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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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The influence of instructional leadership, work climate, and work motivation on teachers’ performance Ika Sukma Dewi; Aslamiah Aslamiah; Metroyadi Metroyadi
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.v4i2.87986

Abstract

High-quality education for all students depends on effective teacher performance. This study examines the direct and indirect effects of principals’ instructional leadership and work climate on teacher performance, mediated by work motivation. The research addresses the issue of low teacher performance in public junior high schools in Selat Subdistrict, Kapuas Regency. Using a quantitative approach with a correlational design, the study involved 104 teachers selected through a proportionate random sampling method. Data were collected via a structured Likert-scale questionnaire and tested for validity and reliability using Pearson’s product-moment and Cronbach’s alpha. Data analysis included descriptive statistics, classical assumption tests, multiple regression, path analysis, and the Sobel test. The findings reveal that instructional leadership and work climate have a significant and positive influence on work motivation and teacher performance. Additionally, work motivation mediates the relationship between both independent variables and teacher performance. These results underscore the importance of strengthening instructional leadership and fostering a positive work environment to enhance teacher motivation and performance.   Abstrak Layanan pendidikan bermutu untuk semua anak dapat terwujud dengan adanya kinerja guru yang berkualitas. Tujuan penelitian untuk menganalisis pengaruh kepemimpinan instruksional kepala sekolah dan iklim kerja terhadap kinerja guru, baik secara langsung maupun tidak langsung melalui motivasi kerja. Penelitian dilakukan berdasarkan latar belakang rendahnya kinerja guru SMP Negeri Kecamatan Selat Kabupaten Kapuas. Metode penelitian yaitu penelitian kuantitatif, dengan desain penelitian korelasional. Populasi adalah guru SMP Negeri Kecamatan Selat Kabupaten Kapuas. Sampel penelitian 104 orang guru, yang ditentukan dengan teknik pengambilan sampel simple Proportionate Random Sampling. Teknik pengumpulan data menggunakan instrumen penelitian angket/kuisioner tertutup berskala likert. Sebelum digunakan, instrument peneltian diuji validitas dan reabilitas dengan uji korelasi product moment dan alpha cronbach. Data penelitian dianalisis melalui statistik deskriptif, uji asumsi klasik, regresi linier berganda, analisis jalur, dan uji Sobel. Hasil penelitian menyatakan bahwa kepemimpinan instruksional dan iklim kerja berpengaruh positif dan signifikan terhadap motivasi kerja dan kinerja guru. Demikian pula motivasi kerja terbukti dapat mempengaruhi secara tidak langsung pengaruh kepemimpinan instruksional dan iklim kerja terhadap kinerja guru. Implikasi adanya penelitian ini diharapkan kepala sekolah mampu menguatkan peran kepemimpinan instruksional dan membuat iklim kerja yang kondusif agar dapat meningkatkan motivasi kerja guru yang tentu akan berdampak pada peningkatan kinerja guru. Kata Kunci: iklim kerja; kepemimpinan instruksional; kinerja guru SMP; motivasi kerja
Urgency of early traffic education: A systematic review of Indonesian policy implementation Wida Widaningsih; Deni Darmawan; Khammateliev Dostnazar Omonovich; Burieva Kibrio Ergashevna
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.v4i2.84129

