Curricula: Journal of Curriculum Development
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.
Articles
264 Documents
<![CDATA[Integrating career women’s experiences into family education ]]>
<![CDATA[Nala Keisha Alsa Pranathania]]>;
<![CDATA[Ahmad Ridwan]]>;
<![CDATA[Agus Machfud Fauzi]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol. 4 No. 2 (2025): Curricula: Journal of Curriculum Development ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/curricula.v4i2.89889
<![CDATA[The phenomenon of dual roles experienced by career women, the responsibilities as a mother and as a worker. This dual role presents both challenges and opportunities in modern family life. The purpose of this study is to describe the experiences of career women and integrate their relevance to the development of family education. The research employs a descriptive qualitative approach, with data collected through interviews with working mothers. The study's results indicate challenges for the informants in their roles, particularly regarding time and role management, as well as gender equality within the family. The challenges faced by the informants cause both physical and mental stress. The interview findings were then extracted to inform the development of family education. These findings emphasize the need to incorporate skills in role management, family collaboration, and gender equality values into family education, drawing on the real experiences of working mothers. This study provides a reference for the development of family education, enabling mothers to continue working while building high-quality families. Abstrak Fenomena peran ganda yang dijalani oleh wanita karier, yaitu tanggung jawab sebagai seorang ibu dan sebagai seorang pekerja. Peran ganda ini menghadirkan tantangan sekaligus peluang dalam kehidupan keluarga modern. Tujuan penelitian ini adalah mendeskripsikan pengalaman wanita karier serta mengintegrasikan relevansinya untuk pengembangan pendidikan keluarga. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara dengan narasumber, yaitu ibu yang bekerja. Hasil penelitian menunjukkan adanya tantangan bagi narasumber ketika menjalankan peran, yang mana tantangan ini berfokus pada manajemen waktu dan peran, serta kesetaraan gender dalam keluarga. Tantangan yang dihadapi oleh narasumber memberikan tekanan baik secara fisik maupun mental. Temuan dari wawancara yang telah dilakukan kemudian diekstraksi sehingga dapat menjadi acuan dalam pengembangan pendidikan keluarga. Penemuan ini menegaskan perlunya memasukkan keterampilan dalam manajemen peran, kolaborasi keluarga, dan nilai kesetaraan gender ke dalam pendidikan keluarga yang didasarkan pada pengalaman nyata seorang ibu yang bekerja. Penelitian ini memberikan acuan bagi pengembangan pendidikan keluarga agar para ibu tetap dapat menjalankan perannya sembari membangun keluarga yang berkualitas. Kata Kunci: pendidikan keluarga; peran ganda ibu; wanita karier]]>
<![CDATA[Manajemen pembelajaran berbasis ekologi pada pendidikan anak usia dini ]]>
<![CDATA[Arneta Tasya]]>;
<![CDATA[Dian Rahadian]]>;
<![CDATA[Iman Nasrulloh]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/curricula.v5i2.566
<![CDATA[The growing attention to environmental education in early childhood has not been fully balanced by studies that integrate learning management aspects, underscoring the need for this research. This study aims to examine the development of research on ecology-based learning management in early childhood education through a Systematic Literature Review. The review identifies thematic trends, research patterns, and potential areas for development in this field. Data were collected via article searches in the Scopus database using the Publish or Perish application, covering the period from 2020 to 2026. The selection process was conducted on the Covidence platform, while the bibliometric analysis was conducted in VOSviewer. The results show that research continues to focus on learning aspects, the role of educators, and children’s learning experiences. Keyword mapping places education, learning, and teachers as central themes. These findings indicate that the integration of ecology-based learning management remains limited and requires further systematic, comprehensive, and sustainable development.]]>
<![CDATA[Memahami inti dari proses pengembangan kurikulum: Analisis kebutuhan, perancangan, dan formulasi ]]>
<![CDATA[Abdul Karim Suhadha]]>;
<![CDATA[Cepi Riyana]]>;
<![CDATA[Ahmad Fajar Fadlillah]]>;
<![CDATA[Eva Puspitasari]]>;
<![CDATA[Amir Hamzah]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/curricula.v5i2.567
<![CDATA[The rapid evolution of digital technology and artificial intelligence has rendered traditional curricula obsolete, necessitating an adaptive systemic reconstruction. This study aims to dissect the fundamental phases of curriculum development through the triad of needs analysis, design, and formulation within the framework of digital humanism. A Systematic Literature Review (SLR) method was applied to 22 primary scientific articles sourced from the Scopus database (2019-2025), in strict adherence to PRISMA guidelines. Findings indicate that the effectiveness of curriculum development is determined by methodological rigor and the balance between systems engineering and universal human values. Responsive needs analysis based on real-time data, resilient backward-design strategies, and formulation processes that account for socio-technical dynamics are identified as absolute prerequisites for curriculum relevance. The study concludes that technology must be positioned as a support for human agency through a development model that integrates Total Quality Management (TQM) with principles of digital humanism. Practical implications underscore the critical need to strengthen teachers' capacity and autonomy as primary actors in curriculum formulation. This research provides a theoretical foundation for developing adaptive curriculum models that empower learners amid massive technological disruption.]]>
