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Angga Hadiapurwa
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Program Studi Pengembangan Kurikulum, Fakultas Ilmu Pendidikan, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi Nomor 229 Bandung 40154
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Kota bandung,
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Curricula: Journal of Curriculum Development
Published by Universitas Pendidikan Indonesia
ISSN : 29647339     EISSN : 28307917     DOI : https://doi.org/10.17509/curricula
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 3 Documents
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Search results for , issue "Vol 4, No 2 (2025): Curricula: Journal of Curriculum Development, December 2025" : 3 Documents clear
Adaptation of the Cambridge curriculum: A comparative study of public and Islamic schools Ilma, Labibah Sayaka; Asrohah, Hanun; Zainiyati, Husniyatus Salamah
Curricula: Journal of Curriculum Development Vol 4, No 2 (2025): Curricula: Journal of Curriculum Development, December 2025
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i2.84860

Abstract

This research aims to explore how the Cambridge curriculum can be adapted as a relevant educational strategy for addressing global challenges, particularly in developing countries such as Indonesia. In the inequality between national education policy and its implementation in the field, the Cambridge curriculum offers an approach that emphasizes critical thinking, collaboration, and global-mindedness. The method used in this study is a qualitative literature review, analyzing various academic sources and reports on the implementation of the Cambridge curriculum in different school contexts. The results of the study show that the adaptation of the Cambridge curriculum in Indonesia, both in public and Islamic-based schools, exhibits different dynamics. However, both have a positive impact. Public schools implement this curriculum directly with a primary focus on global academic standards, without the need to conform to religious values. Meanwhile, the Islamic school has successfully combined the Cambridge curriculum with Islamic values, creating an educational model that is not only academically global but also spiritually and morally strong. Both approaches show great potential in bridging local education with global standards in a contextual and relevant manner. AbstrakPenelitian ini bertujuan untuk mengeksplorasi bagaimana adaptasi kurikulum Cambridge dapat menjadi strategi pendidikan yang relevan dalam menjawab tantangan global, khususnya bagi negara berkembang seperti Indonesia. Di tengah ketimpangan antara kebijakan pendidikan nasional dan pelaksanaannya di lapangan, kurikulum cambridge menawarkan pendekatan yang menekankan pada kemampuan berpikir kritis, kolaboratif, dan global-mindedness. Metode yang digunakan dalam penelitian ini adalah studi literatur kualitatif, dengan menganalisis berbagai sumber akademik dan laporan implementasi kurikulum cambridge di berbagai konteks sekolah. Hasil penelitian menunjukkan bahwa adaptasi kurikulum cambridge di Indonesia, baik di sekolah umum maupun berbasis Islam, menunjukkan dinamika yang berbeda namun keduanya berdampak positif. Sekolah umum menerapkan kurikulum ini secara langsung dengan fokus utama pada standar akademik global, tanpa perlu menyesuaikan dengan nilai-nilai keagamaan. Sementara itu, sekolah Islam berhasil menggabungkan kurikulum cambridge dengan nilai-nilai keislaman, menciptakan model pendidikan yang tidak hanya global secara akademik, tetapi juga kuat secara spiritual dan moral. Kedua pendekatan ini menunjukkan potensi besar dalam menjembatani pendidikan lokal dengan standar global secara kontekstual dan relevan.Kata Kunci: kurikulum Cambridge; sekolah Islam; sekolah negeri
ADDIE-based AI training using open-source LMS for vocational teachers Rosyanto, Rosyanto; Wahyudin, Dinn; Hernawan, Asep Herry
Curricula: Journal of Curriculum Development Vol 4, No 2 (2025): Curricula: Journal of Curriculum Development, December 2025
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i2.87744