Abstract

The high rate of traffic accidents in Indonesia involving children underscores the urgent need for preventive strategies, such as early traffic education, which is not yet systematically integrated into the national curriculum. This study systematically reviews existing policies and the implementation of early traffic education in Indonesia, comparing them with international best practices to propose an integrated framework for improvement. A systematic literature review was conducted on sources from 2019 to 2025, utilizing VOSviewer for a bibliometric analysis to map thematic clusters from relevant articles. The analysis revealed four dominant themes, with a central finding being the lack of structural integration of traffic education in Indonesian schools, which contrasts sharply with the successful interactive models abroad. The findings underscore the urgency of embedding traffic education into the formal curriculum as a component of character building. Key recommendations include formulating a national policy, enhancing teacher training with active learning methods, developing contextual media, and fostering cross-sectoral collaboration to cultivate a sustainable road safety culture.   Abstrak Tingginya angka kecelakaan lalu lintas di Indonesia yang melibatkan anak-anak menyoroti kebutuhan mendesak akan strategi preventif seperti pendidikan lalu lintas usia dini, yang belum terintegrasi secara sistematis ke dalam kurikulum nasional. Penelitian ini bertujuan meninjau secara sistematis kebijakan dan implementasi pendidikan lalu lintas usia dini di Indonesia, membandingkannya dengan praktik terbaik internasional untuk mengusulkan kerangka kerja terpadu. Kajian literatur sistematis dilakukan terhadap sumber dari tahun 2019 hingga 2025, dengan memanfaatkan VOSviewer untuk analisis bibliometrik guna memetakan klaster tematik dari artikel relevan. Analisis mengungkapkan empat tema dominan, dengan temuan utama berupa tidak adanya integrasi struktural pendidikan lalu lintas di sekolah Indonesia, yang sangat kontras dengan model interaktif yang berhasil di luar negeri. Temuan ini menggarisbawahi urgensi untuk memasukkan pendidikan lalu lintas ke dalam kurikulum formal sebagai komponen pembentukan karakter. Rekomendasi utama mencakup perumusan kebijakan nasional, peningkatan pelatihan guru dengan metode pembelajaran aktif, pengembangan media kontekstual, dan pembinaan kolaborasi lintas sektor untuk menumbuhkan budaya keselamatan jalan yang berkelanjutan. Kata Kunci: budaya keselamatan jalan; integrasi kurikulum; pendidikan lalu lintas usia dini
Accelerating gifted Filipino children: Considerations and challenges Tyrone O. Gil Jr.
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.v4i2.90035

Abstract

This study underscores the importance of nurturing intellectually advanced Filipino youth as a catalyst for national development and innovation. It addresses the underutilization of gifted education in the Philippines, shaped by cultural, socio-economic, and systemic challenges. The objective is to evaluate the effectiveness of academic acceleration strategies and examine how gifted students and their families perceive them. Using a systematic literature review, policy analysis, and theoretical frameworks, the study investigates methods such as subject-based acceleration, grade skipping, early entrance, curriculum compacting, telescoping, and radical acceleration. Findings indicate that these approaches foster not only academic achievement but also socio-emotional benefits, including greater satisfaction, stronger self-concept, and reduced disengagement. The research challenges misconceptions that acceleration harms students, showing instead that obstacles stem from weak policies, insufficient teacher training, and inconsistent practices. The paper concludes that a paradigm shift is necessary through culturally sensitive identification, stronger policies, and sustained support to maximize the potential of gifted learners.    Abstrak Penelitian ini menekankan pentingnya pengembangan anak-anak berbakat intelektual di Filipina sebagai penggerak pembangunan nasional dan inovasi. Isu utama yang diangkat adalah masih kurangnya pemanfaatan pendidikan bagi anak berbakat akibat kendala budaya, sosial-ekonomi, dan sistemik. Tujuan penelitian ini adalah mengevaluasi efektivitas strategi percepatan akademik serta memahami persepsi murid berbakat dan keluarganya terhadap pendekatan tersebut. Melalui tinjauan pustaka sistematis, analisis kebijakan, dan penerapan kerangka teoretis, penelitian ini mengkaji berbagai metode, seperti percepatan berbasis mata pelajaran, loncat kelas, masuk sekolah lebih awal, pemadatan kurikulum, telescoping, dan percepatan radikal. Hasil penelitian menunjukkan bahwa strategi ini tidak hanya meningkatkan capaian akademik, tetapi juga memberikan manfaat sosial-emosional, seperti kepuasan belajar, penguatan konsep diri, dan berkurangnya kejenuhan. Penelitian ini menantang anggapan bahwa percepatan merugikan murid, dengan menegaskan bahwa hambatan justru muncul dari lemahnya kebijakan, kurangnya pelatihan guru, dan praktik yang tidak konsisten. Kesimpulannya, diperlukan perubahan paradigma melalui identifikasi yang peka budaya, kebijakan yang lebih kuat, serta dukungan berkelanjutan untuk mengoptimalkan potensi murid berbakat. Kata Kunci: akselerasi; anak berbakat Filipina; pendidikan anak berbakat; strategi akselerasi
Evaluation of the implementation of a differentiated approach in inclusive elementary schools Devina Kusuma Wardani; Sri Marmoah; Sudiyanto Sudiyanto
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.v4i2.90551

