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Hipkin Journal of Educational Research
Published by Himpunan Pengembang Kurikulum Indonesia
ISSN : 3047535X     EISSN : 30475309     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
Hipkin Journal of Educational Research (Hipkin JER) e ISSN: 3047-5309 p ISSN: 3047-535X published by the Himpunan Pengembang Kurikulum Indonesia (HIPKIN)/Indonesian Curriculum Developer Association in collaboration with the Curriculum Development Study Program, Faculty of Education, Universitas Pendidikan Indonesia. Hipkin JER features empirical, theoretical, and methodological articles that understand education, curriculum, and learning. Hipkin JER publishes peer-reviewed analyses covering educational research across all subfields and disciplines, all levels of analysis, and multiple levels of education. It also encourages implementation at all levels of education throughout life and all forms of learning. Hipkin JER welcomes submissions of articles that reflect various perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary fields in education. All issues of Hipkin JER publications are available to browse online.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 81 Documents
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Evaluation and effectiveness of the ICT subject in primary schools: Kurikulum Merdeka Aurylia Taffana
Hipkin Journal of Educational Research Vol. 3 No. 1 (2026): Hipkin Journal of Educational Research, April 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i1.303

Abstract

This research was motivated by concerns that the Information and Communication Technology (ICT) subject in the Kurikulum Merdeka could become an additional burden for elementary school students at the early stages of cognitive development. This study aims to evaluate the suitability and effectiveness of ICT learning implementation in elementary schools and identify challenges and improvement strategies. The method used was a descriptive qualitative approach with a case study method through semi-structured interviews with the principals of SD IT Ibnu Sina and SD IT Bahtera Nuh. The results show that ICT learning can be effective when materials and methods are tailored to students' developmental stages. Students demonstrated high enthusiasm and experienced improved digital skills and positive learning attitudes. The main obstacles faced include limited facilities and infrastructure, as well as teacher competency. This study recommends ongoing teacher training, the development of contextual materials, and improvements to learning support facilities. These findings indicate that, with appropriate support, ICT subjects can contribute to achieving the Independent Curriculum goals and strengthen students' digital competencies from an early age.   Abstrak Penelitian ini dilatarbelakangi oleh kekhawatiran bahwa mata pelajaran Teknologi Informasi dan Komunikasi (TIK) dalam Kurikulum Merdeka dapat menjadi beban tambahan bagi murid sekolah dasar yang masih berada pada tahap perkembangan kognitif awal. Penelitian ini bertujuan untuk mengevaluasi kesesuaian dan efektivitas implementasi pembelajaran TIK di sekolah dasar serta mengidentifikasi tantangan dan strategi perbaikannya. Metode yang digunakan adalah pendekatan kualitatif deskriptif dengan metode studi kasus melalui wawancara semi-terstruktur terhadap kepala sekolah di SD IT Ibnu Sina dan SD IT Bahtera Nuh. Hasil penelitian menunjukkan bahwa pembelajaran TIK dapat berlangsung secara efektif apabila materi dan metode disesuaikan dengan tahap perkembangan murid. Murid menunjukkan antusiasme tinggi dan mengalami peningkatan keterampilan digital serta sikap belajar positif. Kendala utama yang dihadapi meliputi keterbatasan sarana dan prasarana dan kompetensi guru. Penelitian ini merekomendasikan perlunya pelatihan guru yang berkelanjutan, pengembangan materi yang kontekstual, serta peningkatan fasilitas pendukung pembelajaran. Temuan ini mengindikasikan bahwa dengan dukungan yang tepat, mata pelajaran TIK dapat mendukung tercapainya tujuan Kurikulum Merdeka dan memperkuat kompetensi digital murid sejak dini. Kata Kunci: kompetensi digital; Kurikulum Merdeka; pembelajaran TIK; sekolah dasar
The role of SDN 251 Jamika library in supporting curriculum implementation Ellyazar Swastiko
Hipkin Journal of Educational Research Vol. 3 No. 1 (2026): Hipkin Journal of Educational Research, April 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i1.306

