Curricula: Journal of Curriculum Development
Curricula: Journal of Curriculum Development p-ISSN 2964-7339 e-ISSN 2830-7917 is an open access and peer-reviewed journal published by Curriculum Development Study Program, Faculty of Educational Sciences, Universitas Pendidikan Indonesia in collaboration with Himpunan Pengembang Kurikulum Indonesia (HIPKIN). The journal includes particular interests in issues related to curriculum development, including curriculum design, implementation, evaluation, and learning development (resources, models, media, and assessment). Curricula: Journal of Curriculum Development aims to publish research conducted by teachers, lecturers, and others focusing on research at the levels of Early Childhood, Elementary, Junior High, or Senior High Schools, as well as Higher-Education. This journal is published twice a year, in June and December. Curricula: Journal of Curriculum Development can accept articles in Indonesian or English.
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<![CDATA[Analysis effectiveness of online learning during the COVID-19 pandemic ]]>
<![CDATA[Yudis Ghifari]]>;
<![CDATA[Diva Aulia Amanda]]>;
<![CDATA[Angga Hadiapurwa]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 1, No 2 (2022): Curricula: Journal of Curriculum Development, December 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v1i2.48796
<![CDATA[The COVID-19 pandemic has forced all countries to implement distance learning and distance restrictions to break the chain of transmission. This article researches the effectiveness of online learning during the Covid-19 pandemic and its impact on student's ability to participate in learning. The research was conducted using a survey method with a quantitative approach. The subjects of this study were active students of the Education Technology study program at the Indonesian Education University class of 2018-2020. The survey data was analyzed by measuring the variables determined using numbers and then analyzed with the applicable statistical procedures. The results showed that online learning was considered less effective because the learning materials were not delivered properly to students. This causes students not to understand the task at hand. Another point that shows the ineffectiveness of online learning is that many issues occur during online learning sessions, for example, internet connection issues, limited interaction, lack of literacy skills, and lack of motivation and productivity of students in its implementation. The level of effectiveness of online learning still can increase if the issues that occur are minimized. Student learning motivation needs to be improved so that the effectiveness of online learning can also increase.]]>
<![CDATA[The impact of Zoom as a learning application on student learning concentration in the COVID-19 era ]]>
<![CDATA[Fuad Azhar Makarim El Yusuf]]>;
<![CDATA[Tasya Susanti]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 1, No 2 (2022): Curricula: Journal of Curriculum Development, December 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v1i2.48797
<![CDATA[The presence of COVID-19 has hampered the activities carried out by the community, one of which is in the field of education. With the entry of the era of the Industrial Revolution 4.0, education must follow technological developments and take advantage of technological sophistication to facilitate the learning process. Today there are many technological innovations in the world of education, for example, in the form of applications or learning platforms that can support the learning process between educators and students. This study aims to determine the effect of the ZOOM learning application in the COVID-19 era on students' learning concentration. The study used descriptive quantitative methods with survey activities as data collection, involving students from junior high school, senior high school, vocational school, and university level as respondents. The results showed differences in students' level of concentration during distance learning and face-to-face learning. After participating in distance learning assisted by the ZOOM video conferencing application, the concentration of students decreased to focus on learning. So it can be concluded that the ZOOM application influences the concentration of student learning during the COVID-19 pandemic. It is hoped that increasingly advanced technological developments can help students concentrate on learning.]]>
<![CDATA[Educational technology innovation during the COVID-19 pandemic ]]>
<![CDATA[Alfath Rizq Denadi]]>;
<![CDATA[Wafa Nabilah Sopyan]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 1, No 2 (2022): Curricula: Journal of Curriculum Development, December 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v1i2.48798
