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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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Unveiling research landscapes on climate change education and curriculum reform for SDGs Cendy Chaterine Manopo; Cepi Riyana; Mario Emilzoli
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.v4i2.90393

Abstract

This study maps the global research landscape on climate change education and curriculum reform within the SDGs framework using a bibliometric approach. A total of 133 articles indexed in Scopus (2015–2025) were analyzed with VOSviewer to identify publication trends, key authors and institutions, collaboration networks, thematic clusters, and co-citation patterns. The findings show a sharp growth in publications during 2020–2025, reflecting increasing academic attention to the nexus of climate change, education, and sustainability. Research output is dominated by the United Kingdom, the United States, and Australia, although contributions from the Global South, such as Indonesia and South Africa, are emerging. Manchester Metropolitan University and Walter Leal Filho were identified as central actors. Thematic mapping revealed five main clusters: climate change education, curriculum reform, sustainable development, environmental education, and policy. Co-citation analysis highlights two intellectual pillars: education for sustainable development and theories of pro-environmental behavior. This study provides a comprehensive overview of how climate change education is linked to curriculum reform and SDGs. Academically, it advances knowledge of research trends and intellectual foundations. In practice, it offers policymakers and curriculum developers, particularly in the Global South, insights for designing inclusive, context-specific climate change education strategies.    Abstrak Penelitian ini memetakan lanskap penelitian global mengenai climate change education dan reformasi kurikulum dalam kerangka Sustainable Development Goals (SDGs) dengan pendekatan bibliometrik. Sebanyak 133 artikel terindeks Scopus periode 2015–2025 dianalisis menggunakan VOSviewer untuk mengidentifikasi tren publikasi, penulis dan institusi kunci, jaringan kolaborasi, kluster tematik, serta pola ko-sitasi. Hasil analisis menunjukkan pertumbuhan publikasi yang tajam pada periode 2020–2025, menandakan meningkatnya perhatian akademik terhadap nexus perubahan iklim, pendidikan, dan keberlanjutan. Publikasi didominasi oleh Inggris, Amerika Serikat, dan Australia, meskipun kontribusi dari Global South, termasuk Indonesia dan Afrika Selatan, mulai muncul. Manchester Metropolitan University dan Walter Leal Filho teridentifikasi sebagai aktor sentral. Pemetaan tematik mengungkap lima kluster utama, yaitu climate change education, curriculum reform, sustainable development, environmental education, dan policy. Analisis ko-sitasi menyoroti dua pilar literatur utama, yaitu education for sustainable development dan teori perilaku pro-lingkungan. Penelitian ini memberikan gambaran komprehensif mengenai keterkaitan pendidikan iklim, reformasi kurikulum, dan SDGs. Secara akademis, penelitian ini memperkaya pengetahuan tentang tren dan fondasi intelektual riset. Secara praktis, hasilnya dapat menjadi acuan bagi pembuat kebijakan dan pengembang kurikulum, khususnya di Global South, untuk merancang strategi pendidikan iklim yang inklusif dan kontekstual. Kata Kunci: pendidikan perubahan iklim; reformasi kurikulum; SDGs; sustainable development goals
The effects of instructional leadership, PLC, and self-efficacy on teacher performance Melda Hasna; Aslamiah Aslamiah; Novitawati Novitawati
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.v4i2.90597