Abstract

The importance of libraries in strengthening literacy competencies, supporting curriculum implementation, and enriching the school learning environment needs to be highlighted. This study aims to analyze the role of school libraries in improving information literacy, supporting curriculum implementation, and enhancing the quality of learning at SDN 251 Jamika. Through structured interviews with librarians and teachers, this study examines library services, strategies for increasing student reading interest, the use of simple technology, and collaboration with teachers in literacy-based programs. The results show that the library at SDN 251 Jamika has made efforts to adapt to curriculum demands by providing relevant collections, implementing regular literacy activities, and developing programs that encourage active learning. The library has also begun utilizing basic technology for collection management and services. However, challenges such as limited facilities, book collections, and human resources remain obstacles that need to be overcome. This study contributes to educational practice by emphasizing the importance of strategic library management in improving elementary school students' literacy skills and strengthening the library's role as a central part of the school learning ecosystem.   Abstrak Pentingnya perpustakaan dalam memperkuat kompetensi literasi, menunjang pelaksanaan kurikulum, serta memperkaya lingkungan belajar di sekolah perlu ditingkatkan. Penelitian ini bertujuan untuk menganalisis peran perpustakaan sekolah dalam meningkatkan literasi informasi, mendukung implementasi kurikulum, dan meningkatkan kualitas pembelajaran di SDN 251 Jamika. Melalui metode wawancara terstruktur dengan pustakawan dan guru, penelitian ini mengkaji layanan perpustakaan, strategi peningkatan minat baca murid, pemanfaatan teknologi sederhana, serta kolaborasi dengan guru dalam program berbasis literasi. Hasil penelitian menunjukkan bahwa perpustakaan di SDN 251 Jamika telah berupaya menyesuaikan diri dengan tuntutan kurikulum melalui penyediaan koleksi yang relevan, pelaksanaan kegiatan literasi secara rutin, dan pengembangan program yang mendorong pembelajaran aktif. Perpustakaan juga mulai memanfaatkan teknologi dasar untuk pengelolaan koleksi dan layanan. Namun demikian, tantangan seperti keterbatasan sarana, koleksi buku, dan sumber daya manusia masih menjadi hambatan yang perlu diatasi. Penelitian ini memberikan kontribusi terhadap praktik pendidikan dengan menekankan pentingnya manajemen perpustakaan yang strategis dalam meningkatkan keterampilan literasi murid sekolah dasar serta memperkuat peran perpustakaan sebagai bagian sentral dari ekosistem pembelajaran di sekolah. Kata Kunci: implementasi kurikulum; literasi informasi; perpustakaan sekolah
Developing ICT curriculum in primary schools: processes, challenges, and solutions Vina Salima Mujahida
Hipkin Journal of Educational Research Vol. 3 No. 1 (2026): Hipkin Journal of Educational Research, April 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i1.307

Abstract

The need for a curriculum that adapts to technological developments and student needs makes the Information and Communication Technology (ICT) curriculum a crucial part of elementary education, as it helps shape digital literacy from an early age. This study examines the process of ICT curriculum development at the elementary school level. The purpose of this study was to understand how the ICT curriculum was developed, who was involved in the process, and how it was implemented in the classroom. The research method used was a qualitative approach through interviews with school officials involved in curriculum development. The results showed that curriculum development was carried out by an internal school team and adapted to the school's conditions and needs. During the process, several obstacles were encountered, such as limited facilities and teachers' unequal understanding of ICT materials. Nevertheless, the school sought solutions by developing simple materials and implementing learning models that were enjoyable and easy for students to understand.   Abstrak Perlunya kurikulum yang adaptif terhadap perkembangan teknologi dan kebutuhan murid menjadikan kurikulum Teknologi Informasi dan Komunikasi (TIK) menjadi bagian penting dalam pendidikan dasar karena berperan dalam membentuk literasi digital sejak usia dini. Penelitian ini mengkaji proses pengembangan kurikulum TIK di tingkat sekolah dasar. Tujuan dari penelitian ini adalah untuk memahami bagaimana kurikulum TIK disusun, siapa saja yang terlibat dalam prosesnya, serta bagaimana penerapannya di kelas. Metode penelitian yang digunakan adalah pendekatan kualitatif melalui wawancara kepada pihak sekolah yang terlibat dalam pengembangan kurikulum. Hasil penelitian menunjukkan bahwa pengembangan kurikulum dilakukan oleh tim internal sekolah dan disesuaikan dengan kondisi serta kebutuhan sekolah. Dalam prosesnya, terdapat beberapa kendala seperti keterbatasan sarana dan belum meratanya pemahaman guru terhadap materi TIK. Meskipun demikian, sekolah berupaya mencari solusi melalui penyusunan materi yang sederhana dan penerapan model pembelajaran yang menyenangkan dan mudah dipahami oleh murid. Kata Kunci: kurikulum TIK; pembelajaran menyenangkan; sekolah dasar
Non-ICT teachers' strategies in informatics teaching under Kurikulum Merdeka challenges Cikal Kautsar Qadri
Hipkin Journal of Educational Research Vol. 3 No. 1 (2026): Hipkin Journal of Educational Research, April 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i1.309

