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Inovasi Kurikulum
Published by Himpunan Pengembang Kurikulum Indonesia
ISSN : 18296750     EISSN : 27981363     DOI : https://doi.org/10.64014/jik
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Inovasi Kurikulum journal (Jurnal Inovasi Kurikulum/JIK) is an open access and peer-reviewed journal published by Himpunan Pengembang Kurikulum Indonesia (HIPKIN) in collaboration with Curriculum Development Study Program, Faculty of Education, Universitas Pendidikan Indonesia. The journal includes particular interests in issues related to curriculum development, including curriculum design, implementation, evaluation, and learning development (resources, models, media, and assessment). Inovasi Kurikulum 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.
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Articles 537 Documents
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Development of IPAS worksheets using augmented reality to enhance critical thinking skills Asni Defita Sari Sianipar; Retno Dwi Suyanti; Waminton Rajagukguk
Inovasi Kurikulum Vol. 22 No. 3 (2025): Inovasi Kurikulum, August 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v22i3.47

Abstract

The use of innovative media, such as Augmented Reality (AR)-based Student Worksheets (LKPD), is a solution to improve the quality of 21st-century learning, especially in addressing the limitations of conventional media in elementary schools. AR technology enables the visualization of concepts contextually and interactively, promoting student engagement and developing critical thinking skills. This study aimed to develop an AR-based LKPD for the IPAS subject on the human digestive system for Grade 5 students. It employed a Research and Development (R&D) approach using the ADDIE model at UPT SD Negeri 067250 Medan. The subjects included Grade V students, classroom teachers, and three expert validators (subject matter, design, and language). Data were collected through expert validation sheets, practical questionnaires, observation, and documentation, and were analyzed using descriptive and quantitative techniques. Product trials were conducted in two stages: a small group (9 students) and a field trial (30 students). Validation and revision ensured the quality of content, design, language, and media display. The final product was tested for practicality and effectiveness in enhancing students’ critical thinking. The integration of AR in LKPD IPAS enhanced students’ critical thinking through interactive visuals, expert validation, and positive trial results. The developed AR-based LKPD proved to be valid, practical, effective, and aligned with the Kurikulum Merdeka and the contextual digital learning needs.   Abstrak Penggunaan media inovatif seperti LKPD berbasis Augmented Reality (AR) menjadi solusi untuk meningkatkan kualitas pembelajaran abad ke-21, terutama dalam mengatasi keterbatasan media konvensional di sekolah dasar. Teknologi AR memungkinkan visualisasi konsep secara kontekstual dan interaktif sehingga mendorong keterlibatan serta kemampuan berpikir kritis peserta didik. Penelitian ini bertujuan mengembangkan LKPD IPAS berbasis AR pada materi sistem pencernaan untuk peserta didik kelas V. Penelitian ini merupakan R&D dengan model ADDIE untuk mengembangkan LKPD berbasis AR di kelas V UPT SD Negeri 067250 Medan. Subjek meliputi peserta didik kelas V, guru kelas, dan tiga validator (ahli materi, desain, dan bahasa). Data dikumpulkan melalui validasi ahli, angket kepraktisan, observasi, dan dokumentasi, lalu dianalisis secara deskriptif kuantitatif. Uji coba dilakukan dalam dua tahap: kelompok kecil (9 peserta didik) dan lapangan (30 peserta didik). Validasi dan revisi dilakukan untuk memastikan kelayakan isi, desain, bahasa, dan tampilan media. Produk akhir diuji untuk menilai kepraktisan dan efektivitasnya dalam meningkatkan kemampuan berpikir kritis peserta didik. Integrasi teknologi AR dalam LKPD IPAS meningkatkan kemampuan berpikir kritis peserta didik melalui penyajian visual interaktif, validasi ahli, serta uji kepraktisan dan efektivitas dengan hasil positif. Pengembangan LKPD IPAS berbasis AR terbukti valid, praktis, dan efektif serta sesuai dengan Kurikulum Merdeka dan kebutuhan pembelajaran digital kontekstual. Kata Kunci: Assemblr Edu; augmented reality; berpikir kritis; IPAS
The effect of SDL and creative thinking on learning outcomes in Pancasila education material Delisma Siregar; Anita Yus; Daulat Saragi
Inovasi Kurikulum Vol. 22 No. 3 (2025): Inovasi Kurikulum, August 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v22i3.48

