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Curricula: Journal of Curriculum Development
Published by Universitas Pendidikan Indonesia
ISSN : 29647339     EISSN : 28307917     DOI : https://doi.org/10.17509/curricula
Core Subject :
Curricula: Journal of Curriculum Development is an open access and peer-reviewed journal published by Curriculum Development Study Program, Faculty of Education, Universitas Pendidikan Indonesia in collaboration with Himpunan Pengembang Kurikulum Indonesia (HIPKIN) MoU file. The journal includes particular interests in issues related to research results on curriculum development, including curriculum design, implementation, evaluation, and learning development (resources, models, media, and assessment). Curricula: Journal of Curriculum Development aims to publish research conducted by researcher, teachers, lecturers, and others focusing on research at the levels of Early Childhood, Elementary, Junior High, or Senior High Schools, as well as Higher-Education. This journal is published quarterly, in March, June, September, and December.
Arjuna Subject : -
Articles 264 Documents
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Applying Merdeka Belajar in non-formal curriculum at PKBM Rumbai Koteka Rif’an Efendi; Priadi Surya; Tarso Tarso; Rohmanur Mala
Curricula: Journal of Curriculum Development Vol. 4 No. 1 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i1.83921

Abstract

Non-formal education plays a crucial role in providing access to learning for communities that are not served by the formal education system. This study aims to analyze the implementation of the Merdeka Belajar policy within the non-formal education curriculum at PKBM Rumbai Koteka. The research employs a qualitative descriptive approach, involving subjects such as administrators, tutors, learners, and alumni of the equivalency program. Data were collected through observation, interviews, and documentation. Data analysis was conducted through data reduction, presentation, verification, and conclusion drawing. The findings indicate that the curriculum at PKBM Rumbai Koteka reflects the principles of the Kurikulum Merdeka, which emphasizes flexibility, adaptability, and a learner-centered approach. Curriculum development follows the five-asset approach: human, natural, social, financial, and physical assets. Teaching modules are designed to replace traditional lesson plans and support independent learning. Implementation is carried out through intra curricular learning and project-based activities aligned with the Pancasila Student Profile and practical skills. Evaluation is conducted periodically using formative and summative assessments to ensure curriculum relevance. Overall, the Merdeka Belajar policy promotes contextual learning and cultivates independence, creativity, and student readiness to address global challenges.    Abstrak Pendidikan nonformal memiliki peran strategis dalam menyediakan akses pembelajaran bagi masyarakat yang tidak terjangkau oleh sistem pendidikan formal. Penelitian ini bertujuan untuk menganalisis implementasi kebijakan Merdeka Belajar dalam kurikulum pendidikan nonformal di PKBM Rumbai Koteka. Penelitian ini berpendekatan deskriptif kualitatif dengan subjek penelitian meliputi pengelola, tutor, peserta didik, dan alumni program kesetaraan. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan melalui reduksi, penyajian, verifikasi, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kurikulum di PKBM Rumbai Koteka mencerminkan prinsip Kurikulum Merdeka, yaitu fleksibel, adaptif, dan berpusat pada siswa. Pengembangan kurikulum menggunakan pendekatan lima asset seperti manusia, alam, sosial, finansial, dan fisik. Modul ajar disusun sebagai pengganti RPP untuk mendukung pembelajaran mandiri. Implementasi dilakukan melalui pembelajaran intrakurikuler dan proyek berbasis karakter Profil Pelajar Pancasila serta keterampilan praktis. Evaluasi dilaksanakan secara berkala dengan asesmen formatif dan sumatif untuk menjamin relevansi kurikulum. Secara keseluruhan, kebijakan Merdeka Belajar mendukung pembelajaran yang kontekstual, mendorong kemandirian, kreativitas, dan kesiapan peserta didik menghadapi tantangan global. Kata Kunci: kurikulum; Merdeka Belajar; PKBM; pendidikan nonformal
Coding and Artificial Intelligence (AI) learning in teachers' perspective Mirlanda Diaz Pratiwi; Asep Herry Hernawan; Ahmad Fajar Fadillah
Curricula: Journal of Curriculum Development Vol. 4 No. 1 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i1.83623

