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All Journal International Journal of STEM Education for Sustainability Jurnal Literasi Pendidikan Fisika (JLPF)
Dinurrohmah, Syayidah
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Education Physics Social Sciences

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Does the Merdeka Curriculum Potentially Integrate with the Cambridge Curriculum? Perspective Through Physics Subject Dinurrohmah, Syayidah; Nur Pratomo, Eri
Jurnal Literasi Pendidikan Fisika (JLPF) Vol. 4 No. 2 (2023): November
Publisher : Program Studi Pendidikan Fisika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/jlpf.v4i2.2648

Abstract

Reformasi kurikulum di Indonesia mempertimbangkan setiap kegiatan mata pelajaran dalam kaitannya dengan masyarakat dan ekonomi. Transformasi ini secara eksplisit terkait dengan kurikulum Cambridge sebagai kurikulum yang paling banyak digunakan di dunia. Penelitian ini bertujuan untuk menganalisis kemungkinan mengintegrasikan kurikulum Merdeka dengan kurikulum Cambridge sesuai dengan mata pelajaran fisika di tingkat SMA. Penelitian kualitatif dan metode analisis isi secara purposif digunakan untuk mendapatkan gambaran tentang kemungkinan mengintegrasikan kedua kurikulum. Berdasarkan kerangka kurikulum, keduanya saling berkaitan satu sama lain, kecuali poin " Beriman, Bertakwa kepada Tuhan YME, dan berakhlak mulia " dalam kurikulum Merdeka yang tidak berkaitan dengan kerangka kurikulum Cambridge. Analisis lebih lanjut dilakukan dalam buku pelajaran fisika untuk sekolah menengah atas dan A level, mendapatkan hasil bahwa secara keseluruhan kedua kurikulum memiliki materi yang sama untuk diajarkan dan alur aktivitas siswa pada buku tersebut. Namun, tampilan buku ajar berdasarkan kurikulum Merdeka tidak semenarik di buku ajar Cambridge, karena pada buku ajar Cambridge memberikan lebih banyak contoh melalui gambar berwarna atau praktikum sederhana. Kurikulum Merdeka dan kurikulum Cambridge memiliki potensi untuk diintegrasikan. Mengingat pengintegrasian kurikulum membutuhkan banyak alokasi waktu, keuangan, dan sumber daya manusia, maka diperlukan analisis yang lebih dalam terhadap aspek-aspek lain dari kurikulum, termasuk perspektif siswa atau guru terhadap kurikulum integrasi.
Comparative Study of Achievement and Participation in the National Science Olympiad: A Case Study of Java and Non-Java Regions Falentino, Charlos; Dinurrohmah, Syayidah; Sulaeman, Nurul Fitriyah; Nuryadin, Atin
Jurnal Literasi Pendidikan Fisika (JLPF) Vol. 5 No. 1 (2024): April
Publisher : Program Studi Pendidikan Fisika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/jlpf.v5i1.3004

Abstract

The Merdeka Curriculum provides opportunities for all Indonesian students to explore their talents, one of which is through the National Science Olympiad (OSN). This study aims to analyze student participation and achievement in OSN across regions in Indonesia. This research was conducted using a quantitative approach and cluster random sampling technique. Respondent categories were divided based on student domicile areas: Java and non-Java. The participation and achievement of students in both regions showed that students domiciled in Java Island still dominate participation and achievement in OSN. The study also found that school facilities, costs, and lack of support from teachers and parents are the main obstacles for students outside Java. The impact of OSN is also very beneficial, especially in supporting students' studies and careers, as well as increasing the chances of better educational opportunities in the future. These results provide essential information on equitable improvements in support and access for students and schools in all parts of Indonesia to participate in the OSN.
Assessment of Competence of Pre-service Mathematics and Science Teachers in Classifying Cognitive Processes and Knowledge Dimensions through the Revised Bloom's Taxonomy Qadar, Riskan; Efwinda, Shelly; Syam, Muliati; Haerani, Rosita Putri Rahmi; Dinurrohmah, Syayidah; Aryaputra, Akmal Raiky; Farida, Saphira Devina Widya Putri
International Journal of STEM Education for Sustainability Vol 5, No 2 (2025)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v5i2.725

Abstract

Effective assessment plays a critical role in fostering students' cognitive development and academic achievement. To achieve this, pre-service mathematics and science teachers must demonstrate competencies in classifying cognitive processes and knowledge dimensions through the Revised Bloom’s Taxonomy (RBT). This study investigated the competencies of 156 pre-service teachers from mathematics, biology, physics, and chemistry education programs at a public university in Indonesia in classifying test items according to RBT. Employing a quantitative descriptive design, participants were evaluated on their ability to accurately identify both cognitive levels (C1–C6) and knowledge dimensions (factual, conceptual, procedural, and metacognitive). The results revealed strong proficiency in analyzing (C4), but notable weaknesses in applying (C3) and creating (C6)—two domains essential for developing higher-order thinking skills (HOTS). Moreover, no statistically significant differences were found between male and female participants. These findings underscore the need for strengthening teacher education curricula by integrating targeted training on RBT-based assessment design. Equipping pre-service teachers with such competencies is vital for enhancing students’ critical thinking and problem-solving abilities.
Co-Authors Aryaputra, Akmal Raiky Atin Nuryadin Efwinda, Shelly Falentino, Charlos Farida, Saphira Devina Widya Putri Haerani, Rosita Putri Rahmi Muliati, Muliati Nur Pratomo, Eri Nurul Fitriyah Sulaeman, Nurul Fitriyah Riskan Qadar, Riskan