Abstract

This study is motivated by the importance of improving students’ learning outcomes in Pancasila Education at the elementary school level. The purpose of this research is to examine the effect of the Self-Directed Learning model on students’ learning outcomes, as well as the interaction between the learning model and creative thinking skills on learning outcomes. This research employed a quantitative method with a quasi-experimental design. The sample was selected using total sampling, where class IVA served as the experimental group applying the Self-Directed Learning model, and class IVB as the control group using the Direct Instruction model. Research instruments included tests and questionnaires to measure learning outcomes and creative thinking skills. The results of the ANOVA analysis indicated that the Self-Directed Learning model had a significant effect on improving students’ learning outcomes. Additionally, the interaction between the learning model and creative thinking skills also had a significant impact on learning outcomes. These findings demonstrate that the Self-Directed Learning model is effective in enhancing students’ learning outcomes in Pancasila Education.   Abstrak Penelitian ini dilatarbelakangi oleh pentingnya peningkatan hasil belajar peserta didik pada materi Pendidikan Pancasila di sekolah dasar. Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran Self-Directed Learning terhadap hasil belajar peserta didik, serta interaksi antara model pembelajaran dan kemampuan berpikir kreatif terhadap hasil belajar. Penelitian ini menggunakan metode kuantitatif dengan desain quasi eksperimen. Sampel diambil secara total sampling, di mana kelas IVA sebagai kelas eksperimen menerapkan model Self-Directed Learning dan kelas IVB sebagai kelas kontrol menggunakan model Direct Instruction. Instrumen penelitian berupa tes dan angket digunakan untuk mengukur hasil belajar dan kemampuan berpikir kreatif peserta didik. Hasil analisis ANAVA menunjukkan bahwa model Self-Directed Learning berpengaruh signifikan terhadap peningkatan hasil belajar peserta didik. Selain itu, kemampuan berpikir kreatif dan interaksi antara model pembelajaran dengan kemampuan berpikir kreatif juga memberikan pengaruh signifikan terhadap hasil belajar. Temuan ini menunjukkan bahwa model Self-Directed Learning efektif dalam meningkatkan hasil belajar peserta didik pada materi Pendidikan Pancasila. Kata Kunci: berpikir kreatif; hasil belajar; self-directed learning
Development of DINA character-based materials to improve Pancasila learning outcomes Susanna Br. Ginting; Reh Bungana Br. Perangin-angin; Wildansyah Lubis
Inovasi Kurikulum Vol. 22 No. 3 (2025): Inovasi Kurikulum, August 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v22i3.49

