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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Jini Carolina Dien
S2 Pendidikan Guru SD, Universitas Negeri Manado
Education

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PERBANDINGAN KURIKULUM SEKOLAH DASAR INDONESIA DAN FILIPINA PADA KONTEKS PENDIDIKAN DASAR ASIA TENGGARA Juliana Margareta Sumilat; Jini Carolina Dien
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.10114

Abstract

This study aims to compare the elementary education curricula implemented in Indonesia and the Philippines, focusing on curriculum structure, learning approaches, educational goals, and core subjects taught at the primary school level. The background of this research is rooted in the importance of understanding the differences in educational systems within Southeast Asia to identify opportunities for collaboration and quality improvement through the exchange of best practices between countries. The study was conducted through a literature review and analysis of official documents from each country's Ministry of Education, along with secondary references from international organizations such as UNESCO and SEAMEO. The findings show that although both countries have a six-year duration for elementary education, there are fundamental differences in their curriculum approaches, where Indonesia currently implements the Merdeka Curriculum emphasizing the Pancasila student profile and differentiated instruction, while the Philippines adopts the K to 12 Curriculum focusing on core competencies and 21st-century skills development. The Indonesian curriculum tends to emphasize contextual learning and local wisdom, whereas the Philippine curriculum integrates an outcome-based education approach with standardized national benchmarks. The conclusion of this study suggests that both countries possess unique strengths and challenges, and mutual learning from each other's curriculum policies could serve as a strategic step in enhancing the quality of elementary education across Southeast Asia.
STUDI LITERATUR: PENERAPAN MODEL PEMBELAJARAN KOOPERATIF STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) BERBASIS MEDIA FLASH CARD DALAM MENINGKATKAN MOTIVASI BELAJAR MATEMATIKA DI SEKOLAH DASAR Juliana Margareta Sumila; Jini Carolina Dien
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 In Process
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.10115

Abstract

This study aims to review the influence of the cooperative learning model STAD (Student Teams Achievement Divisions) supported by flash card media on students’ learning motivation in number concepts at elementary schools, particularly in early grades. The method used is a literature review, analyzing previous studies, scholarly articles, and relevant educational documents regarding the implementation of STAD and flash cards. Descriptive analysis was conducted to identify patterns, best practices, and factors supporting the effectiveness of these strategies. The findings indicate that the STAD model promotes positive social interaction, individual learning responsibility, and collaborative teamwork, while flash cards facilitate the understanding of number concepts in a concrete and engaging manner for students. The combination of these strategies has been shown to effectively enhance learning motivation, active participation, and student enthusiasm in mathematics learning. This study emphasizes the importance of applying cooperative learning strategies supported by visual media to foster cognitive, affective, and psychomotor development in elementary school students.
Co-Authors Juliana Margareta Sumila Juliana Margareta Sumilat