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Angga Hadiapurwa
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Program Studi Pengembangan Kurikulum, Fakultas Ilmu Pendidikan, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi Nomor 229 Bandung 40154
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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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Strategi pengembangan infrastruktur pendidikan AI: Kesiapan sekolah menengah atas atau kejuruan di Kabupaten Manggarai Barat Elisabet Oktaviani Hanggu; Ludgardis Deliman
Curricula: Journal of Curriculum Development Vol. 5 No. 1 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i1.94404

Abstract

The rapid development of Artificial Intelligence (AI) has brought significant opportunities and challenges to the education sector, particularly in regions with limited infrastructure. This study aims to analyze the readiness of AI-supporting infrastructure in senior high schools and vocational schools (SMA/SMK) in West Manggarai Regency, focusing on the availability of facilities and infrastructure, the preparedness of human resources, and the challenges and strategies for AI implementation in education. This research employed a qualitative descriptive approach and was conducted in six SMA/SMK located in Labuan Bajo city and Lembor District. Data were collected through in-depth interviews, participatory observation, and documentation, and were analyzed thematically using the Miles and Huberman model. The findings indicate a significant disparity in AI infrastructure readiness between schools in Labuan Bajo and those in Lembor District. Schools in Labuan Bajo demonstrate relatively adequate digital infrastructure, competent human resources, and strong institutional support. In contrast, schools in Lembor face limitations in digital facilities, internet access, and teachers' AI-related competencies. The study concludes that successful AI integration in education requires equitable infrastructure development, continuous teacher capacity building, supportive school leadership, and strong collaboration between government, schools, and higher education institutions.
Model pembelajaran scaffolding berbantuan augmented reality untuk meningkatkan keterampilan kognitif siswa Farrel Rahma Aliyya; Asep Wahyudin; Rani Megasari Megasari
Curricula: Journal of Curriculum Development Vol. 5 No. 1 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i1.94408

Abstract

Students' cognitive abilities are crucial for developing higher-order thinking skills, including the ability to analyze, evaluate, and solve problems. However, Indonesia ranked 66th out of 81 countries in the 2022 Programme for International Student Assessment (PISA). Therefore, efforts to improve students' cognitive abilities are essential. This study aimed to develop and evaluate an Augmented Reality (AR)-assisted scaffolding learning model to enhance students' cognitive abilities in computer systems learning. The RnD method was employed with the ADDIE model. The study was conducted at SMA Negeri 2 Bandung and involved 30 students. Data collection was conducted using a one-group pretest-posttest design. The results showed a significant increase in students' cognitive achievement among those who attended classes using the AR-assisted scaffolding learning model. Student responses to this learning model were categorized as "very good." These findings indicate that the AR-assisted scaffolding learning model developed in this study is effective in enhancing cognitive abilities and student engagement in learning computer systems.
Mengintegrasikan ESD ke dalam kurikulum sekolah menengah: Strategi dan model implementasi Syahrul Bachtiar; Dwi Ajni Shafarwati
Curricula: Journal of Curriculum Development Vol. 5 No. 1 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i1.67

Abstract

Education for Sustainable Development (ESD) is crucial for fostering students' capacity to address sustainability challenges. Despite its growing application, comprehensive insights into pedagogical strategies are limited. This study conducted a systematic literature review (SLR) in accordance with PRISMA 2020 guidelines, analyzing 29 empirical articles indexed in Scopus, Web of Science, and ERIC. Thematic analysis revealed four key findings: 1) A holistic sustainability competency framework serves as the dominant theoretical foundation; 2) Key pedagogical strategies include project-based learning, STEM-ESD, and inquiry-based learning; 3) Subject-based approaches dominate implementation models, although interdisciplinary and whole-school approaches are gaining ground; and 4) Teacher professional development is a key enabler, while competency gaps and a crowded curriculum are key barriers. Research confirms the positive impact of ESD on sustainability knowledge, attitudes, and critical thinking. These findings suggest that effective ESD integration requires aligning pedagogical innovation with institutional support, ongoing teacher development, and a coherent school culture.
Kepemimpinan berorientasi instruksi dan kinerja guru di lembaga Raudhatul Athfal Tarso Tarso; Umi Narimawati; Bobi Kurniawan
Curricula: Journal of Curriculum Development Vol. 5 No. 1 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i1.95927

