brought significant changes requiring high adaptability, especially in education. This study aims to identify planning and implementation patterns of the Physical Education and Health (PJOK) curriculum in elementary schools during the post-COVID-19 pandemic. Using a descriptive survey method, the research explored how PJOK teachers plan and implement home-based learning during this period. Data was collected via a Google Forms questionnaire from 33 PJOK teachers who participated in a Focus Group Discussion on post-pandemic curriculum planning. The study’s findings reveal that most teachers adjusted their planning based on the available facilities and infrastructure in students' homes. The curriculum was simplified to emphasize life skills relevant to the post-pandemic context. Implementing the PJOK curriculum requires collaboration with parents to monitor and support student learning at home. Teachers predominantly use WhatsApp to deliver instructional materials and rely on YouTube as a learning resource. This research highlights the need for adaptive curriculum strategies that accommodate challenges in post-pandemic education while ensuring effective learning despite limited resources. Abstrak Perencanaan pembelajaran harus menyesuaikan dengan kondisi siswa untuk mencapai tujuan pembelajaran. Pandemi COVID-19 menyebabkan perubahan lingkungan yang memerlukan adaptasi tinggi, terutama dalam pendidikan. Tujuan penelitian ini adalah untuk mengidentifikasi pola perencanaan dan implementasi kurikulum Pendidikan Jasmani dan Kesehatan di sekolah dasar pada masa pasca pandemi COVID-19. Metode yang digunakan adalah metode survei deskriptif untuk menggambarkan pola perencanaan yang dilakukan oleh guru Pendidikan Jasmani dan Kesehatan serta implementasi dalam pembelajaran di rumah pada masa pasca pandemi COVID-19. Instrumen yang digunakan adalah kuesioner yang diterapkan menggunakan google form kepada 33 guru Pendidikan Jasmani dan Kesehatan yang mengikuti Focus Group Discussion perencanaan kurikulum Pendidikan Jasmani dan Kesehatan di masa pasca pandemi COVID-19. Hasil penelitian ini menunjukkan bahwa sebagian besar guru Pendidikan Jasmani dan Kesehatan melakukan penyesuaian perencanaan berdasarkan kondisi sarana dan prasarana pendukung yang dimiliki orangtua. Penyederhanaan kurikulum yang berfokus pada kecakapan hidup peserta didik dalam situasi dan kondisi pasca pandemi COVID-19. Implementasi kurikulum PJOK di masa pasca pandemi COVID-19 membutuhkan kolaborasi dengan orang tua dalam proses penyampaian dan pemantauan kegiatan belajar siswa selama di rumah. Guru banyak menggunakan media aplikasi WhatsApp dalam menyampaikan informasi bahan ajar dan menggunakan YouTube sebagai sumber belajar. Kata Kunci: COVID-19; implementasi kurikulum; pendidikan jasmani dan kesehatan

Co-Authors Aceng Muhtaram Mirfani Agustinus Tanggu Daga Akhlan, Riksma Nurahmi Rinalti Alias, Norlidah Angga Hadiapurwa Anisa, Desy Annisa Fitri Ardiansah Ardiansah Arie Susanty Armandha Redo Pratama Asep Herry Hernawan Azizah Muis, Nurbiana Dhieni, Badru Zaman Budi Setiawan Budi Setiawan Dadang Sukirman Della Amelia DeWitt, Dorothy Dina Julita Dinn Wahyudin, Dinn Effy Mulyasari Emilzoli, Mario Erry Sukriah, Erry Eva Puspitasari Fadhillah, Lola Fatih Aulia Rahman Faziastuti, Dwi Ary Firman Firman Fitria, Wenny Gatot Fatwanto Hertono Gema Rullyana Hafsah Nugraha Hazar, Siti Herlina Herlina Herlina Herlina I Made Sriundy M Ihsan, Helli Ikanubun, Lucia Ekawati Ikmal Redzuan Imam Syafi’i Janse Belandina Non Johan, Riche Cynthia Kasman Kasman Kusumah Wardhana, Chevy Laksmi dewi Laksmi Dewi Laksmi Dewi, Laksmi Lien Halimah Lina Rosliana M. Ridwan Sutisna Maurra S. Wijaya Mechwafanitiara Cantika, Varary Mohammad Ali Mohammad Faruk Muthia Alinawati Muthia Alinawati, Muthia Nanang Priatna Nanda Khaerunnisa Nanda Khaerunnisa Syafitri Nandang Budiman Nandang Rusmana Nia Kurniawati Ninik Wijiningsih Norazrena Abu Samah Norlidah Alias Nur, Lutfi Nurwataniah, Nurwataniah Pannen, Paulina R. Nadia Hanoum R. Rusman Rahayu Dwi Riyanti Rini Febrianti Rizal Kailani Robin Pratama Rosita Rosita Rusman Rusman Rusman S, Nurhamzah C Said Hamid Hasan Sipayung, Amy Theresia Tersta, Friscilla Wulan Toto Fathoni Tuti Utami Veithzal Rivai Zainal Wawan Setiawardani Wenny Fitria Widya Puji Astuti Widya Puji Astuti, Widya Puji Yooke Tjuparmah S Komaruddin, Yooke Tjuparmah S Zulnaidi, Hutkemri

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