Abstract

The differentiated learning approach tailors instruction to individual student characteristics, creating a personalized learning experience. However, its implementation in inclusive schools is often suboptimal due to limited teacher competency and time management. This study aims to evaluate the implementation of differentiated learning at SD Alam Aminah Sukoharjo using the Context, Input, Process, Product (CIPP) model. This qualitative evaluative study collected data through observation, interviews, and document analysis involving the principal, class teachers, and special needs teachers. Data validity was ensured through the triangulation of sources and methods, while analysis was conducted through reduction, presentation, and drawing of conclusions. Evaluation using the CIPP model revealed that differentiated learning at SD Alam Aminah was functioning effectively. The context was supported by the school's inclusive vision and mission. Input included teachers, assistants, and adequate facilities. The process was evident in the implementation of differentiation in content, process, product, and the learning environment. The product was associated with improved learning outcomes, particularly in relation to individual abilities. Regular students met curriculum standards, while students with special needs received assistance through the Program Pendidikan Individual (PPI). This proves that differentiated learning is effective in creating an adaptive and inclusive learning environment.   Abstrak Pendekatan pembelajaran berdiferensiasi menyesuaikan karakteristik individu peserta didik untuk menciptakan pengalaman belajar yang menyenangkan. Namun, penerapannya di sekolah inklusif sering kali belum optimal karena keterbatasan kompetensi guru dan pengelolaan waktu. Penelitian ini bertujuan mengevaluasi implementasi pembelajaran berdiferensiasi di SD Alam Aminah Sukoharjo dengan menggunakan model Context, Input, Process, Product (CIPP). Penelitian evaluatif kualitatif ini mengumpulkan data melalui observasi, wawancara, dan analisis dokumen yang melibatkan kepala sekolah, guru kelas, serta guru pendamping khusus. Validitas data dilaksanakan dengan triangulasi sumber dan metode, sementara analisis dilakukan melalui reduksi, penyajian, dan penarikan kesimpulan. Evaluasi dengan model CIPP menunjukkan bahwa pembelajaran berdiferensiasi di SD Alam Aminah berjalan baik. Context didukung visi dan misi sekolah yang inklusif. Input meliputi guru, pendamping, dan fasilitas memadai. Process tampak pada penerapan diferensiasi konten, proses, produk, serta lingkungan belajar. Product terlihat dari peningkatan hasil belajar sesuai kemampuan. Siswa reguler mencapai standar kurikulum, sementara siswa berkebutuhan khusus terbantu melalui Program Pendidikan Individual (PPI). Hal ini membuktikan pembelajaran berdiferensiasi efektif menciptakan lingkungan belajar adaptif dan inklusif. Kata Kunci: evaluasi; model CIPP; pendekatan berdiferensiasi; sekolah inklusi
Impact of secret number ice-breaking on elementary students’ Mathematics performance Achmad Mulyadi; Edi Supriadi
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.v4i2.86964

