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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Multidisciplinary Indonesian Center Journal
Wini Mustikarani
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Religion Humanities Earth & Planetary Sciences Education Other

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EVALUATING GEOGRAPHY BASIC COMPETENCIES IN THE 2013 CURRICULUM IN RELATION TO THE DEVELOPMENT OF STUDENTS’ SPATIAL LITERACY Edies Rizqi Adelia; Maulida Afna Musoffa; Shinta Ester Debora; Muhammmad Zid; Wini Mustikarani
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 3 No. 1 (2026): Vol. 3 No. 1 Edisi Januari 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v3i1.1620

Abstract

This study aims to analyze the extent to which the Basic Competencies (KD) in Geography in the 2013 Curriculum contribute to strengthening students' spatial literacy. The study used a qualitative descriptive approach with content analysis techniques on curriculum documents and source triangulation. The results showed that the Basic Competencies in Geography in grades X, XI, and XII have varying levels of strengthening spatial literacy. Grade X plays a role in building a foundation for spatial understanding related to geosphere phenomena. Grade XI strengthens understanding of spatial interactions through materials on resource distribution, population dynamics, and human-environment relationships. Meanwhile, grade XII is the level with the greatest contribution to spatial literacy through materials on remote sensing, Geographic Information Systems (GIS), rural-urban spatial patterns, and zoning. Although the structure of the Basic Competencies shows gradual development, it is not entirely consistent in demanding advanced spatial skills, especially at earlier levels. These findings emphasize the importance of strengthening learning strategies and supporting school facilities to maximize the potential of Basic Competencies in building students' spatial literacy.
ANALISIS INTEGRATIF PRINSIP DAN PENDEKATAN PENGEMBANGAN KURIKULUM DALAM REFORMASI PENDIDIKAN NASIONAL Ziyanah Walidah; Amelia Veviani; Sri Rahmawati; Muhammad Zid; Wini Mustikarani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Order
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36718

Abstract

The Merdeka Curriculum represents a major educational reform in Indonesia designed to enhance learning quality through curriculum flexibility, authentic assessment, and the strengthening of the Pancasila Student Profile. This study aims to analyze the underlying principles and approaches in the development of the Merdeka Curriculum as well as the key challenges encountered during its implementation in schools. Employing a literature review method, this research synthesizes policy documents, scholarly articles, and relevant theoretical sources through thematic analysis. The findings indicate that the Merdeka Curriculum offers a more adaptive and learner-oriented framework that aligns with the demands of the 21st century and contemporary global developments. The curriculum provides greater autonomy for teachers and schools, encourages project-based learning, and places a strong emphasis on character development. However, the results also reveal several persistent obstacles, including limited teacher readiness to act as curriculum designers, disparities in technological and digital infrastructure across regions, and inconsistent application of authentic assessment practices. These challenges hinder the full realization of learning transformation as intended by the curriculum. Therefore, future educational reform efforts must prioritize continuous teacher professional development, equitable distribution of educational resources, and the cultivation of an innovative school culture. Strengthening these aspects is essential to ensure that the Merdeka Curriculum can be implemented effectively and that the Pancasila Student Profile can be achieved consistently across diverse educational settings in Indonesia.
Co-Authors Amelia Veviani Edies Rizqi Adelia Maulida Afna Musoffa Muhammad Zid Muhammmad Zid Shinta Ester Debora Sri Rahmawati Ziyanah Walidah