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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 100 Documents
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Kurikulum Merdeka in Informatics learning to improve students’ computational thinking Dewi Yanti
Hipkin Journal of Educational Research Vol. 3 No. 2 (2026): Hipkin Journal of Educational Research, August 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i2.733

Abstract

This study comprehensively examines the implementation of the Kurikulum Merdeka in Informatics learning at the SMP Laboratorium Percontohan UPI. This research is motivated by the urgency of adapting Informatics learning to the needs of the digital era and the rapid pace of technological development. The main objective is to analyze curriculum implementation in depth, with a focus on four (4) areas: computational thinking, Information and Communication Technology (ICT), data analysis, and the social impact of informatics. Using a qualitative case study method, primary data were collected through direct classroom observation, analysis of teaching materials and documents, and in-depth interviews with Informatics teachers. The results show that teachers effectively utilize flexible teaching materials and consistently apply the Project-Based Learning (PjBL) model. This process is fully supported by interactive media, especially block-based visual programming platforms such as Scratch, which are an effective means of introducing basic algorithmic logic. Learning evaluation is carried out holistically and continuously. Despite infrastructure limitations in advanced network practices, this implementation successfully builds digital literacy and students' computational thinking skills in an adaptive manner. This approach has proven not only to foster 21st-century skills, but also to be crucial in preventing potential academic shock as students pursue higher education in technology fields.   Abstrak Penelitian ini secara komprehensif mengkaji implementasi Kurikulum Merdeka dalam pembelajaran Informatika di SMP Laboratorium Percontohan UPI. Penelitian ini dilatarbelakangi oleh urgensi penyesuaian pembelajaran Informatika dengan kebutuhan era digital serta perkembangan teknologi yang pesat. Tujuan utamanya adalah menganalisis pelaksanaan kurikulum secara mendalam dengan fokus pada empat (4) materi: computational thinking, Teknologi Informasi dan Komunikasi (TIK), analisis data, serta dampak sosial informatika. Menggunakan metode studi kasus kualitatif, data primer dikumpulkan melalui observasi langsung di kelas, analisis dokumen perangkat ajar, serta wawancara mendalam dengan guru Informatika. Hasil penelitian menunjukkan bahwa guru secara efektif memanfaatkan perangkat ajar yang fleksibel dan secara konsisten menerapkan model Project-Based Learning (PjBL). Proses ini didukung sepenuhnya oleh media interaktif, terutama pemanfaatan platform pemrograman visual berbasis blok seperti Scratch sebagai sarana yang efektif untuk mengenalkan logika algoritmik dasar. Evaluasi pembelajaran dilakukan secara holistik dan berkelanjutan. Meskipun terdapat keterbatasan infrastruktur dalam praktik jaringan tingkat lanjut, implementasi ini berhasil membangun literasi digital dan kemampuan computational thinking murid secara adaptif. Pendekatan ini terbukti tidak hanya menumbuhkan keterampilan abad ke-21, tetapi juga sangat krusial dalam mencegah potensi guncangan akademik saat murid melanjutkan pendidikan tinggi di bidang teknologi. Kata Kunci: computational thinking; guncangan akademik; Kurikulum Merdeka
SMPN 1 Katapang informatics teachers’ issues in Kurikulum Merdeka Naufal Fadhilah
Hipkin Journal of Educational Research Vol. 3 No. 2 (2026): Hipkin Journal of Educational Research, August 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i2.734

