cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Angga Hadiapurwa
Contact Email
angga@upi.edu
Phone
+6285722923393
Journal Mail Official
hipkin.jer@gmail.com
Editorial Address
Himpunan Pengembang Kurikulum Indonesia (HIPKIN) Curriculum Development Study Program Office Faculty of Education Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No 229 Bandung
Location
Unknown,
Unknown
INDONESIA
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
 5   6   7   8   9 
Kurikulum Merdeka implementation analysis on the subject of informatics Hafizh Rasyid Ridha
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.v3i1.319

Abstract

This study examines the implementation of the Kurikulum Merdeka in Informatics at SMAS 2 Pasundan Bandung, focusing on the alignment of curriculum design, learning practices, and adaptation strategies to address obstacles. Using a descriptive qualitative approach, data were collected through participant observation, in-depth interviews with teachers and curriculum developers, and analysis of module documents and Rencana Pelaksanaan Pembelajaran (RPP). The results indicate that although school modules are aligned with the national Indikator Capaian Pembelajaran (ICP), the effectiveness of practical sessions is still hampered by limited ICT infrastructure, varying teacher competencies, and limited time allocation. Adaptation strategies such as blended learning, industry partnerships, and the use of educational social media offer creative solutions to enhance learning quality and student participation. This study reveals the crucial role of teacher collaboration and the importance of ongoing training for Informatics teachers. The findings also emphasize the need for equitable policy support and infrastructure investment to optimally achieve the Kurikulum Merdeka's goal of developing independent, creative, and digitally literate Pancasila students. Recommendations for further research include comparative studies across regions and quantitative evaluations of the impact of adaptive interventions on student learning outcomes.    Abstrak Penelitian ini menelaah implementasi Kurikulum Merdeka pada mata pelajaran Informatika di SMAS 2 Pasundan Bandung dengan fokus pada keselarasan rancangan kurikulum, praktik pembelajaran, dan strategi adaptasi menghadapi kendala. Dengan menggunakan pendekatan kualitatif deskriptif, data dikumpulkan melalui observasi partisipatif, wawancara mendalam dengan guru dan pengembang kurikulum, serta analisis dokumen modul dan Rencana Pelaksanaan Pembelajaran (RPP). Hasil penelitian menunjukkan bahwa meskipun modul sekolah telah selaras dengan Indikator Capaian Pembelajaran (ICP) nasional, efektivitas sesi praktikum masih terhambat oleh keterbatasan infrastruktur TIK, variasi kompetensi guru, dan alokasi waktu yang terbatas. Strategi adaptasi seperti blended learning, kemitraan dengan industri, dan pemanfaatan media sosial edukatif memberikan solusi kreatif dalam meningkatkan kualitas pembelajaran dan partisipasi murid. Penelitian ini mengungkap peran krusial kolaborasi antar guru serta pentingnya pelatihan berkelanjutan untuk guru mata pelajaran Informatika. Temuan juga menegaskan perlunya dukungan kebijakan dan investasi infrastruktur yang merata agar tujuan Kurikulum Merdeka membentuk pelajar Pancasila yang mandiri, kreatif, dan melek digital dapat tercapai secara optimal. Rekomendasi penelitian selanjutnya meliputi studi komparatif antar wilayah dan evaluasi kuantitatif terhadap dampak intervensi adaptif terhadap hasil belajar murid. Kata Kunci: Kurikulum Merdeka; mata pelajaran Informatika; sekolah menengah atas

Page 9 of 9 | Total Record : 81

 5   6   7   8   9 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue Vol. 3 No. 1 (2026): Hipkin Journal of Educational Research, April 2026 Vol. 2 No. 3 (2025): Hipkin Journal of Educational Research, December 2025 Vol. 2 No. 2 (2025): Hipkin Journal of Educational Research, August 2025 Vol. 2 No. 1 (2025): Hipkin Journal of Educational Research, April 2025 Vol. 1 No. 3 (2024): Hipkin Journal of Educational Research, December 2024 Vol. 1 No. 2 (2024): Hipkin Journal of Educational Research, August 2024 Vol. 1 No. 1 (2024): Hipkin Journal of Educational Research, April 2024