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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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Human resource development and training in the digital transformation era Doni Febrian Ashadimas
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.v4i1.83519

Abstract

Digital transformation has significantly reshaped the paradigm of Human Resource Management (HRM), compelling organizations to adapt their training methods, work structures, and managerial strategies to remain competitive in the technological era. This study aims to analyze the dynamics of digitalization in HRM, focusing on four main aspects: the impact on training and education, challenges faced, emerging opportunities, and strategic responses that HRM can adopt. The research employs a Systematic Literature Review (SLR) method, involving the stages of identification, screening, eligibility assessment, and study inclusion. Data were collected from academic databases, Watase UAKE, and Scite, using keywords relevant to HRM in the digital era. After applying inclusion and exclusion criteria, ten relevant articles were selected for in-depth analysis. The synthesis process was conducted through a full-text reading and thematic coding approach. The findings reveal that digitalization has a positive impact, increasing work efficiency, enabling data-driven decision-making, and expanding flexibility in work systems and training methods. In conclusion, digitalization in HRM brings significant changes to training practices, organizational structures, and strategic planning by promoting the adoption of technology that fosters both efficiency and innovation.   Abstrak Transformasi digital telah mengubah paradigma pengelolaan sumber daya manusia (SDM), menuntut organisasi untuk menyesuaikan metode pelatihan, struktur kerja, dan strategi manajerial agar tetap kompetitif di era teknologi. Penelitian ini bertujuan untuk menganalisis dinamika digitalisasi dalam pengelolaan SDM, dengan fokus pada empat aspek utama: dampak terhadap pelatihan dan pendidikan, tantangan yang dihadapi, peluang yang tersedia, serta strategi yang dapat diterapkan oleh MSDM. Penelitian ini menggunakan metode Systematic Literature Review (SLR) dengan tahapan identifikasi, skrining, evaluasi kelayakan, dan inklusi studi. Data dikumpulkan dari basis data Watase UAKE dan Scite, dengan kata kunci yang relevan terhadap pengelolaan SDM di era digital. Setelah melalui proses seleksi berbasis kriteria inklusi dan eksklusi, diperoleh 10 artikel yang dianalisis secara mendalam. Proses sintesis dilakukan melalui pembacaan penuh dan pengkodean tematik. Hasil penelitian menunjukkan bahwa digitalisasi membawa dampak positif dalam bentuk peningkatan efisiensi proses kerja, pengambilan keputusan berbasis data, serta perluasan fleksibilitas dalam sistem kerja dan pelatihan. Kesimpulannya, digitalisasi dalam pengelolaan SDM membawa dampak signifikan terhadap transformasi pelatihan, struktur kerja, serta strategi organisasi melalui adopsi teknologi yang mendorong efisiensi dan inovasi. Kata Kunci: industri 4.0; pelatihan; pendidikan; pengelolaan SDM; transformasi digital
Strengthening pedagogical competence of elementary teachers in the digital era Asep Ahyar; Yusuf Tri Herlambang
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.v4i1.84679

Abstract

Digital transformation requires elementary school teachers to have pedagogical competencies that are not only strong in theory but also adaptable to technological developments. This article aims to examine strategies for strengthening the pedagogical competencies of elementary school teachers in the digital age. This study employed a systematic literature review method, comprising four stages of analysis: identification, screening, feasibility testing, and inclusion. Data were collected from various academic sources, including scientific journals, articles, and relevant books, with a focus on literature published between 2020 and 2025. The results of the study indicate that pedagogical competencies in the digital age involve integrating digital literacy, technology-based learning innovations, and collaborative skills. Challenges include infrastructure limitations, low digital literacy, and resistance to change. Effective strategies to address these challenges include continuous training, strengthening professional communities, and institutional policy support. Best practices identified include digital project-based learning, the use of Learning Management Systems (LMS), and the development of online teacher communities. This study emphasizes the importance of collaboration among teachers, schools, and policymakers in developing an innovative and sustainable basic education ecosystem in the digital age.   Abstrak Transformasi digital menuntut guru sekolah dasar memiliki kompetensi pedagogik yang tidak hanya kuat secara teoritis, tetapi juga adaptif terhadap perkembangan teknologi. Artikel ini bertujuan untuk mengkaji strategi penguatan kompetensi pedagogik guru sekolah dasar di era digital. Kajian ini dilakukan melalui metode systematic literature review dengan empat tahapan analisis, yaitu identifikasi, penyaringan, uji kelayakan, dan inklusi. Data dikumpulkan dari berbagai sumber akademik seperti jurnal ilmiah, artikel, dan buku yang relevan, dengan fokus pada literatur terbitan tahun 2020–2025. Hasil kajian menunjukkan bahwa kompetensi pedagogik di era digital melibatkan integrasi literasi digital, inovasi pembelajaran berbasis teknologi, serta keterampilan kolaboratif. Tantangan yang dihadapi meliputi keterbatasan infrastruktur, rendahnya literasi digital, dan resistensi terhadap perubahan. Strategi efektif untuk mengatasinya meliputi pelatihan berkelanjutan, penguatan komunitas profesional, serta dukungan kebijakan institusional. Praktik baik yang ditemukan mencakup pembelajaran berbasis proyek digital, pemanfaatan Learning Management System (LMS), dan pengembangan komunitas guru daring. Studi ini merekomendasikan pentingnya kolaborasi antara guru, sekolah, dan pemangku kebijakan dalam membangun ekosistem pendidikan dasar yang inovatif dan berkelanjutan di era digital. Kata kunci: guru sekolah dasar; kompetensi pedagogik; transformasi digital
Evaluating content writing for the creative industry course from lecturers’ and students’ views Susan Santika; Gin Gin Gustine; Tri Indri Hardini
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.v4i1.85112

