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Model Implementasi Kurikulum Ornstein dan Hunkins: (Modernisme dan Postmodernisme) La Ode Muhammad Safarudin; R. Rusman
Inovasi Kurikulum Vol 18, No 2 (2021): Inovasi Kurikulum, August 2021
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v18i2.36396

Model Implementasi Kurikulum Ornstein dan Hunkins: (Modernisme dan Postmodernisme). Implementasi kurikulum adalah realisasi terhadap perencanaan kurikulum yang telah dibuat sebelumnya. Dalam melaksanakan kurikulum, segala macam ide harus dikonseptualisasikan dan diarahkan. Dalam menentukan arah penerapannya, kurikulum memerlukan model-model yang nantinya dapat dijadikan acuan, pedoman atau arahan bagi pergerakan kurikulum ke depan. Allan C. Ornstein dan Francis P. Hunkins dalam bukunya “Curriculum: Foundation, Princiles, and Issues”, edisi ke-7, memaparkan model-model penerapan kurikulum, yang dibagi menjadi dua kategori model, yaitu model yang beraliran modernis dan model beraliran postmodernis. Dalam artikel ini, peneliti akan melihat sejauh mana perbedaan antara kedua jenis kategori model tersebut, dan apa implikasinya bagi implementasi kurikulum di Indonesia. Penulis menggunakan metode studi literatur pada artkel ini, yakni tentang model-model implementasi kurikulum modernisme dan juga postmodernisme. Temuan dalam penelitian ini yaitu terdapat perbedaan di antara model model-model implementasi kurikulum tersebut (aliran modernisme dan aliran postmodernisme), dan juga model-model implemntasi kurikulum tersebut memberikan pengaruh terhadap perjalanan kurikulum di Indonesia.Kata kunci: Model Implementasi Kurikulum Ornstein-Hunkins, Modernisme, Postmodernisme Ornstein and Hunkins Curriculum Implementation Model: (Modernism and Postmodernism). Curriculum implementation is the implementation of the curriculum that has been planned. In implementing the curriculum, all kinds of ideas must be conceptualized and directed. In determining the direction of its application, the curriculum requires models that can later be used as references, guidelines or directions for future curriculum movements. Allan C. Ornstein and Francis P. Hunkins in their book "Curriculum: Foundation, Princiles, and Issues", 7th edition, describe curriculum implementation models, which are divided into two categories of models, namely modernist models and postmodernist models. . In this article, the researcher will look at the extent of the differences between the two types of model categories, and what the implications are for curriculum implementation in Indonesia. The writer used literature study method in this article about models of curriculum implementation of modernism and postmodernism. The findings in this study are that there are differences between the models of curriculum implementation (modernism and postmodernism), and also that these curriculum implementation models give an influence on the course of the curriculum in Indonesia.

Implementation of the online learning process for students of UIN Imam Bonjol Padang N. Nadhilah; R. Rusman
Curricula: Journal of Curriculum Development Vol 3, No 1 (2024): Curricula: Journal of Curriculum Development, June 2024
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v3i1.68613

Online learning is a new form of learning that can be carried out by students in line with current technological developments. This research aims to dig deeper into the implementation of the online learning process among UIN Imam Bonjol Padang students. The method used is descriptive with a qualitative approach. The results obtained from this research are the need to plan online learning before using it in a learning activity. The lecturer's plan to conduct online learning can have an impact on how effectively the plan is implemented. UIN Imam Bonjol Padang students use group study tactics to complete the online learning they have to carry out. In implementing online learning, various types of media are also needed for various aspects of material during online learning to support the learning process with access to the library. A structured implementation of online learning will create an ideal process for implementing education, making it easier for students to follow the learning process.

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

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. AbstrakKeterampilan 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

Evaluation of the project for strengthening the Profil Pelajar Pancasila Mutiara Eka Betari; R. Rusman
Inovasi Kurikulum Vol 21, No 3 (2024): Inovasi Kurikulum, August 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i3.71960