Abstract

Technological advancements have brought about changes to the curriculum, particularly the integration of coding and Artificial Intelligence (AI) into learning. This study aims to explore teachers' perspectives on coding and AI learning policies in the Kurikulum Merdeka, focusing on the factors that influence the adoption and acceptance of technology. The research was conducted using a qualitative approach, using in-depth interviews with six teachers from elementary, junior high, high school, and vocational school levels in Bandung City. The analysis framework utilizes the Unified Theory of Acceptance and Use of Technology (UTAUT) theory, which encompasses four key constructs: performance expectancy, effort expectancy, social influence, and facilitating conditions. The results indicate that teachers have positive expectations regarding the benefits of learning coding and AI. However, challenges persist in terms of infrastructure readiness, training, and institutional support. Perceived ease of use and social influence varied depending on the level and type of school. The research conclusion reveals that, although teachers in Bandung City generally exhibit a positive attitude towards coding and AI learning in the Kurikulum Merdeka, the level of implementation readiness remains unequal across educational units, necessitating contextual and adaptive policies.    Abstrak Perkembangan teknologi telah membawa perubahan pada kurikulum, khususnya masuknya koding dan Kecerdasan Artifisial (KA) dalam pembelajaran. Penelitian ini bertujuan untuk menggali perspektif guru terhadap kebijakan pembelajaran Koding dan KA dalam Kurikulum Merdeka, dengan fokus pada faktor-faktor yang mempengaruhi adopsi dan penerimaan teknologi. Penelitian dilakukan dengan pendekatan kualitatif menggunakan metode wawancara mendalam kepada enam guru dari jenjang SD, SMP, SMA, dan SMK di Kota Bandung. Kerangka analisis menggunakan teori Unified Theory of Acceptance and Use of Technology (UTAUT), mencakup empat konstruk: performance expectancy, effort expectancy, social influence, dan facilitating conditions. Hasil penelitian menunjukkan bahwa guru memiliki ekspektasi positif terhadap manfaat pembelajaran Koding dan KA, namun masih terdapat tantangan dalam hal kesiapan infrastruktur, pelatihan, dan dukungan institusional. Persepsi kemudahan penggunaan dan pengaruh sosial bervariasi tergantung pada jenjang dan jenis sekolah. Kesimpulan penelitian menunjukkan bahwa meskipun guru di Kota Bandung secara umum menunjukkan sikap positif terhadap pembelajaran koding dan KA dalam Kurikulum Merdeka, tingkat kesiapan implementasi masih timpang antar satuan pendidikan sehingga diperlukan kebijakan yang kontekstual dan adaptif. Kata Kunci: kecerdasan artifisial; koding; perspektif guru; UTAUT
Transformation of adaptive and contextual Islamic curriculum from Abdullah Saeed's education perspective Wahyu Sihab
Curricula: Journal of Curriculum Development Vol. 4 No. 1 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i1.83453

Abstract

Islamic education faces various challenges amid global changes that demand a more relevant and adaptive approach. Abdullah Saeed proposes a contextual ijtihad strategy to improve the adaptability and relevance of Islamic education. This article aims to explore Abdullah Saeed's thoughts on Islamic education, particularly in the context of creating a contextualized and flexible curriculum. This research examines the fundamental concepts of Saeed's philosophy and their application to the development of an Islamic curriculum through a literature study approach. The research method employed is a literature review, which involves reviewing relevant journals, articles, books, and official documents. The conclusion of this study reveals that Abdullah Saeed's contextual approach facilitates Islamic education that is more adaptable and relevant to contemporary life. The curriculum based on this approach not only provides a normative understanding but also encourages students to apply Islamic principles critically within their socio-cultural context. This is expected to produce a generation that is responsive to social change and make Islamic education relevant and constructive for modern society.   Abstrak Pendidikan Islam menghadapi berbagai tantangan di tengah perubahan global yang menuntut pendekatan yang lebih relevan dan adaptif. Abdullah Saeed mengajukan strategi ijtihad kontekstual untuk meningkatkan kemampuan adaptasi dan relevansi pendidikan Islam. Artikel ini bertujuan untuk mengeksplorasi pemikiran Abdullah Saeed dalam konteks pendidikan Islam, khususnya yang berkaitan dengan pembuatan kurikulum yang kontekstual dan fleksibel. Penelitian ini melihat ide-ide dasar filosofi Saeed dan bagaimana hubungannya dengan penciptaan kurikulum Islam dengan menggunakan pendekatan studi literatur. Metode penelitian yang digunakan adalah studi literatur dengan mengkaji jurnal, artikel, buku, dan dokumen resmi yang relevan. Kesimpulan dari penelitian ini menunjukkan bahwa pendekatan kontekstual Abdullah Saeed memungkinkan pendidikan Islam yang lebih adaptif dan relevan dengan kehidupan modern. Kurikulum yang didasarkan pada pendekatan ini tidak hanya memberikan pemahaman normatif tetapi juga mendorong siswa untuk menerapkan prinsip-prinsip Islam secara kritis sesuai dengan konteks sosial-budaya. Hal ini diharapkan dapat menghasilkan generasi yang tanggap terhadap perubahan sosial dan menjadikan pendidikan Islam relevan dan konstruktif bagi masyarakat modern. Kata Kunci: Abdullah Saeed; pendidikan Islam; rekonstruksi pemikiran
Principal leadership in fostering an effective school culture in primary education Ervin Alberthina Dimara; Priadi Surya; Tarso Tarso
Curricula: Journal of Curriculum Development Vol. 4 No. 1 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i1.84113

