cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Angga Hadiapurwa
Contact Email
angga@upi.edu
Phone
+6285221282902
Journal Mail Official
curricula@upi.edu
Editorial Address
Program Studi Pengembangan Kurikulum, Fakultas Ilmu Pendidikan, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi Nomor 229 Bandung 40154
Location
Kota bandung,
Jawa barat
INDONESIA
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
 23   24   25   26   27 
Beban kognitif, literasi AI, dan prokrastinasi akademik mahasiswa doktor: Tinjauan konseptual Annisa Ciptagustia; Eeng Ahman; Edi Suryadi; Rofi Rofaida; Murni Zarina Mohamed Razali
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.v5i2.669

Abstract

Research on doctoral students is still fragmented in the study of Cognitive Load Theory (CLT), academic procrastination, and Artificial Intelligence (AI) literacy. This article integrates these three fields to explain the interaction between cognitive load, AI literacy competency, and academic procrastination in the context of doctoral students with dual roles in the era of generative AI. Using an integrative conceptual paper approach and a systematic search in the Scopus database (254 final articles: 58 CLT, 56 procrastination, 140 AI literacy), we found that none of the three streams connected all three constructs simultaneously. Five integrative propositions were formulated, namely (P1) cognitive load as a causal antecedent of procrastination; (P2) AI literacy as a moderator of the CLT-procrastination relationship; (P3) Self-Regulated Learning (SRL) and self-efficacy as dual mediators; (P4) dual-role as a cognitive load amplifier; and (P5) intellectual procrastination or the paradox of AI competence without adequate SRL. This article contributes to postgraduate curriculum design by offering five curricular components that are based directly on the identified causal mechanisms. 
Persepsi siswa tentang keselarasan profil lulusan dan kurikulum dalam pendidikan Bahasa Inggris Dwi Adinda Puspitasari; Yuyun Yulia; Lusi Nurhayati
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.v5i2.673

Abstract

Curriculum alignment plays a crucial role in ensuring that learning outcomes are effectively achieved in higher education. This study aims to examine students’ perceptions and understanding of the graduate profile within the framework of curriculum alignment in an English Education program. The research is conducted to evaluate whether students not only perceive the curriculum as relevant but also fully understand the intended graduate competencies. A quantitative approach, supported by open-ended responses, was employed to analyze students’ perceptions and level of understanding. The findings reveal that the majority of students hold positive perceptions of the graduate profile, while their understanding remains relatively low. This indicates a gap between students’ affective perceptions and their cognitive comprehension of curriculum objectives. In addition, students are more familiar with the role of a novice teacher than with those of a researcher and an edupreneur, reflecting an imbalance in the emphasis on competencies. These findings suggest that although the curriculum is perceived as relevant, its intended outcomes are not fully internalized.
Pengaruh Zep Quiz tergamifikasi terhadap motivasi menari: Studi kuasi-eksperimental Najwa Mardhiyah; Beben Barnas; Saian Badaruddin
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.v5i2.674

Abstract

Learning motivation among high school students in dance classes often declines, especially when assessments use traditional, monotonous methods. This study aims to investigate the impact of using the gamification-based digital assessment tool Zep Quiz on the learning motivation of eleventh-grade students in dance education. A quantitative approach using a quasi-experimental design with an unequal control group was employed, involving 72 eleventh-grade students at SMAN 5 Cimahi, comprising an experimental group (n = 36) and a control group (n = 36). Data were collected using a validated learning motivation questionnaire, supported by observation and interview data. Assumption tests confirmed the normality, homogeneity, and linearity of the data. ANCOVA results showed a significant group effect on post-test motivation after controlling for pre-test scores. The experimental group obtained a higher mean post-test score than the control group. These findings indicate that Zep Quiz effectively increases student motivation by increasing engagement and creating a more enjoyable learning experience. This study supports the integration of gamification-based digital assessment in dance learning.
Pengembangan instrumen penilaian afektif dalam Pendidikan Agama Islam Baha Shofa Mijdal; Tasman Hamami; Iqbal Ahsanul Aula; Adisti Anggraini; Evi Sulvaningsih
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.v5i2.681

