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Integrating Systematic and Adaptive Curriculum Implementation: A Comparative Model for Inclusive 21st-Century Education Eva Puspitasari; Ninik Wijiningsih; Rudi Susilana; Riche Cynthia Johan
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2254

Purpose of the study: The purpose of this research is to compare various approaches in curriculum implementation and provide recommendations for further development. Methodology: Using qualitative method with a descriptive approach of field research. The subjects were secondary school teachers, while the informants were school principals. Subjects and informants were selected using purposive sampling, based on relevance and direct involvement in curriculum implementation. The research instruments included interview guidelines and observation sheets. Data were collected through in-depth interviews and direct observations at the school. The data were analyzed using thematic analysis to identify key themes and patterns from the interviews and observations. Main Findings: The findings of this study imply that curriculum development in the context of 21st-century education should not rely solely on rigid standardization or full flexibility, but rather on a strategic integration of systematic and adaptive approaches. Practically, schools are encouraged to strengthen curriculum management through structured planning, supervision, and the utilization of digital management systems such as MIS and LMS, while simultaneously providing pedagogical flexibility through differentiated and contextual learning that responds to students’ diverse needs and learning styles. For policymakers and school leaders, these results highlight the importance of developing curriculum policies that support both institutional accountability and instructional adaptability, particularly in promoting inclusive education for students with special needs. Novelty/Originality of this study: The novelty of this research lies in the comparison of two curriculum implementation approaches and the recommendation to integrate both to create a more effective, flexible, and contextual curriculum.

Memahami inti dari proses pengembangan kurikulum: Analisis kebutuhan, perancangan, dan formulasi Abdul Karim Suhadha; Cepi Riyana; Ahmad Fajar Fadlillah; Eva Puspitasari; Amir Hamzah
Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i2.567

The rapid evolution of digital technology and artificial intelligence has rendered traditional curricula obsolete, necessitating an adaptive systemic reconstruction. This study aims to dissect the fundamental phases of curriculum development through the triad of needs analysis, design, and formulation within the framework of digital humanism. A Systematic Literature Review (SLR) method was applied to 22 primary scientific articles sourced from the Scopus database (2019-2025), in strict adherence to PRISMA guidelines. Findings indicate that the effectiveness of curriculum development is determined by methodological rigor and the balance between systems engineering and universal human values. Responsive needs analysis based on real-time data, resilient backward-design strategies, and formulation processes that account for socio-technical dynamics are identified as absolute prerequisites for curriculum relevance. The study concludes that technology must be positioned as a support for human agency through a development model that integrates Total Quality Management (TQM) with principles of digital humanism. Practical implications underscore the critical need to strengthen teachers' capacity and autonomy as primary actors in curriculum formulation. This research provides a theoretical foundation for developing adaptive curriculum models that empower learners amid massive technological disruption.

A study of idealism and realism in the context of higher education curricula Eva Puspitasari; Eviana Hikamudin
Inovasi Kurikulum Vol. 23 No. 2 (2026): Inovasi Kurikulum, May 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v23i2.326

Higher education curriculum development faces the challenge of balancing moral character formation with practical skills development relevant to workplace needs. This study aims to analyze the characteristics of idealism and realism and evaluate their integration in higher education curriculum development. This study employed a qualitative approach with a systematic literature review of 11 scientific articles relevant to the topic under discussion. Data were analyzed using thematic, comparative, and conceptual synthesis analyses to identify similarities, differences, and relationships between the two philosophical approaches. The results indicate that idealism shapes moral character, integrity, and reflective ability, while realism fosters practical skills, empirical experience, and professional readiness. The integration of both approaches yields a curriculum framework that balances normative and applied dimensions, thereby supporting the formation of competent and ethical graduates. This study concludes that the synthesis of idealism and realism provides a relevant conceptual foundation for the development of an adaptive, contextual higher education curriculum. These findings provide implications for curriculum developers in designing learning programs that systematically integrate character formation and practical competency development. Abstrak Pengembangan kurikulum pendidikan tinggi menghadapi tantangan dalam menyeimbangkan pembentukan karakter moral dan penguatan keterampilan praktis yang relevan dengan kebutuhan dunia kerja. Penelitian ini bertujuan untuk menganalisis karakteristik pendekatan idealisme dan realisme serta mengevaluasi integrasi keduanya dalam pengembangan kurikulum pendidikan tinggi. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi literatur sistematis terhadap 11 artikel ilmiah yang relevan dengan topik yang sedang dibahas. Data dianalisis menggunakan analisis tematik, komparatif, dan sintesis konseptual untuk mengidentifikasi persamaan, perbedaan, dan hubungan antara kedua pendekatan filosofis tersebut. Hasil penelitian menunjukkan bahwa idealisme berperan dalam membentuk karakter moral, integritas, dan kemampuan reflektif, sedangkan realisme berkontribusi pada pengembangan keterampilan praktis, pengalaman empiris, dan kesiapan profesional. Integrasi kedua pendekatan menghasilkan kerangka kurikulum yang seimbang antara dimensi normatif dan aplikatif, sehingga mendukung pembentukan lulusan yang kompeten dan beretika. Penelitian ini menyimpulkan bahwa sintesis idealisme dan realisme merupakan landasan konseptual yang relevan untuk pengembangan kurikulum pendidikan tinggi yang adaptif dan kontekstual. Temuan ini memberikan implikasi bagi pengembang kurikulum untuk merancang program pembelajaran yang secara sistematis mengintegrasikan pembentukan karakter dan penguatan kompetensi praktis. Kata Kunci: filsafat pendidikan; idealisme; pendidikan tinggi; pengembangan kurikulum; realisme

