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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Review Pendidikan dan Pengajaran (JRPP) Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Wiwin Luqna Hunaida
Universitas Islam Negeri Sunan Ampel Surabaya
Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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REFORMASI KURIKULUM DAN KESIAPAN GURU DALAM IMPLEMENTASI PEMBELAJARAN DASAR: ANALISIS PERBANDINGAN INDONESIA–SINGAPORE Wiwin Luqna Hunaida; Dhuha Hadiyansyah; Zaharil An’asy; Amelia Khoirunisa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.36692

Abstract

This study analyses curriculum reform and teacher readiness in the implementation of basic education in Indonesia and Singapore, focusing on factors that influence curriculum development, the characteristics of the Indonesian Merdeka Curriculum and the Singapore National Curriculum, and the challenges faced by teachers in teaching practice. This study uses a qualitative approach based on literature review supplemented by in-depth interviews with primary school teachers from both countries. The findings of this study indicate significant efforts in Indonesia through the Merdeka Curriculum with an emphasis on flexibility, project-based learning, and strengthening the Pancasila Student Profile. However, its implementation still faces obstacles in the form of low teacher readiness, weak supervision, and limited resources. system, and high teacher readiness thanks to comprehensive training and adequate technological infrastructure. In contrast, Singapore has a standardised curriculum, a robust monitoring system, and highly prepared teachers thanks to comprehensive training and adequate technological infrastructure. However, teachers in Singapore face high work demands and rapid changes in education. The comparison shows that the success of curriculum reform is highly dependent on teacher competence, institutional support systems, and a consistent learning ecosystem from the central level to the school level. These findings emphasise the need to strengthen teacher capacity and school management so that curriculum implementation in Indonesia is more effective and sustainable.
Optimizing 21st-Century Skills through Marketplace Activity and Grouping Variations in Islamic Religious Education Amelia Khoirunisa; Moh. Faizin; Alaika M. Bagus Kurnia PS; Wiwin Luqna Hunaida; Usman Yudi
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i1.8216

Abstract

slamic Religious Education learning is still often teacher-centered, limiting students’ active participation and the development of 21st-century skills. This study aims to analyze how the Marketplace Activity (MPA) model and variations in grouping strategies foster the four Cs (communication, collaboration, critical thinking, and creativity) in Islamic Religious Education classrooms. Using a qualitative case study design at a public senior high school in Sidoarjo, data were collected through observations, interviews, and documentation, and analyzed using Miles and Huberman’s interactive model. The findings show that MPA promotes dynamic and meaningful learning interactions. Heterogeneous groups encourage diverse ideas, dialogic exchange, and critical reflection, while homogeneous groups support task efficiency and clarity of roles. The four Cs emerged as Islamic value-based learning outcomes: value-driven collaborative communication, spiritual-intellectual collaboration, reflective faith-based reasoning, and integrative Islamic creativity. This study concludes that MPA has strong potential as an integrative learning model that connects cognitive skill development with spiritual character formation, making Islamic Religious Education more relevant to the competence and morality demands of the 21st century. Practically, teachers are encouraged to design student-centered activities, apply flexible grouping structures aligned with learning objectives, and integrate faith-based values with higher-order thinking to strengthen both academic and spiritual outcomes.
STRATEGI GURU DALAM MENGATASI FOREIGN LANGUAGE SPEAKING ANXIETY (FLSA) PADA PEMBELAJARAN BAHASA INGGRIS DI SEKOLAH DASAR Alif Robbiatul Sariroh; Helend Piscilla; Akvina Putri Fauziah; Wiwin Luqna Hunaida
Jurnal Review Pendidikan dan Pengajaran Vol. 9 No. 2 (2026): Vol. 9 No. 2 Tahun 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v9i2.59379

Abstract

Foreign Language Speaking Anxiety (FLSA) adalah sebuah hambatan mental yang sering dialami oleh siswa saat belajar bahasa Inggris, terutama di tingkat Sekolah Dasar (SD). Artikel ini bertujuan untuk menemukan faktor-faktor internal dan eksternal siswa yang dapat memengaruhi kecemasan berbicara dalam bahasa asing serta menjelaskan metode yang dapat digunakan oleh guru untuk mengatasi masalah tersebut. Metode yang dipakai adalah penelitian pustaka dengan meneliti berbagai sumber ilmiah, artikel, dan jurnal yang telah terakreditasi yang diterbitkan dalam sepuluh tahun terakhir. Hasil dari penelitian menunjukkan bahwa faktor internal yang memengaruhi FLSA meliputi rasa takut melakukan kesalahan, kurangnya percaya diri, minimnya penguasaan kosakata, dan pengalaman belajar bahasa yang buruk. Sedangkan faktor eksternal yang berpengaruh antara lain suasana kelas yang tidak mendukung, tekanan dari teman sekelas, metode pengajaran guru yang tidak memperhatikan aspek emosional siswa, dan kurangnya fasilitas pembelajaran. Beberapa strategi yang dianggap efektif oleh guru adalah menciptakan lingkungan belajar yang aman dan menyenangkan, menggunakan berbagai metode interaktif, memberikan umpan balik positif, serta memanfaatkan teknologi dalam pembelajaran. Penelitian ini diharapkan bisa memberikan sumbangan bagi pengembangan pengajaran bahasa Inggris yang lebih peka terhadap kebutuhan mental siswa di sekolah dasar.
ANALISIS PERAN METODE ROLE PLAY DALAM PENGEMBANGAN KETERAMPILAN SPPEAKING BAHASA INGGRIS Hafizha Sitta Imana; Desty Surya Khairunnisak; Wiwin Luqna Hunaida
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14915

Abstract

Speaking is one of the key aspects of English language proficiency. In an educational context, speaking skills are a primary focus at various levels of education. This study aims to analyze the role of one teaching method role-play in the development of English speaking skills. This study is based on the finding that many students still struggle with speaking English, such as expressing ideas, answering questions, and engaging in simple conversations. This study uses a qualitative approach based on a literature review. Data were collected from books, scientific journals, and previous studies on the application of the role-play technique. Research findings indicate that the role-play method has several advantages, including improving students’ speaking skills, boosting self-confidence, creating a pleasant learning atmosphere, increasing participation, aiding vocabulary acquisition and pronunciation, fostering cooperation, and providing real-world learning experiences. However, the implementation of role-play also faces several challenges, such as psychological barriers (anxiety and low self-confidence), insufficient teacher preparation and guidance, mismatch with student characteristics, and low levels of interaction in English. The effectiveness of this method is significantly influenced by the quality of the activity design, technological readiness, and the teacher’s ability to manage the learning process.
Co-Authors Akvina Putri Fauziah Alaika M. Bagus Kurnia PS Alif Robbiatul Sariroh Amelia Khoirunisa Desty Surya Khairunnisak Dhuha Hadiyansyah Hafizha Sitta Imana Helend Piscilla Moh. Faizin Usman Yudi Zaharil An’asy