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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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Boosting Islamic history learning through Digital Storytelling (DST) at MI Ziyadatul Ahsan Bekasi Sanusi Sanusi; Khasanah Khasanah; Pardan Prasetyo
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.v22i4.184

Abstract

This study was motivated by the limitations of conventional teacher-centered methods, which often lead to low student engagement and achievement in Islamic Cultural History (Sejarah Kebudayaan Islam or SKI) learning. The main objective was to compare the effectiveness of Digital Storytelling (DST) and conventional methods, examine the main effect of learning interest, and analyze their interaction in improving learning outcomes that encompass both cognitive and affective dimensions. This study employed a factorial experimental design with a pretest-posttest control group, involving forty-seven fourth-grade students who were divided into experimental and control groups. Data were collected through validated learning achievement tests and learning interest questionnaires, and analyzed using Two-Way ANOVA. The findings indicate that DST is significantly more effective in enhancing learning outcomes compared to conventional methods. Learning interest also showed a significant effect, with students demonstrating high interest achieving better results. Furthermore, a significant interaction was identified between instructional models and learning interest, suggesting that DST is most effective when combined with high learning interest, while still providing benefits for students with lower interest. These results highlight the role of DST as an innovative and inclusive pedagogical approach to strengthening SKI learning in the digital era.   Abstrak Penelitian ini dilatarbelakangi oleh keterbatasan metode konvensional yang berpusat pada guru, yang sering kali mengakibatkan rendahnya keterlibatan dan capaian belajar siswa dalam mata pelajaran Sejarah Kebudayaan Islam. Tujuan utama penelitian ini adalah membandingkan efektivitas metode Digital Storytelling (DST) dengan metode konvensional, menguji pengaruh utama minat belajar, serta menganalisis interaksi keduanya dalam meningkatkan hasil belajar yang mencakup aspek kognitif dan afektif. Penelitian ini menggunakan desain eksperimen faktorial dengan model pretest-posttest control group, yang melibatkan empat puluh tujuh siswa kelas IV yang terbagi ke dalam kelompok eksperimen dan kelompok kontrol. Data dikumpulkan melalui tes hasil belajar yang telah divalidasi serta kuesioner minat belajar, kemudian dianalisis menggunakan Two-Way ANOVA. Hasil penelitian menunjukkan bahwa metode DST secara signifikan lebih efektif dalam meningkatkan hasil belajar dibandingkan metode konvensional. Minat belajar juga terbukti memberikan pengaruh signifikan, di mana siswa dengan minat tinggi memperoleh capaian yang lebih baik. Selain itu, ditemukan adanya interaksi signifikan antara model pembelajaran dan minat belajar, yang menunjukkan bahwa DST paling optimal ketika dipadukan dengan minat belajar tinggi, namun tetap memberikan manfaat bagi siswa dengan minat rendah. Temuan ini menegaskan peran DST sebagai pendekatan pedagogis inovatif dan inklusif dalam memperkuat pembelajaran Sejarah Kebudayaan Islam di era digital. Kata Kunci: digital storytelling; hasil belajar; minat belajar; sejarah kebudayaan Islam
Transformation of Civics education through digital-interactive models: Strategies for strengthening students' civic responsibility Rika Sartika; Intan Indah Megasari
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.v22i4.187