Influence of pragmatism and scholasticism on contemporary education development Eva Puspitasari
Inovasi Kurikulum Vol. 21 No. 4 (2024): Inovasi Kurikulum, November 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i4.75787

The foundation of this study lies in the longstanding debate between practice-oriented, experiential educational approaches (pragmatism) and more traditional, theory-centered methods grounded in deductive logic (scholasticism). This research examines the influence of the philosophical streams of pragmatism and scholasticism on contemporary education. Adopting a qualitative approach, the study employs comparative literature analysis to evaluate the application of these philosophies within the modern educational framework. Findings reveal that pragmatism plays a pivotal role in shaping an educational system that is dynamic, adaptable, and responsive to contemporary societal needs, particularly by linking learning to real-life experiences. Conversely, scholasticism contributes significantly by preserving the value of education founded on deep theoretical comprehension and systematic logic. The synergy between these two philosophical approaches is posited to create a more balanced and holistic curriculum, blending practical and theoretical aspects essential for fostering student competencies in modern education. This research offers a new perspective on curriculum formulation by integrating the strengths of both approaches. Abstrak Latar belakang penelitian ini berakar dari perdebatan panjang antara pendekatan pendidikan yang berorientasi pada praktik dan pengalaman langsung (pragmatisme) dan pendekatan pendidikan yang lebih tradisional berbasis teori dan logika deduktif (scholatisisme). Penelitian ini bertujuan untuk menganalisis pengaruh dua aliran filsafat pragmatisme dan scholatisisme terhadap pendidikan kontemporer. Pendekatan penelitian ini bersifat kualitatif, mengadopsi analisis literatur dengan metode komparatif guna mengevaluasi implementasi kedua aliran filsafat dalam konteks sistem pendidikan kontemporer. Hasil penelitian menunjukkan bahwa penelitian ini menawarkan perspektif baru dalam perumusan kurikulum yang efektif dengan mengintegrasikan kekuatan dari kedua pendekatan. Pragmatisme berperan penting dalam membentuk sistem Pendidikan yang dinamis, fleksibel, dan relevan dengan kebutuhan masyarakat kontemporer, khususnya dalam menghubungkan pembelajaran dengan pengalaman sehari-hari. Di sisi lain, scholatisisme memberikan kontribusi besar dalam mempertahankan pentingnya Pendidikan yang berbasis pada pemahaman teori yang mendalam dan logika yang sistematis. Sinergi antara kedua aliran filsafat ini diyakini mampu menciptakan kurikulum pendidikan yang lebih seimbang dan holistik, memadukan aspek praktis dan teoretis yang esensial bagi pengembangan kemampuan peserta didik di era kontemporer. Kata Kunci: pragmatisme; scholatisisme; pendidikan kontemporer

SDGs-based adaptive curriculum model to improve education quality in the digital age Eva Puspitasari
Inovasi Kurikulum Vol. 22 No. 1 (2025): Inovasi Kurikulum, February 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v22i1.75791

The rapid advancement of technology and global sustainability issues demand innovations in educational curricula aligned with the Sustainable Development Goals (SDGs), specifically SDG 4 on quality education. This article examines the development of an adaptive curriculum model based on SDGs designed to enhance education quality in the digital era. Emphasizing 21st-century skills, such as critical thinking, creativity, collaboration, and digital literacy, this model prepares students to respond more to global challenges. The research employs a descriptive qualitative approach through a literature review, analyzing sources related to SDG implementation in education. Findings indicate that integrating technology into the curriculum enables more inclusive and interactive learning, reaching students in remote areas. The Project-Based Learning (PjBL) and Problem-Based Learning (PBL) approaches adopted in this curriculum have proven effective in enhancing students' skills in solving real-world problems. In conclusion, this SDG-based adaptive curriculum model has the potential to create a generation that is not only academically competent but also socially aware and sustainability-oriented, providing essential skills for navigating dynamic global changes. Abstrak Perkembangan teknologi yang pesat dan isu keberlanjutan global menuntut adanya inovasi dalam kurikulum pendidikan, yang relevan dengan Sustainable Development Goals (SDGs), khususnya SDG 4 tentang pendidikan berkualitas. Artikel ini mengkaji pengembangan model kurikulum adaptif berbasis SDGs yang dirancang untuk meningkatkan kualitas pendidikan di era digital. Dengan menekankan pada keterampilan abad 21, seperti berpikir kritis, kreativitas, kolaborasi, dan literasi digital, model ini bertujuan untuk mempersiapkan peserta didik agar lebih responsif terhadap tantangan global. Metode penelitian menggunakan pendekatan deskriptif kualitatif melalui studi pustaka, yang menganalisis sumber literatur terkait penerapan SDGs dalam pendidikan. Hasilnya menunjukkan bahwa integrasi teknologi dalam kurikulum memungkinkan pembelajaran yang lebih inklusif dan interaktif, serta menjangkau peserta didik di daerah terpencil. Pendekatan Project-Based Learning (PjBL) dan Problem-Based Learning (PBL) yang diadopsi dalam kurikulum ini terbukti efektif dalam mengasah keterampilan peserta didik dalam memecahkan masalah nyata. Kesimpulannya, kurikulum adaptif berbasis SDGs ini berpotensi menciptakan generasi yang tidak hanya cakap secara akademis, tetapi juga berkesadaran sosial dan berorientasi pada keberlanjutan, yang menjadi modal penting dalam menghadapi perubahan global yang dinamis. Kata Kunci: era digital; kurikulum adaptif; Sustainable Development Goals (SDGs)

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