Abstract

This study explores the effect of the ice-breaking secret number technique on mathematics learning outcomes among fifth-grade students at SDN Cilangkap 01 Pagi. The research was conducted in response to students’ low motivation and poor performance in mathematics, often caused by monotonous teaching methods. The objective is to examine whether this interactive approach improves learning outcomes. The study used a quasi-experimental design with a pretest-posttest control group. The sample consisted of 60 students divided into experimental and control groups. The experimental class received instruction using the ice-breaking secret number technique, while the control class followed conventional teaching. Data were collected through tests and questionnaires, and analyzed using t-tests and effect size calculations. Results showed a significant improvement in the experimental group's post-test scores and enhanced student engagement, as indicated by questionnaire responses. The findings indicate that the ice-breaking secret number technique positively influences student performance and motivation in mathematics. This method can serve as an effective alternative for primary school teachers to create a more dynamic and participatory learning environment.   Abstrak Penelitian ini mengeksplorasi pengaruh teknik ice-breaking secret number terhadap hasil belajar Matematika murid kelas 5 SDN Cilangkap 01 Pagi. Penelitian ini dilakukan sebagai tanggapan atas rendahnya motivasi dan prestasi murid dalam pelajaran Matematika yang sering kali disebabkan oleh metode pengajaran yang monoton. Tujuannya untuk menguji apakah pendekatan interaktif ini dapat meningkatkan hasil belajar. Penelitian ini menggunakan metode kuasi-eksperimen dengan desain kelompok kontrol pretest-posttest. Sampel terdiri dari 60 murid yang dibagi menjadi kelompok eksperimen dan kelompok kontrol. Kelas eksperimen menerima pengajaran dengan menggunakan teknik ice-breaking secret number, sedangkan kelas kontrol mengikuti pengajaran konvensional. Data dikumpulkan melalui tes dan kuesioner, dan dianalisis menggunakan uji-t dan perhitungan effect size. Hasil penelitian menunjukkan adanya peningkatan yang signifikan pada nilai post-test kelompok eksperimen dan peningkatan keterlibatan murid berdasarkan tanggapan kuesioner. Temuan ini menunjukkan bahwa teknik ice-breaking secret number berpengaruh positif terhadap kinerja dan motivasi murid dalam Matematika. Metode ini dapat menjadi alternatif yang efektif bagi guru sekolah dasar untuk menciptakan lingkungan belajar yang lebih dinamis dan partisipatif. Kata Kunci: hasil belajar Matematika; ice-breaking; murid sekolah dasar
Development of an Arabic language curriculum based on the deep learning approach Multazam Syifa; Fatur Fahrezi; Muhajir Muhajir
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.v4i2.85632

Abstract

The Arabic language curriculum in Indonesia is still dominated by traditional approaches, so it requires a modern approach that accelerates students' abilities. This study aims to examine the development of an Arabic language curriculum based on a deep learning approach as a response to the dominance of traditional approaches that focus on memorizing grammar and vocabulary. The method used is a literature study with a descriptive-analytical approach. Data sources were obtained from various academic databases, such as DOAJ, with publications ranging from 2020 to 2025. The focus of the study was on the integration of deep learning, Bloom's Taxonomy, and SOLO Taxonomy in the context of implementing the Merdeka Curriculum. The results of the study indicate that this approach enables the creation of more contextual and applicable Arabic language learning. Key findings include: the integration of Bloom's Taxonomy facilitates the formulation of learning objectives from the recall level to the creation level, SOLO Taxonomy is effective in evaluating the depth of students' understanding, and the implementation of project-based learning. This study concludes that the deep learning approach has the potential to transform the Arabic language curriculum into one that is more humanistic and aligned with the profile of Pancasila learners.   Abstrak  Kurikulum pembelajaran bahasa Arab di Indonesia masih didominasi oleh pendekatan tradisional, maka dari itu memerlukan pendekatan modern yang mempercepat kemampuan peserta didik. Penelitian ini bertujuan untuk mengkaji pengembangan kurikulum Bahasa Arab berbasis pendekatan deep learning sebagai respons terhadap dominasi pendekatan tradisional yang berfokus pada hafalan tata bahasa dan kosakata. Metode yang digunakan adalah studi pustaka dengan pendekatan deskriptif-analitis. Sumber data diperoleh dari berbagai basis data akademik seperti DOAJ dengan rentang publikasi antara tahun 2020 hingga 2025. Fokus kajian diarahkan pada integrasi deep learning, Taksonomi Bloom, dan Taksonomi SOLO dalam konteks implementasi Kurikulum Merdeka. Hasil kajian menunjukkan bahwa pendekatan ini memungkinkan terciptanya pembelajaran Bahasa Arab yang lebih kontekstual dan aplikatif. Temuan utama meliputi: integrasi Taksonomi Bloom memfasilitasi perumusan tujuan pembelajaran dari level mengingat hingga mencipta, Taksonomi SOLO efektif mengevaluasi kedalaman pemahaman peserta didik, dan implementasi pembelajaran berbasis proyek. Penelitian ini menyimpulkan bahwa pendekatan deep learning berpotensi mentransformasi kurikulum Bahasa Arab menjadi lebih humanistik dan relevan dengan profil pelajar Pancasila.  Kata Kunci: kurikulum bahasa Arab; kurikulum merdeka; pendekatan deep learning; taksonomi Bloom; taksonomi SOLO
The effect of Google Earth Pro-assisted guided discovery learning on students' cognitive outcomes Rachma Aulia Hasan; Alfi Sahrina; Ike Sari Astuti; Galuh Maulidiyahwarti
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.v4i2.91150