Basic education plays a crucial role in forming students' character and competencies. The Merdeka Curriculum in Elementary Schools carries out the Proyek Penguatan Profil Pelajar Pancasila (P5) to instill Pancasila values and develop students into lifelong learners with character. Evaluation of the achievement of P5 is essential to ensure its effectiveness and identify areas for improvement. This research aims to evaluate the achievement of P5 in Elementary Schools using the CIPP Model. This research uses a descriptive evaluation method with data collected through interviews, observation, document study and questionnaires. The results of the context evaluation show that the curriculum at SDPN 252 Setiabudi, Bandung City follows the principles of Kurikulum Merdeka, providing freedom in adapting learning and integrating Pancasila values. Input evaluation shows that facilities are adequate, but several deficiencies need to be corrected. Teachers need additional training to understand the development of project modules. Process evaluation shows that the implementation of P5 is going well, but there are obstacles related to the lack of timeliness and coordination of the Expo-Project, requiring better planning. Product evaluation shows that P5 has succeeded in developing positive student behavior and awareness of Pancasila values. AbstrakPendidikan dasar berperan krusial dalam membentuk karakter dan kompetensi peserta didik. Kurikulum Merdeka di Sekolah Dasar mengusung Proyek Penguatan Profil Pelajar Pancasila (P5) untuk menanamkan nilai-nilai Pancasila dan mengembangkan peserta didik menjadi pembelajar sepanjang hayat yang berkarakter. Evaluasi ketercapaian P5 menjadi esensial untuk memastikan efektivitasnya dan mengidentifikasi area perbaikan. Tujuan penelitian ini adalah mengevaluasi ketercapaian P5 di Sekolah Dasar menggunakan Model CIPP. Penelitian ini menggunakan metode evaluasi deskriptif dengan data yang dikumpulkan melalui wawancara, observasi, studi dokumen, dan angket. Hasil evaluasi konteks menunjukkan kurikulum di SDPN 252 Setiabudi Kota Bandung sesuai dengan prinsip Kurikulum Merdeka, memberikan kebebasan dalam adaptasi pembelajaran dan integrasi nilai-nilai Pancasila. Evaluasi input menunjukkan fasilitas memadai, namun beberapa kekurangan perlu diperbaiki. Guru membutuhkan pelatihan tambahan untuk memahami pengembangan modul proyek. Evaluasi proses menunjukkan pelaksanaan P5 berjalan baik, tetapi ada hambatan terkait ketidaktepatan waktu dan koordinasi Expo-Project, memerlukan perencanaan yang lebih baik. Evaluasi produk menunjukkan P5 berhasil mengembangkan perilaku positif peserta didik dan kesadaran akan nilai-nilai Pancasila.Kata Kunci: CIPP; evaluasi proyek pembelajaran; P5; sekolah dasar

Teacher efforts' to prepare implementation of Kurikulum Merdeka in elementary school Isti Qotimah; R. Rusman
Inovasi Kurikulum Vol 21, No 1 (2024): Inovasi Kurikulum, February 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i1.62003

The Kurikulum Merdeka seeks to improve the quality of human resources according to community needs. This research aims to describe and analyze teacher readiness in implementing the Kurikulum Merdeka for elementary schools in Coblong District to determine the curriculum's implementation based on diverse school backgrounds. This research uses a quantitative approach through descriptive methods with instruments like questionnaires and documentation studies. The sample for this research was all elementary school teachers who implemented the Kurikulum Merdeka and were selected to run the Sekolah Penggerak program, totaling 45 teachers. The findings relate to teachers' emotional, cognitive, and behavioral readiness in implementing Kurikulum Merdeka. Most teachers are ready to implement Kurikulum Merdeka by participating in training and socializing with other teachers. Readiness is also demonstrated in designing, implementing, and assessing learning. Positive behavior towards curriculum implementation is realized through partnerships and time management efforts to achieve goals. Overall, in every aspect of teacher readiness, it shows that most Sekolah Penggerak elementary school teachers in Coblong District, Bandung City, are ready to implement Kurikulum Merdeka. AbstrakKurikulum merdeka berupaya meningkatkan kualitas sumber daya manusia sesuai kebutuhan masyarakat. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis kesiapan guru dalam implementasi kurikulum merdeka sekolah dasar Kecamatan Coblong guna mengetahui implementasi kurikulum berdasarkan latar belakang sekolah yang beragam. Penelitian ini menggunakan pendekatan kuantitatif melalui metode deskriptif dengan instrumen berupa angket dan studi dokumentasi. Sampel penelitian ini adalah seluruh guru sekolah dasar yang menerapkan kurikulum merdeka dan terpilih untuk menjalankan program sekolah penggerak berjumlah 45 guru. Hasil temuan berkaitan dengan kesiapan emosi, kognitif dan perilaku guru dalam implementasi kurikulum merdeka. Sebagian besar guru siap mengimplementasikan kurikulum merdeka dengan mengikuti pelatihan maupun bersosialisasi kepada guru lainnya. Kesiapan juga ditunjukan dalam merancang, melaksanakan, dan menilai pembelajaran. Perilaku positif terhadap implementasi kurikulum terwujud melalui adanya kemitraan dan upaya manajemen waktu untuk mencapai tujuan. Secara keseluruhan, pada setiap aspek kesiapan guru menunjukkan bahwa sebagian besar guru sekolah dasar penggerak di Kecamatan Coblong Kota Bandung telah siap mengimplementasikan kurikulum merdeka.Kata Kunci: Pendidikan; kurikulum; kesiapan guru; sekolah dasar.