<![CDATA[Menjembatani kurikulum resmi dan kurikulum yang ditujukan guru melalui penelitian tindakan ]]>
<![CDATA[Sekar Syawalahayati]]>;
<![CDATA[Zainal Arifin]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/curricula.v5i2.570
<![CDATA[A persistent challenge in curriculum implementation is the gap between educational policies and classroom teaching practices, particularly in how teachers translate the official curriculum into contextualized instructional plans at the teacher-intended stage. This study aims to analyze how action research can strengthen teachers’ roles in bridging this translation process. This study employs a literature review using a descriptive-analytical approach, drawing on scholarly sources from academic databases related to curriculum, teacher professionalism, and action research. The findings indicate that through cycles of planning, action, and reflection, action research supports teachers in identifying learning problems, making data-informed instructional decisions, and adapting teaching strategies to students’ needs. In this way, the translation of the curriculum becomes more contextual and responsive to classroom realities. However, its effectiveness depends on institutional support, collaboration, and opportunities for continuous professional learning. Therefore, action research helps address the gap between policy and practice while supporting teachers’ professional capacity in curriculum decision-making.]]>
<![CDATA[Dampak PBL terhadap peningkatan keterampilan berpikir kritis pada materi pecahan ]]>
<![CDATA[Indri Rahmawati]]>;
<![CDATA[Mardiyana Mardiyana]]>;
<![CDATA[Chumdari Chumdari]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/curricula.v5i2.576
<![CDATA[In mathematics learning in elementary schools. This study examines the effectiveness of the Problem-Based Learning (PBL) model in improving sixth-grade students' critical thinking skills in fractions in Sragen District during the 2025/2026 academic year. The background is students' low critical thinking skills, with an average score below the Kriteria Ketuntasan Minimal (KKM), as well as great difficulty in mathematical modeling and fraction operations. This study used a quantitative approach with a quasi-experimental design and cluster random sampling technique. The sample comprised 52 students in the experimental group (PBL model) and 54 in the control group (direct model). Data were collected through pretest and posttest instruments that had been tested for validity, reliability, discrimination power, and difficulty level. Data analysis was carried out using swimmer tests (normality and homogeneity) and ANOVA for hypothesis testing. The results showed that Fcount > Ftable, indicating a significant difference between the two groups. Thus, PBL is effective in improving critical thinking skills and encouraging active learning in elementary school students. The success of PBL implementation depends heavily on the quality of the problem design, the teacher's ability to facilitate the inquiry process, and students' readiness to engage in learning that demands independence and collaboration.]]>
<![CDATA[Reformasi terminologi kurikulum dan pengaruhnya terhadap kesiapan mengajar guru ]]>
<![CDATA[Septi Yunita]]>;
<![CDATA[Cepi Riyana]]>;
<![CDATA[Dadi Mulyadi]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/curricula.v5i2.578
<![CDATA[The change in terms such as Kompetensi Dasar (KD) to Capaian Pembelajaran (CP), and Silabus to Alur Tujuan Pembelajaran (ATP) is not merely linguistic, but also carries conceptual consequences that require teachers to reinterpret the meaning and direction of the policy. The lack of comprehensive explanations, socialization, and implementation support leads to a mismatch between teachers' understanding and the curriculum's demands, thereby affecting their readiness to design and implement learning. Based on these conditions, this study aims to analyze how changes in curriculum terminology affect teachers' readiness, both in conceptual understanding and in teaching practice. This study uses a literature study approach with descriptive analysis of literature discussing curriculum changes and their impact on teacher readiness. The results of the study indicate that changes in terminology affect teachers' pedagogical, psychological, and professional aspects. Therefore, ongoing mentoring strategies, effective communication between stakeholders, and teacher involvement in professional learning communities are needed. These findings confirm that the success of curriculum implementation is largely determined by teachers' readiness to understand and apply the new terminology fully.]]>
<![CDATA[Optimalisasi keterlibatan orang tua dalam implementasi Kurikulum Merdeka pada pendidikan anak usia dini di pedesaan ]]>
<![CDATA[Silmi Indah Fakhira]]>;
<![CDATA[Zainal Arifin]]>;
<![CDATA[Mario Emilzoli]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol. 5 No. 3 (2026): Curricula: Journal of Curriculum Development ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/curricula.v5i1.587
