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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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Analisis komparatif Kurikulum Merdeka dan KSSM Malaysia dalam literasi matematika Nadya Irba Rosyadah; Artika Nur Noviani; Ika Kurniasari
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.v5i2.616

Abstract

Mathematical literacy is a crucial skill in the 21st century, helping people understand and apply Mathematics in everyday life. However, the results of the PISA 2022 show that Indonesia and Malaysia still have mathematical literacy skills below the OECD average. To address this issue, Indonesia began implementing the Kurikulum Merdeka in 2022, while Malaysia has been using the Kurikulum Standar Sekolah Menengah (KSSM) since 2017. This study aims to compare the two curricula for improving mathematical literacy by analyzing official documents, academic articles, and international reports. The study results show that both curricula focus on problem-solving, analytical thinking, and the application of Mathematics in real-world situations. However, the Independent Curriculum emphasizes greater freedom to improve mathematical literacy through teacher analysis, project-based learning, and a student-centered approach. On the other hand, the KSSM has a more structured learning system that incorporates Higher-Order Thinking Skills (HOTS) and a standardized numeracy program. These differences can serve as a reference for improving the quality of Mathematics education in Southeast Asia.
Membingkai ulang pengembangan profesional guru pemula: Menuju kerangka konseptual bertingkat Song Xinling; Taufani C. Kurniatun; Abu Bakar
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.v5i2.617

Abstract

Early-career teachers face a crucial transition period, marked by high professional demands, uneven support, and ongoing retention challenges. Several studies still view professional development as a linear process of induction and mentoring, thus underemphasizing the interaction among teacher agency, the school context, and broader structural conditions. This study aims to critically examine dominant conceptualizations of early-career teacher professional development and develop a more integrative framework. The study employed a systematic critical review using the PRISMA procedure of Scopus-indexed journal articles published since 2016 that discussed early-career teachers and professional development. The results revealed several key patterns: the dominance of compliance-oriented professional standards, the weakening of teacher agency in restrictive school environments, unequal access to mentoring and support, and the importance of core teaching competencies. The study also emphasized the increasing relevance of digital and hybrid mentoring models as more flexible forms of support. These findings suggest that early-career teacher professional development should be understood as a dynamic, multilevel process shaped by interactions among individual, school, and broader structural factors.
Mengelola transisi lintas budaya: Strategi dukungan kelembagaan bagi mahasiswa internasional di perguruan tinggi Wu Jiewei; Aan Komariah; Dedy Achmad Kurniady; Sururi Sururi
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.v5i2.618

Abstract

International students often encounter unfamiliar pedagogical systems, cultural dissonance, or marginalization that can affect them academically and psychologically. This article systematically reviews Scopus-indexed articles (2020-2026) that address institutional support for international students during cross-cultural transitions in higher education, following the PRISMA 2020 reporting procedure. A narrative thematic analysis was conducted on 14 studies that met the inclusion criteria. The synthesis of findings indicates that cross-cultural adaptation is co-constructed by individual capabilities such as cultural intelligence, coping, motivation, and communication competencies, as well as institutional conditions that support access, belonging, and cultural sensitivity. Effective academic and social support is reflected in inclusive learning environments, connectedness to the host community, and coordinated administrative support. Furthermore, recent findings emphasize the importance of the digital ecology as an additional layer of support that facilitates student access, inclusion, and psychological well-being. The results of this review inform the design of a systematically integrated, phased support model and highlight the need for longitudinal, multi-site evaluation.
Pengembangan media PBL berbantuan Canva untuk meningkatkan literasi ekosistem di sekolah dasar Kintan Rizki Amanda; Ansori Ansori; Sukma Murni
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.v5i2.620

Abstract

Ecosystem literacy is crucial for elementary school students in facing ecological challenges. Transmissive learning and teachers' limited ability to develop digital media hinder the development of higher-order thinking skills. This study developed Canva-assisted PBL media to improve ecosystem literacy in fifth-grade students at an elementary school in West Bandung Regency. This study used the Research and Development (RnD) method with the ADDIE model. A one-group pretest-posttest design was used to measure the media's effectiveness. Data were collected through validation sheets from media experts, material experts, and education practitioners. Teacher and student practicality questionnaires, PBL implementation observation sheets, and a 25-item ecosystem literacy test measured three dimensions of scientific literacy. The results showed that the media received valid categories from media experts and material experts, high practicality from teachers and students, and was proven effective in significantly improving students' ecosystem literacy. The integration of authentic PBL-based problem scenarios with Canva's investigative infographics was particularly effective in developing students' scientific inquiry competencies, especially in areas that are often difficult to cultivate through conventional learning.
Media EduPlay berbantuan Canva untuk meningkatkan numerasi pecahan pada siswa sekolah dasar Silvia Desanti Lestari; Euis Eti Rohaeti; M. Afrilianto
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.v5i2.621

Abstract

The low numeracy skills of Indonesian students, as indicated by the 2022 PISA scores, highlight the need for innovation in Mathematics learning media, especially for simple fractions in elementary schools. This study aims to develop EduPlay media assisted by Canva, based on Problem-Based Learning (PBL), to improve the numeracy skills of third-grade elementary school students in simple fractions. This research was conducted because there is no learning media that integrates Canva, EduPlay gamification, and PBL in a unified manner for fraction learning. The method used is Research and Development (RnD) using the ADDIE model, implemented in March–April 2026. The research subjects consisted of two media experts, one material expert, one education practitioner, and 20 third-grade students in a limited trial. The results showed that the EduPlay media was categorized as very valid and very suitable for use in learning. The limited trial showed that media use improved students' numeracy skills to the moderate category. These findings indicate that the EduPlay media has the potential to support fraction learning in elementary schools.
Mengembangkan media kolase berbasis lingkungan untuk meningkatkan kemampuan kognitif anak usia dini Jimmi Morgan Sihombing; Aman Simaremare; Winara Winara
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.v5i2.641

