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All Journal Lembaran Ilmu Kependidikan
Hanif Muslimah
Universitas Muhammadiyah Surakarta, Indonesia
Education

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Teachers' Challenges During the Transition from the 2013 Curriculum to the Independent Curriculum in Elementary Schools Hanif Muslimah; Sukartono Sukartono
Lembaran Ilmu Kependidikan Vol. 54 No. 1 (2025): Curriculum and Learning, Technology and Innovation in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v54i1.19314

Abstract

The curriculum is a system encompassing structured objectives, learning materials, and teaching methods to guide education toward optimal outcomes. As a flexible element, it evolves to meet societal needs. The purpose of this study is to examine the obstacles encountered during the shift from the 2013 Curriculum to the Independent Curriculum, evaluate teachers' readiness to implement it, and provide recommendations for enhancing its application in elementary schools. Adopting a qualitative descriptive method with a case study design, data was gathered through observations, interviews, and document analysis, with triangulation employed to ensure the accuracy of the findings. Data analysis was conducted using Miles and Huberman’s framework, which includes steps of data reduction, data presentation, and drawing conclusions. The research revealed considerable obstacles in the implementation of the Independent Curriculum, especially for senior educators who struggle with issues related to digital literacy and adapting to new technologies. Other obstacles include insufficient training, limited socialization, and inadequate resources such as teaching materials and technological infrastructure. While teachers possess a foundational understanding of the Independent Curriculum, their preparedness for its full implementation, particularly at SD Negeri 2 Jatisari, remains inadequate. Efforts to address these challenges include teacher and principal training and the use of digital platforms like the Independent Teaching Platform. These initiatives aim to improve understanding and practical application, ensuring smoother curriculum implementation in the future.
Improving Grade 4 Students’ Achievement in Mixed Arithmetic Operations through Problem-Based Learning and Wayground: A Classroom Action Research Study Hanif Muslimah; Yuslia Vera Handayani; Alifiah Syafa’atun; Supriyono Supriyono
Lembaran Ilmu Kependidikan Vol. 55 No. 2 (2026): Technology and Innovation in Education and Educational Theory and Practice
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v55i2.63917

Abstract

This study aimed to analyze the optimization of learning outcomes in mixed arithmetic operations through the integration of the Problem-Based Learning model and Wayground as a learning medium for fourth-grade students at SD Al Irsyad Surakarta. This classroom action research employed the Kemmis and McTaggart spiral model and was conducted in two cycles consisting of planning, action, observation, and reflection stages. The research participants were 27 fourth-grade students. Data were collected through observation, tests, and documentation, and were subsequently analyzed quantitatively and qualitatively. The initial cognitive assessment showed a class average score of 51.9, with student scores ranging from 7 to 87. Following the implementation of the integrated PBL and Wayground approach, the class average increased to 59.7 in Cycle I, with a learning mastery rate of 44.4%, and then to 77.5 in Cycle II, with a learning mastery rate of 74.1%, representing an increase of 29.7 percentage points. Differentiated instruction based on the initial assessment results also supported improved achievement among lower-performing students. However, improvement was not yet evenly distributed in multi-step word problems and more complex combinations of operations; therefore, continuous practice with multistep problems is required. Thus, the integration of the PBL model and Wayground effectively optimized fourth-grade students' learning outcomes in mixed arithmetic operations.
Co-Authors Alifiah Syafa’atun Sukartono Supriyono Supriyono Yuslia Vera Handayani