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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 280 Documents
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Kajian struktural dan semiotika Carita Pantun Panggung Karaton dalam pendidikan karakter Candriyani Utami Dewi; Kuswara Kuswara; Ece Sukmana
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.v5i3.807

Abstract

Carita Pantun Panggung Karaton is a Sundanese oral literature rich in philosophical values and character education, yet it remains relatively unknown to the younger generation. This study aims to describe the story structure, Sundanese philosophical-cosmological aspects, semiotic meanings, and its relevance as character education material in secondary schools. This research was conducted due to the lack of studies on Ki Ence's transcription text and the urgent need to revitalize local wisdom to address moral crises among youth. The method used is descriptive qualitative. Data were analyzed using Nurgiyantoro's fiction structure theory, Jakob Sumardjo's Tritangtu cosmology, Roland Barthes' semiotics on the rajah sections, and the Gapura Pancawaluya ethnopedagogical framework. The results indicate that the story possesses a coherent structure with a circular plot (simpay) centered on the pursuit of life perfection. Cosmological analysis reveals Buana Panca Tengah as the dominant space for self-maturation. Semiotic analysis of 18 rajah units uncovers denotative, connotative, and mythical meanings representing the acculturation of Tauhid with Sundanese cosmology. These findings integrate into the five Pancawaluya pillars (cageur, bageur, bener, pinter, singer) as local wisdom-based character education material.
Adaptasi pembelajaran multisensori untuk siswa prasekolah tunanetra total di SLBN A Citeureup Agus Irawan Sensus; Prinanda Gustarina Ridwan; Jihan Fikriyah
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.v5i3.809

Abstract

Preschool children with total blindness require adaptive learning approaches that optimize nonvisual sensory modalities to compensate for limited visual access. Although multisensory learning is widely recommended in special education, empirical research on its implementation among young children with total blindness remains limited. This study describes multisensory learning adaptation for preschool children with total blindness at SLBN A Citeureup Cimahi, focusing on learner characteristics, instructional adaptation, teacher roles, the learning environment, and implementation challenges. Using a qualitative instrumental case study design, data were collected through classroom observations, an in-depth teacher interview, and document analysis, then analyzed thematically. Findings show that integrating tactile, auditory, and kinesthetic stimulation was the primary approach supporting concept development, engagement, and independence, with the teacher acting as a sensory mediator through concrete materials and a structured environment. This study affirms multisensory learning as a primary, not merely supplementary, instructional approach for early childhood education of children with total blindness.
Kebutuhan komunikasi anak-anak tunarungu dalam lingkungan sosial: Perspektif individu dengan pendengaran normal. Prinanda Gustarina Ridwan; Tati Hernawati; Ana Fatimatuzzahra; Aini Qurotullain; Zulfa Rahmah Effendi; Reighina Faridah Solihah; Sarmita Anatasya; Shofiyyah Ilma Nafisah Sakha
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.v5i3.828

Abstract

Communication is a fundamental need that shapes children's cognitive, social, and academic development, yet deaf children often face communication barriers because most interactions in their environment rely on spoken language. These barriers depend not only on the child's abilities but also on the readiness of the hearing individuals around them, including parents, teachers, and community members. Communication support for deaf children has commonly been designed around the child alone, with limited attention to the communication needs of the hearing environment. This study aimed to identify sign language communication needs within deaf children's social environments from the perspective of hearing individuals to inform the development of more inclusive communication support. The study used a qualitative needs-assessment design and involved parents, teachers, special education students, and community members selected through purposive sampling. Data were collected through in-depth interviews, focus group discussions, and observations, then analyzed thematically with triangulation. The findings show that communication barriers arise from the interaction between children's communication characteristics and environmental readiness, and identify five interrelated needs: sign language proficiency, visual communication elements, visual media, adaptive strategies, and broader environmental support.
Praktik dan tantangan perencanaan pembelajaran di kalangan guru Somalia: Studi berbasis ADDIE Abdiladif Aliahmed; Wahyudin Wahyudin
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.v5i3.843