Abstract

Principal leadership has a strategic role in creating a conducive, character-based, and competitive learning environment. This study was conducted because some elementary schools still lack optimal conditions for building an effective school culture. The purpose of this study is to describe the leadership style of the principal and his role in developing an effective school culture at SD Inpres 7 Sorong Regency. The approach used is qualitative with a case study type. Data collection techniques include observation, in-depth interviews, and documentation. Data were analyzed using Miles and Huberman's model, which involves three stages: data reduction, data presentation, and conclusion. The results of the study showed that the principal applied a situational leadership style, predominantly using a dominant participatory approach, and occasionally employed a delegative and authoritarian style. The principal fulfills the role of EMASLIM (Educator, Manager, Administrator, Supervisor, Leader, Innovator, Motivator) through strategies such as strengthening the 5S culture, implementing school regulations, utilizing fingerprints, and offering moral mentoring programs. Adaptive and collaborative leadership has proven to be the key to forming an effective school culture and supporting the achievement of the school's vision and mission.   Abstrak Kepemimpinan kepala sekolah mempunyai peran yang strategis dalam menciptakan lingkungan belajar yang kondusif, berkarakter, dan kompetitif. Penelitian ini dilakukan karena masih terdapat sekolah dasar yang belum optimal dalam membangun budaya sekolah yang efektif. Tujuan penelitian ini adalah untuk mendeskripsikan gaya kepemimpinan kepala sekolah dan perannya dalam mengembangkan budaya sekolah yang efektif di SD Inpres 7 Kabupaten Sorong. Pendekatan yang digunakan adalah kualitatif dengan jenis studi kasus. Teknik pengumpulan data meliputi observasi, wawancara mendalam, dan dokumentasi. Data dianalisis dengan menggunakan model Miles dan Huberman, melalui tahapan reduksi data, penyajian data, dan penarikan simpulan. Hasil penelitian menunjukkan bahwa kepala sekolah menerapkan gaya kepemimpinan situasional dengan gaya dominan partisipatif, dan kadang-kadang menggunakan gaya delegatif dan otoriter. Kepala sekolah menjalankan peran EMASLIM (Educator, Manager, Administrator, Supervisor, Leader, Innovator, Motivator) melalui strategi seperti penguatan budaya 5S, peraturan sekolah, sidik jari, dan program pendampingan moral. Kepemimpinan yang adaptif dan kolaboratif telah terbukti menjadi kunci untuk membentuk budaya sekolah yang efektif dan mendukung pencapaian visi dan misi sekolah. Kata Kunci: budaya sekolah efektif; kepemimpinan kepala sekolah; sekolah dasar
Interactive learning on increasing knowledge of midwifery master’s students on curriculum and transformational learning Ari Indra Susanti; Anis Novitasari; Harridhil Silmi; Lindya Okti Herbawani
Curricula: Journal of Curriculum Development Vol. 4 No. 1 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i1.82020