Abstract

This study is motivated by the crucial role of teachers in determining the quality of education in schools, which is strongly influenced by school leadership, collaborative culture, and teachers’ self-efficacy. The purpose of this research is to analyze the effects of instructional leadership, Professional Learning Community (PLC), and self-efficacy on the performance of public junior high school teachers in Banjarmasin Timur District. A quantitative correlational design was used. The population consisted of 227 teachers, and the samples were obtained through proportional random sampling. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability. The data were analyzed using multiple linear regression, path analysis, and the Sobel test to examine mediation effects. The findings reveal that instructional leadership, PLC, and self-efficacy have significant effects on teacher performance, both partially and simultaneously. Self-efficacy is confirmed as a psychological factor that strengthens the role of instructional leadership and PLC in enhancing teacher performance. These results highlight that the combination of effective instructional leadership, a strong collaborative culture, and high teacher self-efficacy is essential in improving the quality of education at the junior high school level.    Abstrak Penelitian ini dilatarbelakangi oleh pentingnya peran guru dalam menentukan mutu pendidikan di sekolah, yang sangat dipengaruhi oleh kepemimpinan kepala sekolah, budaya kolaboratif, serta keyakinan diri guru. Tujuan penelitian ini adalah untuk menganalisis pengaruh kepemimpinan instruksional kepala sekolah, professional learning community (PLC), dan efikasi diri terhadap kinerja guru SMP Negeri di Kecamatan Banjarmasin Timur. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Populasi penelitian terdiri dari 227 guru, dengan sampel yang diperoleh melalui proportional random sampling. Instrumen penelitian berupa angket skala Likert yang telah diuji validitas dan reliabilitasnya. Data dianalisis menggunakan regresi linier berganda, analisis jalur, serta uji Sobel untuk menguji peran mediasi. Hasil penelitian menunjukkan bahwa kepemimpinan instruksional, PLC, dan efikasi diri berpengaruh signifikan terhadap kinerja guru, baik secara parsial maupun simultan. Efikasi diri terbukti menjadi faktor psikologis yang memperkuat peran kepemimpinan instruksional dan PLC dalam meningkatkan kinerja guru. Temuan ini menegaskan bahwa kombinasi antara kepemimpinan instruksional yang efektif, budaya kolaboratif yang kuat, dan efikasi diri guru yang tinggi merupakan kunci dalam upaya peningkatan mutu pendidikan di sekolah menengah pertama. Kata Kunci: efikasi diri; kepemimpinan instruksional; kinerja guru; professional learning community
Analysis of the Kurikulum Merdeka on plane figures: A case study of elementary school students Alma Dina Dwi Marlina; Harinaredi Harinaredi
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.v4i2.88767

Abstract

The implementation of the Kurikulum Merdeka in mathematics education. This study aims to provide opportunities to apply a contextual approach grounded in the surrounding environment. This study highlights the use of concrete objects, such as bottle caps, pencil boxes, and folded paper, as learning media that help students understand geometric concepts more tangibly. Using a case study method, data were collected through observation, interviews, and documentation of a teacher and three fourth-grade students. The results show that this approach not only strengthens students' understanding but also increases their active involvement in the learning process. Teachers have the flexibility to design creative learning strategies tailored to students' needs. However, constraints such as limited time and students' readiness to bring learning materials from home remained. Evaluation was conducted both formatively and reflectively, focusing on the exploration process and concept understanding. Therefore, improved teacher training and support from parents and school authorities are needed to strengthen the implementation of contextual learning. Overall, this approach is considered effective in creating a fun, relevant, and meaningful mathematics learning environment for elementary school students.   Abstrak Penerapan Kurikulum Merdeka dalam pembelajaran Matematika, khususnya materi bangun datar di sekolah dasar. Penelitian ini bertujuan untuk memberikan peluang dalam menerapkan pendekatan kontekstual berbasis lingkungan sekitar. Studi ini menyoroti penggunaan benda konkret seperti tutup botol, kotak pensil, dan kertas lipat sebagai media pembelajaran yang dapat membantu murid memahami konsep geometri secara lebih nyata. Menggunakan metode studi kasus, data dikumpulkan melalui observasi, wawancara, dan dokumentasi terhadap seorang guru dan tiga murid kelas IV. Hasilnya menunjukkan bahwa pendekatan ini tidak hanya memperkuat pemahaman murid, tetapi juga meningkatkan keterlibatan aktif mereka dalam proses belajar. Guru memiliki keleluasaan dalam merancang strategi pembelajaran yang kreatif dan sesuai kebutuhan murid. Meskipun demikian, kendala seperti terbatasnya waktu dan kesiapan murid dalam membawa media pembelajaran dari rumah masih ditemukan. Evaluasi dilakukan secara formatif dan reflektif, dengan fokus pada proses eksplorasi dan pemahaman konsep. Oleh karena itu, peningkatan pelatihan guru dan dukungan dari orang tua serta pihak sekolah diperlukan untuk memperkuat pelaksanaan pembelajaran kontekstual. Secara keseluruhan, pendekatan ini dinilai efektif dalam menciptakan suasana belajar Matematika yang menyenangkan, relevan, dan bermakna bagi murid sekolah dasar Kata Kunci: bangun datar; kurikulum merdeka; pembelajaran konseptual
The influence of transformational leadership, job satisfaction, and commitment on teachers’ OCB Dwi Lutfiana Sari; Aslamiah Aslamiah; Novitawati Novitawati
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.v4i2.90925

