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All Journal JURNAL MULTIDISIPLIN ILMU AKADEMIK
Rosmawaty Rosmawaty
Pendidikan Bahasa dan Sastra Indonesia, Fakultas Bahasa dan Seni Universitas Negeri Medan
Religion Humanities Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Social Sciences

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Analisis Komparatif Buku Teks Bahasa Indonesia Kelas VIII: "Bahasa Indonesia" (Grafindo, Kurikulum Merdeka) dan "Piawai Berbahasa Indonesia" (Erlangga, Kurikulum 2013 Revisi) Rosmawaty Rosmawaty; Alisya Putri Amelia; Siti Nur Wulandari
JURNAL MULTIDISIPLIN ILMU AKADEMIK Vol. 3 No. 2 (2026): JURNAL MULTIDISIPLIN ILMU AKADEMIK (JMIA)  April 2026
Publisher : CV. KAMPUS AKADEMIK PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jmia.v3i2.9455

Abstract

This study aims to analyze in-depth the differences between two Indonesian language textbooks for Grade VIII SMP/MTs: "Bahasa Indonesia untuk SMP/MTS Kelas VIII" by Muhamad Zainal Arifin, published by Grafindo Media Pratama (Kurikulum Merdeka, 2023), and "Piawai Berbahasa Indonesia 2 untuk SMP/MTS Kelas VIII" by Nurhadi, Giri Indra K., and Maifan Tri S., published by Erlangga (Revised 2013 Curriculum). The method employed is content analysis with a descriptive-comparative approach. The analysis focuses on seven main aspects: (1) book identity and legality, (2) philosophical foundations and curriculum approaches, (3) material structure and organization, (4) types of texts and genres presented, (5) learning features and components, (6) assessment systems, and (7) contextual relevance and literacy development. The results indicate that both books are oriented toward text-based approaches and activity-based learning; however, they differ significantly in terms of competency frameworks, material depth, technology integration, and assessment design. The Grafindo book (Kurikulum Merdeka) emphasizes holistic learning outcomes per phase with multimedia integration and Minimum Competency Assessment (AKM) questions, while the Erlangga book (K-13) is more structured through Core and Basic Competencies (KI-KD) with systematic, step-by-step activity-based features. These findings are expected to serve as a scientific reference for teachers, school principals, and policymakers in selecting and implementing Indonesian language textbooks that best suit the context and needs of students.
Analisis Perbedaan Strategi Pembelajaran Guru pada Kurikulum Merdeka dan Kurikulum 2013 Rosmawaty Rosmawaty; Dwi Tiara Gustiani; Nazwa Dafina; Silfania Cahya Andjani
JURNAL MULTIDISIPLIN ILMU AKADEMIK Vol. 3 No. 2 (2026): JURNAL MULTIDISIPLIN ILMU AKADEMIK (JMIA)  April 2026
Publisher : CV. KAMPUS AKADEMIK PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jmia.v3i2.9456

Abstract

This study aims to analyze the differences in teachers' learning strategies between the Merdeka Curriculum and the 2013 Curriculum based on a review of recent and relevant scientific literature. The curriculum transition from the 2013 Curriculum to the Merdeka Curriculum carries significant implications for how teachers plan, implement, and evaluate learning. The method used is a qualitative approach with a library research design. Data sources include scientific journal articles, policy documents, and reference books published between 2019 and 2025. Data analysis was conducted descriptively and comparatively. The findings indicate that learning strategies in the 2013 Curriculum are systematic and structured through Core Competencies and Basic Competencies (KD), while the Merdeka Curriculum provides greater flexibility through Learning Outcomes (C) Learning Objectives (TP), and the Learning Objective Flow (ATP). Fundamental differences are evident in the planning, implementation, and evaluation of learning. The Merdeka Curriculum promotes more innovative, contextual, and student-centered learning, whereas the 2013 Curriculum tends to be more rigid and administrative in its implementation. The success of learning strategy implementation in both curricula depends beavily on teachers' pedagogical competence and readiness to adapt to curricular changes.
Co-Authors Alisya Putri Amelia Dwi Tiara Gustiani Nazwa Dafina Silfania Cahya Andjani Siti Nur Wulandari