Abstract

Computer science education aims not only to equip students with technical skills but also to foster logical, systematic, and creative thinking. However, it is often found that teachers lack a background in Information and Communication Technology (ICT). This study examines the pedagogical and technological challenges faced by non-ICT teachers in implementing the Computer Science subject under the Kurikulum Merdeka at SMA Kartika XIX-2 Bandung. Using a descriptive qualitative approach, data were collected through semi-structured interviews conducted in two sessions. This study found that Computer Science teachers face significant barriers, particularly regarding infrastructure and institutional support. The main barriers identified include limited infrastructure, a lack of pedagogical and technical training, and difficulties in adapting teaching materials such as Alur Tujuan Pembelajaran (ATP) and modules. To address these challenges, teachers implemented adaptive strategies through self-directed learning, informal mentoring with peers, and online digital learning resources. These strategies reflect pedagogical flexibility and a spirit of innovation that enable learning to continue despite limitations.   Abstrak Pembelajaran Informatika tidak hanya bertujuan membekali murid dengan keterampilan teknis, tetapi juga membentuk pola pikir logis, sistematis, dan kreatif. Namun, sering kali ditemukan guru yang tidak berlatar pendidikan Teknologi Informasi dan Komunikasi (TIK). Penelitian ini mengkaji tantangan pedagogis dan teknologi yang dihadapi oleh guru berlatar belakang non-TIK dalam pelaksanaan mata pelajaran Informatika pada Kurikulum Merdeka di SMA Kartika XIX-2 Bandung. Melalui pendekatan kualitatif deskriptif, data dikumpulkan melalui wawancara semi-terstruktur dalam dua sesi. Penelitian ini menemukan bahwa guru mata pelajaran Informatika menghadapi hambatan signifikan, terutama pada aspek infrastruktur dan dukungan kelembagaan. Hambatan utama yang ditemukan meliputi keterbatasan infrastruktur, minimnya pelatihan pedagogis dan teknis, serta kesulitan dalam menyesuaikan perangkat ajar seperti Alat Tujuan Pembelajaran (ATP) dan modul. Dalam mengatasi tantangan tersebut, guru menerapkan strategi adaptif melalui pembelajaran mandiri, mentoring informal dengan sejawat, dan sumber belajar digital daring. Strategi ini mencerminkan fleksibilitas pedagogis dan semangat inovasi yang memungkinkan pembelajaran tetap berjalan meski dalam keterbatasan. Kata Kunci: guru non-TIK; Kurikulum Merdeka; teknologi informasi dan komunikasi
Implementation of the Kurikulum Merdeka in the Informatics subject at SMKN 1 Cimahi Alvin Al Hafidz Wibowo
Hipkin Journal of Educational Research Vol. 3 No. 1 (2026): Hipkin Journal of Educational Research, April 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i1.310