Abstract

The transformational leadership of school principals, job satisfaction, and organizational commitment strongly influence Organizational Citizenship Behavior. This study was motivated by the variation in teachers’ OCB levels at public junior high schools in Gambut Sub-district, which is associated with differences in leadership style, job satisfaction, and organizational commitment. The purpose of this research is to analyze the influence of transformational leadership, job satisfaction, and organizational commitment on teachers’ OCB, both directly and indirectly through the mediating role of organizational commitment. This study employed a quantitative approach, administering a survey to 58 teachers from public junior high schools in Gambut, selected via saturated sampling. The research instrument was a questionnaire with a five-point Likert scale. The findings reveal that transformational leadership, job satisfaction, and organizational commitment have a positive and significant effect on teachers’ OCB. Furthermore, organizational commitment mediated the effects of transformational leadership and job satisfaction on OCB. These results emphasize that inspirational leadership, high job satisfaction, and strong organizational commitment can strengthen teachers’ extra-role behaviors in supporting the quality of education in schools.    Abstrak Organizational Citizenship Behavior (OCB) sangat dipengaruhi oleh faktor kepemimpinan transformasional kepala sekolah, kepuasan kerja, dan komitmen organisasi. Penelitian ini dilatarbelakangi oleh variasi tingkat OCB guru di SMPN se-Kecamatan Gambut yang berkaitan dengan perbedaan gaya kepemimpinan, tingkat kepuasan kerja, dan komitmen organisasi. Tujuan penelitian adalah untuk menganalisis pengaruh kepemimpinan transformasional, kepuasan kerja, dan komitmen organisasi terhadap OCB guru, baik secara langsung maupun tidak langsung melalui peran mediasi komitmen organisasi. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei terhadap 58 guru SMP Negeri di Kecamatan Gambut yang dipilih dengan teknik sampling jenuh. Instrumen penelitian berupa kuesioner dengan skala Likert lima poin, sedangkan analisis data dilakukan menggunakan analisis jalur (path analysis) dengan bantuan SPSS versi 27. Hasil penelitian menunjukkan bahwa kepemimpinan transformasional, kepuasan kerja, dan komitmen organisasi berpengaruh positif dan signifikan terhadap OCB guru. Selain itu, komitmen organisasi terbukti memediasi pengaruh kepemimpinan transformasional dan kepuasan kerja terhadap OCB. Temuan ini menegaskan bahwa kepemimpinan yang inspiratif, kepuasan kerja yang tinggi, dan komitmen organisasi yang kuat dapat memperkuat perilaku ekstra peran guru dalam mendukung mutu pendidikan di sekolah. Kata Kunci: kepemimpinan transformasional; kepuasan kerja; komitmen organisasi; OCB guru
Improving vocational students’ learning outcomes through problem-based learning with multimodal learning media Dwi Fitria Al Husaeni; Eka Fitrajaya Rahman; Budi Mulyanti; Amay Suherman; Ade Gafar Abdullah; Lala Septem Riza; Erna Piantari; Sabila Fauziyya; Eki Nugraha
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.v4i2.91733