<![CDATA[Innovations in education are continuously being made to continue learning when COVID-19 pandemic. One of solution for dealing with negative impact of pandemic in the domain of education is to innovate accompanied by technology or to innovate in the elements of learning to achieve educational and the learning goals. The purpose for this research is proposed as an overview of educational innovations in Indonesia during COVID-19 pandemic. This research use a descriptive research method and descriptive content analysis study. Research analysis is carried out on international articles, national articles, and other sources regarding learning solutions for the pandemic by making innovations in the field of educational technology. The use of technology in learning cannot be separated in distance learning for COVID-19 pandemic. Therefore, to solve the problem of education for this pandemic, innovations are made not only in the technology used in learning, but there needs to be innovation in the elements of learning to achieve educational goals during this pandemic.]]>
<![CDATA[Learning models innovation in industrial revolution 4.0 era ]]>
<![CDATA[Metsa Fajrianti Kusumah Suwandi]]>;
<![CDATA[Muhammad Alfat]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 1, No 2 (2022): Curricula: Journal of Curriculum Development, December 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v1i2.48799
<![CDATA[The era of the Industrial Revolution 4.0 has created a shift in every dimension of life, one of which is the education dimension. In anticipating the rapid transformation that is taking place, education must always develop its competence and academic innovation. This study aims to analyze the education that occurs, the learning models used, as well as the innovative curriculum set in the era of the Industrial Revolution 4.0. The method used in this research is the literature study method. The data generated using this method were re-analyzed through the stages of reading and recording data as research material to processing the research materials. The study results show that the Industrial Revolution 4.0 era resulted in changes in human life patterns due to the influence of technological devices. This change underlies the design and establishment of a new innovative curriculum that is in accordance with the 4.0 revolution era. The 2013 curriculum as a complement to the previous curriculum is here to make education accustomed to the use of technological devices. Education as a place to educate the nation's successors needs to keep up with all the changes that occur so that learning can be obtained by students who are not left behind from the latest information.]]>
<![CDATA[Approaches and models development of 2013 Curriculum and Merdeka Curriculum ]]>
<![CDATA[Fahira Azzahra]]>;
<![CDATA[Hadi Permana]]>;
<![CDATA[Lulu Fitriani]]>;
<![CDATA[Rida Maulida Putri]]>;
<![CDATA[Suci Wulandari]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 1, No 2 (2022): Curricula: Journal of Curriculum Development, December 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v1i2.52034
<![CDATA[The approach used in curriculum development has differences in the delivery of education. This article aims to discover the models and approaches used in developing Kurikulum 2013 and Kurikulum Merdeka. The method used is library research. Curriculum development has changed from time to time, changes from various aspects of life, globalization, and changes in increasingly advanced technology. The model used in developing the 2013 curriculum combines the Ralph Tyler and Hilda Taba models. The approach used in developing the 2013 curriculum is a competencies-based curriculum and is thematic-integrative. At the same time, the model used in developing Kurikulum Merdeka uses a technological approach and social reconstruction. The curriculum development model used in Kurikulum Merdeka is The Systematic Action Research Model and Emerging Technical Models, which refer to changes in technology and science. The models and approaches used in developing the 2013 curriculum and Merdeka Curriculum are different. Curriculum development has challenges, so it must be able to adapt to various changes by learning to understand curriculum changes and the purpose of the curriculum.]]>
<![CDATA[Use of direct practice as an active learning innovation ]]>
<![CDATA[Aliyyah Chantika]]>;
<![CDATA[Novy Fitria Wahyuni]]>;
<![CDATA[Sandy Salim Alamsyah]]>;
<![CDATA[Tegar Rifai]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 1, No 2 (2022): Curricula: Journal of Curriculum Development, December 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v1i2.52076
<![CDATA[The learning process must be made as interesting as possible so that students can easily follow the learning itself. Many innovations have been developed to create exciting learning methods. In this case, the current learning model or method is increasingly varied and has a diverse focus. This research aims to develop learning using direct practice methods and see how these methods improve students' understanding of the material. The qualitative research method, with interviews as the data collection instrument. The subjects of this research are students of the 2021 batch of Business Education Study Program at Universitas Pendidikan Indonesia. The research sample collected was 15 students. The interview results show the influence of direct learning practice on students' understanding of learning materials. From the results of this study, it can be seen that the hands-on learning method is considered a learning method that is fun and interesting and makes it easier for educators to deliver material. Therefore, this method is very effective in improving understanding in students.]]>