Abstract

In the context of curriculum reform in Indonesia, this study investigates the main challenges faced by informatics teachers in implementing the Kurikulum Merdeka at SMPN 1 Katapang, including mismatches between textbook content and curriculum objectives, limited technological infrastructure, and low student motivation to use digital media. Additional challenges identified include increased workloads due to greater autonomy in lesson planning and assessment, limited access to technology and reliable internet, varying levels of teachers' digital competency, and challenges in adapting teaching materials to diverse student needs and rapid technological developments. This study used a qualitative approach involving interviews and classroom observations. The results show that teachers overcame these obstacles by adapting teaching materials, developing their own learning modules, utilizing available devices, and implementing interactive and collaborative learning methods through the MGMP. The study concludes that while challenges related to resources and materials persist, teachers' adaptability and innovation are crucial for the successful implementation of the curriculum. Therefore, increased support for professional development and infrastructure is needed to strengthen informatics education in Indonesian secondary schools.   Abstrak Dalam konteks reformasi kurikulum di Indonesia, penelitian ini menyelidiki tantangan utama yang dihadapi guru informatika dalam menerapkan Kurikulum Merdeka di SMPN 1 Katapang, seperti ketidaksesuaian antara isi buku pelajaran dan tujuan kurikulum, keterbatasan infrastruktur teknologi, serta rendahnya motivasi murid terhadap media digital. Masalah tambahan yang diidentifikasi antara lain meningkatnya beban kerja akibat otonomi yang lebih besar dalam perencanaan pembelajaran dan penilaian, akses terbatas terhadap teknologi dan internet yang andal, tingkat kompetensi digital guru yang beragam, serta tantangan dalam menyesuaikan materi ajar dengan kebutuhan murid yang beragam dan perkembangan teknologi yang cepat. Penelitian ini menggunakan pendekatan kualitatif yang melibatkan wawancara dan observasi kelas. Hasil penelitian menunjukkan bahwa guru mengatasi hambatan tersebut dengan menyesuaikan materi ajar, mengembangkan modul pembelajaran sendiri, memanfaatkan perangkat yang tersedia, serta menerapkan metode pembelajaran interaktif dan kolaborasi melalui MGMP. Penelitian ini menyimpulkan bahwa meskipun tantangan terkait sumber daya dan materi masih ada, kemampuan adaptasi dan inovasi guru sangat penting bagi keberhasilan implementasi kurikulum. Oleh karena itu, diperlukan peningkatan dukungan terhadap pengembangan profesional dan infrastruktur guna memperkuat pendidikan informatika di sekolah menengah di Indonesia. Kata Kunci: guru Informatika; Kurikulum Merdeka; pengembangan profesional
Learning strategy implementation of Informatics in Kurikulum Merdeka Raka Iskandar
Hipkin Journal of Educational Research Vol. 3 No. 2 (2026): Hipkin Journal of Educational Research, August 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i2.736

Abstract

Improving digital literacy, computational thinking skills, and 21st-century skills in students. The purpose of this study was to understand how Informatics teachers implement learning strategies within the new curriculum framework. The research method used was descriptive qualitative, with data collected through structured interviews exclusively with teachers who handle all 7th and 8th grade students. The interview protocol reviewed learning design, classroom management, assessment practices, and perceptions of institutional support. Interview transcript data were analyzed thematically to identify patterns of strategy adaptation to resource limitations and alignment with the values of the Profil Pelajar Pancasila. Findings indicate that Project-Based Learning (PjBL) fosters deep student engagement and ownership through concrete tasks. In contrast, collaborative learning with two students sharing a laptop strengthens peer interaction, cooperation, and the internalization of Pancasila values such as cooperation and critical thinking. Adequate information technology support is a key supporting factor, while the limited number of teachers underscores the importance of ongoing pedagogical mentoring and targeted professional development. The implications of this study encourage expanding practicum time, implementing structured remedial sessions, and fostering collaboration among schools to strengthen the effectiveness of Informatics learning under the Kurikulum Merdeka.   Abstrak Latar belakang penelitian ini adalah kebijakan Kemendikbudristek yang mendorong kurikulum yang fleksibel dan kontekstual untuk meningkatkan literasi digital, kemampuan berpikir komputasional, serta keterampilan abad ke-21 murid. Tujuan penelitian ini adalah untuk memahami bagaimana guru Informatika mengimplementasikan strategi pembelajaran dalam kerangka kurikulum baru tersebut. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan pengumpulan data melalui wawancara terstruktur eksklusif kepada guru yang menangani seluruh murid kelas 7 dan 8. Protokol wawancara mengulas desain pembelajaran, manajemen kelas, praktik penilaian, serta persepsi terhadap dukungan kelembagaan. Data transkrip wawancara dianalisis secara tematik untuk mengidentifikasi pola adaptasi strategi terhadap keterbatasan sumber daya serta keselarasan dengan nilai-nilai Profil Pelajar Pancasila. Temuan menunjukkan bahwa Project-Based Learning (PjBL) menumbuhkan keterlibatan mendalam dan rasa kepemilikan murid melalui tugas nyata, sedangkan pembelajaran kolaboratif dengan dua murid yang berbagi satu laptop memperkuat interaksi sejawat, gotong royong, dan internalisasi nilai Pancasila, seperti kerja sama dan berpikir kritis. Dukungan sarana teknologi informasi yang memadai menjadi faktor pendukung utama, sementara keterbatasan jumlah guru menggarisbawahi pentingnya pendampingan pedagogis yang berkelanjutan serta pengembangan profesional yang terarah. Implikasi penelitian ini mendorong perluasan waktu praktikum, sesi remedial yang terstruktur, serta kolaborasi antarsekolah untuk memperkuat efektivitas pembelajaran Informatika dalam Kurikulum Merdeka. Kata Kunci: implementasi kurikulum; informatika; Kurikulum Merdeka; strategi pembelajaran
Curriculum alignment for industrial demands in computer networking at SMK Insan Mandiri Rizka Nabila Khairani
Hipkin Journal of Educational Research Vol. 3 No. 2 (2026): Hipkin Journal of Educational Research, August 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i2.737