Abstract

Students' cognitive learning outcomes in Geography remain relatively low, as evidenced by the average class score, which has not yet met the Minimum Completion Criteria (KKM). This low learning outcome is influenced by the delivery of material that tends to be abstract without interactive media, making it difficult for students to understand spatial concepts. The Guided Discovery Learning model, supported by Google Earth Pro, is a solution because it allows students to explore geographic objects interactively and contextually, thereby stimulating active learning and fostering meaningful understanding. This study aims to analyze the effect of Guided Discovery Learning assisted by Google Earth Pro on students' cognitive learning outcomes. The method used is a quasi-experimental Post-test Only Control Group design across two classes: the experimental class and the control class, selected based on teacher recommendations. Data were collected through essay tests on cognitive learning outcomes in accordance with the learning objectives. The results of the study indicate a significant effect of the model, as evidenced by the post-test scores of the experimental class being higher than those of the control class. The Stimulation stage in Guided Discovery Learning is a research finding that influences learning outcomes by creating an interactive, contextual, and meaningful learning experience.   Abstrak Hasil belajar kognitif murid pada mata pelajaran Geografi masih tergolong rendah, terlihat dari rata-rata nilai kelas yang belum memenuhi Kriteria Ketuntasan Minimal (KKM). Rendahnya hasil belajar ini dipengaruhi oleh penyampaian materi yang cenderung abstrak tanpa media interaktif, sehingga murid kesulitan memahami konsep spasial. Model Guided Discovery Learning berbantuan Google Earth Pro hadir sebagai solusi, karena memungkinkan murid mengeksplorasi objek geografi secara interaktif dan kontekstual, sehingga merangsang keaktifan belajar dan meningkatkan pemahaman bermakna. Penelitian ini bertujuan menganalisis pengaruh Guided Discovery Learning berbantuan Google Earth Pro terhadap hasil belajar kognitif murid. Metode yang digunakan adalah eksperimen semu (Quasi Experimental) dengan desain Post-test Only Control Group pada dua kelas, yaitu kelas eksperimen dan kelas kontrol yang dipilih berdasarkan rekomendasi guru. Data dikumpulkan melalui tes esai hasil belajar kognitif sesuai dengan tujuan pembelajaran. Hasil penelitian menunjukkan adanya pengaruh signifikan penggunaan model tersebut, dibuktikan dengan nilai post-test kelas eksperimen yang lebih unggul dibandingkan kelas kontrol. Tahap Stimulation dalam Guided Discovery Learning menjadi temuan penelitian yang mempengaruhi hasil belajar karena menciptakan pengalaman belajar interaktif, kontekstual, dan bermakna. Kata Kunci: Google Earth Pro; guided discovery learning; hasil belajar kognitif
Kurikulum Merdeka in early childhood Islamic education for character and spirituality Mursal Aziz; Muhammad Hasbie Ashshiddiqi; Sri Nurmala Sari
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.v4i2.88847