Abstract

The underdevelopment of cognitive abilities in early childhood is caused by the use of less engaging learning media. Appropriate efforts and strategies are needed to address problems arising from innovation in teaching and learning activities. This study aims to produce environmentally based collage media to improve the cognitive abilities of children aged 5-6 years at Pembina Siborongborong Kindergarten. The research type used is Research and Development (RnD) with a 4D model. The research subjects included three validators, 30 children, and the class teacher at Pembina Siborongborong Kindergarten. The results of the study indicate that the environmentally based collage media is very good and feasible to use. In addition, this media is proven effective because it shows an increase in average pretest and posttest scores, which are in the high category. The practicality of the media is also classified as very good based on teacher and student responses. The use of environmentally based collage media has been shown to help teachers improve children's cognitive abilities and make it easier for them to understand material on fruit names, characteristics, and size comparisons.
Pengaruh mind mapping terhadap motivasi dan hasil belajar PAI dan Budi Pekerti Anisa Yusilafita; Mawardi Lubis; Desy Eka Citra Dewi
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.v5i2.642

Abstract

Learning methods play an important role in encouraging student motivation; therefore, innovative, student-focused methods are needed. This study aims to examine the effect of the mind-mapping method on the motivation and learning outcomes of Pendidikan Agama Islam (PAI) dan Budi Pekerti students in grade XI at SMAN 9, Bengkulu City. This study used a quantitative experimental design involving 61 students as samples divided into experimental and control groups. Data were collected through tests and questionnaires, then analyzed using t-tests and linear regression. The results showed that the mind-mapping method significantly increased student motivation and learning outcomes compared to conventional methods. The experimental group that implemented mind mapping obtained a higher average score. These findings confirm that mind mapping is effective in facilitating structured information processing, increasing cognitive engagement, and shifting the learning paradigm toward a student-centered approach. Mind mapping is recommended as an effective pedagogical strategy to deepen understanding of complex PAI dan Budi Pekerti material and improve student academic outcomes at the secondary school level.
Formalisasi pembelajaran berbasis inkuiri dalam Kurikulum Merdeka dan Kurikulum Ontario: Analisis komparatif kurikulum ilmu pengetahuan sosial Tasya Lutfiah; Glori Sonata Damayanti Purba; Anik Widiastuti
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.v5i2.650

Abstract

The low 2022 PISA scores for Indonesia in literacy and reasoning have catalyzed national curriculum transformation through the implementation of Kurikulum Merdeka. This study aims to analyze the synchronization and characteristics of inquiry formalization in the Kebijakan Kurikulum IPS Indonesia (Panduan 2025) and compare them with those of the Ontario Curriculum 2023 in Canada. The rationale for this research is to provide a theoretical and practical foundation for strengthening the implementation of inquiry process skills to address the learning crisis. The research method employed is a comparative study using content analysis of the curriculum policy documents of both countries as secondary data sources. Research findings indicate a significant methodological convergence, whereas Indonesia has begun adopting systematic inquiry steps aligned with international standards. However, differences exist in the degree of autonomy. Ontario Curriculum positions inquiry as a standalone framework for critical issues, while Indonesia remains in a transitional phase, emphasizing teacher guidance and local wisdom. This study concludes that the formalization of inquiry is a crucial instrument for pedagogical transformation, yet it requires strengthening in the evaluation of source credibility and in students' methodological independence.
Hasil belajar Fiqih siswa selama transisi kurikulum: Studi longitudinal Khusnul Ma'arif; Asrori Asrori; Ika Puspitasari
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.v5i2.659

Abstract

Curriculum transition represents a dynamic aspect of educational policy that can influence classroom practices and students’ learning outcomes. This study examines changes in students’ fiqh learning outcomes during the transition from the Kurikulum 2013 (K13) to the Kurikulum Merdeka at MI Muhammadiyah 28 Sumberagung. A quantitative longitudinal before-after design was employed, involving the same cohort of students. Data were obtained from Fiqh report grades in the even semester of Grade 3 under the K13 (2024/2025) and the even semester of Grade 4 under the Kurikulum Merdeka (2025/2026). Descriptive statistics, the Shapiro-Wilk normality test, and the Wilcoxon signed-rank test were applied for analysis. The results show an increase in the mean Fiqh score, with a statistically significant difference and a large effect size. These findings indicate that the Kurikulum Merdeka, supported by teaching modules, may be associated with improved Fiqh learning outcomes, while acknowledging the influence of assessment practices and contextual factors.
Efektivitas media Kipin School dalam meningkatkan hasil belajar Matematika siswa kelas empat Nindiapliyani Al-Azizah; Andes Safarandes Asmara; Ayu Fitri; Lia Susanti
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.v5i2.667

Abstract

Mathematics teaching in elementary schools still faces various challenges, particularly students' limited understanding of fractions and the limited use of interactive digital learning media. This study aims to develop and evaluate the effectiveness of a Mathematics module, based on the Kipin School digital platform, in improving elementary school students' learning outcomes in fractions. This study uses a Research and Development (RnD) approach by applying the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. Data were collected through validation sheets, practicality questionnaires, and pretest-posttest designs, and then analyzed using descriptive statistics, normality tests, paired-samples t-tests, and N-Gain analysis. The results indicate that the module falls within the "very valid" category. Feedback from teachers and students also indicates the "very practical" category because the media is easy to use, interesting, and supports interactive learning. In addition, the effectiveness test results show a significant increase in student learning outcomes after using the media, although the N-Gain value remains relatively low. Therefore, the Kipin school-based module is suitable for use as a digital learning medium to support Mathematics learning in schools.

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