Abstract

Informatics has become a crucial component of vocational education, particularly amid the digital transformation and the demand for 21st-century skills. The Kurikulum Merdeka, as an educational reform in Indonesia, offers flexibility and contextualization in curriculum design, making its implementation in vocational schools a relevant topic. This study aims to describe the implementation of Informatics at SMKN 1 Cimahi within the Kurikulum Merdeka framework. This research was conducted in response to the need for curriculum practices aligned with national education standards and industry demands. The approach used was a descriptive, qualitative one, based on observations and interviews with the school's curriculum coordinator. The results show that Informatics is contextually designed through In-House Training (IHT) activities and collaboration between department teachers, thus aligning with industry needs and the characteristics of vocational students. The learning strategies implemented are varied and adaptive, including the use of a Learning Management System (LMS) and a project-based approach to develop 21st-century competencies. Evaluation is carried out continuously through a combination of formative, summative, and project-based assessments. The main implementation challenges were infrastructure and software licensing limitations, which were addressed through a laboratory rotation strategy and the use of alternative software. This study contributes to the development of vocational-based Informatics subject practices that are relevant to the workplace.   Abstrak Mata pelajaran Informatika telah menjadi komponen penting dalam pendidikan vokasi, terutama di tengah transformasi digital dan tuntutan keterampilan abad ke-21. Kurikulum Merdeka sebagai bentuk reformasi pendidikan di Indonesia memberikan fleksibilitas dan kontekstualisasi dalam perancangan kurikulum, sehingga implementasinya di sekolah kejuruan menjadi kajian yang relevan. Penelitian ini bertujuan untuk mendeskripsikan implementasi mata pelajaran Informatika di SMKN 1 Cimahi dalam kerangka Kurikulum Merdeka. Penelitian ini dilakukan sebagai respons terhadap kebutuhan akan praktik kurikulum yang selaras dengan standar pendidikan nasional serta tuntutan industri. Pendekatan yang digunakan adalah deskriptif kualitatif melalui observasi dan wawancara dengan koordinator kurikulum di sekolah. Hasil penelitian menunjukkan bahwa mata pelajaran Informatika dirancang secara kontekstual melalui kegiatan In-House Training (IHT) dan kolaborasi antar guru jurusan, sehingga selaras dengan kebutuhan industri dan karakteristik murid vokasi. Strategi pembelajaran yang diterapkan bersifat variatif dan adaptif, termasuk penggunaan Learning Management System (LMS) serta pendekatan berbasis proyek untuk mengembangkan kompetensi abad ke-21. Evaluasi dilakukan secara berkelanjutan melalui kombinasi asesmen formatif, sumatif, dan berbasis proyek. Tantangan utama dalam implementasi adalah keterbatasan infrastruktur dan lisensi perangkat lunak, yang diatasi melalui strategi rotasi laboratorium dan penggunaan perangkat lunak alternatif. Studi ini berkontribusi pada pengembangan praktik mata pelajaran Informatika berbasis vokasi yang relevan dengan dunia kerja. Kata Kunci: Kurikulum Merdeka; mata pelajaran Informatika; pembelajaran berbasis proyek; strategi pembelajaran
The teacher’s approach to informatics in the Kurikulum Merdeka Dimas Jordan Permana
Hipkin Journal of Educational Research Vol. 3 No. 1 (2026): Hipkin Journal of Educational Research, April 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i1.311

Abstract

The Informatics subject in the Independent Curriculum demands an adaptive learning approach, especially in schools with limited infrastructure. Although students are considered digital natives, in reality, their understanding of technology concepts, digital ethics, and information security remains low. This study aims to identify the Informatics learning strategies teachers implement to address these challenges, particularly at MAN Kota Cimahi. The method used was qualitative, with data collection techniques consisting of semi-structured interviews with Informatics teachers, which were analyzed thematically. The results showed that teachers implemented a contextual approach through everyday-life analogies and used peer-teaching methods to address differences in student abilities. Furthermore, teachers gradually developed digital literacy and used project assignments to address the limited time and facilities. These learning practices improved students' understanding of technical materials while encouraging critical thinking, collaboration, and digital responsibility. This study confirms that teachers' pedagogical competence and flexible strategies are crucial for supporting the implementation of the Independent Curriculum, even amid limited facilities and infrastructure.   Abstrak Mata pelajaran Informatika dalam Kurikulum Merdeka menuntut pendekatan pembelajaran yang adaptif, terutama di sekolah dengan keterbatasan infrastruktur. Meskipun murid dianggap sebagai digital natives, kenyataannya, pemahaman mereka terhadap konsep teknologi, etika digital, dan keamanan informasi masih rendah. Penelitian ini bertujuan untuk mengidentifikasi strategi pembelajaran Informatika yang diterapkan oleh guru dalam menghadapi tantangan tersebut, khususnya di MAN Kota Cimahi. Metode yang digunakan adalah kualitatif dengan teknik pengumpulan data berupa wawancara semi-terstruktur dengan guru Informatika yang dianalisis secara tematik. Hasil penelitian menunjukkan bahwa guru menerapkan pendekatan kontekstual melalui penggunaan analogi kehidupan sehari-hari serta memanfaatkan metode peer teaching untuk mengatasi perbedaan kemampuan murid. Selain itu, guru juga mengembangkan literasi digital secara bertahap dan menggunakan tugas proyek sebagai solusi terhadap keterbatasan waktu dan fasilitas. Praktik pembelajaran ini mampu meningkatkan pemahaman murid terhadap materi teknis sekaligus mendorong keterampilan berpikir kritis, kolaboratif, dan bertanggung jawab secara digital. Penelitian ini menegaskan bahwa kompetensi pedagogik guru dan strategi yang fleksibel berperan penting dalam mendukung pelaksanaan Kurikulum Merdeka, bahkan di tengah keterbatasan sarana dan prasarana. Kata Kunci: Informatika; Kurikulum Merdeka; literasi digital; pembelajaran kontekstual; peer-to-peer
Kurikulum Merdeka in Informatics subjects at vocational high schools Adelia Nur Fitriana
Hipkin Journal of Educational Research Vol. 3 No. 1 (2026): Hipkin Journal of Educational Research, April 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i1.312