Abstract

Learning in vocational schools, particularly in database subjects, is still hampered by conventional methods that do not develop critical thinking skills and practical applications that meet industry needs. This study aims to assess the effect of using learning media in implementing the Problem-Based Learning (PBL) model on improving vocational students' learning outcomes, particularly in database materials. The research employed a three-cycle Classroom Action Research (CAR) method, conducted with 32 students of class XI RPL at SMKN 13 Bandung. The learning strategy in this study was designed using a PBL approach and integrated multimodal media, including PDF modules, PowerPoint presentations, and learning videos. The results showed a significant and consistent increase in student learning outcomes, with the average score rising from 66.30 in the first cycle to 81.84 in the third cycle. This finding confirms that the use of varied learning media in PBL can enhance conceptual understanding and increase students' active engagement in learning.   Abstrak Pembelajaran di SMK, khususnya pada mata pelajaran basis data masih terkendala oleh metode konvensional yang kurang mengembangkan keterampilan berpikir kritis dan penerapan praktis sesuai kebutuhan industri. Penelitian ini bertujuan untuk mengukur pengaruh penggunaan media pembelajaran dalam penerapan model Problem-Based Learning (PBL) terhadap peningkatan hasil belajar siswa SMK, khususnya pada materi basis data. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) tiga siklus, yang dilaksanakan terhadap 32 siswa kelas XI RPL di SMKN 13 Bandung. Strategi pembelajaran dalam penelitian ini dirancang dengan pendekatan PBL yang diintegrasikan dengan media pembelajaran multimoda yang terdiri dari modul PDF, presentasi PowerPoint, dan video pembelajaran. Hasil penelitian menunjukkan peningkatan hasil belajar siswa yang signifikan dan stabil, dengan skor rata-rata meningkat dari 66,30 pada siklus I menjadi 81,84 pada siklus III. Temuan ini menegaskan bahwa penggunaan media pembelajaran yang bervariasi dalam konteks PBL dapat mendorong pemahaman konseptual yang lebih baik dan meningkatkan keterlibatan aktif siswa dalam pembelajaran. Kata Kunci: media pembelajaran; pembelajaran berbasis masalah; sekolah menengah kejuruan
Sustainable quality culture in schools: a leadership perspective Tataq Harjuna Piranggada; Muhammad Triyoso; Nur Kholis Usman; Miad Miad; Khairul Efendi; Aslamiah Aslamiah; Celia Cinantya
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.v4i2.90927

Abstract

A sustainable quality culture is an institutional prerequisite for responding to demands for educational accountability in Indonesia. However, its implementation faces challenges related to leadership, professional collaboration, and variations in socio-educational contexts. This study aims to analyze the role of principal leadership in strengthening the SPMI cycle, examine the mediating function of PLCs, and identify the influence of contextual factors on the sustainability of a quality culture in secondary schools. An integrative literature review method was employed, with searches conducted in Google Scholar, Garuda, and DOAJ, guided by thematic relevance, peer-reviewed publications from 2014-2025, and operational clarity of variables. The synthesis results indicate three main levers: consistent, learning-oriented instructional-transformational leadership, PLCs institutionalized as collaborative inquiry, and integrated SPMIs with data utilization based on continuous improvement cycles. The analysis found that PLCs act as mediators, translating leadership vision into changes in classroom practices, whereas socio-geographical contexts moderate the effectiveness of implementation. The sustainability of a quality culture requires systemic integration between instructional leadership, professional collaborative mechanisms, and adaptation to local characteristics. Therefore, a differential strategy in quality mentoring and a multi-level longitudinal research design are needed to strengthen theoretical validity.   Abstrak Budaya mutu berkelanjutan menjadi prasyarat institusional dalam merespons tuntutan akuntabilitas pendidikan di Indonesia, namun implementasinya menghadapi tantangan kepemimpinan, kolaborasi profesional, dan variasi konteks sosial-edukatif. Penelitian ini bertujuan menganalisis peran kepemimpinan kepala sekolah dalam menguatkan siklus SPMI, menelaah fungsi mediasi PLC, serta mengidentifikasi pengaruh faktor kontekstual terhadap keberlanjutan budaya mutu di sekolah menengah. Metode literature review integratif digunakan dengan penelusuran melalui Google Scholar, Garuda, dan DOAJ menggunakan kriteria relevansi tematik, publikasi peer-reviewed tahun 2014-2025, serta kejelasan operasional variabel. Hasil sintesis menunjukkan tiga pengungkit utama: kepemimpinan instruksional-transformasional yang konsisten berorientasi pembelajaran, PLC yang terlembaga sebagai inkuiri kolaboratif, serta SPMI terintegrasi dengan pemanfaatan data berbasis siklus perbaikan berkelanjutan. Analisis menemukan bahwa PLC berperan sebagai mediator yang menerjemahkan visi kepemimpinan menjadi perubahan praktik kelas, sedangkan konteks sosial-geografis memoderasi efektivitas implementasi. Keberlanjutan budaya mutu memerlukan integrasi sistemik antara kepemimpinan pembelajaran, mekanisme kolaboratif profesional, dan adaptasi terhadap karakteristik lokal, sehingga diperlukan strategi diferensial dalam pendampingan mutu serta desain riset longitudinal multi-level untuk memperkuat validitas teoretis. Kata Kunci: budaya mutu; kepemimpinan kepala sekolah; perbaikan berkelanjutan; PLC
Pedagogical transformation of equitable education through 5.0 competencies in elementary schools Herma Susanah; Yusuf T. Herlambang
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.v4i2.91678