<![CDATA[This study was motivated by the limited parental involvement in supporting the implementation of the Kurikulum Merdeka in Early Childhood Education, particularly in rural areas, where the curriculum emphasizes collaboration between schools and families for children's holistic development. This study aims to analyze strategies for optimizing parental involvement in supporting the implementation of the Kurikulum Merdeka in rural Early Childhood Education. It employed a literature review method, collecting data from journal articles, reports, and other relevant documents. The findings indicate that parental involvement in rural areas continues to face challenges, including limited understanding of early childhood education and the Kurikulum Merdeka, the perception that education is solely the school's responsibility, and time constraints resulting from work and economic conditions. To address these challenges, strategies such as establishing communication early, strengthening open and continuous communication, utilizing accessible digital media, implementing ongoing parenting programs, and involving parents in school activities can strengthen collaboration between schools and families in rural Early Childhood Education settings.]]>
<![CDATA[Analisis kebutuhan game naratif AI untuk berpikir komputasional ]]>
<![CDATA[Siti Nurhayati]]>;
<![CDATA[Eki Nugraha]]>;
<![CDATA[Munir Munir]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/curricula.v5i2.602
<![CDATA[Computational Thinking (CT) is a fundamental 21st-century competency that supports logical reasoning and problem-solving. However, its implementation in schools still faces challenges due to the concept's abstract nature and the lack of a contextually grounded learning approach, resulting in suboptimal student engagement. This study aims to analyze the needs of CT learning in the school environment as a basis for developing a more interactive, adaptive, and contextual AI-based narrative game learning model. This study was conducted because of a gap, namely, the integration of innovative approaches such as game-based learning, AI, and learning analytics has not been comprehensively implemented to support CT mastery. The method used is a sequential exploratory mixed-method design involving semi-structured interviews with Informatics teachers and the distribution of questionnaires to MTs students. The research findings indicate that CT learning is still hampered by abstract concepts, analog learning media, and low student engagement. The analysis results emphasize the urgent need for interactive, adaptive digital learning media with automatic feedback to improve students' understanding and motivation in mastering CT.]]>
<![CDATA[Model kurikulum progresif untuk pelatihan seni tari di Sekolah Tari Jugala ]]>
<![CDATA[Keiza Mufarihana Gunadi]]>;
<![CDATA[Heni Komalasari]]>;
<![CDATA[Tatang Taryana]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/curricula.v5i2.609
<![CDATA[As a non-formal institution, Sekolah Tari Jugala strives to maintain technical quality and philosophical values through a well-planned educational system. This study examines the implementation of a progressive curriculum at the Sekolah Tari Jugala as a strategic effort to preserve the authenticity of Jaipongan dance in the digital era. Using a qualitative descriptive method, data were gathered through participatory observation, in-depth interviews with managers and instructors, and documentation reviews. Data validity was ensured through source and method triangulation. The findings reveal that Sekolah Tari Jugala implements a tiered curriculum divided into three levels: Basic, Intermediate, and Advanced. Each level features specific repertoires, ranging from foundational movements to complex choreographies. The pedagogical approach focuses on face-to-face direct demonstrations and intensive physical drills, intentionally avoiding digital standardization to safeguard anatomical precision. Objective evaluations are held every four months, and students perform without stage costumes to allow for a meticulous assessment of torso alignment and leg stances. This systematic curricular structure effectively transforms traditional apprenticeship patterns into professional arts education. The consistency of conventional teaching methods, combined with rigorous mental conditioning, successfully produces dancers who possess not only artistic technicality but also strong mental resilience and cultural integrity amid modern societal changes.]]>
<![CDATA[Permainan kartu edukatif, kreativitas, dan pemahaman konsep dalam pembelajaran Biologi ]]>
<![CDATA[Nisa Nur Azizah]]>;
<![CDATA[Hayat Sholihin]]>;
<![CDATA[Lilit Rusyati]]>;
<![CDATA[Fitri Kania]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/curricula.v5i2.615
<![CDATA[Science learning in junior high schools tends to emphasize memorization over the development of higher-order competencies, and non-digital learning approaches are rarely used. This study aimed to determine the effectiveness of an educational card game in enhancing students' creativity and understanding of Biology. A convergent, quasi-experimental, mixed-methods study was conducted with 31 eighth-grade students in Bandung. The study was conducted over four weeks, with the experimental group designing a card game about the excretory system, while the control group created a conventional poster. Creativity was measured using the CPAM, and conceptual understanding was measured using a multiple-choice test. The results showed that the experimental group had higher creativity across all CPAM dimensions and demonstrated a significant increase in understanding with a moderate N-gain compared to the control group, which only achieved a low category. A strong correlation between creative engagement and conceptual growth suggests a mutually reinforcing relationship. Five qualitative mechanisms were identified: iterative design deepens understanding, peer playtesting provides formative feedback, creative constraints encourage problem-solving, collaborative knowledge construction, and kinesthetic learning through card manipulation. These findings confirm that creating card games is a practical, low-cost strategy for Biology classrooms with limited resources.]]>