Abstract

Vocational education in Indonesia is currently transforming by strengthening the relevance of learning to the world of work through the implementation of the Kurikulum Merdeka. This study aims to explore how the Kurikulum Merdeka is implemented in Informatics subjects at SMKN 1 Majalengka. Using a descriptive qualitative approach, data were collected through in-depth interviews with Informatics teachers and the school's curriculum development team. Specific findings at SMKN 1 Majalengka indicate that teachers utilize the flexibility of the Kurikulum Merdeka to independently develop teaching tools such as Capaian Pembelajaran (CP), Tujuan Pembelajaran (TP), Alur Tujuan Pembelajaran (ATP), and teaching modules tailored to student needs and industry demands. The curriculum development procedure at this school is carried out systematically by the Tim Pengembang Kurikulum (TPK), which involves the principal, the vice principal for curriculum, the subject teacher coordinator, the Guidance and Counseling teacher, the school committee, education experts, and representatives from the education office. Curriculum revision activities are carried out annually through the In-House Training (IHT) forum. The main challenges identified in the field include limited resources, particularly budget and supporting facilities, as well as minimal industry involvement in the curriculum development stage.    Abstrak Pendidikan vokasi di Indonesia saat ini tengah mengalami transformasi melalui penguatan relevansi pembelajaran dengan dunia kerja melalui implementasi Kurikulum Merdeka. Studi ini bertujuan untuk mengeksplorasi bagaimana Kurikulum Merdeka diimplementasikan pada mata pelajaran Informatika di SMKN 1 Majalengka. Menggunakan pendekatan kualitatif deskriptif, data dikumpulkan melalui wawancara mendalam dengan guru Informatika dan tim pengembang kurikulum di sekolah. Temuan spesifik di SMKN 1 Majalengka menunjukkan bahwa fleksibilitas Kurikulum Merdeka dimanfaatkan oleh guru untuk mengembangkan secara mandiri perangkat ajar seperti Capaian Pembelajaran (CP), Tujuan Pembelajaran (TP), Alur Tujuan Pembelajaran (ATP), dan modul ajar yang disesuaikan dengan kebutuhan murid dan tuntutan industri. Prosedur pengembangan kurikulum di sekolah ini dilakukan secara sistematis oleh Tim Pengembang Kurikulum (TPK) yang melibatkan kepala sekolah, wakil kepala sekolah bidang kurikulum, koordinator guru mata pelajaran, guru Bimbingan Konseling, komite sekolah, pakar pendidikan, dan unsur dinas pendidikan, dengan kegiatan revisi kurikulum dilakukan secara rutin setiap tahun melalui forum In House Training (IHT). Tantangan utama yang teridentifikasi di lapangan meliputi keterbatasan sumber daya, khususnya anggaran dan fasilitas pendukung, serta minimnya keterlibatan industri dalam tahap penyusunan kurikulum. Kata Kunci: kurikulum merdeka; mata pelajaran informatika; pendidikan vokasi
Implementation of the ICT curriculum and teaching practices at SMAN 3 Garut Taufiq Nurrohman
Hipkin Journal of Educational Research Vol. 3 No. 1 (2026): Hipkin Journal of Educational Research, April 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i1.313