Abstract

The low level of student engagement in learning and the dominant use of lecture and memorization methods, which are less effective in shaping students' understanding and character, are the background to this research. This research aims to develop DINA character-based Pancasila Education teaching materials in Christianity to improve the learning outcomes of second-grade elementary school students on the theme of environmental care. This research uses the Research and Development (RnD) method with a 4D development model approach, which consists of the stages of define, design, develop, and disseminate. Data collection instruments include observation, interviews, tests, and validation questionnaires, which are developed by experts, comprising design experts, linguists, and material experts. The validation results indicate that the developed teaching materials are highly suitable for use in learning, as they meet the eligibility criteria from various aspects. The practicality of the teaching materials is also evident through positive responses from students and teachers, who find the materials interesting, easy to use, and relevant to everyday life. The effectiveness of the teaching materials is demonstrated by an increase in students' ability to understand the material, as well as positive changes in their attitudes and behaviors regarding environmental care that align with DINA character values, such as responsibility, simplicity, and sincerity. Learning becomes more enjoyable and contextual through the integration of visuals, stories, and exploratory activities. This study recommends that the development of character-based teaching materials, such as DINA, be continued and implemented in other subjects to strengthen character education from an early age.   Abstrak Rendahnya keterlibatan peserta didik dalam pembelajaran serta dominannya penggunaan metode ceramah dan hafalan yang kurang efektif dalam membentuk pemahaman dan karakter peserta didik menjadi latar belakang dilakukannya penelitian ini. Penelitian ini bertujuan untuk mengembangkan bahan ajar Pendidikan Pancasila berbasis karakter DINA dalam Katolik guna meningkatkan hasil belajar peserta didik kelas II SD pada tema peduli lingkungan. Penelitian ini menggunakan metode Research and Development (RnD) dengan pendekatan model pengembangan 4D, yang terdiri dari tahapan define, design, develop, dan disseminate. Instrumen pengumpulan data mencakup observasi, wawancara, tes, serta angket validasi oleh para ahli yang terdiri atas ahli desain, ahli bahasa, dan ahli materi. Hasil validasi menunjukkan bahwa bahan ajar yang dikembangkan sangat layak digunakan dalam pembelajaran karena memenuhi kriteria kelayakan dari berbagai aspek. Kepraktisan bahan ajar juga diperoleh melalui tanggapan positif peserta didik dan guru yang menilai bahan ajar menarik, mudah digunakan, serta relevan dengan kehidupan sehari-hari. Efektivitas bahan ajar ditunjukkan melalui peningkatan kemampuan peserta didik dalam memahami materi, serta adanya perubahan positif dalam sikap dan perilaku peduli lingkungan yang sejalan dengan nilai-nilai karakter DINA seperti tanggung jawab, kesederhanaan, dan ketulusan. Pembelajaran menjadi lebih menyenangkan dan kontekstual melalui integrasi visual, cerita, dan aktivitas eksploratif. Penelitian ini merekomendasikan agar pengembangan bahan ajar berbasis karakter seperti DINA terus dilakukan dan diterapkan dalam mata pelajaran lain untuk memperkuat pendidikan karakter sejak dini. Kata Kunci: bahan ajar; hasil belajar; karakter DINA; peduli lingkungan; pendidikan Pancasila
Development of storytelling media to increase Civic education interest in elementary students Maulidya Hasanah Damanik; Reh Bungana Br Perangin-angin; Yakobus Ndona; Sri Yunita
Inovasi Kurikulum Vol. 22 No. 3 (2025): Inovasi Kurikulum, August 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v22i3.50