Abstract

This study examines the application of the ADDIE (Analysis, Design, Development, Implementation, Evaluation) framework in developing an Artificial Intelligence (AI) training program through an open-source Learning Management System (LMS) for vocational school teachers. It addresses the lack of structured AI training and low teacher preparedness in vocational education. The objective of this study is to evaluate how each ADDIE phase contributes to improving teachers’ competencies in teaching Artificial Intelligence (AI) using an open-source LMS. A mixed-methods approach was used with 150 teachers from 15 vocational schools in West Java, Indonesia. Training was delivered through a public LMS using blended learning. Data were collected via surveys, classroom observations, and LMS analytics. Path analysis was conducted using SmartPLS to assess the relationships between ADDIE phases and training outcomes. Results revealed a notable improvement in AI literacy and an increase in instructional capabilities and teachers’ technology proficiency post-training. The Design and Implementation stages had the most substantial impact on learning outcomes. The open-source LMS proved effective and scalable for AI training. This study provides a structured approach to professional development and highlights the potential for integrating AI into vocational education, particularly in low-resource settings. AbstrakPenelitian ini mengkaji penerapan kerangka kerja ADDIE (Analysis, Design, Development, Implementation, Evaluation) dalam mengembangkan pelatihan Kecerdasan Artifisial (AI) berbasis platform Learning Management System (LMS) sumber terbuka bagi guru Sekolah Menengah Kejuruan (SMK). Penelitian ini merespons minimnya pelatihan AI yang terstruktur serta rendahnya kesiapan guru vokasi. Tujuan penelitian ini adalah mengevaluasi kontribusi setiap tahapan ADDIE terhadap peningkatan kompetensi guru vokasi dalam mengajar AI dengan memanfaatkan LMS sumber terbuka. Metode campuran digunakan, melibatkan 150 guru dari 15 SMK di Jawa Barat, Indonesia. Pelatihan diselenggarakan melalui LMS publik dengan pendekatan blended learning. Data dikumpulkan melalui survei, observasi kelas, dan analisis penggunaan LMS. Analisis jalur dilakukan menggunakan SmartPLS untuk menilai hubungan antara tahapan ADDIE dan hasil pelatihan. Hasil menunjukkan peningkatan signifikan dalam literasi AI dan kemampuan instruksional guru dalam penguasaan teknologi pasca pelatihan. Tahapan Design dan Implementation berpengaruh paling besar terhadap hasil pembelajaran. LMS sumber terbuka terbukti efektif dan dapat diskalakan untuk pelatihan AI. Penelitian ini menawarkan model pengembangan profesional yang terstruktur dan menunjukkan integrasi AI dalam pendidikan vokasi, terutama di lingkungan dengan keterbatasan sumber daya.Kata Kunci: guru sekolah menengah kejuruan; kecerdasan artifisial; LMS sumber terbuka; model ADDIE; pelatihan guru
Exploring and reviewing tools to evaluate midwifery students' clinical education perceptions and impact Puspitawanti, Gita Indri
Curricula: Journal of Curriculum Development Vol 4, No 2 (2025): Curricula: Journal of Curriculum Development, December 2025
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i2.84922

Abstract

This study aims to evaluate midwifery students’ perceptions of their clinical learning environment and its impact on clinical learning outcomes. The study is grounded in the importance of a supportive clinical environment to optimize students’ competency achievement. A literature review method was employed by examining recent international journal articles accessed through Google Scholar and PubMed. The reviewed articles discuss clinical education evaluation tools, students’ perceptions of clinical learning settings, and the relationship between these perceptions and clinical learning outcomes. The findings reveal that positive student perceptions of the clinical environment are significantly associated with improved learning outcomes, including enhanced practical skills and increased motivation. Furthermore, the quality of the clinical learning environment can be improved through the use of better evaluation instruments, tutor training, and the strengthening of clinical facilities. This study highlights the importance of continuous monitoring and quality improvement in midwifery clinical education to ensure that graduates are competent and ready for professional practice. The results provide valuable insights for midwifery education institutions to design effective strategies that enhance clinical learning environments and reinforce student learning outcomes. AbstrakStudi ini bertujuan untuk mengevaluasi persepsi mahasiswa kebidanan terhadap lingkungan belajar klinik serta dampaknya terhadap hasil belajar klinik. Latar belakang studi ini didasarkan pada pentingnya lingkungan belajar klinik yang kondusif dalam mendukung pencapaian kompetensi mahasiswa secara optimal. Penelitian ini menggunakan metode tinjauan literatur dengan menelaah artikel jurnal internasional terkini yang diakses melalui Google Scholar dan PubMed. Artikel yang dikaji membahas alat evaluasi pendidikan klinik, persepsi mahasiswa terhadap lingkungan belajar klinik, serta hubungan antara persepsi tersebut dengan hasil belajar klinik. Hasil kajian menunjukkan bahwa persepsi positif mahasiswa terhadap lingkungan klinik secara signifikan berkaitan dengan peningkatan hasil belajar, termasuk keterampilan praktik dan motivasi belajar. Selain itu, peningkatan kualitas lingkungan belajar klinik dapat dicapai melalui perbaikan instrumen evaluasi, pelatihan tutor, serta penguatan sarana dan prasarana klinik. Studi ini menegaskan pentingnya pemantauan dan peningkatan berkelanjutan dalam pendidikan klinik kebidanan untuk menjamin lulusan yang kompeten dan siap menghadapi dunia kerja profesional. Temuan ini memberikan masukan penting bagi institusi pendidikan kebidanan dalam merancang strategi untuk meningkatkan kualitas lingkungan belajar klinik dan memperkuat hasil belajar mahasiswa.Kata Kunci: evaluasi pendidikan kebidanan; penilaian mahasiswa; persepsi mahasiswa

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