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All Journal EDUKATIF : JURNAL ILMU PENDIDIKAN El-Rusyd
Alimir, Immatul Jannah
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Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analisis Landasan Yuridis Pendidikan Nasional sebagai Dasar Penerapan Kurikulum Merdeka Berbasis Pembelajaran Mendalam Rahmayuni, Sisri; Alimir, Immatul Jannah; Ilmi, Darul; Surya Bayu, Eka Pasca
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 7, No 6 (2025): Desember
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v7i6.8777

Abstract

Penelitian ini mengkaji peran landasan yuridis dalam penyelenggaraan pendidikan nasional serta relevansinya terhadap penerapan kurikulum berbasis pembelajaran mendalam (deep learning). Tujuan penelitian adalah menganalisis bagaimana regulasi pendidikan berfungsi sebagai dasar normatif dan strategis dalam mendukung inovasi kurikulum, khususnya Kurikulum Merdeka. Penelitian menggunakan pendekatan kualitatif dengan desain studi kepustakaan melalui analisis terhadap peraturan perundang-undangan, literatur akademik, dan hasil penelitian relevan. Hasil kajian menunjukkan bahwa landasan yuridis terutama UUD 1945, Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional, serta regulasi turunannya tidak hanya menjamin kepastian hukum, tetapi juga menentukan arah, ruang gerak, dan keberlanjutan implementasi kurikulum. Temuan konseptual utama penelitian ini menegaskan bahwa pembelajaran mendalam hanya dapat diimplementasikan secara efektif apabila didukung oleh regulasi yang konsisten dan adaptif, sehingga sekolah dan guru memiliki legitimasi dalam mengembangkan pembelajaran bermakna. Penelitian ini berkontribusi secara teoretis dalam memperkuat kajian hubungan antara hukum pendidikan dan inovasi pedagogis, serta secara praktis memberikan rujukan bagi pengambil kebijakan dalam merancang kurikulum yang selaras dengan prinsip pembelajaran mendalam.
Exploring Teachers’ Experiences in Integrating SAMR-Based Adaptive Technology in Primary English Reading–Writing Instruction Syukran, Rahmat; Adriansyah, Adriansyah; Alimir, Immatul Jannah; Syafitri, Widya; Sesmiarni, Zulfani; Bayu, Eka Pasca Surya
El-Rusyd Vol. 10 No. 2 (2025): December
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i2.535

Abstract

The implementation of educational technology often remains at the level of substituting conventional media, rather than reflecting a deeper understanding of adaptive technology and its potential to transform learning processes. This qualitative descriptive study employed an exploratory approach to investigate English teachers’ experiences and perceptions regarding the integration of SAMR-based adaptive technology in integrated reading–writing instruction at the primary level. Data were collected through semi-structured interviews, classroom observations, and document analysis involving primary school English teachers and were analyzed using the interactive model proposed by Miles, Huberman, and Saldana. The findings reveal that technology integration predominantly occurs at the Substitution (S) and Augmentation (A) levels of the SAMR framework, with limited evidence of modification or redefinition in instructional practices. This indicates that the transformative potential of SAMR-based adaptive technology has not yet been optimally realized in integrated primary literacy instruction. Strengthening teachers’ digital pedagogical competencies and reconceptualizing technology integration as a means of restructuring learning processes are therefore essential to support more meaningful, contextually relevant literacy learning aligned with 21st-century educational demands.
Co-Authors Adriansyah Adriansyah Bayu, Eka Pasca Surya Darul Ilmi Rahmayuni, Sisri Surya Bayu, Eka Pasca Syafitri, Widya Syukran, Rahmat Zulfani Sesmiarni