Abstract

Students' interest in learning about Pancasila Education remains low due to the abstract nature of the materials and a lack of engaging, contextual media. Meanwhile, the analysis revealed that students require learning tools that foster active engagement, relate to real-life experiences, and support concrete understanding of values. The Merdeka Curriculum encourages learning through narratives and experiential activities. This study aimed to develop a valid, practical, and effective digital interactive storytelling-based media to enhance the learning interest of fourth-grade students at SD Negeri 050690 Sawit Seberang. The research employed the Research and Development method, utilizing the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The product was created using Canva and validated by experts in content, media, and language. The results indicated a validity score of 93% and a practicality score of 92%. Learning outcomes showed an average posttest improvement of 27 points compared to the pretest. The media connects Pancasila values to meaningful stories and visual narratives, thereby supporting both emotional and cognitive engagement. The primary contribution of this study lies in providing adaptive and curriculum-relevant learning media that support character education and student motivation in elementary schools.   Abstrak Minat belajar peserta didik terhadap Pendidikan Pancasila masih tergolong rendah karena penyajian materi yang bersifat abstrak, tidak kontekstual, dan belum didukung oleh media yang interaktif. Sedangkan hasil analisis menunjukkan bahwa peserta didik membutuhkan media pembelajaran yang memfasilitasi keterlibatan aktif, pemahaman nilai secara konkret, serta relevansi dengan kehidupan sehari-hari. Kurikulum Merdeka pun mendorong pembelajaran berbasis narasi dan pengalaman personal. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan media digital interaktif berbasis storytelling yang valid, praktis, dan efektif untuk meningkatkan minat belajar peserta didik kelas IV SD Negeri 050690 Sawit Seberang. Penelitian menggunakan metode Research and Development dengan model ADDIE yang mencakup lima tahap, yaitu analisis, desain, pengembangan, implementasi, dan evaluasi. Produk dikembangkan melalui Canva, divalidasi oleh ahli materi, media, dan bahasa. Hasil validasi menunjukkan kelayakan media sebesar 93% dan kepraktisan sebesar 92%. Penggunaan media dalam pembelajaran menghasilkan peningkatan skor posttest rata-rata sebesar 27 poin dari pretest awal. Media ini menghubungkan materi nilai-nilai Pancasila dengan alur cerita yang bermakna dan visualisasi menarik sehingga mendorong keterlibatan peserta didik secara emosional dan kognitif. Penelitian ini menghasilkan kontribusi konkret berupa media pembelajaran yang adaptif terhadap karakteristik peserta didik dan relevan dengan kebutuhan kurikulum, sehingga mampu memperkuat pembelajaran karakter di sekolah dasar. Kata Kunci: media digital; minat belajar; pendidikan Pancasila; storytelling interaktif
Developing interactive SAC-based media to enhance elementary IPAS learning Rosida Minta Ito Pasaribu; Samsidar Tanjung; Yusnadi Yusnadi
Inovasi Kurikulum Vol. 22 No. 4 (2025): Inovasi Kurikulum, November 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v22i4.51

Abstract

This research was conducted based on a needs analysis regarding interactive digital learning media to improve student learning outcomes in the IPAS subject. Teachers still predominantly use conventional methods and limited media, resulting in low student motivation and difficulty in understanding the material in depth. The low learning outcomes of students in the IPAS subject at SD Negeri 0401 Pasar Ujung Batu are caused by the minimal use of interactive learning media. The purpose of this study is to develop, test the feasibility, and examine the effectiveness of interactive learning media based on Smart Apps Creator (SAC) in improving the IPAS learning outcomes of fourth-grade elementary school students. The rationale for conducting this research lies in the demand for digital learning media that can enhance students’ motivation, engagement, and comprehension of the learning material, particularly within the framework of the Merdeka Curriculum, which emphasizes more contextual and enjoyable learning. The method employed was Research and Development (RnD) using the Four-D model (Define, Design, Develop, Disseminate). The findings revealed that the developed media was deemed feasible by experts, highly practical by teachers and students, and effective in improving learning outcomes with a medium level of improvement. These results indicate that SAC-based interactive media can serve as a relevant and innovative learning solution in the digital era.   Abstrak Penelitian ini dilakukan berdasarkan hasil analisis kebutuhan akan media pembelajaran digital yang interaktif untuk meningkatkan hasil belajar peserta didik dalam mata pelajaran IPAS. Guru masih dominan menggunakan metode konvensional dan media yang terbatas, sehingga peserta didik kurang termotivasi dan sulit memahami materi secara mendalam. Rendahnya hasil belajar peserta didik pada mata pelajaran IPAS di SD Negeri 0401 Pasar Ujung Batu yang disebabkan oleh minimnya penggunaan media pembelajaran interaktif. Tujuan dari penelitian ini adalah untuk mengembangkan dan menguji kelayakan serta efektivitas media pembelajaran interaktif berbasis Smart Apps Creator (SAC) dalam meningkatkan hasil belajar IPAS peserta didik kelas IV SD. Alasan dilakukannya penelitian ini adalah karena kebutuhan akan media pembelajaran digital yang mampu meningkatkan motivasi, keterlibatan, dan pemahaman peserta didik terhadap materi pembelajaran, khususnya pada Kurikulum Merdeka yang menuntut pembelajaran lebih kontekstual dan menyenangkan. Metode yang digunakan adalah penelitian pengembangan (Research and Development) dengan model Four-D (Define, Design, Develop, Disseminate). Hasil penelitian menunjukkan bahwa media yang dikembangkan dinyatakan layak oleh ahli, sangat praktis oleh guru dan peserta didik, serta efektif meningkatkan hasil belajar dengan kategori peningkatan sedang. Temuan ini menunjukkan bahwa media interaktif berbasis SAC dapat menjadi solusi pembelajaran yang relevan dan inovatif di era digital. Kata Kunci: media belajar digital; media interaktif; SAC; Smart Apps Creator
Analysis of elementary teachers’ challenges in implementing Kurikulum Merdeka in social studies Rosvilani Saragih; Restu Restu; Mulyono Mulyono
Inovasi Kurikulum Vol. 22 No. 4 (2025): Inovasi Kurikulum, November 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v22i3.52

