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All Journal Jurnal PAJAR (Pendidikan dan Pengajaran) Algebra : Jurnal Pendidikan Sosial dan Sains
Abna Hidayati
State University of Padang
Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Social Sciences Other

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ANALYSIS AND DEVELOPMENT OF CURRICULUM RELATED TO LEARNING THEORIES: LITERATURE REVIEW Filma Alia Sari; Alwen Bentri; Abna Hidayati; Mifta Rizka
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol. 5 No. 4 (2025): Algebra : Jurnal Pendidikan Sosial dan Sains
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/7ma8mh60

Abstract

The curriculum is the basic structure in education that guides what, how, and why learning takes place. Learning theories provide an important psychological and pedagogical foundation for designing and developing curricula to be more effective and relevant. This article reviews the current literature on the relationship between curriculum analysis and development and learning theories, including behaviorism, cognitivism, constructivism, connectivism, and adult learning theory. The main objective is to evaluate how these theories are integrated into curriculum development, supporting and inhibiting factors, and recommendations for adaptive and innovative curriculum practices. The method used is a systematic literature review of articles from international and national databases from 2010 to 2025. The findings show that although current curriculum construction is largely influenced by constructivism and active learning theory, the application of more formal theories such as behaviorism and connectivism also appears, especially in the context of higher education and online learning. The main obstacles include a lack of understanding of the theory by curriculum designers, limited resources, cultural resistance, and technical challenges. The conclusion states that effective curriculum development requires in-depth contextual analysis, explicit integration of learning theory, stakeholder involvement, and continuous evaluation.
Development of Genially-Based Interactive Learning Media for Science Education 4th Grade of Elementary School Yolly Desnita; Abna Hidayati; Yeni Erita; Desyandri
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 4 (2026): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i4.1596

Abstract

IPAS learning on landform topics in Grade IV elementary schools requires learning media that can transform abstract visual concepts into concrete, visual, and contextual learning experiences. Preliminary analysis showed that teachers and students had a high need for technology-based learning media, with teacher needs reaching 86% and student needs reaching 84%. This study aimed to develop, validate, examine the practicality, and evaluate the initial effectiveness of Genially-based interactive learning media integrated with Problem-Based Learning. This research employed a research and development method using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. The study was conducted at SDN 10 Airpura, SDN 11 Airpura, and SDN 12 Airpura. Data were collected through needs-analysis questionnaires, expert-validation sheets, teacher and student practicality questionnaires, and pre-test–post-test learning-outcome tests. The developed media integrated visual materials, instructional videos, audio, interactive navigation, group discussion activities, quizzes, and educational games. Expert validation showed that the media was highly valid, with scores of 96% for material, 98% for media design, and 91% for language, resulting in an overall validity score of 95%. Practicality testing yielded highly positive results, with teacher responses at 97% and student responses at 93%. The pre-test and post-test results increased from 55.0 to 91.1, with an N-Gain score of 0.836 (83.6%). These findings indicate that Genially-based interactive media is feasible, practical, and has strong initial effectiveness in supporting visual, contextual, and problem-oriented IPAS learning in Grade IV elementary schools.
Co-Authors Alwen Bentri Desyandri Filma Alia Sari Mifta Rizka Yeni Erita Yolly Desnita