Abstract

Instructional planning is fundamental to effective teaching, yet empirical evidence from post-conflict, resource-constrained settings remains scarce. This study examined Somali teachers' ADDIE-based instructional planning practices, their perceptions of how structured planning supports teaching, and the challenges of implementation. A descriptive quantitative cross-sectional survey was conducted in May 2026 with 45 primary and secondary school teachers in Mogadishu, Somalia, selected through purposive sampling. Data were collected using a structured 15-item four-point Likert questionnaire reviewed by three academic experts and analyzed using descriptive statistics. Findings showed that teachers reported generally strong instructional planning across all five ADDIE stages, with implementation and evaluation rated higher than analysis and development. Teachers also perceived structured planning as supporting teaching practices, particularly teacher professionalism, pedagogical coherence, and instructional consistency. Primary challenges included limited professional development opportunities, technology-integration difficulties, large class sizes, insufficient preparation time, and restricted instructional resources. These perception-based findings highlight the importance of context-responsive professional development and institutional support to strengthen instructional planning competencies in resource-constrained educational settings.
Vocational Career Table (VCT): Model bimbingan adaptabilitas karier berbasis Ikigai untuk Sekolah Menengah Kejuruan Rudi Haryadi; Muktiarni Muktiarni; Muh. Abdul Latif
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.v5i3.844

Abstract

This study develops a career adaptability guidance model, the Vocational Career Table (VCT), for Vocational High School (SMK) students to support meaningful career success in the future. This study is motivated by the high unemployment rate of vocational high school graduates in Indonesia in August 2025, which reached 8.63%, far exceeding the national average of 4.85%. The method used is Design-Based Research (DBR) with a mixed-methods approach through six iterative phases. The needs analysis combines a bibliometric study of 727 Scopus articles, a PRISMA systematic review of 80 studies, a survey of 406 teachers, and focus group discussions with 25 stakeholders. The design phase integrates career construction theory with the concept of ikigai, resulting in 20 guidance activities in seven competency clusters divided into five stages: Touch, Actualization, Build, Level Up, and Encourage. Public testing of 1,798 students and 27 counselors across 57 schools demonstrated that the career adaptability component was met, with priority given to improving career confidence and recognizing certified competencies. The final model, consisting of 96 hours of instruction over six semesters, has been validated by experts and proven suitable for implementation in vocational education.
Usability and user experience evaluation of Wayground for self-regulated learning Nadia Eka Oktaviani; Suprih Widodo
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.v5i3.845

Abstract

The increasing use of digital learning applications in Indonesian high schools raises questions about whether these applications truly support students' independence in learning. This study aims to evaluate the usability and user experience of the Wayground application among high school students, and to examine the relationship between usability and user experience and their self-regulated learning. This evaluation is important because previous studies generally evaluate usability and user experience separately, leaving little research on their role together in supporting learning independence. This study is descriptive and evaluative, using a quantitative approach; data were collected from 55 active Wayground users at Al-Muhajirin Fullday High School via a questionnaire that combined the System Usability Scale and the HEART Framework, covering happiness, engagement, adoption, retention, and task success. The results showed a marginally low SUS score, a D grade, and 12.18 points below the industry average. The user experience score was considered good but at the lower end, with engagement and task success the lowest. This pattern indicates that usability constraints have the greatest impact on self-regulated use, potentially hindering students' independence in learning. This study recommends incremental improvements to Wayground's navigation, system feedback, gamification, and onboarding process.    Abstrak Meningkatnya penggunaan aplikasi pembelajaran digital di sekolah menengah atas di Indonesia memunculkan pertanyaan tentang apakah aplikasi tersebut benar-benar mendukung kemandirian belajar murid. Penelitian ini bertujuan untuk mengevaluasi usability dan menganalisis user experience aplikasi Wayground pada murid SMA, serta mengkaji keterkaitan keduanya dengan self-regulated learning murid. Evaluasi ini penting dilakukan karena kajian terdahulu umumnya mengevaluasi usability dan user experience secara terpisah, sehingga peran keduanya secara bersama-sama dalam mendukung kemandirian belajar belum banyak dikaji. Penelitian ini bersifat deskriptif evaluatif dengan pendekatan kuantitatif; data dikumpulkan dari 55 murid pengguna aktif Wayground di SMA Fullday Al-Muhajirin melalui kuesioner yang menggabungkan System Usability Scale dan HEART Framework, meliputi happiness, engagement, adoption, retention, dan task success. Hasil menunjukkan skor SUS termasuk kategori marginal low dengan grade D, yang berada 12,18 poin di bawah ambang rata-rata industri. Skor user experience tergolong baik, namun berada pada batas bawah, dengan engagement dan task success sebagai capaian terendah. Pola tersebut menunjukkan bahwa kendala usability paling memengaruhi penggunaan mandiri, yang berpotensi menghambat kemandirian belajar murid. Penelitian ini merekomendasikan perbaikan bertahap pada navigasi, umpan balik sistem, gamifikasi, serta proses onboarding Wayground. Kata Kunci: kerangka HEART; pengalaman pengguna; self-regulated learning; system usability scale
Proyek E-Modul AR berbasis kearifan lokal untuk pembelajaran IPS di sekolah dasar Iip Miftahudin; Yayat Hidayat; Yuyun Dwi Haryanti
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.v5i3.849