Abstract

The implementation of the Kurikulum Merdeka in elementary schools requires teachers to have innovation and adaptation competencies, particularly in social studies learning. It emphasizes student-centered learning and allows teachers the freedom to choose learning methods and media. However, during its implementation, teachers face various challenges that need to be identified in order to improve the quality of learning. This study aims to describe the problems faced by teachers in implementing the Kurikulum Merdeka in social studies learning and examine the role of supervision at Gugus Dua Bintang Bayu Elementary School. The method used is a descriptive qualitative approach, with data collected through interviews, observations, questionnaires, and documentation involving teachers and the principal. The results indicate that the main challenges for teachers include low competency in learning innovation, limited understanding of the curriculum, lack of technology as a learning medium, difficulties in developing learning tools such as lesson plans and modules, and inadequate facilities and learning resources. Existing supervision is more administrative in nature and lacks ongoing practical guidance. These findings emphasize the importance of increasing teacher capacity and strengthening supervision for effective implementation of the Kurikulum Merdeka.   Abstrak Penerapan Kurikulum Merdeka di sekolah dasar yang menuntut guru memiliki kompetensi inovasi dan adaptasi, khususnya dalam pembelajaran IPS menekankan pembelajaran berpusat pada murid dan memberi kebebasan pada guru dalam memilih metode dan media pembelajaran. Namun, pada pelaksanaannya guru dihadapi dengan berbagai tantangan yang perlu diidentifikasi untuk meningkatkan kualitas pembelajaran. Penelitian ini bertujuan mendeskripsikan masalah yang dihadapi guru dalam implementasi Kurikulum Merdeka pada pembelajaran IPS serta mengkaji peran supervisi di SD Gugus Dua Bintang Bayu. Metode yang digunakan adalah deskriptif kualitatif dengan pengumpulan data melalui wawancara, observasi, angket, dan dokumentasi yang melibatkan guru dan kepala sekolah. Hasil menunjukkan bahwa tantangan utama guru meliputi rendahnya kompetensi inovasi pembelajaran, pemahaman kurikulum yang terbatas, kekurangan teknologi sebagai media pembelajaran, kesulitan dalam menyusun perangkat pembelajaran seperti RPP dan modul, serta fasilitas dan sumber belajar yang kurang memadai. Supervisi yang ada lebih bersifat administratif dan kurang memberikan bimbingan praktis berkelanjutan. Temuan ini menegaskan pentingnya peningkatan kapasitas guru dan penguatan supervisi agar implementasi Kurikulum Merdeka berjalan efektif. Kata Kunci: implementasi Kurikulum Merdeka; pembelajaran IPS; tantangan guru
Analysis of differentiated learning with problem-based learning model to improve learning activity Evi Ariyanti Marlina Sihombing; Dede Ruslan; Wildansyah Lubis
Inovasi Kurikulum Vol. 22 No. 3 (2025): Inovasi Kurikulum, August 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v22i3.53