Abstract

The improvement of educational quality in Raudhatul Athfal (RA) institutions depends heavily on leadership effectiveness and educators' competence in managing meaningful learning processes. This study examines the influence of learning-oriented leadership on teacher performance within RA institutions across Kulon Progo Regency. Employing a quantitative approach with an ex-post facto causal-correlational design, data were collected from 120 teachers using a saturated sampling (census) technique. The research instruments consisted of validated five-point Likert-scale questionnaires, and the data were analyzed using simple linear regression. Descriptive statistics indicate that both learning-oriented leadership and teacher performance range from moderate to high, although there are significant disparities across institutions. Dimensional analysis reveals that while direct learning facilitation is strong, external collaboration (boundary spanning) and child development assessment remain underdeveloped. Inferential statistics confirm a significant positive influence. These findings suggest that leadership prioritizing internal learning creates a supportive professional environment. This study recommends networking training for principals and assessment workshops for teachers to reduce educational quality disparities in the region.
Model coastal-taba: Pengembangan kurikulum menggunakan pedagogi berbasis tempat dan etnosains Selviana Haenkanes Turot; Asep Herry Hernawan
Curricula: Journal of Curriculum Development Vol. 5 No. 1 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i1.95700

Abstract

National education reforms in Indonesia often assume a land-based connectivity and urban sameness that just doesn’t exist in an archipelagic state. This continental bias creates a deep mismatch, where a one-size-fits-all curriculum sidelines the unique lives of students in coastal 3T regions. Most current efforts fail to bridge this gap because they treat coastal schools as just poor versions of city schools, rather than unique centers of biocultural knowledge. This study builds a new, macro-level framework by revitalizing Hilda Taba’s Inductive Model using a Critical Library Research Design. By analyzing 45 academic and policy documents, this study mapped out where national rules clash with local maritime wisdom. The findings show that for education to be truly fair, the usual top-down approach must be flipped. This study proposes the Coastal-Taba Model, a seven-step process that starts with the student’s own maritime world (Islandness) and local science. By using seasonal schedules and place-based learning, this model moves teachers from being passive implementers to becoming true architects of the curriculum. Ultimately, recognizing the periphery as a valid center of knowledge is the key to making science literacy competitive and meaningful for students in a nation of islands.
Media pendidikan agama Islam berbasis Android: kelas X MA Al Islamiyah Kotabumi Heri Cahyono; Adriyanto Adriyanto; Siti Atini; Junani Junani
Curricula: Journal of Curriculum Development Vol. 5 No. 1 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i1.93115

Abstract

Islamic Religious Education (Pendidikan Agama Islam or PAI) at the Madrasah Aliyah level currently faces challenges, including conventional teaching methods that are less appealing to the digital generation, which in turn leads to low student motivation and learning outcomes. This research aims to develop and test the feasibility, practicality, and effectiveness of Android-based learning media specifically designed for tenth-grade students. The method employed in this research is a research and development approach based on the Borg and Gall model, modified into several main stages. Data were collected through expert validation, user-response questionnaires, and learning-outcome tests to assess differences in student understanding. The research results revealed that this learning medium received a high feasibility rating from both material and media experts. Responses from students and teachers also indicated that this application is highly practical and easy to use in both independent learning and classroom settings. The use of digital media in PAI learning can enhance conceptual understanding and active student participation. This Android-based learning medium is a suitable, innovative solution, aligned with the characteristics of today's students, for creating a more interactive and enjoyable learning environment.
Etno-fotografi ketahanan eko-budaya Selorejo untuk mata kuliah Pendidikan Kewarganegaraan Andhika Yudha Pratama; Adinda Dwi Larasati; Alfian Fawaidil Wafa; Dini Putri Ratna Meritasari; Satifa Agatha
Curricula: Journal of Curriculum Development Vol. 5 No. 1 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i1.198

