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All Journal Mindset : Jurnal Pemikiran Pendidikan dan Pembelajaran International Journal of Pedagogical Language, Literature, and Cultural Studies
Rita Fransina Maruanaya
Technische Universitat Dresden
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Determination of the Assessment System for German Language Learning Based on the Merdeka Curriculum in West Seram and Central Maluku Jolanda Tomasouw; Juliaans E. R. Marantika; June Carmen Noya van Delzen; Piet Soumokil; Vithalia Daskunda; Rita Fransina Maruanaya
International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) Vol. 2 No. 2 (2025): International Journal of Pedagogical Language, Literature, and Cultural Studies
Publisher : Nexus Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/ip.v2i2.33

Abstract

This research aims to evaluate the assessment system for German language learning based on the Merdeka Curriculum in the West Seram and Central Maluku regions. Utilizing a descriptive qualitative method, data were collected through questionnaires, interviews, and document analysis. The findings indicate a contradiction where 65% of teachers perceive the current assessment quality as inadequate, yet the same percentage also believe it meets educational needs, highlighting a disparity between perception and practice. The study recommends adopting a more comprehensive, competency-based assessment model to better align with the Merdeka Curriculum. The current assessments are predominantly focused on cognitive aspects, lacking integration of speaking and listening skills. This study identifies challenges in implementing the Merdeka Curriculum, including limited resources and varying teacher understanding. Proposed recommendations include the adoption of a more comprehensive competency-based assessment system, authentic assessments, performance rubrics, and portfolios to document student progress. It is hoped that the results of this research will enhance the quality of German language learning and effectively support the implementation of the Merdeka Curriculum.
The Scope of Differentiated Instructional Materials in Pancasila Education Learning at State Senior High School 9 Ambon Marita Soamole; Lisye Salamor; Fatimah Sialana; Rita Fransina Maruanaya
Mindset : Jurnal Pemikiran Pendidikan dan Pembelajaran Vol. 5 No. 2 (2025): Volume 5 Nomor 2 Tahun 2025
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/mindset.v5i2.3582

Abstract

The implementation of differentiated instruction has become a key strategy within the Merdeka Curriculum to address students’ diverse learning needs, particularly in Pancasila Education. This approach enables teachers to design more inclusive, meaningful, and learner-centered instructional strategies that align with students’ individual potentials. This study aims to analyze the scope of differentiated instructional materials covering content, process, input, and product in Pancasila Education learning at State Senior High School 9 Ambon. A descriptive survey method was employed, using closed-ended questionnaires distributed to Grade X students at State Senior High School 9 Ambon. The results indicate that the level of implementation of differentiated content reached 89.13%, differentiated process 86%, differentiated input 84.78%, and differentiated product 84.78%. These percentages reflect teachers’ consistent efforts to adapt instructional practices to students’ needs and characteristics across multiple dimensions of learning. The findings demonstrate that differentiated instructional materials are effective in enhancing students’ active participation and conceptual understanding in Pancasila Education, as they accommodate differences in learners’ interests, readiness levels, and learning styles. Therefore, continuous and systematic professional development for teachers is essential to ensure that differentiated instructional strategies are implemented optimally, consistently, and in alignment with students’ learning needs.
Co-Authors Fatimah Sialana Jolanda Tomasouw Juliaans E. R. Marantika June Carmen Noya van Delzen Lisye Salamor Marita Soamole Piet Soumokil Vithalia Daskunda