Abstract

Elementary school learning often fails to optimally accommodate students’ learning styles, potentially hindering their participation and comprehension. This study aims to analyze the implementation of differentiated learning based on learning styles through the Problem-Based Learning (PBL) model to improve students’ learning activity in primary education. A descriptive qualitative approach was employed, involving a teacher and sixth-grade students from SDN 104246 Jati Baru as research subjects. Data were collected through observation, interviews, and documentation, and analyzed descriptively using data reduction, data display, and conclusion drawing. The findings indicate that implementing differentiated learning strategies with the PBL model enhances students’ active participation, confidence, and responsibility throughout the learning process. Student engagement increased when the instruction was tailored to their individual learning styles: visual, auditory, or kinesthetic. Furthermore, the teacher reported greater ease in managing the class fairly and adaptively. These results demonstrate that the integration of differentiated learning and the PBL model is not only theoretically relevant but also empirically effective in fostering inclusive and meaningful learning. The study recommends continuous teacher training in applying differentiation strategies and developing contextual, flexible instructional materials.   Abstrak Pembelajaran di tingkat sekolah dasar dengan gaya belajar peserta didik sering kali belum diakomodasi secara optimal, sehingga berpotensi menghambat partisipasi dan pemahaman mereka. Penelitian ini bertujuan untuk menganalisis penerapan pembelajaran berdiferensiasi berbasis gaya belajar dengan model Problem Based Learning (PBL) dalam meningkatkan aktivitas belajar peserta didik sekolah dasar. Pendekatan yang digunakan adalah kualitatif deskriptif dengan subjek penelitian terdiri dari guru dan peserta didik kelas VI SDN 104246 Jati Baru. Teknik pengumpulan data mencakup observasi, wawancara, dan dokumentasi, sedangkan analisis data dilakukan secara deskriptif melalui reduksi, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan strategi pembelajaran berdiferensiasi dengan model PBL mampu meningkatkan partisipasi aktif, rasa percaya diri, dan tanggung jawab peserta didik selama proses pembelajaran berlangsung. Peserta didik menunjukkan keterlibatan yang lebih tinggi ketika pembelajaran disesuaikan dengan gaya belajar mereka, baik visual, auditori, maupun kinestetik. Selain itu, guru juga merasakan kemudahan dalam mengelola kelas secara adil dan adaptif. Temuan ini menunjukkan bahwa integrasi pembelajaran berdiferensiasi dan model PBL tidak hanya relevan secara teoritis, tetapi juga efektif secara empiris dalam menciptakan pembelajaran yang inklusif dan bermakna. Penelitian ini merekomendasikan perlunya pelatihan guru dalam menerapkan strategi diferensiasi serta pengembangan perangkat ajar yang kontekstual dan fleksibel. Kata Kunci: aktivitas belajar; gaya belajar; pembelajaran berdiferensiasi; pembelajaran berbasis masalah
Challenges in the implementation of the local content curriculum in urban schools Kasman Kasman; Firdaus Firdaus
Inovasi Kurikulum Vol. 22 No. 3 (2025): Inovasi Kurikulum, August 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v22i3.54