Abstract

Fifth-grade students' creative thinking skills in social studies learning remain low due to the dominance of conventional, teacher-centered methods and the lack of technology-based, contextual teaching materials. This study aims to develop and evaluate a local wisdom-based Augmented Reality (AR) Project E-Module for fifth-grade social studies learning, including its feasibility, practicality, and effectiveness in improving students' creative thinking skills. Initial observation data showed an average student creative thinking score of 68, below the minimum competency standard of 75, confirming the urgency of this development. This study used a quasi-experimental design involving 80 fifth-grade students: 40 students of SD IT Tazkia Insani as the experimental class and 40 students of SD IT Mutiara Hati as the control class. Creative thinking skills were measured using an essay test based on indicators of fluency, flexibility, originality, and elaboration. Expert validation on the material, media, and language aspects stated that the e-module was highly valid. Practicality tests at the individual, small-group, and large-group stages all resulted in a very practical category. E-modules have proven effective in significantly improving students' creative thinking skills, with the experimental class outperforming the control class. E-modules are valid, highly practical, and effective for social studies learning in elementary schools.
Pemberdayaan digital, kompetensi digital guru, dan tata kelola pendidikan adaptif di Sekolah Menengah Kejuruan. Pepi Januar Pelita; Ana Ratnasari; Resya Fakhrunnisa
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.v5i3.851

Abstract

Digital transformation has become a strategic plan in the development of 21st-century education. This study aims to analyze the influence of digital empowerment on teachers' digital pedagogical competence and the effectiveness of adaptive educational governance, and to examine the role of teachers' digital pedagogical competence as a mediating variable in this relationship. This study uses a quantitative approach with a survey design. Data were collected through an online questionnaire distributed to Vocational High School (Sekolah Menengah Kejuruan/SMK) teachers. A total of 46 respondents who met the research criteria were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The results show that digital empowerment has a positive and significant effect on teachers' digital pedagogical competence and the effectiveness of adaptive educational governance. Teachers' digital pedagogical competence is also shown to have a positive and significant effect on the effectiveness of adaptive educational governance. It partially mediates the effect of digital empowerment on that effectiveness. The research model has strong predictive ability on teachers' digital pedagogical competence and the effectiveness of adaptive educational governance.
Perancangan kurikulum Demand-driven untuk program penerjemahan dan interpretasi: Bukti dari Botswana Kagiso Jacob Sello; Dumelang Thomas-Kereeditse
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.v5i3.874

Abstract

This study examines whether student demand can support developing a Master of Arts in Translation and Interpreting (MATI) at the University of Botswana. Using a demand-driven approach, it explores students’ perceptions, enrolment intentions, employability expectations, and program preferences. A descriptive survey was conducted with 80 students from multiple faculties using a structured questionnaire. Findings indicate strong demand for the proposed program: over 90% of respondents recognized the need for professional translation and interpreting training in Botswana, and 68.8% expressed willingness to enroll. Participants perceived translation and interpreting qualifications as valuable for employment, particularly in education, government, healthcare, business, tourism, and media. Participants preferred blended and face-to-face delivery modes, along with flexible scheduling, although they identified technological and internet-access challenges. Qualitative findings emphasized the importance of experiential learning, technological competence, sector-specific specialization, African language integration, internships, and professional certification pathways. The findings strongly support introducing a MATI program at the University of Botswana and contribute to broader discussions on demand-driven curriculum development in multilingual developing-country contexts.
Kepemimpinan transformasional, motivasi guru, serta peningkatan dan pengalihan keterampilan sebagai penentu kompetensi guru abad ke-21. Welhelmina Welhelmina; Dedy Achmad Kurniady; Sururi Sururi; Taufani Chusnul Kurniatun
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.v5i3.877

Abstract

The integration of digital technology and artificial intelligence into the learning ecosystem has increased global demands for teacher competency. This study examines the simultaneous and partial effects of transformational leadership (X1), teacher motivation (X2), and upskilling and reskilling (X3) on 21st-century teacher competency (Y). This study was conducted because no empirical study has simultaneously tested these three variables in a single regression model among elementary and junior high school teachers in Indonesia. We used a quantitative explanatory correlational approach, collecting data from 238 teachers in West Java through a 40-item Likert-scale online questionnaire and analyzing them using multiple linear regression. All items were valid and highly reliable. The model explained 84.5% of the variance in teacher competency. Three predictors had a significant influence: 1) Transformational leadership; 2) Teacher motivation; and 3) Upskilling and reskilling. Upskilling and reskilling were the most dominant predictors, confirming that continuous skill development is the most direct path to developing 21st-century teacher competency. 

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