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[Evaluation of learning English with the illuminative model in the Fun English program ]]>
<![CDATA[Risa Ginting]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 2, No 2 (2023): Curricula: Journal of Curriculum Development, December 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v2i2.59000
<![CDATA[English is an international language used by almost all countries, one of which is Indonesia. English is also very important to learn because it can be used to communicate with many people in various countries. This study aims to determine the level of students' learning skills in English conversation classes, to measure the level of effectiveness of the Fun English program in developing students' English skills, as well as to make improvements and improvements to the Fun English learning program, which is evaluated using the illuminative model. This study used the literature study method, and data collection was carried out using direct observation techniques in the Fun English program. The participants in this study were English course leaders, teachers, and students who participated in an English conversation practice program. The study results show that the learning evaluation implemented in the Fun English program is effective enough to measure students' English proficiency. The Fun English program is quite effective in developing students' English conversation skills, especially in listening, speaking, pronunciation, and fluency.]]>
<![CDATA[Evaluation of post-education and training to determine alumni performance quality ]]>
<![CDATA[Nia Kurniawati]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 2, No 2 (2023): Curricula: Journal of Curriculum Development, December 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v2i2.58882
<![CDATA[Education and training are structured and planned actions or processes with the aim of forming an optimal learning environment. The purpose of this article is to increase understanding of post-education and training evaluation and the importance of seeing the quality of education and training alumni on an ongoing basis. Through an effective and continuous evaluation, we can identify the strengths and weaknesses of training programs, provide recommendations for appropriate improvements, and improve the quality of education and training alumni to face competition in the ever-evolving world of work. The method used in this research is a descriptive method using a literature study approach. The findings obtained from this article are that as a whole, the community has not directly experienced the impacts and benefits provided by the various types of training held. The conclusion is that it is often found that a training activity is ultimately only limited to measuring the output of training participants and tends to ignore alumni outcomes. Outcomes of this training can be known through post-training evaluation activities which are carried out three to 6 months after the training is completed.]]>
<![CDATA[Discrepancy evaluation of social reconstruction-based curriculum implementation at Sekolah Rimba Indonesia ]]>
<![CDATA[Rika Yustikarini]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 2, No 2 (2023): Curricula: Journal of Curriculum Development, December 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v2i2.58981
<![CDATA[This study aims to determine the suitability of implementing a social reconstruction-based curriculum at Sekolah Rimba Indonesia based on the ideological criteria and characteristics of the social reconstruction curriculum of experts, namely John D., Mc Neil, and Michael Stephen Schiro used the discrepancy evaluation model. The selected resource persons are teachers and principals at Sekolah Rimba. This data collection technique is through interviews, observations, and document studies. The data analysis technique used Miles and Hubberman, namely condensation and presentation of data, and conclusion. The results of the study describe the implementation of a social reconstruction-based curriculum at Sekolah Rimba Indonesia, which includes aspects of the basic concepts and objectives of the social reconstruction curriculum, teaching perspectives, the nature of learning, teaching, and evaluation have been following the criteria set at the beginning of the study. The implementation of the curriculum at Sekolah Rimba Indonesia can be maintained and used as a reference for schools that adopt the social reconstruction curriculum. In this study, the long-term outcomes assessment aspect of Sekolah Rimba Indonesia was not included as an aspect of the research.]]>
<![CDATA[Analyzing the efficacy of outcome-based education in Kurikulum Merdeka: A literature-based perspective ]]>
<![CDATA[R. Risna]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 2, No 2 (2023): Curricula: Journal of Curriculum Development, December 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v2i2.59624