Abstract

In the 21st century, pedagogic transformation requires an educational approach oriented toward justice and critical thinking, particularly in preparing elementary students to respond to global challenges. This study aims to examine the application of 5.0 skills, including critical thinking, creativity, collaboration, communication, and care in learning based on social justice principles. Using a qualitative literature review, data were collected from various contemporary sources, including scientific journals, reference books, and relevant research findings, for the period 2015-2023. The study's findings reveal that a critical pedagogic model that integrates 5.0 skills has been effective in increasing student involvement, strengthening social awareness, and fostering mastery of essential competencies in the 21st Century. Further analysis shows that successful implementation requires a more flexible curriculum reorganization accompanied by an ongoing teacher professional development program. This research concludes that this approach is not only relevant to contemporary needs but also plays a strategic role in achieving inclusive and equitable education. Implicitly, systematic policies are needed to encourage the adoption of this model in the basic education system.    Abstrak Di era Abad 21, transformasi pedagogik mengharuskan pendekatan pendidikan yang berorientasi pada keadilan dan berpikir kritis, khususnya dalam menyiapkan murid tingkat dasar untuk menjawab tantangan global. Studi ini bertujuan mengkaji penerapan kemampuan 5.0 meliputi berpikir kritis, kreativitas, kolaborasi, komunikasi, dan kepedulian dalam pembelajaran yang berprinsip keadilan sosial. Dengan menggunakan metode studi literatur kualitatif, data dikumpulkan dari berbagai sumber terkini seperti jurnal ilmiah, buku referensi, dan hasil penelitian relevan periode 2015-2023. Temuan penelitian mengungkap bahwa model pedagogik kritis yang mengintegrasikan kemampuan 5.0 terbukti efektif dalam meningkatkan keterlibatan murid, penguatan kesadaran sosial, serta penguasaan kompetensi esensial Abad 21. Analisis lebih lanjut menunjukkan bahwa keberhasilan implementasi memerlukan penyusunan ulang kurikulum yang lebih fleksibel disertai dengan program pengembangan profesional guru secara berkelanjutan. Penelitian ini menyimpulkan bahwa pendekatan tersebut tidak hanya relevan dengan kebutuhan zaman tetapi juga berperan strategis dalam mewujudkan pendidikan yang inklusif dan berkeadilan. Implikasinya, diperlukan kebijakan sistematis untuk mendorong adopsi model ini dalam sistem pendidikan dasar. Kata Kunci: keadilan sosial; kemampuan 5.0; pendidikan kritis; transformasi pedagogik
Islamic character building through the Kurikulum Merdeka and Tahfidz at SD IT Darussalam Rizky Firnanda; Aulia Nazar; Azka Luthfiyatul Kamilah; Adinda Puji Rahmawati; Roisah Rihhadatul 'Aisy
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.v4i2.90009