Abstract

The transformation of higher education encourages the adoption of active and meaningful learning methods. In midwifery education, students must have a deep understanding of the curriculum and transformational learning approaches to become effective educators and agents of change. One effective strategy is interactive learning, which promotes active student engagement. This study aimed to examine the effect of interactive learning methods on improving the knowledge of Master of Midwifery students regarding transformational curriculum and learning. Using a quantitative cross-sectional design, the research was conducted in March 2025 with 44 students who were purposely selected. Pre-tests and post-tests were administered via Google Forms before and after an interactive learning session delivered through an online general lecture via Zoom. The Wilcoxon test results showed a significant increase in knowledge scores after the intervention. The findings demonstrate that the interactive learning method effectively enhances students' understanding and is well-suited for integration into midwifery education, particularly within a transformational curriculum. This method can be adopted as a strategic learning approach to strengthen conceptual comprehension among students and support the development of future midwifery educators.   Abstrak Transformasi pendidikan tinggi mendorong dosen dan institusi untuk menerapkan metode pembelajaran yang aktif dan bermakna. Dalam pendidikan kebidanan, mahasiswa perlu memahami kurikulum dan pendekatan pembelajaran transformasional secara mendalam agar dapat berperan sebagai pendidik dan agen perubahan. Salah satu strategi yang efektif adalah interactive learning, yang mendorong keterlibatan aktif mahasiswa dalam proses belajar. Penelitian ini bertujuan menganalisis pengaruh metode interactive learning terhadap peningkatan pengetahuan mahasiswa S2 Kebidanan mengenai kurikulum dan pembelajaran transformasional. Peneliti menggunakan pendekatan kuantitatif dengan desain cross-sectional dan melaksanakan studi ini pada Maret 2025. Sebanyak 44 mahasiswa dipilih melalui teknik purposive sampling. Peneliti membagikan pre-test dan post-test melalui Google Form sebelum dan sesudah pelaksanaan kuliah umum berbasis interactive learning secara daring melalui Zoom. Hasil uji Wilcoxon menunjukkan adanya peningkatan signifikan pada skor pengetahuan setelah intervensi. Temuan ini membuktikan bahwa metode interactive learning secara efektif meningkatkan pemahaman mahasiswa dan layak diintegrasikan ke dalam pendidikan kebidanan berbasis kurikulum transformasional. Metode ini dapat menjadi strategi pembelajaran yang memperkuat pemahaman konseptual dan mendukung pengembangan calon pendidik bidan di masa depan. Kata Kunci: kurikulum dan pembelajaran; pembelajaran Interaktif; pengetahuan
Educational technology on developing humanistic character in midwifery education curriculum Diniati Sukmana; Ari Indra Susanti
Curricula: Journal of Curriculum Development Vol. 4 No. 1 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i1.84544

Abstract

Various aspects of life, including education, have been significantly impacted by technological advances. The principles of humanistic learning are applied to achieve quality and meaningful learning outcomes. Curriculum development has become a crucial factor in enhancing the quality of midwifery education and research. Strengthening regulations in the development of midwifery policies has influenced the evolution of midwifery education curricula. This article aims to review the role of educational technology in developing humanistic character in the midwifery curriculum. The method used is a scoping review. Data were obtained from 9 articles accessed through the Google Scholar databases. The results of the study show that the role of educational technology in developing humanist character in the midwifery education curriculum includes flexibility and accessibility of learning, empowerment of social and emotional skills, simulation development and practical learning in a professional context, increased collaboration and student involvement, and providing direct feedback. In conclusion, the integration of technology into the midwifery education curriculum is an important step in preparing a generation of professionals who are not only technically skilled, but also have high moral character in facing future professional challenges.   Abstrak Berbagai aspek kehidupan, termasuk pendidikan telah terpapar kemajuan teknologi. Prinsip-prinsip pembelajaran humanistik diterapkan untuk mencapai hasil pembelajaran berkualitas dan bermakna. Pengembangan kurikulum telah menjadi faktor yang berperan penting dalam meningkatkan kualitas pendidikan dan penelitian kebidanan. Penguatan regulasi dalam pengembangan kebijakan di bidang kebidanan telah mempengaruhi pengembangan kurikulum pendidikan bidan. Artikel ini bertujuan untuk meninjau peran teknologi pendidikan dalam pengembangan karakter humanis pada kurikulum kebidanan. Metode yang digunakan adalah scoping review. Data diperoleh dari 9 artikel yang diakses melalui database google scholar. Hasil penelitian menunjukkan peran teknologi pendidikan dalam pengembangan karakter humanis pada kurikulum pendidikan kebidanan meliputi fleksibilitas dan aksesibilitas pembelajaran, pemberdayaan keterampilan sosial dan emosional, pengembangan simulasi dan pembelajaran praktis dalam konteks profesional, peningkatan kolaborasi dan keterlibatan peserta didik, dan pemberian umpan balik secara langsung. Kesimpulannya, integrasi teknologi dalam kurikulum pendidikan kebidanan merupakan langkah penting dalam mempersiapkan generasi profesional yang selain terampil secara teknis, juga berkarakter moral yang tinggi dalam menghadapi tantangan profesi di masa depan. Kata Kunci: karakter humanis; kurikulum; teknologi pendidikan
Midwifery curriculum evaluation: Is the balance between theory and practice achieved? Josi Noviani; Cindy Maharani Putri; Annisa Karima Harda; Ari Indra Susanti
Curricula: Journal of Curriculum Development Vol. 4 No. 1 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i1.83646