<![CDATA[This study analyzes the effectiveness of Outcome-Based Education in Kurikulum Merdeka from a literature-based perspective. Through a literature review, this effectiveness analysis method combines theoretical and practical aspects to better understand the contribution of Outcome-Based Education in Kurikulum Merdeka from a literature-based perspective. Students can improve their reading comprehension skills by developing literary skills, interpreting metaphor and symbolism, and appreciating literary style and structure. This analysis concludes that Results-Based Education in Kurikulum Merdeka when viewed from a literature-based perspective, can increase students' understanding of literary works, develop literary skills, broaden appreciation of literary diversity, and encourage creativity in writing literature. To maximize the effectiveness of Outcome-Based Education in Kurikulum Merdeka from a literature-based perspective, strong integration between literature and results-based learning, development of critical thinking skills through literature, an emphasis on appreciation of literary diversity, and an emphasis on creativity in writing literature can be implemented.]]>
<![CDATA[Evaluative study of the Kurikulum Merdeka learning system in Bandung Private Elementary Schools ]]>
<![CDATA[Endang Purwati]]>;
<![CDATA[Zainal Arifin]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 2, No 2 (2023): Curricula: Journal of Curriculum Development, December 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v2i2.58991
<![CDATA[An educational institution is considered successful if it can be measured from the evaluation activities’ success. This research was conducted to evaluate the implementation of the independent curriculum using the Countence Stake evaluation model which focuses on antecedents, transactions, and outcomes. The sample used consisted of 26 respondents consisting of school principals, class teachers, and subject teachers at private elementary schools in Bandung City who implemented the Merdeka Curriculum starting in the 2022-2023 school year simultaneously from phases A, B and C. The sample was taken using the purposive sampling method, which was taken manually by the way the respondents filled out the distributed questionnaire forms. Based on the research, it shows that (1) the process of learning the independent curriculum in elementary schools is quite effective, although its implementation is still not optimal; (2) The obstacles to implementing the independent curriculum include the use of textbooks as learning resources; (3) Designing better learning strategies is needed. From this study it can be concluded that teachers must be more creative in guiding students in projects and can inspire them to develop their potential and instill character values. In addition, teachers must develop their skills so that they can carry out fun learning.]]>
<![CDATA[The influence of the PATHS curriculum on children's social-emotional competence ]]>
<![CDATA[Dwi Ajni Shafarwati]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 2, No 2 (2023): Curricula: Journal of Curriculum Development, December 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v2i2.62118
<![CDATA[Preschool-aged children tend to have a wide range of social-emotional skills and problems, making it difficult for them to enter school, leading to negative peer relationships and low academic achievement. Programs must support children in learning important skills early to perform socially appropriate actions, such as social behavior and coping skills. Prevention focuses on reducing aggressive and disruptive behaviors in children and developing children's social-emotional competencies. One of the preventions is the PATHS (Promoting Alternative Thinking Strategies) program. Based on this, the researcher tried to examine the effect of the PATHS curriculum on social-emotional competence in preschool and elementary school children. The method used in this article is a Systematic Literature Review. There are three stages in the Systematic Literature Review: searching and filtering the literature, analyzing the literature, and writing the analysis results in scientific arguments. The results show that PATHS will provide long-term effects if applied as prevention rather than treatment in preschool and elementary school-aged children. Because at that age, children are not yet able to control their emotions, which impacts social competence when attending school.]]>
<![CDATA[Cooperative learning strategy type STAD for economic business in SMK Bhakti Bangsa ]]>
<![CDATA[Muhammad Fasya Fanshary Aksa]]>;
<![CDATA[Maya Gita Cahyani]]>;
<![CDATA[Amanda Tri Damayanti]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 2, No 2 (2023): Curricula: Journal of Curriculum Development, December 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v2i2.63748