Abstract

Affective assessment is essential in Islamic Religious Education because it fosters students’ attitudes, values, religiosity, and Islamic character. This study theoretically analyzes the development of affective assessment instruments, emphasizing their relevance and importance in contemporary education. The study addresses the limited use of systematic, measurable instruments to assess students’ attitudes, values, and character. The method used in this study is library research, examining classical and contemporary literature on affective domain taxonomy, authentic assessment, Islamic educational evaluation, and character education. The findings show that affective assessment instruments can be developed through observation, anecdotal records, reflective journals, attitude questionnaires, and portfolios, with consideration of validity, reliability, objectivity, and alignment with Islamic values such as justice, honesty, and responsibility. The main finding confirms that the development of affective assessment instruments in Islamic Religious Education is not only methodological but also normative because it integrates modern affective taxonomy with Islamic educational principles. This study concludes that affective domain assessment is an essential component of Islamic Religious Education because it connects religious knowledge with the internalization of Islamic values in students’ attitudes and behavior.
Meningkatkan aktivitas belajar Bahasa Indonesia siswa sekolah dasar melalui joyful learning berbantuan Wordwall Jannatul Afriani; M. Muzakki; Ibermarza Ibermarza
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.v5i2.682

Abstract

The low level of student participation in the learning process necessitates implementing a fun learning model to improve it. This study aims to improve students' learning activity through the application of the Joyful Learning model, assisted by Wordwall media, in Indonesian language learning for fifth-grade students at SD Alam Muara Bungo. This study uses Classroom Action Research (CAR), conducted over two cycles in collaboration with the class teacher. Each cycle consists of planning, implementation, observation, and reflection stages. The study subjects were 22 fifth-grade students at SD Alam Muara Bungo. Data collection techniques included observation, documentation, and field notes. Data analysis was carried out descriptively, qualitatively, and quantitatively based on the results of observations of student learning activity. The results of the study indicate that the application of the Joyful Learning model, assisted by Wordwall media, improved students' learning activity from the active category in cycle I to the very active category in cycle II. Students became more enthusiastic about learning, more active in answering questions, more courageous in expressing opinions, and more focused during the activity. Thus, the use of the Joyful Learning model, supported by Wordwall media, can be a fun and effective alternative to increase learning activity among elementary school students, especially with abstract materials such as writing numbers and figures. 
Pengembangan E-LKPD berbasis PBL untuk meningkatkan berpikir kritis siswa sekolah dasar pada Pendidikan Pancasila Rijal Sianturi; Daulat Saragi; Surya Dharma; Samsidar Tanjung; Yakobus Ndona; R Mursid
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.v5i2.683

Abstract

The Problem-Based Learning (PBL) approach to Pancasila education in elementary schools positively impacts student engagement. However, the limited availability of interactive worksheets that facilitate and stimulate critical thinking remains a major obstacle in the field, so the development of innovative, cutting-edge teaching materials is urgently needed. This study aims to develop and test the feasibility, practicality, and effectiveness of a PBL-based E-LKPD on Indonesian diversity for fourth-grade students at SDN 066047 Medan Helvetia. Using the Research and Development (RnD) method with the ADDIE model, data were collected through observation, interviews, questionnaires, and tests. The results showed a high level of validity. This product proved to be very practical based on teacher and student responses. In addition, this E-LKPD significantly improved critical thinking skills. This PBL-based E-LKPD is very feasible, practical, and effective for application in learning. In its implementation, supporting infrastructure is still needed to facilitate the integration of E-LKPD as an interactive worksheet, so that students can also learn independently in the future.
Manajemen pengetahuan dan kinerja organisasi: Peran mediasi inovasi dan motivasi Zelsa Yorinda Kurniawati; Cepi Safruddin Abdul Jabar
Curricula: Journal of Curriculum Development Vol. 5 No. 3 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i3.709

Abstract

Education in Indonesia faces significant challenges in improving organizational performance, as reflected in the 2023 PISA results showing that Indonesian students scored below international averages in literacy, mathematics, and science. Effective knowledge management is therefore a strategic solution. This study aims to examine the effect of knowledge management on organizational performance mediated by innovation and motivation. This study employed a cross-sectional quantitative design conducted in public elementary schools in Kalasan District, Yogyakarta. A total of 82 respondents were selected from schools with a minimum of two classes. Data were collected through questionnaires distributed to principals, teachers, and educational staff, and analyzed using PLS-SEM. Instrument validity and reliability were assessed using Average Variance Extracted and Cronbach's Alpha. Results indicate that knowledge management significantly and positively affects organizational performance, innovation, and motivation. Innovation positively influences organizational performance and successfully mediates the relationship between knowledge management and organizational performance. Conversely, motivation neither affects organizational performance nor mediates that relationship. Elementary schools should develop knowledge management systems that foster instructional innovation as a core strategy for improving educational quality.
Manajemen kemitraan sekolah dan masyarakat di sekolah dasar Telaga Pulang Dona Pratiwi; Aslamiah Aslamiah; Ngadimun Ngadimun
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.v5i2.723