Abstract

In response to the increasing demand for English content writing in the creative industry, especially among university graduates working as bilingual content writers, this study evaluates the Content Writing for Creative Industry course organized by one of the English education study programs at a public university in Bandung through the English for Specific Purposes (ESP) approach. The study aimed to explore how lecturers, as syllabus designers, developed the course syllabus and to examine the views of students and lecturers, including practicing lecturers, on its implementation. Using Ellis' evaluation model, this qualitative study analyzed the 14-week course through a combination of syllabus reviews, student portfolios, questionnaires, interviews, and focus group discussions. Findings showed that students responded positively and recognized the alignment of course activities with tasks required in the creative industries. Students also expressed the need for more in-depth discussions on visual elements to increase audience engagement in the content. Meanwhile, lecturers, including practitioner lecturers, emphasized the importance of in-depth research by students in content planning, as well as the need for more comprehensive coverage of storytelling to engage audiences better.   Abstrak Sebagai respons terhadap meningkatnya permintaan akan penulisan konten berbahasa Inggris di industri kreatif, khususnya di kalangan lulusan universitas yang bekerja sebagai penulis konten dwi Bahasa, studi ini mengevaluasi mata kuliah Content Writing for Creative Industry yang diselenggarakan oleh salah satu program studi pendidikan bahasa Inggris di sebuah universitas negeri di Bandung melalui pendekatan English for Specific Purposes (ESP). Studi ini bertujuan untuk mengeksplorasi bagaimana dosen, sebagai perancang silabus, mengembangkan silabus mata kuliah tersebut serta menelaah pandangan mahasiswa dan dosen, termasuk dosen praktisi, terhadap implementasinya. Dengan menggunakan model evaluasi dari Ellis, studi kualitatif ini menganalisis mata kuliah selama 14 minggu melalui telaah silabus, portofolio mahasiswa, kuesioner, wawancara, dan diskusi kelompok terfokus. Temuan menunjukkan bahwa mahasiswa merespons secara positif dan mengakui keselarasan aktivitas perkuliahan dengan tugas-tugas diperlukan di industri kreatif. Mahasiswa juga mengungkapkan perlunya diskusi yang lebih mendalam mengenai elemen visual untuk meningkatkan keterlibatan audiens dalam konten. Sementara itu, para dosen, termasuk dosen praktisi, menekankan pentingnya riset mendalam oleh mahasiswa dalam perencanaan konten serta perlunya cakupan yang lebih komprehensif terkait storytelling supaya dapat lebih menarik perhatian audiens. Kata Kunci: English for specific purposes; evaluasi mata kuliah; industri kreatif; penulisan konten
Implementation of physics inquiry learning in high school to improve students' conceptual understanding Anggy Marthania Tatyanty Putri; Nuril Munfaridah; Sutopo Sutopo
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.v4i1.84481