Abstract

The Kurikulum Merdeka is currently being implemented while adapting to and implementing technological developments. The implementation of digital technology in education still faces significant challenges. This study aims to explore how SMAN 3 Garut implements the Information and Communication Technology (ICT) curriculum using the Kurikulum Merdeka framework. This study examines the practical delivery of ICT education. Semi-structured interviews with ICT teachers were used to collect data, which were analyzed using a qualitative descriptive approach. The results indicate that the implementation of the ICT curriculum at SMAN 3 Garut is a compromise between contextual and adaptable teaching methods and cooperative curriculum development through the district-level teacher forum, the Musyawarah Guru Mata Pelajaran (MGMP). Teachers successfully integrated digital media platforms such as Canva and Microsoft Office with problem-based and contextual learning approaches, despite infrastructure limitations. This study highlights how the Proyek Penguatan Profil Pelajar Pancasila (P5) and authentic assessment techniques increased student engagement and digital competency. This study offers important insights into implementing an ICT curriculum that develops technical skills and character while accommodating diverse student backgrounds and levels of technological literacy.   Abstrak Kurikulum Merdeka saat ini dilaksanakan sembari menyesuaikan dan mengimplementasikan perkembangan teknologi. Implementasi teknologi digital dalam pendidikan masih menghadapi berbagai tantangan signifikan. Penelitian ini bertujuan untuk mengeksplorasi SMAN 3 Garut mengimplementasikan kurikulum Teknologi Informasi dan Komunikasi (TIK) dengan menggunakan kerangka kerja Kurikulum Merdeka. Studi ini mengkaji penyampaian pembelajaran TIK secara praktis. Wawancara semi-terstruktur dengan guru TIK digunakan untuk mengumpulkan data dan dianalisis dengan menggunakan pendekatan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa implementasi pembelajaran TIK di SMAN 3 Garut merupakan kompromi antara metode pengajaran yang kontekstual dan mudah beradaptasi dengan pembuatan kurikulum secara kooperatif melalui forum guru tingkat kabupaten, yaitu Musyawarah Guru Mata Pelajaran (MGMP). Para guru berhasil mengintegrasikan platform media digital seperti Canva dan Microsoft Office dengan pendekatan pembelajaran berbasis masalah dan kontekstual, meskipun terdapat keterbatasan infrastruktur, Studi ini menekankan bagaimana Proyek Penguatan Profil Pelajar Pancasila (P5) dan teknik penilaian otentik meningkatkan keterlibatan murid dan kompetensi digital. Studi ini menawarkan wawasan penting tentang bagaimana mengimplementasikan pembelajaran TIK dengan cara yang mendorong pengembangan keterampilan teknis dan karakter sambil mengakomodasi berbagai latar belakang murid dan tingkat literasi teknologi. Kata Kunci: Kurikulum Merdeka; pembelajaran berbasis masalah; pembelajaran TIK
Curriculum implementation strategies in Informatics education at Madrasah Al Inayah Kartika Diana
Hipkin Journal of Educational Research Vol. 3 No. 1 (2026): Hipkin Journal of Educational Research, April 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i1.315