Abstract

School-community partnership management is essential for improving the quality of primary education, especially in rural areas where schools rely heavily on community support. This study aims to describe and analyze the principals’ communication with the community, community empowerment, and models of school-community partnership management at SDN 1 Telaga Pulang and SDN 2 Telaga Pulang in Seruyan Regency, Central Kalimantan. This study employed a qualitative, multisite, descriptive design that involved principals, teachers, school committees, parents, and community members as informants. Data were collected through interviews, observations, and documentation, and then analyzed using interactive techniques of data condensation, display, and conclusion drawing at both single-site and cross-site levels. The findings show that principals apply informative, persuasive, dialogic, participatory, cultural, and digital communication patterns to build trust and strengthen school-community relationships. Community empowerment is implemented through enabling, empowering, and protecting strategies that foster participation in planning, implementing, and evaluating school programs. The partnership model reflects a mutualistic, two-way, symmetrical collaboration that supports academic, social, and infrastructural development in rural primary schools.
Supervisi pendidikan untuk penguatan sistem manajemen mutu sekolah Muhammad Febri Mawardi; Rilo Pambudi Triantoro; Putri Medina Heru Arnafama; Sulistiyana Sulistiyana; Metroyadi Metroyadi
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.v5i2.724

Abstract

This study is motivated by the continued dominance of administrative and formalistic supervision practices that have not been optimally integrated with the school quality improvement cycle, resulting in a suboptimal contribution to education quality management. This study aims to analyze the role of educational supervision as a strategic instrument in strengthening school quality management in Indonesia. This study uses a Systematic Literature Review (SLR) approach with a PRISMA-based selection procedure and content analysis techniques, drawing on 36 national and international journal articles published in 2020–2025 relevant to educational supervision and school quality management. The synthesis results indicate that educational supervision plays a significant role in improving teachers' pedagogical and professional competencies through collaborative coaching, strengthening data-based decision-making, and integrating a continuous improvement cycle within the Total Quality Management framework. Effective supervision is constructive, evidence-based, and integrated into the school quality management system, thereby driving the quality system to build an adaptive and sustainable quality culture. These findings emphasize that supervision is not only a monitoring mechanism but also a strategic instrument for strengthening the school quality system as a whole. 
Implementasi pendidikan berbasis luaran untuk meningkatkan kompetensi pedagogik mahasiswa PGMI Armiya Sayidatun Nafi'ah; Sukiman Sukiman
Curricula: Journal of Curriculum Development Vol. 5 No. 3 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i3.738

Abstract

Outcome-Based Education (OBE) has become an important approach in higher education to produce graduates with measurable competencies through student-centered learning. However, studies examining its implementation in improving the pedagogical competence of prospective elementary Islamic school teachers remain limited, particularly in private Islamic higher education institutions. This study aimed to analyze the implementation of the OBE curriculum in improving the pedagogical competence of students in the Primary School Teacher Education (PGMI) Program at IAI Khozinatul 'Ulum Blora. A qualitative case study was employed using observations, interviews, and document analysis. Data were analyzed through data reduction, data display, and conclusion drawing, while source and technique triangulation ensured the credibility of the data. The findings revealed that OBE implementation strengthened students' pedagogical competence through outcome-based instructional planning, student-centered learning, and authentic assessment, enabling students to develop competencies in lesson planning, classroom management, assessment, and understanding student characteristics. The study concludes that successful OBE implementation depends not only on achieving learning outcomes administratively but also on providing authentic learning experiences that foster prospective teachers' pedagogical competence.

Page 26 of 27 | Total Record : 264

 23   24   25   26   27 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 3 (2026): Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development Vol. 5 No. 1 (2026): Curricula: Journal of Curriculum Development Vol. 4 No. 2 (2025): Curricula: Journal of Curriculum Development Vol. 4 No. 1 (2025): Curricula: Journal of Curriculum Development Vol. 3 No. 2 (2024): Curricula: Journal of Curriculum Development Vol. 3 No. 1 (2024): Curricula: Journal of Curriculum Development Vol. 2 No. 2 (2023): Curricula: Journal of Curriculum Development Vol. 2 No. 1 (2023): Curricula: Journal of Curriculum Development Vol. 1 No. 2 (2022): Curricula: Journal of Curriculum Development Vol. 1 No. 1 (2022): Curricula: Journal of Curriculum Development More Issue