Abstract

Open inquiry is a learning approach that gives students complete freedom to manage the entire investigation process independently. This study aims to investigate the implementation of inquiry-based learning in high school physics education to enhance students' conceptual understanding. The method employed is a systematic literature review, which analyzes 20 scientific articles published between 2017 and 2025, obtained from Google Scholar and the Publish or Perish databases. The analysis process was conducted using a bibliometric approach with VOSviewer software, which maps the relationships between studies, authors, and topics. The results of the review indicate that inquiry learning, whether guided, local, or technology-based, has proven effective in enhancing conceptual mastery, critical thinking skills, and promoting active student involvement in the physics learning process. The integration of formative assessment in this learning model also strengthens students' conceptual understanding by providing continuous feedback. This research concludes that inquiry learning, supported by a proper assessment strategy, can be a relevant and strategic approach to improving the quality of physics learning in high school and supporting the achievement of 21st-century competencies.   Abstrak Open inquiry merupakan pendekatan pembelajaran yang memberikan kebebasan penuh kepada peserta didik untuk mengelola seluruh proses penyelidikan secara mandiri. Penelitian ini bertujuan untuk mengkaji implementasi pembelajaran inkuiri dalam pembelajaran Fisika di tingkat SMA guna meningkatkan pemahaman konseptual peserta didik. Metode yang digunakan adalah systematic literature review dengan menganalisis 20 artikel ilmiah yang dipublikasikan antara tahun 2017 hingga 2025, diperoleh dari basis data Google Scholar dan Publish or Perish. Proses analisis dilakukan melalui pendekatan bibliometrik menggunakan perangkat lunak VOSviewer, yang memetakan keterkaitan antar studi, penulis, dan topik. Hasil tinjauan menunjukkan bahwa pembelajaran inkuiri, baik terbimbing maupun berbasis lokal dan teknologi, terbukti efektif dalam meningkatkan penguasaan konsep, keterampilan berpikir kritis, serta keterlibatan aktif peserta didik dalam proses pembelajaran Fisika. Integrasi asesmen formatif dalam model pembelajaran ini juga memperkuat pemahaman konseptual peserta didik melalui pemberian umpan balik yang berkelanjutan. Jadi, kesimpulan penelitian ini yaitu pembelajaran inkuiri yang didukung oleh strategi asesmen yang tepat dapat menjadi pendekatan yang relevan dan strategis dalam meningkatkan kualitas pembelajaran Fisika di SMA serta mendukung pencapaian kompetensi abad ke-21. Kata Kunci: fisika; pemahaman konseptual; pembelajaran inkuiri
Video tutorial-based multimedia development for the Bridal Makeup subject at SMK Pemda Lubuk Pakam Elyda Mariam Manurung; Harun Sitompul; R. Mursid
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.v4i1.85047

Abstract

The dearth of understanding and the paucity of accessible learning materials concerning the concept of Batak Toba bridal makeup have resulted in substandard achievement of the minimum completion criteria and challenges in practical work in bridal makeup lessons. In response to these issues, the objective of this study is to develop a multimedia-based video tutorial for the Batak Toba bridal makeup subject at SMK Pemda Lubuk Pakam. The tutorial is designed to serve as a practical, engaging, and effective learning tool. The research method employed is the Borg and Gall research and development method, consisting of eight stages: needs analysis, validation, student testing, and final product development. The research subjects consisted of 30 students, who were divided into an experimental group and a control group. Experts in design, content, and media conducted the validation of product development. The study's results indicate that the developed media are suitable for use and are considered practical and effective in supporting the learning process. The Batak Toba bridal makeup video tutorial will likely serve as an alternative learning medium for bridal makeup, thereby enhancing students' skills in this area.   Abstrak Keterbatasan pemahaman serta minimnya media pembelajaran yang dapat diakses oleh siswa terkait konsep tata rias pengantin Batak Toba berdampak kepada rendahnya ketercapaian kriteria ketuntasan minimal dan kesulitan praktikum pada mata pelajaran make-up pengantin. Berkaitan dengan permasalahan tersebut, penelitian ini bertujuan untuk mengembangkan multimedia berbasis video tutorial untuk mata pelajaran tata rias pengantin Batak Toba di SMK Pemda Lubuk Pakam sebagai media yang praktis, menarik, dan efektif. Metode yang digunakan dalam penelitian ini adalah metode penelitian dan pengembangan Borg and Gall dengan delapan tahapan, mulai dari analisis kebutuhan, validasi, uji coba siswa hingga produk akhir. Subjek penelitian melibatkan 30 siswa yang dibagi dalam kelas eksperimen dan kelas kontrol. Validasi pengembangan produk dilakukan kepada ahli desain, materi dan media. Hasil penelitian menunjukan bahwa media yang dikembangkan sudah layak untuk digunakan dan dinilai praktis serta efektif dalam mendukung proses pembelajaran. Berdasarkan hal tersebut, diharapkan dengan adanya video tutorial make up pengantin Batak Toba yang dihasilkan ini dapat menjadi alternatif media pembelajaran make-up penganti yang mampu untuk meningkatkan keterampilan tata rias pengantin siswa. Kata Kunci: Borg and Gall; mata pelajaran tatarias pengantin; multimedia; video tutorial
Interpretasi Kerangka Kerja UNESCO AI CFT pada pengembangan kompetensi AI guru Yaziz Abi Sufyan; Deni Kurniawan
Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i2.499