Abstract

This study aims to examine the implementation of the Kurikulum Merdeka in early childhood Islamic education, with a particular focus on shaping character and spirituality from an early age. The background of this research is based on the need for an educational model that emphasizes not only cognitive aspects but also the development of strong moral and spiritual values during a child's formative years. The main issue raised is how the Kurikulum Merdeka can be effectively integrated with Islamic education to shape children's character and spirituality. This study employs a qualitative approach, utilizing a literature review method, to examine literature related to the Kurikulum Merdeka, early childhood Islamic education, and theories of character and spiritual formation. The results of the study indicate that the Kurikulum Merdeka provides significant scope for strengthening Islamic values through a contextual, differentiated, and student-centered learning approach. The integration of Islamic teachings with the Pancasila Student Profile can enhance children's character development, including honesty, empathy, responsibility, and spiritual awareness. This study concludes that the Kurikulum Merdeka can synergize effectively with Islamic education, becoming the right strategy for shaping a young generation that is not only academically intelligent but also has a strong foundation in character and spirituality.    Abstrak Penelitian ini bertujuan untuk mengkaji implementasi Kurikulum Merdeka dalam pendidikan Islam anak usia dini, khususnya dalam membentuk karakter dan spiritualitas sejak dini. Latar belakang penelitian ini didasarkan pada kebutuhan akan model pendidikan yang tidak hanya menekankan aspek kognitif, tetapi juga pembentukan nilai-nilai moral dan spiritual yang kuat pada masa keemasan anak. Masalah utama yang diangkat adalah bagaimana Kurikulum Merdeka dapat berbaur secara efektif dengan pendidikan Islam agar mampu membentuk karakter dan spiritualitas anak. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi pustaka, yang mengkaji literatur terkait Kurikulum Merdeka, pendidikan Islam anak usia dini, serta teori pembentukan karakter dan spiritualitas. Hasil kajian menunjukkan bahwa Kurikulum Merdeka memberikan ruang besar bagi penguatan nilai-nilai keislaman melalui pendekatan pembelajaran yang kontekstual, diferensiatif, dan terpusat pada murid. Integrasi nilai-nilai ajaran Islam dengan Profil Pelajar Pancasila dapat memperkuat pembentukan karakter anak seperti kejujuran, empati, tanggung jawab, dan kesadaran spiritual. Simpulan dari penelitian ini adalah bahwa Kurikulum Merdeka dapat bersinergi secara efektif dengan pendidikan Islam, dan menjadi strategi yang tepat dalam membentuk generasi muda yang tidak hanya cerdas secara akademik, tetapi juga memiliki landasan karakter dan spiritualitas yang kuat. Kata Kunci: karakter; Kurikulum Merdeka; PAUD; pendidikan anak usia dini; spiritual
Integrated social studies in the Kurikulum Merdeka: Challenges and strategies Alvionita Sekar Nur Jayanti; Anik Widiastuti; Taat Wulandari
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.v4i2.90637