Abstract

The development of digital technology encourages vocational education to produce graduates who are not only technically competent but also adaptable to the ever-changing needs of industry. This study examines the implementation strategy of Teknik Jaringan Komputer dan Telekomunikasi (TJKT) expertise program at SMK Insan Mandiri in responding to the increasingly complex demands of the workforce. Using a descriptive qualitative approach, data were collected through interviews with the vice principal for curriculum and productive teachers as key informants. The results indicate integration among Project-Based Learning (PjBL), technical certification programs, and industry partners' involvement in curriculum development and practice-based assessment. The core competencies developed include network management, server virtualization, cybersecurity, and fiber optic technology. However, challenges such as limited facilities, low interest in theoretical learning, and a lack of local context in learning planning remain. This study provides an empirical contribution to the literature on vocational education during the transition to the national curriculum. Its practical implications highlight the importance of school autonomy in learning innovation and the need to strengthen strategic collaboration between schools and industry to better prepare graduates to face the challenges of a dynamic digital workforce.   Abstrak Perkembangan teknologi digital mendorong pendidikan vokasi untuk menghasilkan lulusan yang tidak hanya kompeten secara teknis, tetapi juga mampu beradaptasi dengan kebutuhan industri yang terus berubah. Penelitian ini mengkaji strategi implementasi program keahlian Teknik Jaringan Komputer dan Telekomunikasi (TJKT) di SMK Insan Mandiri dalam merespons tuntutan dunia kerja yang semakin kompleks. Dengan menggunakan pendekatan kualitatif deskriptif, data dikumpulkan melalui wawancara dengan wakil kepala sekolah bidang kurikulum dan guru produktif sebagai informan kunci. Hasil penelitian menunjukkan adanya integrasi antara Project-Based Learning (PjBL), program sertifikasi teknis, serta keterlibatan mitra industri dalam penyusunan kurikulum dan asesmen berbasis praktik. Kompetensi utama yang dikembangkan mencakup manajemen jaringan, virtualisasi server, keamanan siber, serta teknologi fiber optik. Namun, tantangan seperti keterbatasan fasilitas, rendahnya minat terhadap pembelajaran teoritis, dan kurangnya konteks lokal dalam perencanaan pembelajaran masih ditemukan. Penelitian ini memberikan kontribusi empiris terhadap literatur pendidikan vokasi pada masa transisi kurikulum nasional. Implikasi praktisnya menyoroti pentingnya otonomi sekolah dalam inovasi pembelajaran serta perlunya penguatan kolaborasi strategis antara sekolah dan industri agar lulusan lebih siap menghadapi tantangan dunia kerja digital yang dinamis. Kata Kunci: implementasi kurikulum; kolaborasi industri; pembelajaran berbasis proyek; pendidikan vokasional
Designing independence in madrasah: Dynamics of curriculum implementation at MAN Kota Cimahi Rommy Mulya Setiansyah
Hipkin Journal of Educational Research Vol. 3 No. 2 (2026): Hipkin Journal of Educational Research, August 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i2.738