Abstract

AI’s rapid development has transformed education, offering opportunities and challenges for teachers. Amid digital disruption, they must now act as value guides, learning facilitators, and guardians of humanity in classrooms as they share with intelligent technologies. This article analyzes UNESCO’s AI Competency Framework for Teachers (AI CFT) as a conceptual framework to guide teachers in mastering, critically engaging with, and creatively applying AI in ethical and meaningful ways. Using a document analysis approach to the text “Teachers’ Competencies in Using AI,” this study highlights five core dimensions of the AI CFT: a human-centered mindset, ethics of AI, AI foundations and applications, AI pedagogy, and AI for professional development. The findings indicate that AI competence is not merely a technical skill, but rather an expression of teachers’ moral and professional maturity in integrating technology with human values. The AI CFT thus serves as an essential guide to ensure that Indonesian teachers are not only users of technology, but also creators of meaning in humanistic, reflective, and socially just learning. The presence of AI should not obscure the role of teachers; instead, it should reaffirm their calling as educators who humanize the learning process amid the accelerating currents of digitalization. 
Adaptation of the Cambridge curriculum: A comparative study of public and Islamic schools Labibah Sayaka Ilma; Hanun Asrohah; Husniyatus Salamah Zainiyati
Curricula: Journal of Curriculum Development Vol. 4 No. 2 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i2.84860

Abstract

This research aims to explore how the Cambridge curriculum can be adapted as a relevant educational strategy for addressing global challenges, particularly in developing countries such as Indonesia. In the inequality between national education policy and its implementation in the field, the Cambridge curriculum offers an approach that emphasizes critical thinking, collaboration, and global-mindedness. The method used in this study is a qualitative literature review, analyzing various academic sources and reports on the implementation of the Cambridge curriculum in different school contexts. The results of the study show that the adaptation of the Cambridge curriculum in Indonesia, both in public and Islamic-based schools, exhibits different dynamics. However, both have a positive impact. Public schools implement this curriculum directly with a primary focus on global academic standards, without the need to conform to religious values. Meanwhile, the Islamic school has successfully combined the Cambridge curriculum with Islamic values, creating an educational model that is not only academically global but also spiritually and morally strong. Both approaches show great potential in bridging local education with global standards in a contextual and relevant manner.   Abstrak Penelitian ini bertujuan untuk mengeksplorasi bagaimana adaptasi kurikulum Cambridge dapat menjadi strategi pendidikan yang relevan dalam menjawab tantangan global, khususnya bagi negara berkembang seperti Indonesia. Di tengah ketimpangan antara kebijakan pendidikan nasional dan pelaksanaannya di lapangan, kurikulum cambridge menawarkan pendekatan yang menekankan pada kemampuan berpikir kritis, kolaboratif, dan global-mindedness. Metode yang digunakan dalam penelitian ini adalah studi literatur kualitatif, dengan menganalisis berbagai sumber akademik dan laporan implementasi kurikulum cambridge di berbagai konteks sekolah. Hasil penelitian menunjukkan bahwa adaptasi kurikulum cambridge di Indonesia, baik di sekolah umum maupun berbasis Islam, menunjukkan dinamika yang berbeda namun keduanya berdampak positif. Sekolah umum menerapkan kurikulum ini secara langsung dengan fokus utama pada standar akademik global, tanpa perlu menyesuaikan dengan nilai-nilai keagamaan. Sementara itu, sekolah Islam berhasil menggabungkan kurikulum cambridge dengan nilai-nilai keislaman, menciptakan model pendidikan yang tidak hanya global secara akademik, tetapi juga kuat secara spiritual dan moral. Kedua pendekatan ini menunjukkan potensi besar dalam menjembatani pendidikan lokal dengan standar global secara kontekstual dan relevan. Kata Kunci: kurikulum Cambridge; sekolah Islam; sekolah negeri
ADDIE-based AI training using open-source LMS for vocational teachers Rosyanto Rosyanto; Dinn Wahyudin; Asep Herry Hernawan
Curricula: Journal of Curriculum Development Vol. 4 No. 2 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i2.87744

