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Tamrin Fathoni
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INDONESIA
Journal of Cultural Relativism (JCR)
Published by Edujavare Publishing
ISSN : *     EISSN : 30631483     DOI : -
Core Subject : Education,
Education
Journal of Cultural Relativism (JCR) E-ISSN 3063-1483 is a blind peer-reviewed journal published by Edujavare Publishing, Indonesia. This journal publishes research articles, conceptual articles, field study reports and book reviews on all scopes Education, Multiculturalism, Inclusive and equal education, Multicultural curriculum, Intercultural interaction in education, Multicultural pedagogy, The influence of globalization on education, Issues of cultural identity and belonging, The role of family and community in multicultural education, Action research in multicultural education (See Focus and Scope). This journal article is published four times a year; 2 issues per year (June and December). E-ISSN 3063-1483 The focus of research in the Journal of Cultural Relativism (JCR) is Education, Multiculturalism, Inclusive and equal education, Multicultural curriculum, Intercultural interaction in education, Multicultural pedagogy, The influence of globalization on education, Issues of cultural identity and belonging, The role of family and community in multicultural education, Action research in multicultural education
Arjuna Subject : Umum - Umum
Articles 23 Documents
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Implementasi Standar Kompetensi Lulusan Pendidikan Anak Usia Dini Berdasarkan Permendikdasmen Nomor 10 Tahun 2025 Catur Ahmad Sofiyanto
Journal of Cultural Relativism (JCR) Vol. 2 No. 02 (2025): Journal of Cultural Relativism (JCR)
Publisher : CV Edujavare Publishing

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Abstract

Graduate Competency Standards (SKL) are a fundamental component of the national education system, serving as guidelines for student outcomes at every level of education. The issuance of Ministerial Regulation Number 10 of 2025 marks a significant milestone emphasizing the alignment of SKL from Early Childhood Education (PAUD) to secondary education, although implementation in the field still faces significant challenges. This study aims to explain the concept of SKL based on Permendikdasmen Number 10 of 2025, describe its application at the PAUD level, and analyze the implementation of SKL in PAUD Ana Muslim. This study uses a qualitative approach designed to gain an in-depth understanding of the practices and challenges in implementing SKL. Data collection was conducted through in-depth interviews with principals, teachers, and parents, as well as direct observation at PAUD Ana Muslim. SKL is defined as the minimum qualification for graduates, encompassing aspects of attitude, knowledge, and skills, in line with the vision of the Independent Curriculum. Permendikdasmen Number 10 of 2025 establishes eight dimensions of the graduate profile that children must achieve holistically in PAUD. The implementation of the SKL (Standard Competency Standards) in PAUD (Early Childhood Education) must be based on three main principles: child development-based, enjoyable, and contextual. In the case study at Ana Muslim PAUD (an Islamic-based institution), the SKL was implemented through Islamic character activities that taught simple worship and noble morals, as well as collaboration between children. The main supporting factors for implementation at this institution were the synergistic commitment of teachers, the principal, and parental involvement through Islamic parenting classes. The implementation of the SKL, based on Ministerial Regulation No. 10 of 2025, serves as a crucial guideline that ensures the continuity of children's competency and character development as a whole.
Rekonstruksi Kebijakan Pembelajaran Deep Learning Dalam Pendidikan Agama Islam (Analisis Konseptual dan Implementatif di Era Transformasi Digital) Syarif Hidayat
Journal of Cultural Relativism (JCR) Vol. 2 No. 02 (2025): Journal of Cultural Relativism (JCR)
Publisher : CV Edujavare Publishing

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Abstract

This study aims to reconstruct deep learning policies in Islamic Religious Education (PAI) by analyzing theoretical concepts, curriculum policies, and implementation implications in the era of digital transformation. Using library research methods, this study examines various primary and secondary literature related to deep learning, PAI policies, and educational technology. The results of the study indicate that the concept of deep learning—as proposed by Marton & Säljö, John Biggs, and Thomas–Bain—is highly relevant to strengthening the quality of PAI learning, which emphasizes understanding meaning, reflection, critical analysis, and the application of religious values ​​in real life. The Independent Curriculum provides an ideal space through Learning Outcomes (CP), flexible teaching modules, and the Pancasila Student Profile Project (P5), but its implementation still faces obstacles such as the dominance of lecture methods, factual assessments, and low digital and in-depth pedagogical literacy among PAI teachers. Digital transformation presents significant opportunities through the use of Artificial Intelligence (AI), Big Data, Learning Analytics, and Learning Management Systems (LMS) that can create adaptive, collaborative, and contextual learning. However, disparities in digital literacy and the use of technology that has not yet addressed in-depth pedagogical aspects remain major challenges. This research recommends reconstructing Islamic Religious Education (PAI) policy through the integration of HOTS (Hot and Popular Culture), religious moderation, experiential Islamic learning, and strengthening teacher competencies in digital pedagogy and deep learning strategies.
Model Pengembangan Instrumen Penilaian HOTS dalam Keterampilan Menulis Teks Deskripsi Fase D (SMP Kelas VIII) Tri Puji Setyawati; Kuntoro
Journal of Cultural Relativism (JCR) Vol. 3 No. 01 (2026): Journal of Cultural Relativism (JCR)
Publisher : CV Edujavare Publishing

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Abstract

This research aimed to design and produce a Higher Order Thinking Skills (HOTS)-based assessment instrument for descriptive text writing skills for Phase D students (grade VIII of junior high school). This research was motivated by the need for authentic assessments that not only assess the final written product but also consider students' thinking processes, attitudes, and creativity during the writing process. The research and development method used included needs analysis, assessment instrument design, and conceptual validation. The instrument developed encompassed aspects of attitudes, knowledge, and skills, with a focus on higher-order cognitive abilities at levels C4 to C6. The results showed that the HOTS-based assessment instrument facilitated students' critical, reflective, and creative thinking in producing descriptive texts. Therefore, this instrument is expected to serve as an alternative assessment tool for teachers in conducting more meaningful learning evaluations that align with the learning outcomes of the Independent Curriculum.

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