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ORIENTASI PENGEMBANGAN KURIKULUM SEKOLAH DASAR DALAM PERSPEKTIF KURIKULUM MILLER DAN SELLER Agustinus Tanggu Daga
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol 9, No 5 (2020)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

This research aims to describe the theoretical perspective of Miller and Seller on curriculum development at primary schools. The literature study method was applied to collect the data from relevant resources. This research finds that Miller and Keller’s curriculum orientation involves transmission, transaction, and transformation. The curriculum development for primary schools in the transmission orientation emphasizes the transfer of knowledge, skills, and values to students through learning subjects. Its learning process focuses on teachers while its learning strategy is expository and its learning evaluation utilizes traditional test instruments. The emphasis of transaction orientation is the interaction between curriculum and students. The teacher plays the role of facilitator to assist students in constructing knowledge. The learning strategy used is a scientific approach with active, collaborative, and inquiry learning methods. Then, the learning evaluation uses authentic assessment. Whereas, the curriculum development in the transformation orientation emphasizes the students’ personal and social transformation in which its learning strategy is implemented to encourage students to find the meaning and value of learning processes as well as to apply them in the real life. The teacher plays a role as a motivator and learning facilitator and its learning evaluation is based on the authentic assessment by emphasizing performance and behaviour appraisal of primary school students. Finally, this research concludes that the primary school curriculum in transmission orientation is an academic subject curriculum that emphasizes an integrated curriculum organization. The primary school curriculum in transaction orientation is designed for solving social problems by using the scientific paradigm. The primary school curriculum in transformation orientation is designed in order that students are able to carry out personal and social transformation holistically.

Evolution And Contribution Of Artificial Intelligencess In Indonesian Education Rahula Hananuraga; Nasril Nasril; Agustinus Tanggu Daga; Opan Arifudin; Petrus Jacob Pattiasina
Journal of International Multidisciplinary Research Vol. 3 No. 3 (2025): Maret 2025
Publisher : PT. Banjarese Pacific Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62504/jimr1219

The aim of this research is to analyze the evolution and contribution of artificial intelligence (AI) in the Indonesian education system. This research aims to understand how AI technology has developed and been applied in various aspects of education, from administration, personalized learning, to evaluating learning outcomes. The research methods used are literature studies and secondary data analysis from various sources, including academic journals, government reports, and case studies of AI implementation in a number of educational institutions in Indonesia. The research results show that AI has made a significant contribution to improving administrative efficiency, facilitating more adaptive learning, and providing in-depth data analysis for educational decision making. However, challenges such as the digital divide, limited infrastructure, and the need to increase teacher competency in using AI technology still need to be overcome. This research concludes that with the right policy support and investment in infrastructure and training, AI has great potential to transform Indonesian education in a more inclusive and quality direction.

PELATIHAN PENYUSUNAN PERANGKAT PEMBELAJARAN DENGAN PENDEKATAN DEEP LEARNING BAGI GURU-GURU SMAK SANTIO GERARDUS MAYELLA KALEMBUWERI Agustinus Tanggu Daga; Kristoforus Tanggela
J-ABDI: Jurnal Pengabdian kepada Masyarakat Vol. 5 No. 6 (2025): Nopember 2025
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53625/jabdi.v5i6.11574

The main issue at Santo Gerardus Mayella High School is that teachers have not yet acquired the capability to develop deep learning instructional modules. The objective of this training is to facilitate teachers in enhancing their skills in creating deep learning instructional modules. The training was conducted as an In-House Training using methods such as seminars, collaborative practice, and presentations. The program lasted for three days following a schedule agreed upon with the Principal. The training outcomes demonstrated significant improvements among participants, both in their understanding of the Independent Curriculum and deep learning, as well as in their skills to develop deep learning instructional modules. These achievements were supported by professional resource persons, relevant materials, appropriate training methods, and adequate facilities. Participants’ perceptions also indicated that the training was highly beneficial in improving their module development skills and motivated them to implement the training results in classroom teaching.

Analysis of Miller-Seller Curriculum Perspective in Curriculum of Primary School Teacher Education Study Program at Teacher Training and Education College of Weetebula Southwest Sumba East Nusa Tenggara Agustinus Tanggu Daga
Proceeding International Conference Of Innovation Science, Technology, Education, Children And Health Vol. 1 No. 1 (2021): Proceeding of The International Conference of Inovation, Science, Technology, E
Publisher : Program Studi DIII Rekam Medis dan Informasi Kesehatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/icistech.v1i1.19