Abstract

This study examines the application of the ADDIE (Analysis, Design, Development, Implementation, Evaluation) framework in developing an Artificial Intelligence (AI) training program through an open-source Learning Management System (LMS) for vocational school teachers. It addresses the lack of structured AI training and low teacher preparedness in vocational education. The objective of this study is to evaluate how each ADDIE phase contributes to improving teachers’ competencies in teaching Artificial Intelligence (AI) using an open-source LMS. A mixed-methods approach was used with 150 teachers from 15 vocational schools in West Java, Indonesia. Training was delivered through a public LMS using blended learning. Data were collected via surveys, classroom observations, and LMS analytics. Path analysis was conducted using SmartPLS to assess the relationships between ADDIE phases and training outcomes. Results revealed a notable improvement in AI literacy and an increase in instructional capabilities and teachers’ technology proficiency post-training. The Design and Implementation stages had the most substantial impact on learning outcomes. The open-source LMS proved effective and scalable for AI training. This study provides a structured approach to professional development and highlights the potential for integrating AI into vocational education, particularly in low-resource settings.   Abstrak Penelitian ini mengkaji penerapan kerangka kerja ADDIE (Analysis, Design, Development, Implementation, Evaluation) dalam mengembangkan pelatihan Kecerdasan Artifisial (AI) berbasis platform Learning Management System (LMS) sumber terbuka bagi guru Sekolah Menengah Kejuruan (SMK). Penelitian ini merespons minimnya pelatihan AI yang terstruktur serta rendahnya kesiapan guru vokasi. Tujuan penelitian ini adalah mengevaluasi kontribusi setiap tahapan ADDIE terhadap peningkatan kompetensi guru vokasi dalam mengajar AI dengan memanfaatkan LMS sumber terbuka. Metode campuran digunakan, melibatkan 150 guru dari 15 SMK di Jawa Barat, Indonesia. Pelatihan diselenggarakan melalui LMS publik dengan pendekatan blended learning. Data dikumpulkan melalui survei, observasi kelas, dan analisis penggunaan LMS. Analisis jalur dilakukan menggunakan SmartPLS untuk menilai hubungan antara tahapan ADDIE dan hasil pelatihan. Hasil menunjukkan peningkatan signifikan dalam literasi AI dan kemampuan instruksional guru dalam penguasaan teknologi pasca pelatihan. Tahapan Design dan Implementation berpengaruh paling besar terhadap hasil pembelajaran. LMS sumber terbuka terbukti efektif dan dapat diskalakan untuk pelatihan AI. Penelitian ini menawarkan model pengembangan profesional yang terstruktur dan menunjukkan integrasi AI dalam pendidikan vokasi, terutama di lingkungan dengan keterbatasan sumber daya. Kata Kunci: guru sekolah menengah kejuruan; kecerdasan artifisial; LMS sumber terbuka; model ADDIE; pelatihan guru
Exploring and reviewing tools to evaluate midwifery students' clinical education perceptions and impact Gita Indri Puspitawanti
Curricula: Journal of Curriculum Development Vol. 4 No. 2 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i2.84922

