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All Journal Jurnal Ushuluddin IJoLE: International Journal of Language Education
Nita, Kamalasia Rio
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Resilient Values of SDGs in the Indonesian Language Curriculum (CCS) Roestamy, Martin; Martin, Abraham Yazdi; Rusli, Radif Khotamir; Humaira, Megan Asri; Suherman, Irman; Nita, Kamalasia Rio
International Journal of Language Education Vol. 9, No. 3, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i1.77398

Abstract

This study aims to analyse the role of Compulsory Courses in the Indonesian Language Curriculum (CCS) in advancing the Sustainable Development Goals (SDGs) in Indonesia. Specifically, it investigates how CCS, as a foundational educational component, contributes to linguistic proficiency, character development, cultural preservation, and sustainable human progress, aligning with SDG targets such as quality education, economic growth, and environmental sustainability. The research employs a qualitative approach by analyzing national policies, pedagogical strategies, and recent academic literature related to Indonesian language education. This multi-faceted analysis evaluates the integration of SDG principles within CCS and assesses its effectiveness in fostering sustainable development. The findings reveal that CCS significantly strengthens national identity, academic literacy, and civic responsibility. It achieves this by embedding local wisdom, environmental consciousness, and social ethics into the curriculum. These outcomes occur because CCS serves as a holistic educational framework that not only emphasizes language skills but also integrates cultural and ethical values, thereby aligning with the broader objectives of the SDGs. The results of this study underscore the potential of CCS as a strategic tool for sustainable education in Indonesia. They provide a foundation for policymakers to refine and enhance the curriculum, ensuring it remains a robust platform for achieving long-term developmental goals. Furthermore, this research highlights the importance of integrating local and global perspectives in education to foster a more sustainable and equitable future.
Reconciling the Empirical and the Divine: Islamic Epistemology as a Critical Lens for Positivist Teacher Assessment in Indonesia Nita, Kamalasia Rio; Mahdum, Mahdum; Copiriady, Jimmy; Isjoni, Isjoni
Jurnal Ushuluddin Vol 33, No 2 (2025): December
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jush.v33i2.38838

Abstract

positivism, Islamic epistemology, pedagogical assessment, and teacher performance within Indonesia's contemporary educational landscape. Drawing on a thorough philosophical analysis of positivism—from its foundational principles established by Auguste Comte to its modern interpretations and critiques—this study integrates these perspectives with the rich intellectual tradition of Islamic epistemology. By synthesizing these frameworks alongside empirical evidence from Indonesia, the paper offers a more comprehensive and contextually authentic understanding. It examines how positivist approaches have influenced pedagogical assessment methodologies while also considering how Islamic principles, embedded within the national philosophy of Pancasila and local values, provide a critical alternative and complement. Furthermore, the study assesses the implications of these intertwined approaches for fostering Higher Order Thinking Skills (HOTS) as redefined within an Islamic framework. Through a synthesis of theoretical frameworks and empirical findings, this paper aims to provide insights into optimizing teacher performance assessment to promote a more holistic, effective, and values-based educational system in Indonesia. Visual elements—including a diagram illustrating the conceptual framework, an image depicting an Indonesian classroom, and a comparative table of paradigms—are incorporated to enhance understanding and offer a multifaceted perspective
Co-Authors Abraham Yazdi Martin Copiriady, Jimmy Irman Suherman Isjoni Isjoni Mahdum Megan Asri Humaira Roestamy, Martin Rusli, Radif Khotamir