Abstract

The Kurikulum Merdeka plays a crucial role in ensuring the quality of education across all educational units, including Madrasan Aliyah Negeri (MAN). However, the Kurikulum Merdeka demands changes in the learning process, evaluation, and flexible learning management. This study aims to describe the implementation of the Kurikulum Merdeka at MAN Cimahi City, identify challenges faced by teachers and schools, analyze evaluation strategies and student majors, and describe the school's reflections and expectations regarding the dynamics of curriculum change. The method used is a descriptive qualitative approach, with data collected through interviews, observations, and document analysis. The results show that the implementation of the Kurikulum Merdeka at MAN Cimahi City has progressed gradually, with teacher involvement in lesson planning and the strengthening of the Profil Pelajar Pancasila. However, challenges remain, including limited facilities, lack of teacher preparedness, and the complexity of evaluation implementation. In general, student responses to project-based learning are positive, with benefits for collaboration and creativity.   Abstrak Kurikulum Merdeka memiliki peran penting dalam menjamin kualitas pendidikan di setiap satuan pendidikan, termasuk di Madrasah Aliyah Negeri (MAN). Namun, Kurikulum Merdeka menuntut perubahan dalam proses pembelajaran, evaluasi, serta pengelolaan pembelajaran yang fleksibel. Penelitian ini bertujuan untuk mendeskripsikan implementasi Kurikulum Merdeka di MAN Kota Cimahi, mengidentifikasi tantangan yang dihadapi oleh guru dan sekolah, menganalisis strategi evaluasi dan penjurusan murid, serta menggambarkan refleksi dan harapan pihak sekolah terhadap dinamika perubahan kurikulum. Metode yang digunakan adalah pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara, observasi, dan analisis dokumen. Hasil penelitian menunjukkan bahwa implementasi Kurikulum Merdeka di MAN Kota Cimahi telah berjalan secara bertahap dengan keterlibatan guru dalam perencanaan pembelajaran dan penguatan Profil Pelajar Pancasila. Namun, masih ada tantangan berupa keterbatasan sarana, kurangnya kesiapan guru, serta kompleksitas pelaksanaan evaluasi. Secara umum, respons murid terhadap pembelajaran berbasis proyek cenderung positif dalam meningkatkan kolaborasi dan kreativitas. Kata Kunci: implementasi kurikulum; kualitas pembelajaran; Kurikulum Merdeka; madrasah
Curriculum implementation in the computer network engineering major at SMK Insan Mandiri Cynthia Hasna Mazaya
Hipkin Journal of Educational Research Vol. 3 No. 2 (2026): Hipkin Journal of Educational Research, August 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i2.739

Abstract

The implementation of the Kurikulum Merdeka in Vocational High Schools (Sekolah Menengah Kejuruan/SMK) still faces several fundamental challenges that warrant serious attention. Limited facilities and infrastructure are major obstacles for many schools, hindering optimal learning. This situation is exacerbated by low technology utilization, even though technology integration is a crucial pillar of this curriculum's implementation. This study aims to describe curriculum planning and development, the availability of facilities and infrastructure, and the use of technology in implementing the Kurikulum Merdeka in the Teknik Komputer Jaringan (TKJ) expertise program in SMK. This research was conducted because of the importance of vocational schools' readiness to respond to new curriculum policies that require adaptation to technological changes and industry needs. The research method used was descriptive qualitative, with the primary data collection techniques being direct observation and interviews, supported by a documentary study of relevant school documents. Data were collected through facility observations and interviews with productive TKJ teachers and the vice principal for curriculum. The study results indicate that the synergy among the adaptive curriculum strongly influences successful implementation, the availability of facilities, and educators' ability to integrate technology effectively.   Abstrak Implementasi Kurikulum Merdeka di Sekolah Menengah Kejuruan (SMK) masih menghadapi sejumlah tantangan mendasar yang perlu mendapat perhatian serius. Keterbatasan sarana dan prasarana menjadi hambatan utama yang dirasakan oleh banyak sekolah, sehingga menghambat proses pembelajaran yang optimal. Kondisi ini diperparah oleh rendahnya pemanfaatan teknologi, padahal integrasi teknologi merupakan salah satu pilar penting dalam pelaksanaan kurikulum ini. Penelitian ini bertujuan untuk mendeskripsikan perencanaan dan pengembangan kurikulum, ketersediaan sarana dan prasarana, serta pemanfaatan teknologi dalam implementasi Kurikulum Merdeka pada program keahlian Teknik Komputer dan Jaringan (TKJ) di SMK. Penelitian ini dilakukan karena pentingnya kesiapan sekolah vokasi dalam merespons kebijakan kurikulum baru yang menuntut adaptasi terhadap perubahan teknologi dan kebutuhan industri. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data utama berupa observasi langsung dan wawancara, serta didukung oleh studi dokumentasi terhadap dokumen-dokumen yang relevan dari pihak sekolah. Data dikumpulkan melalui pengamatan fasilitas dan wawancara dengan guru produktif TKJ serta wakil kepala sekolah bidang kurikulum. Hasil kajian menunjukkan bahwa keberhasilan implementasi sangat dipengaruhi oleh sinergi antara kurikulum adaptif, ketersediaan fasilitas, dan kemampuan pendidik dalam mengintegrasikan teknologi secara efektif. Kata Kunci: fasilitas pendidikan; integrasi teknologi; Kurikulum Merdeka; sekolah menengah kejuruan
The implementation of curriculum components in ICT learning at SD Al-Hidayah Majalengka M Huda Zanatul Makwa
Hipkin Journal of Educational Research Vol. 3 No. 2 (2026): Hipkin Journal of Educational Research, August 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i2.740