<![CDATA[This research aims to evaluate the effectiveness of implementing Student Team Achievement Division (STAD) type cooperative learning strategies in increasing students' interest in learning in Business Economics subjects at BPI Bandung Vocational High Schools (SMK). Evaluation will include comparing student learning outcomes before and after implementing the STAD method, an analysis of student involvement in the cooperative learning process, and student responses to this learning method. Additionally, the research will highlight changes in interactions between students, their confidence in understanding the material, and whether implementing STAD can stimulate active participation in class discussions. The research uses a qualitative approach to explore the influence of the STAD strategy on students' interest in learning with observation and interviews related to implementing the STAD strategy. This qualitative analysis identifies patterns and findings that strengthen the effectiveness of the STAD strategy in increasing student interest and motivation to learn at SMK Bhakti Bangsa Bandung, especially in Business Economics subjects.]]>
<![CDATA[Developing marketing materials through interactive learning media suitable for vocational school ]]>
<![CDATA[Vena Melliyani]]>;
<![CDATA[Gia Nurapni]]>;
<![CDATA[Fajar Sidik]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 2, No 2 (2023): Curricula: Journal of Curriculum Development, December 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v2i2.63852
<![CDATA[This research aims to explore and develop marketing materials that are suitable for Vocational High School (SMK) 45 Lembang students through interactive learning media. Marketing is an important aspect in the business world that requires deep understanding and practical skills. In the context of vocational school education, the use of interactive learning media is considered an effective approach to increase students' understanding and involvement in the learning process, and this can also be useful if they want to continue their education at tertiary institutions where the domain is not much different from before. This research used a qualitative approach with descriptive methods focused on developing material through appropriate interactive learning media at SMK 45 Lembang to ensure that the material produced aligned with their needs and expectations. Data was collected using observation and interviews to students and teachers based on Google forms. The research objects were students at business vocational high schools and teachers who taught marketing courses.]]>
<![CDATA[Analysis of needs and teachers' perception towards business teaching materials at SMA Labschool UPI ]]>
<![CDATA[Hanada Sabilal Khaira]]>;
<![CDATA[M. Farid Al Hafizh]]>;
<![CDATA[Pelangi Syaumi Alvina Darmansyah]]>;
<![CDATA[Hafsah Nugraha]]>;
<![CDATA[Diemas Arya Komara]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 2, No 2 (2023): Curricula: Journal of Curriculum Development, December 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v2i2.63871
<![CDATA[This research aims to discuss the importance of understanding teachers' perceptions of business teaching materials to enhance the quality of education. This article seeks to explore the analysis of teachers' needs and perceptions regarding business teaching materials, identify factors influencing their views, and evaluate their impact on the effectiveness of teaching and learning. The research employs a qualitative method with data collection techniques involving interviews and observations. The study results indicate that teachers' perceptions of business teaching materials are influenced by factors such as relevance, practicality, and the attractiveness of the materials. Furthermore, curriculum adjustments and teaching approaches can be implemented to meet the actual needs better, creating a dynamic and relevant learning environment for students. Therefore, this article significantly improves the quality of education at SMA Labschool UPI.]]>
<![CDATA[Optimizing marketing learning evaluation: Gamification with CIPP model at SMKN 1 Bandung ]]>
<![CDATA[Dini Haryanti]]>;
<![CDATA[Ayuni Hanifatunnisa]]>;
<![CDATA[Zaki Mubarak]]>;
<![CDATA[Angga Hadiapurwa]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 2, No 2 (2023): Curricula: Journal of Curriculum Development, December 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v2i2.63765
<![CDATA[In this digital era, education is experiencing rapid growth, especially in the diversity of evaluations given to students, one of which is through gamification. This article explores optimizing learning evaluation through gamification in the CIPP (Context, Input, Process, Product) evaluation model in marketing education at SMKN 1 Bandung. The method used is descriptive quantitative research. Data collection is done through questionnaires and interviews. The data sources and subjects in this study are educators in the marketing subject at SMKN 1 Bandung and students majoring in Online Business and Marketing at SMKN 1 Bandung, with the object being the evaluation of marketing learning with the implementation of gamification in the CIPP model. The results of this study indicate that the learning evaluation process with gamification is well-received by students at SMKN 1 Bandung. Applying gamification in learning evaluation using the CIPP model enhances students' learning outcomes and creates a responsive, adaptive, and collaborative learning environment.]]>
