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International Journal of Curriculum Development, Teaching and Learning Innovation
Published by Trigin Institute
ISSN : 29855314     EISSN : 29855349     DOI : https://doi.org/10.35335/curriculum
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
International Journal of Curriculum Development, Teaching and Learning Innovation is a high-quality specialist journal that publishes articles from the broad spectrum of Curriculum Development, Teaching and Learning Innovation. Its primary aim is to communicate clearly, to an international readership, the results of original auditing research conducted in research institutions and/or in practice.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "Vol. 3 No. 3 (2025): July: Curriculum Development, Teaching and Learning" : 5 Documents clear
Unleashing Potential: The Role of Merdeka Curriculum in Transforming English Education Fitriani, Fitriani
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 3 No. 3 (2025): July: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

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Abstract

This study investigated the implementation of the Merdeka Curriculum in 10th-grade English classes in Musi Banyuasin, focusing on its impact on teaching techniques, assignment workload, and curriculum adaptability. Using a qualitative approach, data were collected through classroom observations and semi-structured interviews with English teachers. Findings indicated that interactive teaching methods, such as group discussions and Q&A sessions, enhanced student engagement, aligning with the curriculum’s objectives. However, teachers reported that the high volume of assignments led to “assignment fatigue” among students, impacting motivation and learning effectiveness. Additionally, teachers faced challenges in adapting lessons to the curriculum’s flexible framework, highlighting a need for support in curriculum adaptation. The study concluded that while the Merdeka Curriculum shows promise in fostering active, student-centered learning, adjustments in assignment volume and enhanced teacher training are essential for optimal implementation. These insights contribute to understanding the practical applications of the Merdeka Curriculum and suggest areas for improvement in English language education.
The Effectiveness of Online Collaborative Learning through Digital Platforms in Enhancing Students’ Communication Skills Shanzey, Puspawati; Zaheera, Zaheera
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 3 No. 3 (2025): July: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

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Abstract

This research investigates the effectiveness of online collaborative learning using digital platforms in enhancing students’ communication skills, a core competency in 21st-century education. Communication skills are increasingly vital for academic success and professional readiness, making it essential to explore innovative pedagogical strategies that foster interaction in digital learning environments. Drawing on theories such as Vygotsky’s social constructivism and collaborative learning theory, this study examines how structured online collaboration contributes to the development of students’ ability to express ideas, negotiate meaning, and engage in constructive dialogue. The methodology employed a mixed-method approach, combining surveys, classroom observations, and interviews with students engaged in collaborative tasks via digital platforms. The results indicate that online collaborative learning significantly improves communication skills by promoting active participation, reflective practices, and peer-to-peer interaction. Furthermore, challenges such as unequal participation and technological barriers can be mitigated through scaffolding, role assignments, and clear communication guidelines. These findings align with previous studies while offering new insights into the role of reflective learning and instructional design in digital collaboration. The study contributes to both digital pedagogy and educational policy by highlighting the need for professional development programs for teachers, the integration of collaborative learning into curricula, and equitable access to digital resources. Ultimately, the research affirms that online collaborative learning is an effective pedagogical strategy not only for improving academic outcomes but also for equipping students with essential communication skills required in modern education and the global workforce.
Analysis of the Utilization of Artificial Intelligence (AI) Technology in the Implementation of the Merdeka Belajar Curriculum Kaneishia, Jiya
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 3 No. 3 (2025): July: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

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Abstract

This study analyzes the utilization of Artificial Intelligence (AI) technology in the implementation of the Merdeka Belajar curriculum in Indonesia. The emergence of AI in education has been recognized globally as a catalyst for personalized learning, efficiency, and innovation, yet its integration within the Indonesian context remains underexplored. Drawing on a qualitative descriptive approach, this research examines the current level of AI adoption, teachers’ and students’ perceptions, as well as the success stories, challenges, and barriers that shape its implementation. The findings reveal that AI aligns strongly with the principles of Merdeka Belajar, particularly in promoting independent learning, creativity, and critical thinking. Teachers view AI as a tool that reduces administrative tasks and supports differentiated instruction, while students appreciate its role in providing personalized feedback and learning pathways. However, significant obstacles persist, including infrastructural inequalities, low digital literacy, policy fragmentation, and ethical concerns related to data privacy and algorithmic bias. Comparison with previous studies shows that while global literature emphasizes the transformative potential of AI, the Indonesian context highlights localized barriers that require urgent attention. This research concludes that AI can play a vital role in advancing Merdeka Belajar, provided that its adoption is supported by stronger infrastructure, comprehensive training, clear policies, and ethical guidelines.
The Effectiveness of the AI-Based Flipped Classroom Learning Model in Enhancing Students’ Digital Reading Literacy Syahputra, Muhammad Arya
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 3 No. 3 (2025): July: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

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Abstract

This study investigates the effectiveness of the AI-based flipped classroom learning model in enhancing students’ digital reading literacy. Digital literacy has become an essential skill in the 21st century, requiring learners to comprehend, analyze, and critically evaluate information from diverse online sources. Previous studies have shown that the flipped classroom can promote active learning and engagement, while artificial intelligence (AI) offers personalized learning pathways and real-time feedback to support individual progress. This research combines both approaches to examine their impact on students’ ability to navigate digital texts. Using a quasi-experimental design, two groups of students were compared: one learning through an AI-supported flipped model and the other through traditional methods. Data were collected through pre-tests, post-tests, classroom observations, and student feedback surveys. The results reveal that students in the AI-based flipped classroom showed significantly greater improvements in digital reading literacy, including higher comprehension, critical thinking, and evaluative skills, compared to their peers in the traditional classroom. The findings suggest that the integration of AI features, such as personalization and immediate feedback, strengthened self-regulated learning, while the flipped structure optimized classroom time for collaboration and higher-order thinking. This study concludes that AI-based flipped learning represents an effective and innovative pedagogical strategy for improving digital reading literacy, with important implications for curriculum design, pedagogy, and teacher roles in the digital era.
Innovation in Numeracy Literacy through Educational Board Games: An Innovation in Elementary Mathematics Learning Motinggo, Yoserizal
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 3 No. 3 (2025): July: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

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Abstract

This research investigates the use of educational board games as an innovative approach to improve numeracy literacy learning in elementary schools. The problem addressed in this study is the low level of numeracy skills and limited motivation among students in learning mathematics. The objective is to evaluate the effectiveness of integrating board games into classroom instruction to enhance both academic and socio-emotional outcomes. The study employed a qualitative-descriptive design with classroom implementation. Data were collected through observations, student performance assessments, and teacher feedback to analyze the impact of board game based learning. The results show that students demonstrated notable improvements in numeracy skills, including counting, arithmetic operations, and problem-solving. Moreover, the use of board games increased motivation, participation, and positive attitudes toward mathematics. Collaborative play further supported the development of social interaction and problem-solving abilities, enriching the overall learning process. In conclusion, educational board games are an effective and engaging method for enhancing numeracy literacy while fostering student motivation and collaborative skills. This research highlights their potential as a sustainable innovation in elementary education, contributing to both academic success and holistic student development.

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