Abstract

The integration of indigenous knowledge (local wisdom) into environmental conservation represents a crucial evolution in the cycle of civilization. This is evidenced by the growing public recognition of authentic ecological insights and sustainable practices preserved by indigenous peoples worldwide, particularly in relation to ecosystem balance, over many years through the tradition of “Wong Ireng”. This study focuses on the development of reflective educational media with aesthetic value, specifically an ethnophotography book on the eco-cultural life of the Selorejo Village community. This research aims to increase awareness and knowledge among the younger generation in Selorejo Village. This research employs the 4D development research method, which comprises four stages: Define, Design, Development, and Disseminate. The development of the Selorejo Cultural Ecology ethnographic photography book was implemented in Pancasila and Citizenship Education as a learning medium for students. This book provides fresh and informative insights for the general public, using easy-to-understand language, and describes both the culture and social characteristics of the Selorejo community.
Kurikulum bahasa Inggris MATATAG Filipina: Analisis dokumen berbasis Tyler Ahmad Dindang Mababaya; Rojab Siti Rodliyah; Galang Adhitia Mahardhika
Curricula: Journal of Curriculum Development Vol. 5 No. 1 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i1.94494

Abstract

The Philippine MATATAG Curriculum has prompted discussions of implementation challenges based on early teachers' experiences; however, the internal design coherence of the English curriculum guide remains underexamined. This study aims to evaluate the internal alignment of the MATATAG English curriculum guide using Tyler’s curriculum development model and to identify design strengths and limitations across its objectives, content direction, organization of learning experiences, and evaluation guidance. The study employs qualitative document analysis of the MATATAG English curriculum guide (Grades 4 and 7), mapping relevant statements and sections to Tyler’s four guiding questions and organizing evidence in an analytic matrix to trace alignments, gaps, and internal tensions. Findings suggest that the guide generally reflects a coherent objectives-content-organization-evaluation logic, supported by clear standards, spiral progression with vertical and horizontal articulation, and an emphasis on authentic and formative assessment. The areas for improvement remain, particularly in the operational clarity of learning strategies, the provision of more concrete assessment exemplars, and the articulation of implementation supports for resource-diverse and linguistically varied classrooms. These results offer insights to help educators and policymakers refine MATATAG English enactment across Philippine school contexts.
Implementasi model pembelajaran Pendidikan Pancasila berbasis kesehatan mental untuk pencegahan bullying Paiman Paiman; Joko Wahono; Ahmad Nasir Ari Bowo; Luqman Novianto; Oktavia Kurnia Wati
Curricula: Journal of Curriculum Development Vol. 5 No. 1 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i1.93993

Abstract

The implementation of Pancasila Education in schools has largely focused on theoretical instruction, with limited integration of mental health perspectives. As a result, teachers often have insufficient understanding of mental health concepts, while students experience various mental health challenges. This study aims to describe and develop an effective mental health–based model for implementing Pancasila Education to prevent bullying. Using an exploratory qualitative approach with a multiple-case study design, the research was conducted in six senior and vocational high schools in Yogyakarta. Data were collected through interviews, observations, and document analysis and were validated through triangulation of methods and data sources. Data analysis followed the interactive model of Miles and Huberman. The findings indicate that the implementation model comprises four key stages: establishing learning identity, identifying learning problems, formulating learning objectives, and implementing learning activities. Teachers function as facilitators who create safe and supportive learning environments, while students actively develop social and emotional awareness. This model positions schools as inclusive learning ecosystems that support character development and bullying prevention.
Model pembelajaran bahasa Arab dalam Kurikulum Berbasis Cinta di madrasah Yesika Alfianingsih; Ahmad Riyadissolihin; Khaerul Muttakin; Muhajir Muhajir; Dewi Atma Junira; Helmi Najamudin
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.v5i2.204

Abstract

The implementation of the Kurikulum Berbasis Cinta is still dominant at the conceptual and policy levels, while operational learning models, especially for Arabic, have not been systematically formulated. This study aims to describe and formulate an Arabic language learning model that integrates the values of compassion, empathy, and humanism throughout the learning process. This study uses a descriptive, qualitative approach grounded in a literature review, drawing on policy documents, books, scientific articles, and relevant prior research. The results show that the Arabic language learning model in the Kurikulum Berbasis Cinta has four main characteristics, namely 1) Learning objectives that combine mastery of four language skills with the internalization of the values of love and empathy; 2) Learning materials that integrate linguistic texts with Qur'anic values, humanity, and the lives of students; 3) A learning approach that applies compassionate pedagogy and collaborative learning to create a safe and inclusive learning environment; 4) Learning evaluation that assesses students' learning processes, attitudes, and development. These findings confirm that the model can serve as a pedagogical strategy and a humanistic, operational, and relevant framework for learning Arabic, suitable for implementation in madrasas.

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