Abstract

Achieving a balance between theoretical knowledge and clinical practice remains a significant challenge in midwifery education. This literature review, conducted systematically using the PICO framework, aims to evaluate midwifery curricula that integrate theory and practice to better prepare students for the demands of the professional world. Five peer-reviewed studies published between 2020 and 2025 from various countries were analysed. The findings reveal recurring barriers in clinical learning, such as inadequate supervision, limited hands-on experience, and a misalignment between academic curricula and field-based practical requirements. Innovative strategies, including Simulation-Based Education (SBE), Competency-Based Education (CBE), Dedicated Education Units (DEU), and Student-Centred Learning (SCL), have demonstrated potential in improving students’ confidence and competence. However, the effectiveness of these approaches is contingent upon sufficient infrastructure and teaching resources. This review emphasizes the importance of continuous curriculum evaluation and educational innovation in strengthening the integration of theory and practice, ultimately enhancing the clinical readiness of midwifery graduates.   Abstrak Mencapai keseimbangan antara pengetahuan teoretis dan praktik klinis tetap menjadi tantangan besar dalam pendidikan kebidanan. Tinjauan pustaka ini dilakukan secara sistematis dengan menggunakan kerangka PICO, bertujuan untuk mengevaluasi kurikulum kebidanan yang mengintegrasikan teori dan praktik guna mempersiapkan mahasiswa menghadapi tuntutan dunia profesional. Lima studi yang telah melalui proses telaah sejawat dan diterbitkan antara tahun 2020 hingga 2025 dari berbagai negara dianalisis dalam kajian ini. Temuan menunjukkan adanya hambatan yang berulang dalam pembelajaran klinis, seperti supervisi yang tidak memadai, keterbatasan pengalaman langsung, serta ketidaksesuaian antara kurikulum akademik dan kebutuhan praktik di lapangan. Strategi inovatif seperti Simulation-Based Education (SBE), Competency-Based Education (CBE), Dedicated Education Units (DEU), dan Student-Centred Learning (SCL) menunjukkan potensi dalam meningkatkan kepercayaan diri dan kompetensi mahasiswa. Namun, efektivitas pendekatan-pendekatan ini sangat bergantung pada ketersediaan infrastruktur dan sumber daya pengajaran yang memadai. Tinjauan ini menekankan pentingnya evaluasi kurikulum secara berkelanjutan dan inovasi pendidikan untuk memperkuat integrasi antara teori dan praktik, sehingga pada akhirnya dapat meningkatkan kesiapan klinis lulusan kebidanan. Kata Kunci: evaluasi Kurikulum; kesenjangan teori dan praktik; pembelajaran berbasis simulasi; pendidikan berbasis kompetensi; pendidikan kebidanan
Effects of online teaching strategies on midwifery students’ skills: A scoping review Karita Aulia Tama; Ari Indra Susanti
Curricula: Journal of Curriculum Development Vol. 4 No. 1 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i1.84312