Abstract

The importance of madrasah readiness to meet the demands of 21st-century learning, particularly in equipping students with digital competencies aligned with Islamic values, is a consideration for school curriculum development. This study aims to explore the Informatics curriculum development strategy at the MA Swasta Al Inayah in Bandung City in the context of implementing the Kurikulum Merdeka. This study uses a qualitative case study approach, with grades 10 and 11 using the Kurikulum Merdeka, while grade 12 still uses the Kurikulum 2013. Data were collected through observations and in-depth interviews with teachers and the madrasah principal. The results show that curriculum development was carried out collaboratively and adaptively, utilizing the madrasah's internal strengths despite limited facilities and human resources. The integration of Islamic values into Informatics learning is one of the characteristics that strengthen the madrasah's identity. This study recommends further teacher training and increased ICT infrastructure support to sustain the implementation of the Kurikulum Merdeka, thereby improving the quality of learning in Islamic-based private madrasahs.   Abstrak Pentingnya kesiapan madrasah dalam menghadapi tuntutan pembelajaran abad ke-21, khususnya dalam membekali murid dengan kompetensi digital yang selaras dengan nilai-nilai keislaman, menjadi hal yang perlu diperhatikan dalam pengembangan kurikulum di sekolah. Penelitian ini bertujuan untuk mengeksplorasi strategi pengembangan kurikulum Informatika di MA Swasta Al Inayah Kota Bandung dalam konteks penerapan Kurikulum Merdeka. Penelitian ini menggunakan pendekatan kualitatif dengan strategi studi kasus, di mana kelas X dan XI telah menggunakan Kurikulum Merdeka, sedangkan kelas XII masih menerapkan Kurikulum 2013. Data dikumpulkan melalui observasi dan wawancara mendalam dengan guru dan kepala madrasah. Hasil penelitian menunjukkan bahwa pengembangan kurikulum dilakukan secara kolaboratif dan adaptif, dengan memanfaatkan kekuatan internal madrasah meskipun terdapat keterbatasan fasilitas dan sumber daya manusia. Integrasi nilai-nilai keislaman dalam pembelajaran Informatika menjadi salah satu ciri khas yang memperkuat identitas madrasah. Penelitian ini merekomendasikan perlunya pelatihan lanjutan bagi guru serta peningkatan dukungan infrastruktur TIK untuk mendukung keberlanjutan implementasi Kurikulum Merdeka, sehingga dapat meningkatkan kualitas pembelajaran di madrasah swasta berbasis Islam. Kata Kunci: Informatika; Kurikulum Merdeka; madrasah; nilai keislaman
Implementation of the Kurikulum Merdeka and Islamic values for informatics at SDIP Ummul Mukminin Nasywa Putri Ramadhina
Hipkin Journal of Educational Research Vol. 3 No. 1 (2026): Hipkin Journal of Educational Research, April 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i1.318

Abstract

Informatics is a crucial subject for equipping students with 21st-century skills, such as computational thinking, digital literacy, and online collaboration. This study aims to describe the implementation of an Islamic-based Informatics curriculum at SDIP Ummul Mukminin, Bandung Regency. A qualitative descriptive approach was used, with data collected through interviews with Informatics teachers. The results show that SDIP Ummul Mukminin has adopted the Kurikulum Merdeka, with a strong emphasis on integrating Islamic values into technology learning. Learning evaluation is conducted continuously through teacher reflection and observation of student learning outcomes, both in terms of digital skills and spiritual character development. The dominant learning methods are demonstrations, hands-on practice, and project-based learning, adapted to student conditions and available facilities. These findings indicate that the flexibility of the Kurikulum Merdeka allows for Informatics learning that not only develops technical skills but also shapes students' Islamic character holistically. This study provides important insights into how Islamic values can be effectively integrated into Informatics education in Islamic-based elementary schools.   Abstrak Mata pelajaran Informatika menjadi instrumen penting untuk membekali murid dengan keterampilan abad ke-21, seperti berpikir komputasional, literasi digital, dan kolaborasi daring. Penelitian ini bertujuan mendeskripsikan implementasi kurikulum Informatika berbasis nilai-nilai keislaman di SD Islam Plus (SDIP) Ummul Mukminin, Kabupaten Bandung. Pendekatan deskriptif kualitatif digunakan dengan pengumpulan data melalui wawancara kepada guru informatika. Hasil penelitian menunjukkan bahwa SDIP Ummul Mukminin mengadaptasi Kurikulum Merdeka dengan penekanan kuat pada integrasi nilai Islam dalam pembelajaran teknologi. Evaluasi pembelajaran dilakukan secara berkelanjutan melalui refleksi guru dan pengamatan capaian belajar murid, baik dari aspek keterampilan digital maupun pembentukan karakter spiritual. Metode pembelajaran yang dominan adalah demonstrasi, praktik langsung, dan project-based learning yang disesuaikan dengan kondisi murid dan fasilitas yang tersedia. Temuan ini mengindikasikan bahwa fleksibilitas Kurikulum Merdeka memungkinkan pembelajaran informatika yang tidak hanya mengembangkan keterampilan teknis, tetapi juga membentuk karakter islami murid secara holistik. Penelitian ini memberikan gambaran penting tentang bagaimana nilai-nilai keislaman dapat diintegrasikan secara efektif dalam pendidikan informatika di sekolah dasar berbasis Islam. Kata Kunci: Informatika; Kurikulum Merdeka; sekolah dasar

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