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All Journal Journal of Islamic Education Policy Pendas : Jurnah Ilmiah Pendidikan Dasar Electronic Journal of Education, Social Economics and Technology
Sarrayu, Anggraeni Eka
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Analisis Tahapan Proses Kebijakan Kurikulum Merdeka di Indonesia Berdasarkan Model William Dunn Sarrayu, Anggraeni Eka; Purwoko, Budi; Hazin, Mufarrihul
Journal of Islamic Education Policy Vol 10, No 1 (2025): STRATEGI DAN KEBIJAKAN PENDIDIKAN ISLAM KOTEMPORER
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jiep.v10i1.3570

Abstract

Penelitian ini menganalisis tahapan proses kebijakan Kurikulum Merdeka di Indonesia menggunakan model William Dunn. Sebagai reformasi pendidikan terbaru, Kurikulum Merdeka memberikan tekanan pembelajaran yang fleksibel dan berpusat pada peserta didik untuk membangun karakter serta kompetensi yang relevan dengan abad ke-21. Penelitian kualitatif ini menggunakan analisis dokumen, wawancara, dan observasi dengan melibatkan pemangku kepentingan seperti pembuat kebijakan, kepala sekolah, guru, dan peserta didik. Analisis data dilakukan melalui pengkodean tematik dan triangulasi, mengacu pada tahapan model William Dunn (identifikasi masalah, formulasi, implementasi, dan evaluasi), untuk memastikan validitas dan kedalaman temuan. Hasil penelitian menunjukkan bahwa proses kebijakan mencakup empat tahap utama: (1) mengidentifikasi keterbatasan kurikulum sebelumnya dan tuntutan globalisasi, (2) merancang solusi berbasis nilai Pancasila dan keterampilan abad ke-21, (3) mengimplementasikan pelatihan guru dan pengembangan sumber daya, serta (4) mentransmisikan hasil pembelajaran dan dampak sistemik. Tantangan utama meliputi disparitas sumber daya antarwilayah, kesiapan guru yang tidak merata, dan kesenjangan infrastruktur. Di sisi lain, kurikulum ini menawarkan peluang inovasi melalui pembelajaran berbasis proyek dan otonomi sekolah. Temuan penelitian menekankan pentingnya pelatihan guru berkelanjutan, pemerataan sumber daya, dan kolaborasi multistakeholder guna mengoptimalkan implementasi Kurikulum Merdeka.
Evaluating Merdeka Curriculum Policy in Indonesia Based on the William Dunn Model Sarrayu, Anggraeni Eka; Budi Purwoko, Mufarrihul Hazin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.28435

Abstract

This study evaluates the implementation of Indonesia's Merdeka Curriculum, a pivotal shift in national education policy promoting student-centered learning, through William Dunn's policy evaluation model. Employing a mixed-methods approach, the research integrates qualitative data from in-depth interviews with educational stakeholders—including policymakers, administrators, teachers, students, and parents—to capture rich, contextualized insights on their experiences, perceptions, and challenges. Quantitative data on student achievement, teacher performance, and school resources are analyzed to measure tangible outcomes. The findings reveal a moderate level of curriculum understanding among teachers, who express the need for more comprehensive training and resources. Key challenges identified include inadequate infrastructure, complexities in learning evaluation, disparities in student and family conditions, and inconsistencies in government policies. Addressing these issues is crucial for successful implementation and maximizing the curriculum’s potential to transform Indonesian education. The study underscores the importance of targeted interventions and support mechanisms to ensure the Merdeka Curriculum achieves its goals of improving educational quality and relevance for 21st-century learners, fostering independence, innovation, and adaptability.
Project Based Learning for Cultivating Student Discipline: A Planning and Organizational Approach Sarrayu, Anggraeni Eka; Karwanto, Karwanto; Roesminingsih, Erny; Khamidi, Amrozi
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.562

Abstract

Student discipline is a critical factor in effective learning environments, yet traditional punitive approaches have shown limited success in fostering intrinsic motivation and self-regulation. This paper investigates how the planning and organizational aspects of project-based learning (PBL) contribute to cultivating student discipline, using a qualitative research approach involving classroom observations, teacher interviews, and student focus groups. The results indicate that effective PBL requires careful alignment with learning objectives, structured environments with clear expectations, and relevant, engaging projects. Student involvement in planning and decision-making processes enhances engagement, ownership, and responsible behavior, while collaborative group work fosters negotiation, conflict resolution, and social-emotional development. Incorporating real-world connections and authentic assessments increases the relevance of learning, leading to higher motivation, self-discipline, and improved academic and soft skills outcomes. These findings suggest that strategic implementation of PBL can create supportive, participatory, and meaningful learning environments that promote student discipline and prepare learners for broader societal challenges, including those relevant to the evolving demands of the renewable energy sector.
Co-Authors Amrozi Khamidi Budi Purwoko Budi Purwoko, Mufarrihul Hazin ERNY ROESMININGSIH Karwanto, Karwanto Mufarrihul Hazin