Abstract

Online teaching has become increasingly significant in midwifery education due to its flexibility and accessibility. Midwifery education, which heavily relies on hands-on clinical training, faced limitations in delivering practical skills through online platforms. This study aims to investigate the impact of online teaching strategies on the academic performance and clinical skill development of midwifery students. The review was conducted to understand how such strategies influence student engagement, knowledge acquisition, and the ability to apply clinical competencies. A scoping review method was applied, sourcing data from PubMed, ScienceDirect, and Google Scholar. From a total of 781 articles screened, seven studies published between 2019 and 2024 met the inclusion criteria. The findings indicate that while online learning enhances theoretical understanding and offers flexibility, it often falls short in practical skill training due to the lack of in-person interaction, limited access to technology, and varying levels of digital literacy. Some innovations, such as virtual simulations, show promise in bridging this gap. However, blended learning remains the most effective approach in midwifery education. Further research is recommended to optimize online clinical training tools and address digital inequities among students.   Abstrak Pembelajaran daring semakin berperan penting dalam pendidikan kebidanan sebab fleksibilitas dan kemudahan aksesnya terhadap sumber belajar. Pendidikan kebidanan yang sangat bergantung pada pelatihan klinik secara langsung kerap mengalami keterbatasan dalam penyampaian keterampilan praktis melalui platform daring. Penelitian ini bertujuan untuk mengkaji dampak strategi pengajaran daring terhadap capaian akademik dan pengembangan keterampilan klinik mahasiswa kebidanan. Tinjauan ini dilakukan untuk memahami sejauh mana strategi tersebut memengaruhi keterlibatan mahasiswa, penguasaan materi, dan kemampuan penerapan keterampilan klinik. Metode yang digunakan adalah tinjauan skoping dengan menelusuri data dari PubMed, ScienceDirect, dan Google Scholar. Dari 781 artikel yang disaring, tujuh studi yang diterbitkan antara tahun 2019 hingga 2024 memenuhi kriteria inklusi. Hasil penelitian menunjukkan bahwa pembelajaran daring dapat meningkatkan pemahaman teori dan memberikan fleksibilitas, namun sering kali kurang optimal dalam pelatihan keterampilan praktik karena terbatasnya interaksi langsung, akses teknologi yang tidak merata, serta tingkat literasi digital yang bervariasi. Beberapa inovasi seperti simulasi virtual menunjukkan potensi dalam menjembatani kesenjangan tersebut. Akan tetapi, pembelajaran campuran (blended learning) tetap menjadi pendekatan yang paling efektif dalam pendidikan kebidanan. Penelitian lebih lanjut diperlukan untuk mengembangkan strategi daring yang efektif dalam pelatihan keterampilan klinik dan mengatasi ketimpangan digital di kalangan mahasiswa. Kata Kunci: keterampilan klinis; pembelajaran campuran; pembelajaran daring; pendidikan kebidanan
Archival management of educational staff in improving administrative services in senior high schools Adian Purwo Nugroho; Priadi Surya; Tarso Tarso
Curricula: Journal of Curriculum Development Vol. 4 No. 1 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i1.83935

