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All Journal JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) Jurnal Pusat Studi Pancasila dan Kebijakan
Andryan Verly Dwi Pratama
Universitas 17 agustus 1945 Banyuwangi
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Nilai Pendidikan Masa Awal Kemerdekaan dan Relevansinya di Kampus Universitas 17 Agustus 1945 Banyuwangi Yunia Widianti; Diki Wahyu Saputra; Andryan Verly Dwi Pratama; Ester Carolina
JURNAL PUSPAKA Vol 2 No 1 (2026): Jurnal Pusat Studi Pancasila dan Kebijakan
Publisher : Pusat Studi Pancasila dan Kebijakan Universitas 17 Agustus 1945 Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62734/jurnalpuspaka.v2i1.891

Abstract

Penelitian ini dilatarbelakangi oleh semakin memudarnya nilai-nilai pendidikan masa awal Kemerdekaan dalam kehidupan mahasiswa modern, termasuk di lingkungan Universitas 17 Agustus 1945 Banyuwangi. Nilai seperti nasionalisme, gotong royong, integritas, dan kemandirian belajar yang dahulu menjadi fondasi pendidikan nasional kini menghadapi tantangan akibat budaya pragmatis, orientasi akademik yang berfokus pada gelar, serta pengaruh globalisasi. Penelitian ini bertujuan mengidentifikasi nilai-nilai pendidikan masa awal Kemerdekaan yang masih relevan bagi mahasiswa Universitas 17 Agustus Banyuwangi, menganalisis bentuk implementasinya dalam kegiatan akademik maupun organisasi mahasiswa, serta memahami kontribusinya terhadap pembentukan karakter mahasiswa. Penelitian dilakukan menggunakan metode kualitatif deskriptif dengan teknik pengumpulan data berupa kuesioner yang diberikan kepada mahasiswa aktif. Hasil penelitian menunjukkan bahwa nilai nasionalisme, kebersamaan, dan kemandirian belajar masih diakui mahasiswa sebagai bagian dari budaya kampus, meskipun tingkat internalisasinya berbeda-beda antar individu. Penelitian ini menyimpulkan bahwa revitalisasi nilai pendidikan masa awal kemerdekaan perlu dilakukan secara sistematis melalui kegiatan akademik dan organisasi mahasiswa agar tetap relevan dengan perkembangan zaman
The Meaning of “Independent Learning” in Curriculum Planning under the Merdeka Curriculum at the Senior High School Level Maulana Iqbal Mahendra; Daud Hizbalhaq Addamawi; Andryan Verly Dwi Pratama; Irwan Efendi; Gina Muta'affif
JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) Vol. 3 No. 1 (2026): JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62734/jtech.v3i1.914

Abstract

 A significant educational revolution in Indonesia, the Merdeka Curriculum is intended to address the learning crisis and fulfill the needs of 21st-century skills. The execution of this curriculum at the senior high school (SMA) level faces particular difficulties due to the developmental characteristics of students and the growing complexity of subject specialisation. With a special emphasis on lesson module creation, diagnostic assessment, and the Project for Strengthening the Pancasila Student Profile, this study seeks to examine how the idea of "independent learning" is understood and put into practice in curriculum planning at the senior high school level under the Merdeka Curriculum. The methodology utilized in this research was qualitative, using a phenomenological research design. School headmasters, topic teachers in Grades X and XI, and older high school students who had put the Merdeka Curriculum into practice made up the majority of the group. In addition to lesson modules, learning objective sequences, and school operational curriculum materials, the data were obtained through thorough interviews and document analysis. The interactive approach to data analysis included data reduction, data visualization, and conclusion creation. The results reveal that, even though teachers generally believe that the Merdeka Curriculum offers pedagogical flexibility, they continue to have considerable problems translating this flexibility into systematic curriculum planning. The integration of the Pancasila Student Profile initiatives into the fundamental instructional activities, the use of diagnostic evaluation to promote differentiated learning, and the creation of competency-based course modules are all challenges. To ensure that the Merdeka Curriculum is implemented effectively at the senior high school level, these results emphasize the necessity of ongoing professional development and pedagogical coaching.
Co-Authors Daud Hizbalhaq Addamawi Diki Wahyu Saputra Ester Carolina Gina Muta'affif Irwan Efendi Maulana Iqbal Mahendra Yunia Widianti