Abstract

This study aims to evaluate midwifery students’ perceptions of their clinical learning environment and its impact on clinical learning outcomes. The study is grounded in the importance of a supportive clinical environment to optimize students’ competency achievement. A literature review method was employed by examining recent international journal articles accessed through Google Scholar and PubMed. The reviewed articles discuss clinical education evaluation tools, students’ perceptions of clinical learning settings, and the relationship between these perceptions and clinical learning outcomes. The findings reveal that positive student perceptions of the clinical environment are significantly associated with improved learning outcomes, including enhanced practical skills and increased motivation. Furthermore, the quality of the clinical learning environment can be improved through the use of better evaluation instruments, tutor training, and the strengthening of clinical facilities. This study highlights the importance of continuous monitoring and quality improvement in midwifery clinical education to ensure that graduates are competent and ready for professional practice. The results provide valuable insights for midwifery education institutions to design effective strategies that enhance clinical learning environments and reinforce student learning outcomes.   Abstrak Studi ini bertujuan untuk mengevaluasi persepsi mahasiswa kebidanan terhadap lingkungan belajar klinik serta dampaknya terhadap hasil belajar klinik. Latar belakang studi ini didasarkan pada pentingnya lingkungan belajar klinik yang kondusif dalam mendukung pencapaian kompetensi mahasiswa secara optimal. Penelitian ini menggunakan metode tinjauan literatur dengan menelaah artikel jurnal internasional terkini yang diakses melalui Google Scholar dan PubMed. Artikel yang dikaji membahas alat evaluasi pendidikan klinik, persepsi mahasiswa terhadap lingkungan belajar klinik, serta hubungan antara persepsi tersebut dengan hasil belajar klinik. Hasil kajian menunjukkan bahwa persepsi positif mahasiswa terhadap lingkungan klinik secara signifikan berkaitan dengan peningkatan hasil belajar, termasuk keterampilan praktik dan motivasi belajar. Selain itu, peningkatan kualitas lingkungan belajar klinik dapat dicapai melalui perbaikan instrumen evaluasi, pelatihan tutor, serta penguatan sarana dan prasarana klinik. Studi ini menegaskan pentingnya pemantauan dan peningkatan berkelanjutan dalam pendidikan klinik kebidanan untuk menjamin lulusan yang kompeten dan siap menghadapi dunia kerja profesional. Temuan ini memberikan masukan penting bagi institusi pendidikan kebidanan dalam merancang strategi untuk meningkatkan kualitas lingkungan belajar klinik dan memperkuat hasil belajar mahasiswa. Kata Kunci: evaluasi pendidikan kebidanan; penilaian mahasiswa; persepsi mahasiswa
The urgency of multiculturalism in the curriculum according to Kenneth T. Henson in Indonesian education Abdul Karim Suhadha; Asep Herry Hernawan; Ahmad Fajar Fadillah; Deodatus Kolek
Curricula: Journal of Curriculum Development Vol. 4 No. 2 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i2.85782

Abstract

Indonesia, a nation rich in ethnic, cultural, and religious diversity, faces significant challenges in maintaining social harmony. Multicultural education is considered essential in fostering tolerance and intercultural understanding. This article examines the importance of incorporating multicultural values into Indonesia’s educational curriculum through the lens of Kenneth T. Henson, a curriculum theorist who emphasizes multiculturalism, constructivism, and educational reform. Utilizing a literature review method, this study analyzes the current state of multicultural education implementation, identifies the gap between practical application and its ideal curricular integration, and reflects on the relevance of Henson's theory within the Indonesian context. The findings reveal that despite supportive policies, field implementation remains constrained by limited teacher understanding, inadequate resources, and resistance to change. These challenges highlight the need for a more comprehensive and context-sensitive approach to multicultural curriculum planning and implementation. While Henson's framework offers valuable insights, its application in Indonesia requires thoughtful adaptation to local sociocultural realities, policy frameworks, and institutional capacities. The study concludes that integrating multiculturalism into Indonesia’s educational curriculum is both urgent and necessary, demanding strategic planning, institutional support, and ongoing professional development for educators.    Abstrak Indonesia dengan lanskap multietnis, multikultural, dan multi agama, menghadapi tantangan signifikan dalam menjaga harmoni sosial. Dalam konteks ini, pendidikan multikultural menjadi krusial untuk menumbuhkan toleransi dan pemahaman lintas budaya. Artikel ini mengeksplorasi urgensi integrasi nilai-nilai multikultural dalam kurikulum pendidikan nasional, khususnya melalui lensa pemikiran Kenneth T. Henson. Sebagai teoritikus kurikulum yang menekankan konstruktivisme, multikulturalisme, dan reformasi pendidikan, ide-ide Henson relevan untuk dikaji dalam konteks Indonesia. Menggunakan metode studi pustaka, penelitian ini menganalisis implementasi pendidikan multikultural saat ini, mengidentifikasi kesenjangan antara praktik dan idealitas, serta menyoroti relevansi pemikiran Henson bagi konteks lokal. Hasil kajian menunjukkan bahwa meskipun kebijakan mendukung telah ada, implementasi di lapangan masih terkendala oleh pemahaman guru yang terbatas, kurangnya sumber daya, dan resistensi terhadap perubahan. Oleh karena itu, diperlukan strategi yang lebih kontekstual dan komprehensif, bersama dengan adaptasi teori asing agar selaras dengan karakteristik sosiokultural Indonesia. Integrasi pendidikan multikultural membutuhkan dukungan kebijakan yang kuat dan pengembangan profesional guru yang berkelanjutan untuk mencapai tujuan harmoni sosial. Kata Kunci: kurikulum; multikulturalisme; pendidikan

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