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All Journal Edufisika: Jurnal Pendidikan Fisika JURNAL ILMIAH GLOBAL EDUCATION Journal of Innovation and Research in Primary Education
Omonovich, Khammataliev Dostnazar
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Education Languange, Linguistic, Communication & Media Mathematics Physics Other

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The Role of Policy in Improving Student Literacy and Numeracy in the Era of the Merdeka Curriculum Kartini, Eni; Darmawan, Deni; Omonovich, Khammataliev Dostnazar; Kibrio, Burieva
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1349

Abstract

This article examines the pivotal role of education policy in enhancing students' reading (literacy) and numeracy skills in the new era of the Merdeka Curriculum in Indonesia. Through a comprehensive review of various studies and educational literature, this article explores how current policies support schools and teachers in fostering these foundational skills among students. It identifies key challenges in policy implementation that may hinder its overall effectiveness. The findings suggest that effective education policy should grant schools the flexibility to tailor learning approaches to student needs while providing adequate support for teachers to develop engaging and developmentally appropriate literacy and numeracy programs. The article proposes several policy recommendations, including increased investment in teacher training, development of localized learning materials, and the integration of continuous assessment tools to monitor student progress. Furthermore, this study addresses specific research questions: (1) How do current education policies influence the development of literacy and numeracy in primary and secondary schools? (2) What are the main barriers faced by educators in implementing the Merdeka Curriculum effectively? and (3) What policy adjustments are needed to better align national education goals with classroom practices? This article aims to offer a clearer understanding of how education policies can contribute to shaping a more literate and numerate generation of Indonesian students.
A Comparative Literature review of Educational Policy Strategies in Indonesia and Singapore Toward Global Quality Standards Mariam, Timtim Siti; Darmawan, Deni; Omonovich, Khammataliev Dostnazar; Kibrio, Burieva
Jurnal Ilmiah Global Education Vol. 6 No. 2 (2025): JURNAL ILMIAH GLOBAL EDUCATION, Volume 6 Nomor 2
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v6i2.3765

Abstract

This study aims to compare education policies implemented in Singapore and Indonesia, with a focus on their alignment with global standards for quality education. Using a literature review methodology, the study explores how government policies, educational equity, infrastructure development, and technology integration influence the educational frameworks in both countries. The study specifically highlights the implementation of policies and outcomes in each country. The analysis shows that Singapore’s education system is better organized, more effective, and more aligned with international best practices. This is largely due to significant investment in education reform, on going teacher development, and strong government support. On the other hand, Indonesia’s education system faces challenges such as uneven policy implementation, inadequate infrastructure, and significant gaps in the quality of education between urban and rural areas. Despite these challenges, Indonesia has made significant progress in improving access to education and promoting inclusiveness, especially in remote and less developed areas. This study provides important insights for policy makers seeking to improve education systems in their respective countries. By comparing policy implementation and outcomes, this study offers practical recommendations for advancing education programs in Indonesia, with an emphasis on equity and achieving higher international standards. The findings also emphasize the crucial role of government support and resource allocation in ensuring the success of education reforms.
INTEGRATING PEER LEARNING AND INQUIRY CYCLE WITH PHET TO IMPROVE UNDERSTANDING OF DYNAMIC ELECTRICITY Solihat, Dede; Darmawan, Deni; Omonovich, Khammataliev Dostnazar; Eshbekovich, Usarov Jabbor; Rakhimovich, Ergachev Rustam
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 2 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 2 August 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i2.46140

Abstract

Most eighth-grade junior high school students often experience difficulties in understanding abstract and complex physics topics, such as dynamic electricity, which frequently leads to misconceptions and negatively impacts learning outcomes. To address this problem, researchers developed and tested an integrated learning strategy that combines peer teaching, the inquiry learning cycle model, and the use of PhET simulations, enabling students to conduct virtual experiments. This study used the ADDIE development model, which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of 32 ninth-grade students of SMPN 1 Bayongbong, with a one-group pretest-posttest design to measure the learning impact. The validation of the learning tool was carried out by four experts, who obtained an average score of 0.89, indicating high theoretical feasibility. In terms of practicality, teachers gave an average rating of 91%, and students gave an average rating of 87%, both indicating a very good level of practicality. During four meetings, students took pretests and posttests, engaged in peer teaching activities, and learned concepts directly through PhET simulations. Concept understanding was measured through a structured test and then analyzed using the N-Gain method. In this study, the N-Gain score obtained was 0.57, indicating a moderate category. In addition to quantitative data, student observations and reflections showed positive impressions. These findings strengthen the evidence that this learning strategy can help students better understand the concept of dynamic electricity.
Co-Authors Deni Darmawan Eshbekovich, Usarov Jabbor Kartini, Eni Kibrio, Burieva Mariam, Timtim Siti Rakhimovich, Ergachev Rustam Solihat, Dede