Abstract

The inadequacy in the implementation of Information and Communication Technology (ICT) subjects in elementary schools is caused not only by limited facilities and teacher competency but also by the minimal assessment of the ICT learning curriculum components, which serve as the main foundation. This study aims to examine the implementation of curriculum components in ICT learning at the elementary school level, specifically at SD Al-Hidayah Majalengka. This study used a qualitative descriptive method, employing interviews with ICT teachers and analysis of syllabus documents. The results show that the implementation of ICT learning at Al-Hidayah Elementary School, Majalengka, has been carried out using a project-based learning (PjBL) approach that integrates local and Islamic values by considering local needs, digital ethics, and technological readiness. Learning has been carried out in context, and the material provided is appropriate for student development. Teachers fulfill their duties and can pay special attention to the development of practical skills and students' character. Through these results, it is hoped that the development of the ICT curriculum in elementary schools can be more adaptive and relevant to student needs and technological developments. In addition, it is recommended to focus on contextual and value-based curriculum adaptation.   Abstrak Kurang sesuainya implementasi mata pelajaran Teknologi Informasi dan Komunikasi (TIK) di SD tidak hanya disebabkan oleh keterbatasan fasilitas dan kompetensi guru, tetapi juga oleh minimnya pengkajian terhadap komponen kurikulum pembelajaran TIK sebagai fondasi utama. Penelitian ini bertujuan untuk mengkaji implementasi komponen kurikulum dalam pembelajaran TIK di jenjang sekolah dasar, khususnya di SD Al-Hidayah, Majalengka. Penelitian ini menggunakan metode deskriptif kualitatif dengan teknik pengumpulan data berupa wawancara dengan guru TIK dan analisis dokumen silabus. Hasil penelitian menunjukkan bahwa implementasi pembelajaran TIK di SD Al-Hidayah Majalengka telah berjalan dengan pendekatan berbasis proyek (Project-Based Learning/PjBL) yang mengintegrasikan nilai-nilai lokal dan islami melalui pertimbangan kebutuhan lokal, etika digital, serta kesiapan teknologi. Pembelajaran telah dilakukan secara kontekstual dan materi yang diberikan pun sesuai dengan perkembangan murid. Guru berperan sesuai dengan tugasnya dan mampu memberikan perhatian khusus terhadap perkembangan keterampilan praktis serta karakter murid. Melalui hasil tersebut, diharapkan pengembangan kurikulum TIK di sekolah dasar dapat lebih adaptif dan relevan dengan kebutuhan murid serta perkembangan teknologi. Selain itu, direkomendasikan untuk memperhatikan adaptasi kurikulum yang kontekstual dan berbasis nilai. Kata Kunci: komponen kurikulum; pembelajaran ICT; sekolah dasar; strategi pembelajaran
Teacher readiness for elementary digital transformation Ghefira Azka Fatharani
Hipkin Journal of Educational Research Vol. 3 No. 2 (2026): Hipkin Journal of Educational Research, August 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i2.741