Abstract

The Local Content Curriculum (LCC) plays a crucial role in strengthening cultural identity and enhancing the relevance of education in multicultural societies. However, its implementation in urban schools, particularly in Makassar City, faces significant challenges. This study aims to identify the main obstacles in LCC implementation, considering socio-cultural dynamics, resource availability, educational policies, and student perceptions. Using a qualitative approach with a case study design, data was gathered through semi-structured interviews with teachers, principals, and students, non-participant observations, and document analysis. Thematic analysis was applied to interpret the data. The findings reveal four key obstacles: misalignment between instructional content and students' diverse cultural backgrounds, limited resources and teacher training, a centralized curriculum policy, and students' perceptions of LCC as irrelevant to their academic futures. Based on these findings, the study recommends reformulating national education policies to provide more autonomy for schools in designing relevant local curricula. It also urges the government to offer ongoing, locally responsive teacher training and ensure the availability of contextual learning materials. At the implementation level, schools and teachers should adopt pedagogical strategies that link local content with students' social realities, fostering meaningful and empowering learning experiences.    Abstrak Kurikulum Muatan Lokal (KML) memiliki peran strategis dalam memperkuat identitas budaya dan meningkatkan relevansi pendidikan di masyarakat multikultural, namun pelaksanaannya di sekolah-sekolah perkotaan, seperti di Kota Makassar, masih menghadapi berbagai kendala yang kompleks. Penelitian ini bertujuan untuk mengidentifikasi hambatan utama dalam implementasi KML dari aspek sosial-budaya, sumber daya, kebijakan pendidikan, dan persepsi peserta didik. Menggunakan pendekatan kualitatif dengan desain studi kasus, data dikumpulkan melalui wawancara semi-terstruktur dengan guru, kepala sekolah, dan peserta didik, observasi non-partisipan, serta studi dokumen. Analisis data dilakukan secara tematik. Hasil penelitian menunjukkan empat kendala utama: ketidaksesuaian materi dengan latar belakang budaya peserta didik yang heterogen, keterbatasan sumber daya dan pelatihan guru, kebijakan kurikulum yang terlalu terpusat, serta persepsi peserta didik terhadap relevansi KML yang rendah. Berdasarkan temuan tersebut, rekomendasi kebijakan yang disarankan mencakup perlunya reformulasi kebijakan pendidikan nasional yang memberi ruang struktural dan otonomi lebih luas kepada sekolah dalam menyusun kurikulum lokal yang relevan. Pemerintah juga perlu menyediakan pelatihan guru yang berkelanjutan dan berbasis kebutuhan lokal, serta menjamin ketersediaan bahan ajar kontekstual. Di tingkat pelaksana, sekolah dan guru disarankan untuk menerapkan strategi pedagogis yang mengaitkan muatan lokal dengan realitas sosial peserta didik guna menciptakan pembelajaran yang bermakna dan berdaya guna. Kata Kunci: implementasi kurikulum; muatan lokal; sekolah perkotaan
Development of ICT-based interactive media using inquiry to improve mathematical communication Samsul Bahri; Kms Muhammad Amin Fauzi; Waminton Rajagukguk
Inovasi Kurikulum Vol. 23 No. 1 (2026): Inovasi Kurikulum, February 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v23i1.56

Abstract

Elementary school students' mathematical communication skills remain relatively low due to conventional instructional approaches and minimal use of technology-based interactive learning media. One-way explanations from teachers dominate the learning process, reducing students' ability to express mathematical ideas systematically in visual, symbolic, or written forms. This study aims to design and develop interactive learning media based on information and communication technology (ICT) using an inquiry learning model to improve students' mathematical communication skills. The inquiry model was chosen because it encourages exploration, active participation, and critical thinking. This study employs a Research and Development (RnD) approach using the ADDIE model, which comprises five stages: analysis, design, development, implementation, and evaluation. The research subjects included sixth-grade students, teachers, and material and media experts. Validity data were obtained from expert validation, practicality data from teacher and student questionnaires, and effectiveness data from pretest and posttest results. The results indicate that interactive learning media are highly valid, practical, and effective. This research suggests that the ADDIE-based development model can serve as a reference for designing adaptive, contextual, interactive media appropriate for the needs of elementary school students.   Abstrak Kemampuan komunikasi matematis murid sekolah dasar masih tergolong rendah akibat pendekatan pembelajaran konvensional serta minimnya pemanfaatan media pembelajaran interaktif berbasis teknologi. Proses pembelajaran yang didominasi oleh penjelasan satu arah dari guru menyebabkan murid kurang mampu mengungkapkan ide matematis dalam bentuk visual, simbolik, maupun tulisan secara sistematis. Penelitian ini bertujuan merancang dan mengembangkan media pembelajaran interaktif berbasis teknologi informasi dan komunikasi (TIK) menggunakan model pembelajaran inkuiri untuk meningkatkan kemampuan komunikasi matematis murid. Model inkuiri dipilih karena mendorong eksplorasi, partisipasi aktif, dan berpikir kritis. Penelitian ini menggunakan pendekatan Research and Development (RnD) dengan model pengembangan ADDIE. Penelitian ini berfokus pada tahap pengembangan dan implementasi. Subjek penelitian mencakup murid kelas VI, guru, serta ahli materi dan media. Data validitas diperoleh dari validasi ahli, data kepraktisan dari angket guru dan murid, serta efektivitas dari hasil pretest dan posttest. Hasil penelitian menunjukkan media pembelajaran interaktif sangat valid, praktis, dan efektif. Implikasi penelitian ini adalah model pengembangan berbasis ADDIE dapat menjadi acuan untuk merancang media interaktif adaptif, kontekstual, serta sesuai kebutuhan murid sekolah dasar. Kata Kunci: komunikasi matematika; media interaktif; pembelajaran inkuiri; TIK
School principal's strategy in shaping student character education in elementary school Wilda Silvia; Siti Quratul Ain
Inovasi Kurikulum Vol. 22 No. 4 (2025): Inovasi Kurikulum, November 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v22i3.57