Abstract

The rapid technological development and increasingly complex social dynamics demand the strengthening of students’ character from the elementary school level, particularly within Islamic integrated schools. The rationale for this study is limited research on how the integration of the Kurikulum Merdeka and the Tahfidz Program is implemented in Islamic integrated elementary schools to shape Islamic character amid globalization and technological advances. Therefore, this study aims to analyze the forms and processes of integrating the Kurikulum Merdeka with the Tahfidz Al-Qur’an Program in shaping Islamic student character at SD IT Darussalam Selokerto, Ngalik, Sleman. This research employed a qualitative method through interviews, observations, and documentation. The findings indicate that integration is carried out through daily tahfidz routines, linking Qur’anic values to thematic learning, teacher role-modelling, and a strong religious school culture, all of which contribute to improved student discipline, honesty, responsibility, and spiritual awareness. The integration of the Kurikulum Merdeka and the Tahfidz Program effectively strengthens Islamic character formation comprehensively and aligns with the needs of contemporary education.   Abstrak Perkembangan teknologi dan dinamika sosial yang semakin kompleks menuntut adanya penguatan karakter murid sejak jenjang sekolah dasar, khususnya di lingkungan sekolah Islam terpadu. Kurikulum Merdeka Belajar menawarkan fleksibilitas pembelajaran yang menekankan penguatan Profil Pelajar Pancasila, sementara Program Tahfidz Al-Qur’an berperan dalam membentuk religiusitas, kedisiplinan, serta kecintaan terhadap Al-Qur’an. Alasan penelitian ini dilakukan adalah karena masih terbatasnya kajian yang mengulas secara mendalam bagaimana integrasi kedua komponen tersebut diterapkan dalam konteks sekolah dasar Islam terpadu dalam membentuk karakter Islami di tengah arus globalisasi. Penelitian ini bertujuan untuk menganalisis bentuk dan proses integrasi Kurikulum Merdeka Belajar dengan Program Tahfidz Al-Qur’an dalam pembentukan karakter pelajar Islami di SD IT Darussalam Selokerto, Ngalik, Sleman. Penelitian menggunakan metode kualitatif melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa integrasi dilakukan melalui pembiasaan tahfidz harian, pengaitan nilai Al-Qur’an dalam pembelajaran tematik, keteladanan guru, serta budaya sekolah yang religius, yang berdampak pada meningkatnya kedisiplinan, kejujuran, tanggung jawab, dan sikap spiritual murid. Kesimpulannya, integrasi Kurikulum Merdeka dengan Program Tahfidz terbukti efektif memperkuat karakter Islami murid secara komprehensif dan relevan dengan kebutuhan pendidikan masa kini. Kata Kunci: Kurikulum Merdeka; pembentukan karakter; pendidikan karakter Islami; program tahfidz
Evaluation of Project-Based Learning (PjBL) implementation in Mathematics using the CIPP model M. Ihsan Mulyawan; Rusman Rusman
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.v4i2.92043