Abstract

The rapid development of digital technology has transformed various aspects of education, including the roles and responsibilities of Information and Communication Technology (ICT) teachers in elementary schools. Teacher readiness is crucial in ensuring the effective use of technology in learning activities. This study aims to explore ICT teachers' readiness to face the challenges of digital transformation, with a particular focus on the implementation context at SD Labschool UPI. This research was driven by the need to evaluate teachers' competency in utilizing technology as a pedagogical tool and their ability to adapt to the ever-changing educational landscape. The method used was descriptive qualitative, with observations, interviews, and document analysis to collect data from ICT teachers and school stakeholders. The research findings indicate that although teachers demonstrate basic digital literacy, they still face challenges in advanced ICT integration, learning innovation, and professional development. Institutional factors, infrastructure, and student characteristics also influence the effectiveness of technology utilization. The study concludes that improving teacher readiness requires a holistic approach involving training, curriculum alignment, and school-level digital policies.   Abstrak Pesatnya perkembangan teknologi digital telah mengubah berbagai aspek pendidikan, termasuk peran dan tanggung jawab guru Teknologi Informasi dan Komunikasi (TIK) di sekolah dasar. Kesiapan guru menjadi hal yang krusial untuk menjamin efektivitas penggunaan teknologi dalam kegiatan pembelajaran. Penelitian ini bertujuan untuk mengeksplorasi kesiapan guru TIK dalam menghadapi tantangan transformasi digital, dengan fokus khusus pada konteks implementasinya di SD Labschool UPI. Penelitian ini didorong oleh kebutuhan untuk mengevaluasi kompetensi guru dalam memanfaatkan teknologi sebagai alat pedagogis serta kemampuan mereka untuk beradaptasi dengan lanskap pendidikan yang terus berubah. Metode yang digunakan adalah deskriptif kualitatif, dengan observasi, wawancara dan analisis dokumen untuk mengumpulkan data dari guru TIK dan pemangku kepentingan sekolah. Temuan penelitian menunjukkan bahwa meskipun guru memiliki literasi digital dasar, mereka masih menghadapi tantangan dalam mengintegrasikan TIK lanjutan, inovasi pembelajaran, dan pengembangan profesional. Faktor institusional, infrastruktur, dan karakteristik murid turut memengaruhi efektivitas pemanfaatan teknologi. Penelitian ini menyimpulkan bahwa peningkatan kesiapan guru memerlukan pendekatan holistik yang melibatkan pelatihan, penyelarasan kurikulum, serta kebijakan digital di tingkat sekolah. Kata Kunci: kesiapan guru; literasi digital; sekolah dasar; transformasi digital
Transforming learning through the Kurikulum Merdeka: Evaluation, support, and long-term expectations Syahrul Mubarok
Hipkin Journal of Educational Research Vol. 3 No. 2 (2026): Hipkin Journal of Educational Research, August 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i2.742

