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Angga Hadiapurwa
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curricula@upi.edu
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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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Dampak pendidikan berbasis kompetensi terhadap peningkatan kognitif dan keterampilan klinis pada mahasiswa kebidanan Annisa Karima Harda; Josi Noviani; Cindy Maharani Putri; Ari Indra Susanti
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.v5i3.742

Abstract

Midwifery education is increasingly shifting toward the implementation of Competency-Based Education (CBE), a transformative approach aimed at producing graduates with robust clinical and cognitive competencies by emphasizing measurable outcomes across cognitive, psychomotor, and affective domains. Understanding how the CBE model is implemented and the outcomes it yields is crucial for informing curriculum design, faculty development, and institutional readiness. This article aims to evaluate the impact of CBE on enhancing the clinical skills and cognitive development of midwifery students. A literature search was conducted across PubMed, Google Scholar, Scopus, and ScienceDirect databases using Boolean operators for keywords related to CBE and midwifery education. Studies were selected using the PRISMA method based on specific inclusion criteria, resulting in the identification of 13 relevant studies published between 2021 and 2026. The analysis indicates that CBE significantly improves students' clinical procedural skills, critical thinking abilities, and decision-making capabilities. Simulation-based approaches, problem-based learning, and structured assessments proved effective in supporting competency attainment. However, implementation barriers—such as resource limitations, a lack of faculty training, and institutional resistance—remain prevalent, particularly in resource-limited settings. CBE contributes positively to the development of clinical and cognitive competencies among midwifery students. 
Strategi pembelajaran Pendidikan Agama Islam dan Budi Pekerti dalam implementasi Kurikulum Merdeka di sekolah dasar Tafsir Efendi; Zurifah Nurdin; Mindani Mindani
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.v5i2.749

Abstract

Pendidikan Agama Islam dan Budi Pekerti plays a crucial role in shaping the religious character of elementary school students, particularly in addressing the challenges posed by technological development and social change in the digital era. This study aims to analyze the learning strategies for Pendidikan Agama Islam dan Budi Pekerti in implementing the Kurikulum Merdeka in elementary schools in Ulu Musi District, Empat Lawang Regency, including the supporting and inhibiting factors. This study used a descriptive qualitative approach, employing observation, interviews, and documentation as data collection techniques. The research subjects consisted of principals and Pendidikan Agama Islam dan Budi Pekerti teachers in several elementary schools in Ulu Musi District. The results showed that the learning strategies were implemented through the development of teaching modules, grouping students by learning ability, and using diagnostic, formative, and summative assessments. Supporting factors for implementation include teacher readiness, school support, parental involvement, and the availability of facilities and infrastructure. Meanwhile, inhibiting factors include limited facilities, lack of teacher training, and limited internet access and learning resources. This study shows that the successful implementation of the Kurikulum Merdeka requires collaboration between schools, teachers, parents, and the government.
Evaluasi pendidikan staf dan kepemimpinan kepolisian tingkat pertama di Indonesia menggunakan model Kirkpatrick Eko Wirawan; Nurhattati Fuad; Matin Matin
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.v5i3.753

Abstract

Police leadership education is a substantial investment, yet its effectiveness is seldom evaluated beyond participant satisfaction, and evidence on tiered police managerial education remains scarce. This study evaluates Indonesia's First-Level Staff and Leadership School (Sespimma) using Kirkpatrick's four-level model, aiming to assess reaction, learning, behavior, and results, and to identify the factors that enable and hinder the application of the education. It adopts a qualitative, multi-source case study. An in-depth interview with an alumnus, together with observation and performance documents (LAKIP and IKU), was coded thematically in ATLAS.ti 24 using deductive and inductive coding; open-ended questionnaire responses from sixteen alumni and two supervisors were analyzed as summarized themes, while closed Likert items were reported descriptively as supplementary context. The analysis produced twenty-seven codes across the four levels plus enabling and hindering factors and recommendations. Findings show a positive reaction; gains in management knowledge and in leadership, communication, and problem-solving skills; transfer of learning into more systematic managerial practice; and organizational benefits perceived by supervisors, while subordinate readiness and organizational culture condition transfer.
Analisis sikap murid terhadap penghormatan atas perbedaan dalam Pendidikan Kewarganegaraan Sendi Fauzi Giwangsa; Zulhijjah Febriani Sitepu; Shindy Khalia; Dyna Hardyanti Sutrisno; Keisha Aulia Fadhalah
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.v5i3.764

Abstract

Respect for differences is an essential character value that supports inclusive social interactions among elementary school students. However, limited evidence is available regarding how this value is developed through Civic Education learning in elementary schools. This study aims to analyze students' attitudes toward respecting differences in Civic Education learning at SD 2 Mekarmukti and identify the supporting and hindering factors in its development. This study employed a qualitative descriptive approach and collected data through observation, interviews, and documentation involving fourth-grade students and their classroom teacher. Data were analyzed using Miles and Huberman's interactive model, while triangulation ensured the trustworthiness of the findings. The findings show that students demonstrated positive attitudes toward respecting differences by accepting diversity, respecting peers from different backgrounds, and resolving conflicts through discussion and compromise. Teachers promoted tolerance through contextual learning, a democratic classroom approach, and role-playing activities, although limited instructional time and peer influence remained challenges. The findings highlight the importance of teachers' pedagogical competence, awareness of students' social context, and collaboration with families in strengthening tolerance education. 

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