Abstract

Character education is a fundamental aspect of the national education system, yet its implementation in elementary schools often faces serious challenges, including declining moral values, student discipline, and responsibility. This study aims to deeply analyze the principal's leadership strategies in shaping student character at SDN 011 Sorek 1, identify practical barriers in the field, and evaluate the contextual solutions applied. Employing a qualitative approach with a case study design, data were collected through semi-structured interviews, observations of school activities, and document analysis, then processed using the interactive model by Miles et al. The findings indicate that the principal implemented integrated strategies encompassing behavioral modeling of discipline, institutional planning within the vision and mission, habituation of daily routines, teacher competency training, and competition and recognition programs. Implementation obstacles included variations in student personalities, low responsibility for school facilities, and a lack of awareness of environmental cleanliness. These challenges were addressed through individualized guidance, strengthened teacher collaboration, and the internalization of a school culture rooted in religious values. This study concludes that the success of character education requires adaptive strategic leadership, consistent role-modeling by leaders, and active participation by the entire school community to create a moral environment conducive to student development.   Abstrak Pendidikan karakter merupakan aspek fundamental dalam sistem pendidikan nasional, namun realitas implementasinya di sekolah dasar sering menghadapi kendala serius terkait penurunan moralitas, kedisiplinan, dan tanggung jawab murid. Penelitian ini bertujuan untuk menganalisis secara mendalam strategi kepemimpinan kepala sekolah dalam membentuk karakter murid di SDN 011 Sorek 1, mengidentifikasi hambatan praktis di lapangan, serta mengevaluasi solusi kontekstual yang diterapkan. Menggunakan pendekatan kualitatif dengan desain studi kasus, data dikumpulkan melalui wawancara semi-terstruktur, observasi aktivitas sekolah, dan analisis dokumen, yang kemudian diolah menggunakan model interaktif Miles et al. Temuan penelitian menunjukkan bahwa kepala sekolah menerapkan strategi terintegrasi yang mencakup keteladanan perilaku disiplin, perencanaan institusional dalam visi-misi, pembiasaan rutinitas harian, pelatihan kompetensi guru, serta program kompetisi dan penghargaan. Kendala implementasi meliputi variasi kepribadian murid, rendahnya tanggung jawab terhadap fasilitas sekolah, dan kurangnya kesadaran kebersihan lingkungan. Tantangan ini diatasi melalui pendekatan bimbingan individual, penguatan kerjasama guru, dan internalisasi budaya sekolah berbasis nilai religius. Penelitian ini menyimpulkan bahwa keberhasilan pendidikan karakter memerlukan kepemimpinan strategis yang adaptif, konsistensi keteladanan pimpinan, serta partisipasi aktif seluruh warga sekolah untuk menciptakan lingkungan moral yang kondusif bagi perkembangan murid. Kata Kunci: kepala sekolah; pelatihan sikap; pendidikan karakter; strategi

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