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All Journal DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Jurnal Bios Logos Jurnal Bahana Manajemen Pendidikan Jurnal Pendidikan Biologi Indonesia Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Biosfer: Jurnal Pendidikan Biologi Formatif: Jurnal Ilmiah Pendidikan MIPA Pendas : Jurnah Ilmiah Pendidikan Dasar JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) BIOSFER : Jurnal Biologi dan Pendidikan Biologi Media Manajemen Pendidikan Jurnal Penelitian, Pendidikan dan Pengajaran: JPPP IJORER : International Journal of Recent Educational Research TULIP (TULISAN ILMIAH PENDIDIKAN ) International Journal of Education, Social Studies, And Management (IJESSM) Jurnal Esabi (Jurnal Edukasi dan Sains Biologi) Jurnal Pengabdian Masyarakat dan Riset Pendidikan Edukasi
Fahmie Firmansyah
Universitas Mangku Wiyata
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Social Sciences Other

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Pengembangan dan Penerapan Kurikulum Biologi Kontekstual untuk Konservasi Sumber Daya Alam dan Pembelajaran Berorientasi SDGs Fahmie Firmansyah; Saprolla Rollie Cale Deporos; Fazri Yulianto; Adnin Mutiara
Biosfer: Jurnal Pendidikan Biologi Vol. 19 No. 2 (2026): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.67493

Abstract

This study aims to design, develop, and test a contextual biology curriculum focused on natural resource conservation, aligned with Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 15 (Life on Land). The Research and Development (R&D) method, using a modified 4D model (define, design, develop, disseminate), was employed to create a practical and effective curriculum. The Define stage identified gaps in the existing high school biology curriculum, particularly the lack of integration of local environmental issues and SDGs. The Design stage resulted in the development of syllabi, lesson plans, modules, and conservation-based teaching materials, systematically linking biological concepts such as ecosystems, biodiversity, and the life cycle of organisms with local conservation topics. Project-based learning and field activities were incorporated to enhance student engagement and promote environmental responsibility. The Develop stage involved expert validation and classroom trials, confirming the feasibility and effectiveness of the curriculum. The results showed significant improvement in students’ understanding of biological concepts and conservation, as well as positive changes in their pro-environmental attitudes and behaviors. This research provides a new framework for integrating sustainability into the biology curriculum, addressing local and global environmental challenges. The implications of this study are significant for curriculum development, offering a model for educators to foster environmental literacy and contribute to the achievement of the SDGs through practical, real-world learning experiences.
PEMBELAJARAN BERDIFERENSIASI DALAM IMPLEMENTASI KURIKULUM MERDEKA DI SEKOLAH: A NARRATIVE LITERATURE REVIEW Herdianto Wahyu Pratomo; Jihan Ramadhan; Fahmie Firmansyah; Wisudatul Ummi; Andi Nurul Tenriwali Hasanuddin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.14131

Abstract

The Merdeka Curriculum in Indonesia presents challenges and opportunities in adapting education to individual needs through differentiated learning. This literature review examines the implementation of differentiated learning in schools within the framework of the Merdeka Curriculum, focusing on the forms of implementation of differentiated learning in schools. The literature review was conducted on various articles published from 2020 to 2023, using a literature search, selection, analysis, and synthesis process, thus mapping the forms of differentiated learning implementation within the Merdeka curriculum. The research results show that implementing differentiated learning within the framework of the Merdeka curriculum in schools includes various forms, namely content adjustment, adjustment of learning processes, assessment methods, and adjustment of learning products. These forms of implementation represent adjustments to the framework of the Merdeka curriculum
Co-Authors Ahmad Muttaqin Andi Nurul Tenriwali Hasanuddin Astriani, Dwi Cucu Atikah Dase Erwin Juansah Encep Syarifudin Fazri Yulianto Febi Putri Utami Febri Saefulloh Gigin Ginanjar Gigin Ginanjar Herdianto Wahyu Pratomo Intan Tahlia Irma Sofiasyari Jihan Ramadhan Juliastuti Kamil, Mustofa Kartika, Shinta Dewi Maharani Maharani Maharani Maharani Maharani Maharani, Maharani Maya Rahayu Maya Rahayu Maya Rahayu, Maya Meila Putri Mutiara, Adnin Nilamsari Asih Nurisa Ainulhaq Nurul Anriani Oktavia Djalianingsih Pruschia, Isti Dwi Puri Maharani Radhika Naufal Ariq Ramadhan, Rifky Aditya Ratna Komala Ratna Komala, Ratna Ratu Amalia Hayani Rizky Arianty Rosadi, Edi Rusdi Rusdi Rusdi Rusdi Rusmana Rusmana Salsa Fayza Azahra Saprolla Rollie Cale Deporos Saraswati, Afrini SITI HERLINDA Siti Hukmiyati Sudadio Sudadio Suherman, Suherman Suroso Mukti Leksono Susiyanti Susiyanti Syariful Mubarok Syifa Septinia Ujang Jamaludin Wisudatul Ummi