This research aims to explain the Miller-Seller curriculum perspective in the curriculum development of the Primary Teacher Education Study Program at STKIP Weetebula. This study is qualitative descriptive research with a literature review method. The results showed that in the curriculum of the PGSD Study Program, there were context, objectives, learning experiences, the role of lecturers, and curriculum evaluation. The curriculum context includes philosophical, psychological, and social. New findings in the curriculum of the PGSD Study Program include, the curriculum context is the philosophy of social reconstruction, humanisti and transpersonal psychology, and local cultural approaches. Learning experiences emphasize inquiry and probem solving, as well as finding the meaning of knowledge. The role of the lecturer as a facilitator of learning, facilitator of finding the meaning of knowledge and skills. Curriculum evaluation emphasizes mastery of learning material, acquisition of problem-solving skills, student self-evaluation. Based on these findings, the authors conclude that in the PGSD Study Program curriculum there is a Miller-Seller curriculum perspective, namely the position of transmission, transaction, and transpersonal. The three curriculum positions have various portions in planning, implementation, and evaluation in the PGSD Study Program curriculum.

Analysis of Miller-Seller Curriculum Perspective in Curriculum of Primary School Teacher Education Study Program at Teacher Training and Education College of Weetebula Southwest Sumba East Nusa Tenggara Agustinus Tanggu Daga
Proceeding International Conference Of Innovation Science, Technology, Education, Children And Health Vol. 1 No. 1 (2021): Proceeding of The International Conference of Inovation, Science, Technology, E
Publisher : Program Studi DIII Rekam Medis dan Informasi Kesehatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/icistech.v1i1.19

This research aims to explain the Miller-Seller curriculum perspective in the curriculum development of the Primary Teacher Education Study Program at STKIP Weetebula. This study is qualitative descriptive research with a literature review method. The results showed that in the curriculum of the PGSD Study Program, there were context, objectives, learning experiences, the role of lecturers, and curriculum evaluation. The curriculum context includes philosophical, psychological, and social. New findings in the curriculum of the PGSD Study Program include, the curriculum context is the philosophy of social reconstruction, humanisti and transpersonal psychology, and local cultural approaches. Learning experiences emphasize inquiry and probem solving, as well as finding the meaning of knowledge. The role of the lecturer as a facilitator of learning, facilitator of finding the meaning of knowledge and skills. Curriculum evaluation emphasizes mastery of learning material, acquisition of problem-solving skills, student self-evaluation. Based on these findings, the authors conclude that in the PGSD Study Program curriculum there is a Miller-Seller curriculum perspective, namely the position of transmission, transaction, and transpersonal. The three curriculum positions have various portions in planning, implementation, and evaluation in the PGSD Study Program curriculum.

IMPLEMENTING CHARACTER EDUCATION DURING THE COVID-19 PANDEMIC AT ELEMENTARY SCHOOL Agustinus Tanggu Daga
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 4 (2021): August
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v10i4.8448

Character education during the Covid-19 pandemic underwent various changes, including character education at elementary schools. These changes affected the design of education as well as the character assessment and the roles of teachers and parents. The problem in this research was how to carry out character education in learning during the Covid-19 pandemic at elementary schools. This research found that teachers implemented character education in the learning process even though learning was conducted from home and prioritized by schools. Character education was needed by students who studied from home. Teachers carried out character assessments and adjusted them to the students’ conditions and the Covid-19 situation. The instilled character values were also adjusted to the students’ needs, such as religious values, and values relevant to the Covid-19 condition such as health, caring, tolerance, responsibility, hard work, and love of reading. Teachers utilized online learning media such as WhatsApp, videos, video calls, Zoom, and Google Forms. Finally, teachers and parents shared responsibilities in implementing character education in the learning process carried out from home.

PRIMARY SCHOOL CURRICULUM DEVELOPMENT ORIENTATION IN THE PERSPECTIVE OF MILLER AND SELLER MODEL OF CURRICULUM Agustinus Tanggu Daga
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 9 No. 5 (2020): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v9i5.7987

This research aims to describe Miller and Seller’s theoretical perspective on curriculum development in primary schools. A literature study method was applied to collect data from relevant sources. The study finds that Miller and Seller’s curriculum orientation involves three approaches: transmission, transaction, and transformation. In the transmission orientation, curriculum development emphasizes transferring knowledge, skills, and values to students through learning subjects. The learning process is teacher-centered, the strategy is expository, and evaluation relies on traditional tests. The transaction orientation emphasizes interaction between the curriculum and students, where the teacher acts as a facilitator to assist students in constructing knowledge. The learning strategy employs scientific approaches with active, collaborative, and inquiry-based methods, and evaluation uses authentic assessment. In the transformation orientation, the curriculum focuses on students’ personal and social transformation. The learning strategy encourages students to find the meaning and value of learning and to apply it in real life. Teachers act as motivators and facilitators, while evaluation emphasizes performance and behavior appraisal through authentic assessment. In conclusion, primary school curricula in the transmission orientation focus on academic subjects with an integrated organization. In the transaction orientation, the curriculum is designed to solve social problems using a scientific paradigm. In the transformation orientation, the curriculum aims to enable students to achieve personal and social transformation holistically.

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