Abstract

While the curriculum faces challenges in disseminating and utilising knowledge, it has led to transformative and empowering experiences for teachers and students. This study aims to identify the challenges encountered in implementing effective strategies and to explore teachers' strategies for addressing them. Integrating social studies into the Kurikulum Merdeka presents challenges and benefits, emphasising the importance of teacher preparedness. Teacher preparedness and continuous training are crucial for the successful implementation of the Kurikulum Merdeka, ensuring it meets the diverse needs of students and prepares them for global challenges. This research uses a qualitative case study approach. Findings reveal three primary challenges: teacher competence, student characteristics, policies, and access to direct learning resources. These challenges can be addressed through strategies such as enhancing teacher capabilities through training, workshops, seminars, and discussions with other educators. Additionally, teachers provide motivation, individualised support, and supervision for students. Teachers can also foster creative learning environments to support adequate social studies education.    Abstrak Meskipun kurikulum menghadapi tantangan dalam penyebaran dan pemanfaatan pengetahuan, penerapannya telah menghasilkan pengalaman yang transformatif dan memberdayakan bagi guru serta murid. Penelitian ini bertujuan untuk mengidentifikasi tantangan yang dihadapi dalam penerapan pembelajaran yang efektif serta menelaah strategi guru dalam mengatasinya. Integrasi pembelajaran IPS dalam Kurikulum Merdeka menghadirkan tantangan sekaligus manfaat, yang menekankan pentingnya kesiapan guru. Kesiapan dan pelatihan berkelanjutan bagi guru menjadi faktor kunci dalam keberhasilan implementasi Kurikulum Merdeka agar mampu memenuhi kebutuhan beragam murid dan mempersiapkan mereka menghadapi tantangan global. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Hasil penelitian menunjukkan tiga tantangan utama, yaitu kompetensi guru, karakteristik murid, serta kebijakan dan akses terhadap sumber belajar langsung. Tantangan tersebut dapat diatasi melalui strategi seperti peningkatan kemampuan guru melalui pelatihan, lokakarya, seminar, dan diskusi dengan sesama pendidik. Selain itu, guru memberikan motivasi, pendekatan individual, dan pengawasan kepada murid. Guru juga dapat menciptakan lingkungan belajar yang kreatif untuk mendukung pembelajaran IPS yang optimal. Kata Kunci: kurikulum merdeka; pendidikan IPS; strategi guru; tantangan pendidikan
The effect of Truth or Dare wordwall media on increasing students' self-confidence Nadia Izza Shabrina; Arum Fatayan
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.v4i2.86201

Abstract

Conventional teaching methods often fail to foster emotional engagement among students, thereby limiting active participation and the development of self-confidence, particularly in Pancasila and Citizenship Education (PPKn). Alongside this, the rise of digital technology has significantly influenced elementary education, including the adoption of interactive tools such as Wordwall, as implemented at SDN Balimester 06 Pagi, East Jakarta. This study aims to evaluate the effect of Wordwall-based Truth or Dare card media on enhancing the self-confidence of fifth-grade students in PPKn learning. A quasi-experimental design with a pre-test and post-test control-group model was employed, involving 60 students, equally divided into experimental and control groups. The experimental group utilized the Wordwall-based Truth or Dare media, while the control group continued with conventional learning methods. The findings revealed a significant improvement in students’ self-confidence within the experimental group, as reflected in their increased activeness, willingness to express opinions, and participation in class discussions. These results indicate that interactive digital media such as Wordwall can serve as an innovative learning strategy to create an engaging and enjoyable classroom atmosphere.   Abstrak Metode pengajaran konvensional sering kali kurang mampu membangun keterlibatan emosional murid sehingga menghambat partisipasi aktif dan perkembangan kepercayaan diri murid, khususnya pada mata pelajaran Pendidikan Pancasila dan Kewarganegaraan (PPKn). Selain itu, perkembangan teknologi digital telah membawa perubahan signifikan dalam praktik pendidikan di sekolah dasar, salah satunya dengan adanya penggunaan media wordwall seperti yang terjadi di SDN Balimester 06 Pagi, Jakarta Timur. Penelitian ini bertujuan untuk mengevaluasi pengaruh media kartu Truth or Dare berbasis Wordwall terhadap peningkatan sikap percaya diri murid kelas V dalam pembelajaran PPKn. Penelitian ini menggunakan desain kuasi-eksperimen dengan model pre-test dan post-test control group, melibatkan 60 murid yang dibagi dalam kelompok eksperimen dan kontrol. Kelompok eksperimen menggunakan media Truth or Dare berbasis Wordwall, sedangkan kelompok kontrol tetap menggunakan metode konvensional. Hasil penelitian menunjukkan adanya peningkatan signifikan pada kepercayaan diri murid pada kelompok eksperimen. Peningkatan ini dapat dilihat dari murid yang lebih aktif, berani berpendapat, dan terlibat dalam diskusi kelas. Dengan demikian, media digital interaktif seperti Wordwall dapat menjadi alternatif strategi pembelajaran inovatif yang mendukung suasana belajar menyenangkan. Kata Kunci: pendidikan Pancasila dan kewarganegaraan; sikap percaya diri; truth or dare; wordwall

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