Analysis of e-learning implementation in adult learning (andragogy) Indah Namira Sari; Dinn Wahyudin; R. Rusman
Inovasi Kurikulum Vol 21, No 2 (2024): Inovasi Kurikulum, May 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i2.66034

E-learning has relevance to be applied to adult learning as independent learners. This research aims to analyze the effectiveness of e-learning in adult learning (andragogy). In the context of adult learning based on continuous e-learning, there are significant changes in the objectives and content of teaching, social roles, forms, and nature of communication between teachers and students, based on e-learning. The research method uses a literature study of 77 articles found and analyzed based on the steps used. The research results showed that articles regarding e-learning in adult learning were found on the topics "learning outcomes" in higher education, "implementation according to plan" in job training institutions, "application in work practice" in job training institutions, satisfaction, and efficiency. Based on these results, it can also be seen that measuring the effectiveness of e-learning in adult learning mostly uses quantitative and qualitative methods. Meanwhile, although the mixed method exists, it is not as big as the other two methods. Then, the factors supporting the effectiveness of e-learning in adult learning were found in the number of selected articles, namely those related to the quality of teachers/students/lecturers, infrastructure, quality of teaching materials, and quality of learning strategies. AbstrakE-learning memiliki relevansi untuk diterapkan pada pembelajaran orang dewasa sebagai pebelajar mandiri. Tujuan penelitian ini untuk menganalisis efektivitas e-learning pada pembelajaran orang dewasa (andragogi). Dalam konteks pembelajaran orang dewasa pembelajaran berbasis e-learning secara berkelanjutan, maka terdapat perubahan signifikan dalam tujuan dan isi pengajaran, peran sosial, bentuk dan sifat komunikasi antara guru dan peserta didik, berbasis e-learning. Metode penelitian menggunakan studi literature terhadap 77 artikel yang ditemukan dan dilah berdasarkan langkah-langkah yang digunakan sebagai metode. Hasil penelitian menunjukkan bahwa artikel yang mengenai e-learning dalam pembelajaran orang dewasa ditemukan pada topik “hasil pembelajaran” pada pendidikan tinggi, “pelaksanaan sesuai dengan rencana” pada lembaga pelatihan kerja, “aplikasi dalam praktik kerja” pada lembaga pelatihan kerja, kepuasan, dan efisiensi. Berdasarkan hasil tersebut juga dapat dilihat bahwa pengukuran efektivitas e-learning pada pembelajaran orang dewasa sebagian besar menggunakan metode kuantitatif dan kualitatif. Sementara untuk metode campuran meskipun ada tetapi tidak sebesar kedua metode lainnya. Kemudian ditemukan faktor-faktor pendukung efektivitas e-learning pada pembelajaran orang dewasa dari jumlah artikel yang terseleksi yakni berkaitan dengan kualitas guru/pegajar/dosen, sarana prasarana, kualitas bahan ajar, dan kualitas strategi pembelajaran.Kata Kunci: andragogi; efektivitas e-learning; e-learning; studi literatur

Instructional design research trends towards digital transformation of education systems in ASEAN Jajang Kusnendar; Deni Darmawan; R. Rusman
Inovasi Kurikulum Vol 21, No 2 (2024): Inovasi Kurikulum, May 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i2.68630

The curriculum implementation in ASEAN countries is interesting to examine, especially in order to achieve the direction of the digital transformation roadmap of the education system. Research on instructional design can be used as one of the parameters to understand how the general description of implementation achieves curriculum goals. This study aims to examine instructional design research in ASEAN countries during the period 2018-2024 on the implementation of the national curriculum towards the digital transformation of the education system through (1) investigating the general description of instructional design research, (2) examining research characteristics from aspects of research objectives, (3) explaining the implications of findings both theoretically and practically. The documentation study was conducted through bibliometric analysis of articles with keywords against article titles containing the phrase "instructional design" in ASEAN countries from the Scopus database, which produced as many as 37 selected articles during the 2018-2024 period. The results show that the general description and direction of instructional design research objectives in ASEAN countries have been presented comprehensively. Besides that, the theoretical and practical implications of instructional design research on the road map for digital transformation of education systems in ASEAN have been considered. AbstrakImplementasi kurikulum di negara ASEAN menarik diteliti khususnya dalam upaya mencapai arah peta jalan transformasi digital sistem pendidikan. Riset tentang instructional design bisa dijadikan salah satu parameter untuk memahami bagaimana gambaran umum implementasi untuk mencapai tujuan kurikulum. Penelitian ini bertujuan untuk mengkaji riset instructional design di negara ASEAN selama periode 2018-2024 pada implementasi kurikulum nasional dalam menuju transformasi digital sistem pendidikan, melalui: (1) investigasi gambaran umum penelitian instructional design, (2) mengkaji karakteristik penelitian dari aspek tujuan penelitian, (3) menjelaskan implikasi temuan baik secara teoritis maupun praktis. Studi dokumentasi dilakukan melalui analisis bibliometrik terhadap artikel dengan kata kunci terhadap judul artikel yang mengandung frasa “instructional design” di negara ASEAN, dari database scopus yang menghasilkan sebanyak 37 artikel terpilih selama periode tahun 2018-2024. Hasil menunjukan bahwa gambaran umum dan arah tujuan penelitian instructional design di negara ASEAN telah tersaji secara komprehensif, selain itu implikasi teoritis dan praktis dari riset instructional design terhadap peta jalan transformasi digital sistem pendidikan di ASEAN sudah dianggap sejalan.Kata Kunci: bibliometrik; desain pembelajaran; kurikulum; pendidikan; transformasi digital

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