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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Pendas : Jurnah Ilmiah Pendidikan Dasar
Wiwin Luqna Hunaida
Universitas Islam Negeri Sunan Ampel Surabaya
Arts Humanities Education 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)
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.
Co-Authors Alaika M. Bagus Kurnia PS Amelia Khoirunisa Dhuha Hadiyansyah Moh. Faizin Usman Yudi Zaharil An’asy