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Muhammad Kristiawan
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PPSDP International Journal of Education
Published by Perkumpulan Program Studi Doktor Pendidikan
ISSN : 28303229     EISSN : 28295196     DOI : https://doi.org/10.59175/pijed
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
The PPSDP International Journal of Education is published by Perkumpulan Program Studi Doktor Pendidikan with E-ISSN: 2829-5196 and P-ISSN: 2830-3229. This journal is an interdisciplinary publication of original research and writing on education that publishes papers to international audiences of educational researchers. This journal aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills are transmitted from one generation to another; and to make methods and contents of evaluation and research in education available to teachers, administrators and research workers. The journal encompasses a variety of topics, including child development, curriculum, reading comprehension, philosophies of education and educational approaches, etc.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 373 Documents
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Weaving Cultural Threads: Integrating Local Wisdom into Indonesia’s Early Childhood Curriculum for Character Building and Cultural Preservation Suryaningsih, Ni Made Ayu; Poerwati, Christiani Endah; Cahaya, I Made Elia
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.732

Abstract

In an era of globalization, there is growing international interest in integrating indigenous knowledge and local wisdom into early childhood education (ECE) to promote cultural sustainability and holistic child development. However, a comprehensive synthesis of the strategies, impacts, and challenges of such integration within the Indonesian context remains limited. This article examines the incorporation of local wisdom into Indonesia’s Early Childhood Education (PAUD) curriculum as a response to cultural erosion and character development challenges. Using a descriptive qualitative approach and thematic analysis of published sources from 2019 to 2024, our analysis reveals key patterns in policy alignment, pedagogical practices, and mechanisms of cultural transmission. Grounded in socio-cultural constructivist theory and national education policy (Permendikbud No. 5 of 2022), the findings demonstrate that local wisdom-based curricula support the formation of children’s cultural identity while mitigating the homogenizing effects of globalization. Empirical illustrations include the implementation of the Tri Hita Karana philosophy in Balinese PAUD settings and culturally responsive teaching practices incorporating folklore, traditional games, and daily routines. The study also identifies the emerging potential of digital technologies, such as augmented reality (AR), to enhance children’s engagement with and retention of local wisdom values. This research contributes a conceptual model and practical recommendations for developing culturally sustainable ECE curricula, offering insights applicable to other culturally diverse, post-colonial contexts.
Development of a Collaborative Learning-based Teacher Pedagogical Support Model at Vocational High Schools in Palembang: Needs Analysis Afriany, Dina; Japar, Muhammad; Khaerudin, Khaerudin
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.735

Abstract

The business and industrial sectors increasingly require Vocational High School (SMK) graduates to possess not only strong hard skills but also advanced soft skills. These competencies can only be developed through innovative and contextual learning practices. Many vocational teachers do not create tailored teaching materials that align with the curriculum, meet the needs of the business sector, and consider the characteristics of their students. To address these challenges, the involvement of learning support teacher, particularly School Supervisors and School Principals, is crucial in enhancing the quality of learning in schools. However, there is currently no structured support model that specifically addresses teachers’ practices, and School Supervisors are not sufficiently engaged as coaching partners within the schools. From interviews, observations, and a survey of a random sample of 51 teachers from 147 vocational non-educational teachers in Palembang City, the average pedagogical understanding was 55.75, hence immediate measures are needed to address teachers with low pedagogical competence. Considering the varying expertise of each school assistant, the collaboration of learning that combines training and guidance with mentoring and optimises individual and group competencies by providing support in the form of coaching is currently the appropriate strategy.
The Influence of Teacher’s Performance and School Environment on the Implementation of Curriculum Merdeka Hastuti, Meiliza; Lian, Bukman; Fahmi, Muhammad
PPSDP International Journal of Education Vol. 5 No. 1 (2026): PPSDP International Journal of Education
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v5i1.899

Abstract

This study aims to examine the influence of teacher performance and school environment on the implementation of the Curriculum Merdeka at SMA Negeri 5 Palembang. A quantitative approach with a survey method was employed. The sample consisted of 68 teachers selected purposively. Data were collected through questionnaires and analyzed using multiple linear regression. Findings revealed that: (1) teacher performance significantly influences Curriculum Merdeka implementation (p = 0.000 < 0.05) with a coefficient of determination (R²) of 0.646; (2) school environment significantly influences curriculum implementation (p = 0.000 < 0.05) with R² of 0.586; and (3) simultaneously, both variables significantly affect implementation (p = 0.000 < 0.05) with R² of 0.723, indicating that 72.3% of the variance in curriculum implementation is explained by teacher performance and school environment together. The research provides early empirical validation of key determinants specifically influencing the rollout of Indonesia's new Curriculum Merdeka policy, examining both human and contextual factors within a localized school setting. Schools should prioritize continuous teacher professional development and cultivate supportive physical and psychosocial environments to ensure effective curriculum implementation aligned with policy objectives. The study contributes evidence-based insights to educational policy discourse, demonstrating that successful curriculum reform requires simultaneous investment in teacher quality and conducive institutional conditions.

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