Abstract

Well-organized archival management is a crucial element in supporting the efficiency of school administrative services. This study employed a qualitative descriptive approach to describe and analyze the implementation of educational archival management by administrative staff at SMA N 1 Sleman. Data were collected through observation, interviews, and documentation from January to March 2025. The findings indicate that archival management at SMA N 1 Sleman has been carried out systematically through the stages of planning, organizing, actuating, monitoring, and evaluating. The entire process, from receipt to record destruction, is conducted in an orderly manner according to established procedures and plays a strategic role in enhancing the quality of administrative services. Adequate facilities, staff training, and the leadership of the head of administration support the success of this management. However, challenges such as the school’s flood-prone location, limited storage space, and uneven staff competence remain obstacles. Improvement efforts, including digitization, the organization of document classification systems, and staff competency development, continue to be undertaken to enhance administrative efficiency and support the learning process.   Abstrak Manajemen kearsipan yang terorganisasi dengan baik merupakan salah satu unsur penting dalam mendukung efisiensi pelayanan administrasi sekolah. Penelitian ini menggunakan pendekatan deskriptif kualitatif untuk mendeskripsikan dan menganalisis pelaksanaan manajemen arsip pendidikan oleh staf administrasi di SMA N 1 Sleman. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi pada periode Januari–Maret 2025. Hasil penelitian menunjukkan bahwa pengelolaan kearsipan oleh tenaga kependidikan SMA N 1 Sleman telah dilaksanakan secara sistematis melalui tahapan perencanaan, pengorganisasian, pelaksanaan, pengawasan, dan evaluasi. Proses mulai dari penerimaan hingga pemusnahan arsip dijalankan secara tertib sesuai prosedur, dan berperan strategis dalam meningkatkan mutu layanan administrasi sekolah. Keberhasilan pengelolaan arsip didukung oleh fasilitas yang memadai, pelatihan tenaga kependidikan, serta peran kepala tata usaha. Namun, kendala seperti lokasi yang rawan banjir, keterbatasan ruang penyimpanan, dan kompetensi staf yang belum merata masih menjadi tantangan. Upaya perbaikan melalui digitalisasi, sistem klasifikasi arsip, dan pengembangan kompetensi staf terus dilakukan untuk mendukung efisiensi administrasi dan proses pembelajaran. Kata Kunci: layanan administrasi; manajemen arsip; sekolah menengah atas; staf kependidikan
Training curriculum needs for entrepreneurship literacy of higher education in society 5.0 Babang Robandi; Wawan Setiawardani
Curricula: Journal of Curriculum Development Vol. 4 No. 1 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i1.83520

Abstract

The Society 5.0 era requires a holistic integration of entrepreneurial literacy, striking a balance between technological competencies and humanistic values. However, higher education curricula remain fragmented, failing to address these needs comprehensively. This study aims to analyze the requirements for designing an entrepreneurship literacy training curriculum responsive to the challenges of Society 5.0 by employing a phenomenological method. In-depth interviews were conducted with five students to explore their experiences in three key areas: mastering disruptive technology, developing collaborative soft skills, and understanding digital ethics. Results indicate that students underutilize advanced digital marketing features (e.g., paid ads, Reels) despite familiarity with platforms like WhatsApp and Instagram. Collaborative efforts are hindered by low trust and ineffective partnership strategies, while awareness of digital ethics, particularly regarding consumer privacy and sustainability, remains limited. The study highlights the urgent need for curricula that systematically integrate disruptive technology, collaborative approaches, and digital ethics. These findings serve as a foundation for developing training modules tailored to students' real-world needs, fostering adaptive, collaborative, and ethical entrepreneurial competencies in the Society 5.0 era.    Abstrak Era Society 5.0 menuntut integrasi holistik literasi kewirausahaan yang seimbang antara kompetensi teknologi dan nilai-nilai humanistik. Namun, kurikulum pendidikan tinggi masih terfragmentasi dan belum memenuhi kebutuhan ini secara komprehensif. Penelitian ini bertujuan untuk menganalisis kebutuhan dalam merancang kurikulum pelatihan literasi kewirausahaan yang responsif terhadap tantangan Society 5.0 dengan menggunakan metode fenomenologi, wawancara mendalam dilakukan terhadap lima mahasiswa untuk mengeksplorasi pengalaman mereka dalam tiga aspek utama yaitu penguasaan teknologi disruptif, pengembangan keterampilan kolaboratif, dan pemahaman etika digital. Hasil penelitian menunjukkan bahwa mahasiswa kurang memanfaatkan fitur pemasaran digital canggih (misalnya iklan berbayar, Reels) meskipun familiar dengan platform seperti WhatsApp dan Instagram. Upaya kolaborasi terhambat oleh rendahnya kepercayaan dan strategi kemitraan yang tidak efektif, sementara kesadaran akan etika digital, khususnya terkait privasi konsumen dan keberlanjutan, masih terbatas. Studi ini menggarisbawahi perlunya kurikulum yang secara sistematis mengintegrasikan teknologi disruptif, pendekatan kolaboratif, dan etika digital. Temuan ini menjadi landasan untuk mengembangkan modul pelatihan yang sesuai dengan kebutuhan nyata mahasiswa, guna membentuk kompetensi kewirausahaan yang adaptif, kolaboratif, dan beretika di era Society 5.0. Kata Kunci: fenomenologi; kurikulum pelatihan; literasi kewirausahaan; society 5.0

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