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All Journal Jurnal Dimensi Pendidikan dan Pembelajaran Journal of Innovative and Creativity
Munandar, Eri Arif
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Impact of Education Curriculum Changes on Improving the Quality of Learning at SMAN 1 Sukadana, Ciamis Regency Suwandari, Lilis; Kuswanda, Wawan; Riyanti, Rini; Rosmaya, Nenden; Munandar, Eri Arif
Jurnal Dimensi Pendidikan dan Pembelajaran Vol 13: Special Issue No. 1 (2025)
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/dpp.v13iSI1.11390

Abstract

The transition from the 2013 Curriculum to the Merdeka Curriculum in Indonesia represents a significant shift in the educational landscape, aiming to provide greater flexibility and autonomy for schools to adapt teaching to student needs and local contexts. This study examines the impact of this curriculum change at SMAN 1 Sukadana, Ciamis Regency, focusing on its effects on pedagogical approaches, student engagement, and educational outcomes. A quantitative descriptive approach was employed, with data collected through questionnaires distributed to teachers and students. The findings indicate that the adoption of the Merdeka Curriculum has encouraged teachers to implement more innovative and interactive teaching methods, such as project-based and cooperative learning, which have significantly increased student engagement and motivation. However, challenges such as inadequate teacher readiness, resistance to new methodologies, and limited infrastructure were identified as key barriers to effective implementation. These findings align with Kotter's organizational change theory, emphasizing the importance of systematic support, continuous professional development, and collaboration among educators and school leadership to facilitate successful curriculum adoption. The study also applies constructivist learning theory and the ARCS motivation model, demonstrating that student-centered approaches enhance learning experiences and outcomes. Despite its contributions, the study acknowledges limitations in sample size and scope, suggesting the need for further longitudinal research to comprehensively assess the long-term impact of the Merdeka Curriculum across diverse educational settings. The findings provide valuable insights for policymakers and educators in refining curriculum strategies to better support teaching and learning processes.
The Impact of Education Curriculum Changes on Improving the Quality of Learning at SMAN 1 Sukadana, Ciamis Regency Suwandari, Lilis; Kuswanda, Wawan; Riyanti, Rini; Rosmaya, Nenden; Munandar, Eri Arif
JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 13: Special Issue No. 1 (2025)
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/dpp.v13iSI1.11390

Abstract

The transition from the 2013 Curriculum to the Merdeka Curriculum in Indonesia represents a significant shift in the educational landscape, aiming to provide greater flexibility and autonomy for schools to adapt teaching to student needs and local contexts. This study examines the impact of this curriculum change at SMAN 1 Sukadana, Ciamis Regency, focusing on its effects on pedagogical approaches, student engagement, and educational outcomes. A quantitative descriptive approach was employed, with data collected through questionnaires distributed to teachers and students. The findings indicate that the adoption of the Merdeka Curriculum has encouraged teachers to implement more innovative and interactive teaching methods, such as project-based and cooperative learning, which have significantly increased student engagement and motivation. However, challenges such as inadequate teacher readiness, resistance to new methodologies, and limited infrastructure were identified as key barriers to effective implementation. These findings align with Kotter's organizational change theory, emphasizing the importance of systematic support, continuous professional development, and collaboration among educators and school leadership to facilitate successful curriculum adoption. The study also applies constructivist learning theory and the ARCS motivation model, demonstrating that student-centered approaches enhance learning experiences and outcomes. Despite its contributions, the study acknowledges limitations in sample size and scope, suggesting the need for further longitudinal research to comprehensively assess the long-term impact of the Merdeka Curriculum across diverse educational settings. The findings provide valuable insights for policymakers and educators in refining curriculum strategies to better support teaching and learning processes.
Manajemen Program Kepala Sekolah Dalam Menghadapi Keterbatasan Akses Pendidikan Siswa Berkebutuhan Khusus di SDN Ciawi Sauri, R. Supyan; Fitriyani, Yanti Humaira; Erta Apriata; Munandar, Eri Arif; Hidayat, Dini Ahmad
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.1191

Abstract

Pendidikan inklusif bertujuan memberikan akses pendidikan yang setara bagi semua siswa, termasuk mereka yang berkebutuhan khusus. Namun, pelaksanaannya di sekolah dasar sering kali menghadapi tantangan struktural, sosial, dan sumber daya manusia. Penelitian ini bertujuan untuk menganalisis strategi kepala sekolah dalam mengimplementasikan pendidikan inklusif di sekolah dasar, khususnya dalam menghadapi keterbatasan akses bagi siswa berkebutuhan khusus. Pendekatan kualitatif dengan desain studi kasus digunakan untuk mendalami praktik kepemimpinan di SDN Ciawi, Kabupaten Tasikmalaya. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, serta dianalisis menggunakan model Miles dan Huberman (reduksi, penyajian, dan penarikan kesimpulan). Kepala sekolah menjalankan strategi yang mencakup asesmen kebutuhan, pengorganisasian tim informal, pelatihan guru, kerja sama eksternal, serta evaluasi formatif. Tantangan utama meliputi keterbatasan dana, fasilitas aksesibilitas, dan resistensi sosial. Kepemimpinan kepala sekolah yang inovatif dan kolaboratif menjadi kunci dalam keberhasilan awal implementasi pendidikan inklusif. Diperlukan dukungan kebijakan, pelatihan guru, dan penguatan literasi sosial untuk keberlanjutan program.
Co-Authors Abda Abda Erta Apriata Fitriyani, Yanti Humaira Hidayat, Dini Ahmad Kuswanda, Wawan Rosmaya, Nenden Sauri, R Supyan Suwandari, Lilis