Abstract

This study explores the implementation strategies of the Kurikulum Merdeka in a high school designated as a “Sekolah Penggerak” The Kurikulum Merdeka emphasizes student-centered learning, flexibility, and the development of 21st-century skills. The research was conducted to understand how the school transitioned from the previous curriculum, addressed emerging challenges, and supported teachers and students throughout the process. Using a qualitative approach, data were collected through in-depth interviews with school leaders and teachers. Thematic analysis was applied to identify key patterns and strategies in curriculum implementation. The findings indicate that the school has been implementing the curriculum for four (4) years, with initiatives including subject mapping, regular teacher workshops, and an active learning community. Challenges such as the allocation of teaching hours, limited laboratory space, and student confusion about subject choices were addressed through collaboration among schools and parental involvement. One notable outcome was increased student creativity and independence through P5 projects, including environmentally conscious entrepreneurship initiatives. The study highlights the importance of sustainable policies, better teacher support, and relevant learning facilities. In the long term, the Kurikulum Merdeka is expected to produce graduates who are not only academically competent but also socially and environmentally conscious.   Abstrak Studi ini mengeksplorasi strategi implementasi Kurikulum Merdeka di salah satu sekolah menengah atas yang ditunjuk sebagai “Sekolah Penggerak”. Kurikulum Merdeka mengedepankan pembelajaran yang berpusat pada murid, fleksibilitas, dan pengembangan keterampilan abad ke-21. Penelitian ini dilakukan untuk memahami bagaimana sekolah beralih dari kurikulum sebelumnya, mengatasi tantangan yang muncul, serta mendukung guru dan murid selama proses tersebut. Dengan menggunakan pendekatan kualitatif, data dikumpulkan melalui wawancara mendalam dengan para pemimpin sekolah dan para guru. Analisis tematik diterapkan untuk mengidentifikasi pola dan strategi utama dalam implementasi kurikulum. Temuan menunjukkan bahwa sekolah telah menerapkan kurikulum selama empat (4) tahun, dengan inisiatif yang mencakup pemetaan mata pelajaran, lokakarya guru secara rutin, serta komunitas belajar yang aktif. Tantangan-tantangan seperti distribusi jam mengajar, keterbatasan ruang laboratorium, dan kebingungan murid dalam memilih mata pelajaran dapat diatasi melalui kolaborasi antara sekolah dan orang tua. Salah satu hasil yang menonjol adalah peningkatan kreativitas dan kemandirian murid melalui proyek-proyek P5, termasuk inisiatif kewirausahaan berwawasan lingkungan. Studi ini menyoroti pentingnya kebijakan yang berkelanjutan, dukungan guru yang lebih baik, serta fasilitas pembelajaran yang relevan. Dalam jangka panjang, Kurikulum Merdeka diharapkan dapat menghasilkan lulusan yang tidak hanya kompeten secara akademis, tetapi juga memiliki kepedulian terhadap aspek sosial dan lingkungan. Kata Kunci: dukungan guru; Kurikulum Merdeka; transformasi sekolah
Implementing the Kurikulum Merdeka in informatics learning at MTs Al-Inayah Susan Indi
Hipkin Journal of Educational Research Vol. 3 No. 2 (2026): Hipkin Journal of Educational Research, August 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/hipkin-jer.v3i2.743

Abstract

This study examines the implementation of the Kurikulum Merdeka in Informatics at MTs Al-Inayah. The background of this research is the transition of the national curriculum system and the need to understand how madrasah educational units adapt their learning processes in the era of digital transformation. This study aims to understand the learning strategies implemented, the challenges faced, and the support available in implementing the curriculum. The approach used is descriptive qualitative, with data collection techniques consisting of direct observation and in-depth interviews with Informatics teachers and the Vice Principal for Curriculum. The results show that MTs Al-Inayah has implemented the Kurikulum Merdeka in stages, with adjustments to the madrasah's characteristics, such as integrating the Tahfidz program. Informatics teachers utilize a Project-Based Learning (PjBL) approach and digital media to improve student skills. The main challenges identified include adapting to the Teaching Module's structure and low digital literacy among new students. This study emphasizes the importance of strengthening teacher capacity and the availability of learning resources to support the successful implementation of the Kurikulum Merdeka, especially in technology-oriented subjects such as Informatics.   Abstrak Penelitian ini mengkaji implementasi Kurikulum Merdeka pada mata pelajaran Informatika di MTs Al-Inayah. Latar belakang penelitian ini didasarkan pada peralihan sistem kurikulum nasional serta kebutuhan untuk memahami bagaimana satuan pendidikan madrasah menyesuaikan proses pembelajaran di era transformasi digital. Tujuan penelitian ini adalah untuk memahami strategi pembelajaran yang diterapkan, tantangan yang dihadapi, serta dukungan yang tersedia dalam pelaksanaan kurikulum tersebut. Pendekatan yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data berupa observasi langsung dan wawancara mendalam terhadap guru Informatika dan Wakil Kepala Sekolah Bidang Kurikulum. Hasil penelitian menunjukkan bahwa MTs Al-Inayah telah menerapkan Kurikulum Merdeka secara bertahap, dengan penyesuaian terhadap karakteristik madrasah seperti integrasi program Tahfidz. Guru Informatika memanfaatkan pendekatan Project-Based Learning (PjBL) dan media digital untuk meningkatkan keterampilan murid. Tantangan utama yang ditemukan mencakup adaptasi terhadap struktur Modul Ajar serta rendahnya literasi digital pada murid baru. Penelitian ini menegaskan pentingnya penguatan kapasitas guru dan ketersediaan sarana pembelajaran dalam mendukung keberhasilan implementasi Kurikulum Merdeka, khususnya pada mata pelajaran yang berorientasi pada teknologi seperti Informatika. Kata Kunci: Kurikulum Merdeka; Madrasah Tsanawiyah; pembelajaran Informatika

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