<![CDATA[Analysis of learning components in implementation of educational process in schools ]]>
<![CDATA[Azka Widhiasti]]>;
<![CDATA[Anggie Putri]]>;
<![CDATA[Muhammad Adnan Fanani]]>;
<![CDATA[Najwa Salim]]>;
<![CDATA[Yandhy Rizky Kurnia]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 1, No 2 (2022): Curricula: Journal of Curriculum Development, December 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v1i2.52309
<![CDATA[Indonesian education has undergone many changes in line with the changes in the applied curriculum. This affects educators in carrying out teaching and learning activities so that they must quickly adapt to implementing the new curriculum, provide understanding to students, and guide them to adapt to the system. When the curriculum changes, the essential things in learning also change according to the change in curriculum, namely the learning components. Learning in its process has elements that are related and influence each other. The learning component includes objectives, materials, media, strategies, and evaluation. As time goes by and changes in technology, aspects of learning components change into a form of adjustment. Elements of the learning component turned into a state of adjustment. This study aims to look back at the learning components when the new curriculum is implemented in schools. The research method uses qualitative methods with library research. The result of this study is that the learning components when the new curriculum is implemented have some differences in the application of aspects of the learning components.]]>
<![CDATA[Merdeka Curriculum implementation at Wonoayu 1 Junior High School as Sekolah Penggerak ]]>
<![CDATA[Varary Mechwafanitiara Cantika]]>;
<![CDATA[Lathifah Khaerunnisa]]>;
<![CDATA[Rika Yustikarini]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 1, No 2 (2022): Curricula: Journal of Curriculum Development, December 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v1i2.53568
<![CDATA[The concept of Ki Hadjar Dewantara's education was adopted in Indonesia's current curriculum, known as Kurikulum Merdeka. The Kurikulum Merdeka Curriculum is implemented with the support of all stakeholders and policymakers, following the school's readiness. Wonoayu 1 Junior High School is one of the schools that has become “Sekolah Penggerak” and because of its readiness, the school implements Kurikulum Merdeka. This study aims to describe the implementation of the Merdeka curriculum at Wonoayu 1 Junior High School, Sidoarjo Regency, as “Sekolah Penggerak”. The method used in this research is a descriptive method with a qualitative approach. Data collection techniques using interviews and observation. The results showed that implementing Kurikulum Merdeka at Wonoayu 1 Junior High School followed the standards and curriculum guidelines for implementing Kurikulum Merdeka for “Sekolah Penggerak”. These aspects are viewed from three main aspects: the learning planning aspect, the learning implementation aspect, and the learning assessment aspect. Some obstacles require more attention and further handling in implementing Kurikulum Merdeka at Wonoayu 1 Junior High School.]]>
<![CDATA[Merdeka Curriculum implementation at Granada Islamic Integrated and Dhuhaa Islamic Junior High School in Tangerang City ]]>
<![CDATA[Dinda Adiesty Kusumawardani]]>;
<![CDATA[Lenny Sapitri]]>;
<![CDATA[Mia Roosmalisa Dewi]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 1, No 2 (2022): Curricula: Journal of Curriculum Development, December 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v1i2.53569
<![CDATA[The main support for achieving the goals of quality Indonesian human development is education. The implementation of quality education always demands transformation in every process and stage, this is because there are always dynamic constraints and problems that arise due to various situations and conditions. As a form of innovation in improving the quality of Indonesian education, Kurikulum Merdeka is implemented which has characters and characteristics that are believed to be able to answer the challenges of education in the 21st century in creating a quality generation of Indonesians. The research in this article is aimed at finding out the application of the Independent Curriculum in the learning process. in schools at the junior high school education unit level which is the Sekolah Penggerak. The research was conducted using a case study method with a convergent mixed methods approach. The results of the study show that the teachers at the Sekolah Penggerak have made optimal efforts in developing the learning process in accordance with the various core elements of the Kurikulum Merdeka.]]>