Abstract

Teaching methods should be evaluated regularly to adapt to students' needs. This study aims to evaluate the implementation of Project-Based Learning (PjBL) in mathematics subjects using the CIPP model at SMP Santa Angela Bandung. The research employs both qualitative and quantitative methods. Evaluation results from implementing PjBL in mathematics education using the Context, Input, Process, and Product (CIPP) model indicate that PjBL is effective in improving the quality and outcomes of mathematics learning. In the context aspect, the preparation of teaching modules and problem design has been developed in alignment with students’ needs and learning objectives. Regarding input, the PjBL implementation is supported by competent teachers and adequate learning facilities. In the process aspect, learning activities demonstrate active student engagement, the systematic application of PjBL syntax, and the teacher’s effective role as a facilitator, guiding and providing feedback. In terms of product outcomes, the implementation of PjBL has improved learning outcomes and fostered 21st-century skills, including critical thinking, communication, collaboration, and creativity. The study also concludes that PjBL has a significant effect on collaboration, communication, critical thinking, and creativity skills.    Abstrak Metode pembelajaran perlu dievaluasi secara berkala supaya dapat mengikuti kebutuhan siswa. Penelitian ini bertujuan untuk mengevaluasi penerapan Project-Based Learning (PjBL) pada mata pelajaran matematika menggunakan model CIPP di SMP Santa Angela Bandung. Metode penelitian menggunakan pendekatan kualitatif dan kuantitatif. Hasil evaluasi penerapan Project Based Learning PjBL pada pembelajaran matematika kelas VIII SMP Santa Angela Bandung melalui model Context, Input, Process, Product (CIPP) menunjukkan bahwa penerapan PjBL dapat dikategorikan efektif dalam meningkatkan kualitas dan hasil pembelajaran matematika. Dari aspek context, penyusunan modul ajar dan desain masalah telah disusun secara relevan dengan kebutuhan siswa dan tujuan pembelajaran. Dari aspek input, pelaksanaan PjBL didukung oleh guru yang kompeten dan fasilitas pembelajaran yang memadai. Dari aspek process, kegiatan belajar menunjukkan adanya keterlibatan aktif siswa, penerapan sintaks PjBL yang sistematis, serta peran guru sebagai fasilitator yang efektif dalam membimbing dan memberikan umpan balik. Sementara itu, dari aspek product, penerapan PjBL berhasil meningkatkan hasil belajar serta mengembangkan keterampilan abad 21, meliputi kemampuan berpikir kritis, komunikasi, kolaborasi, dan kreativitas. Penelitian juga menyimpulkan bahwa PjBL berpengaruh terhadap kemampuan kolaborasi, komunikasi, berpikir kritis dan kreativitas. Kata Kunci: CIPP; evaluasi; project-based learning
Integrating task-based learning module to develop HOTS in hospital administration students Novi Sri Rahmi; Syatriawan Perdana Putra
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.v4i2.91175

Abstract

hospital administration students' learning needs for Higher Order Thinking Skills (HOTS) should be addressed through supportive instructional methods. This study aims to develop an English module that integrates Task-Based Learning (TBL) to improve HOTS among students at the Mataram Hospital Administration Academy. The developed module aims to help students acquire the knowledge required to serve as hospital administrators. This study is based on the Research and Design (RnD) model developed by Borg and Gall, which comprises several stages, including research and information gathering, planning, initial product development, and initial field testing. A mixed-methods approach was used to analyze the data. The analysis found that the developed English module received feasibility scores of 88% and 86% from English education and hospital administration experts, respectively. Based on the results of the initial field test, the module's aspects were rated “Very Good” and “Good” by hospital administration students. It can be concluded that the developed module is effective, practical, and suitable for students of hospital administration.   Abstrak Kebutuhan pembelajaran mahasiswa administrasi rumah sakit akan Keterampilan Berpikir Tingkat Tinggi (HOTS) perlu diperhatikan dengan menghadirkan metode pembelajaran yang mendukung. Penelitian ini berupaya untuk mengembangkan modul Bahasa Inggris dengan mengintegrasikan Pembelajaran Berbasis Tugas (TBL) untuk meningkatkan HOTS bagi mahasiswa Akademi administrasi rumah sakit Mataram. Modul yang dikembangkan mempunyai tujuan untuk membantu mahasiswa mempelajari apa yang perlu mereka ketahui sebagai administrator rumah sakit. Penelitian ini berpedoman pada model Research and Design (RnD) yang dikembangkan oleh Borg dan Gall, yang melibatkan beberapa tahap seperti penelitian dan pengumpulan informasi, perencanaan, pengembangan bentuk awal produk dan uji lapangan awal. Pendekatan campuran (mixed-methods) digunakan dalam menganalisis data. Temuan analisis menunjukkan bahwa modul bahasa Inggris yang dikembangkan menerima nilai kelayakan masing-masing sebesar 88% dan 86% dari para ahli pendidikan Bahasa Inggris dan administrasi rumah sakit. Dari hasil uji lapangan awal, aspek-aspek di dalam modul dikategorikan dalam "Sangat Baik" dan "Baik" oleh mahasiswa administrasi rumah sakit. Dapat disimpulkan bahwa modul yang dikembangkan efektif, praktis dan cocok untuk mahasiswa administrasi rumah sakit. Kata Kunci: keterampilan berpikir tingkat tinggi; mahasiswa administrasi rumah sakit; modul Bahasa Inggris; pembelajaran berbasis tugas

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