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Hendrizal
Universitas Adzkia
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Other

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PROBLEMATIKA IMPLEMENTASI KURIKULUM MERDEKA DI SEKOLAH MENURUT PERSPEKTIF PENDIDIKAN ISLAM Welly Lucardo; Leni Parlina; Mualim; Hendrizal
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 11 No. 1 (2024)
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v11i1.3119

Abstract

Kurikulum merdeka hadir dalam rangka menyempurnakan kurikulum sebelumnya dan sebagai upaya pemerintah untuk memperbaiki serta meningkatkan kualitas pembelajaran. Namun, pada penerapanya kurikulum merdeka terdapat sejumlah problematika yang dihadapi guru dan peserta didik. Perlu dicarikan solusi untuk mengatasi sejumlah hambatan, kesulitan dan permasalahan yang terjadi. Penelitian ini bertujuan untuk mendeskripsikan problematika dalam implementasi kurikulum merdeka di sekolah dasar. Studi Kepustakaan (literature review) digunakan sebagai metode dalam penelitian ini. Pengumpulan data penelitian dengan melakukan review terhadap artikel penelitian yang relevan. Hasil studi diperoleh bahwa problematika implementasi kurikulum merdeka ditemukan pada guru dan peserta didik. Diantara problematika yang terjadi adalah sebagian besar guru masih kesulitan dalam mengembangkan model atau metode pembelajaran, pemanfatan teknologi pembelajaran yang belum maksimal, dan belum terciptanya pembelajaran berdiferensiasi yang sesuai dengan azas keadilan dalam pandangan Islam. Solusi atas permasalahan tersebut adalah diperlukan dukungan dari pihak sekolah dan juga stakeholder dengan bekerja sama melakukan perbaikan dan peningkatan kompetensi guru dalam implementasi kurikulum merdeka yang sesuai dengan prinsip-prinsip pendidikan Islam.
Evolution of Science Education Foundations in Indonesia: Trends, Paradigms, and Future Directions Novriandi; Efna Yulita; Iwit Sunarti; Tenti Putri Handayani; Hendrizal
Jurnal Penelitian Pendidikan IPA Vol 11 No 6 (2025): June
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i6.11544

Abstract

This study explores the evolution of science education foundations in Indonesia from 2021 to 2025 through a literature review approach. It aims to identify key trends, dominant paradigms, and contextual influences shaping the development of science teaching and learning in Indonesian formal education. The analysis reveals a significant shift from positivist to constructivist epistemologies, with increasing emphasis on inquiry-based learning, Nature of Science (NoS), and student-centered pedagogies. Curriculum reforms, particularly under the Merdeka Belajar policy, have introduced more flexible and learner-driven frameworks. However, disparities in implementation, teacher readiness, and resource availability persist across regions. Emerging trends also highlight the integration of local and indigenous knowledge into science instruction as a means to enhance relevance and inclusivity. The findings suggest that while theoretical advancements are evident, sustained efforts are needed to align policy, practice, and professional development. This review contributes to understanding how foundational shifts in science education can inform future curriculum design, teacher training, and educational policy in Indonesia.
DEVELOPMENT OF DIFFERENTIATED LEARNING E-MODULES TO IMPROVE FIFTH GRADE SOCIAL STUDIES LEARNING OUTCOMES Marlina Yosi Yanti; Siti Aisyah; Hendrizal
Jurnal Cakrawala Pendas Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i4.15702

Abstract

This study aims to develop an E-module based on differentiated learning and to examine its validity, practicality, and effectiveness in improving elementary school students’ social studies learning outcomes. The research is motivated by the limited use of technology in social studies instruction and the absence of digital modules that align with students’ characteristics and learning styles. The study employs a Research and Development (R&D) method using the 4D model, which includes the stages of Define, Design, Develop, and Disseminate. The research subjects consist of experimental and control class students, teachers as respondents, and expert validators in content, media, and language. Data were collected through observation, questionnaires, tests, interviews, and documentation. The results show that the developed E-module is highly valid based on expert assessments, very practical according to teacher and student responses, and effective in improving social studies learning outcomes, with an average N-Gain score of 77.88 categorized as high. This e-module is suitable for use as an alternative teaching material in social studies learning in elementary schools.
Co-Authors Efna Yulita Iwit Sunarti Leni Parlina Marlina Yosi Yanti Mualim Novriandi Siti Aisyah Tenti Putri Handayani Welly Lucardo