Abstract

The development of digital technology has changed the paradigm of learning in higher education, including in Civic Education (PKn) courses. This transformation presents opportunities for pedagogical innovation and challenges in shaping students' civic character. This study aims to analyze the effectiveness of a digital-interactive PKn learning model in strengthening students' civic responsibility at the Indonesia University of Education and the Bandung Institute of Technology. Using an exploratory sequential mixed methods design, this study involved five qualitative informants (lecturers and students) and 53 quantitative respondents. The results show that the digital-interactive model increases participation in discussions, strengthens critical thinking skills, and fosters digital ethics and constitutional awareness. However, obstacles remain in lecturers' TPACK competence, infrastructure readiness, and students' perceptions of PKn as a general course. This study concludes that the digital-interactive model is effective in building civic responsibility when supported by lecturer training, adaptive curriculum, and equitable access to technology. Recommendations aim to strengthen institutional policies and develop open educational resources (OER) to realize transformative PKn learning in the digital era.   Abstrak Perkembangan teknologi digital telah mengubah paradigma pembelajaran di pendidikan tinggi, termasuk dalam mata kuliah Pendidikan Kewarganegaraan (PKn). Transformasi ini menghadirkan peluang inovasi pedagogis sekaligus tantangan dalam pembentukan karakter kewarganegaraan mahasiswa. Penelitian ini bertujuan untuk menganalisis efektivitas model pembelajaran PKn digital-interaktif dalam memperkuat civic responsibility mahasiswa di Universitas Pendidikan Indonesia dan Institut Teknologi Bandung. Menggunakan desain exploratory sequential mixed methods, penelitian ini melibatkan lima informan kualitatif (dosen dan mahasiswa) serta 53 responden kuantitatif. Hasil menunjukkan bahwa model digital-interaktif meningkatkan partisipasi diskusi, memperkuat kemampuan berpikir kritis, dan menumbuhkan etika digital serta kesadaran konstitusional. Namun, kendala masih ditemukan pada kompetensi TPACK dosen, kesiapan infrastruktur, dan persepsi mahasiswa terhadap PKn sebagai mata kuliah umum. Penelitian ini menyimpulkan bahwa model digital-interaktif efektif membangun tanggung jawab kewarganegaraan bila didukung pelatihan dosen, kurikulum adaptif, dan akses teknologi yang merata. Rekomendasi diarahkan pada penguatan kebijakan institusional dan pengembangan open educational resources (OER) untuk mewujudkan pembelajaran PKn yang transformatif di era digital. Kata Kunci: pendidikan kewarganegaraan; sumber belajar terbuka; tanggung jawab kewargaan; Technological Pedagogical Content Knowledge; TPACK
Strategies for improving teachers' pedagogical competence in Dinas Pendidikan Kota Palangka Raya Hapijah Hapijah; Siminto Siminto; Sapuadi Sapuadi
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.v22i4.188

Abstract

Improving teacher competence is a top priority for Dinas Pendidikan Kota Palangka Raya in creating human resources that are superior, professional, and adaptive to the times. This study aims to determine the strategies employed by Dinas Pendidikan Kota Palangka Raya to enhance teachers' pedagogical competence, encompassing the planning, implementation, monitoring, and evaluation stages. The research employed a qualitative approach, utilizing data collection techniques that included interviews, observation, and documentation. The research subjects consisted of the heads of the education and teaching staff sections, administrators, and staff in the field of personnel development and education data management. The study's results indicate that planning is conducted through the development of APBD-based training programs that encompass all levels of education. Implementation is realized through workshops, training, and the use of information technology in collaboration with universities and Google for Education. Monitoring and evaluation are conducted routinely through observation, performance assessments, and feedback from teachers. Obstacles such as time constraints and technological limitations of some teachers are overcome through online training and mentoring. This program has a positive impact on improving teacher professionalism and equalizing the quality of education in Palangka Raya City.   Abstrak Peningkatan kompetensi guru merupakan prioritas utama Dinas Pendidikan Kota Palangka Raya dalam menciptakan sumber daya manusia yang unggul, profesional, dan adaptif terhadap perkembangan zaman. Penelitian ini bertujuan untuk mengetahui strategi Dinas Pendidikan Kota Palangka Raya dalam meningkatkan kompetensi pedagogik guru yang mencakup tahap perencanaan, pelaksanaan, serta monitoring dan evaluasi. Metode penelitian menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi. Subjek penelitian terdiri atas kepala seksi pendidik dan tenaga kependidikan, pengelola, serta staf bidang pembinaan ketenagaan dan pengelolaan data kependidikan. Hasil penelitian menunjukkan bahwa perencanaan dilakukan melalui penyusunan program pelatihan berbasis APBD yang mencakup seluruh jenjang pendidikan. Pelaksanaan diwujudkan melalui workshop, pelatihan, dan pemanfaatan teknologi informasi bekerja sama dengan perguruan tinggi serta Google for Education. Monitoring dan evaluasi dilakukan secara rutin melalui observasi, penilaian kinerja, dan umpan balik dari guru. Hambatan seperti keterbatasan waktu dan kemampuan teknologi sebagian guru diatasi melalui pelatihan daring dan pendampingan. Program ini berdampak positif terhadap peningkatan profesionalisme guru dan pemerataan kualitas pendidikan di Kota Palangka Raya. Kata Kunci: evaluasi program pembelajaran; kompetensi guru; evaluasi program pembelajaran
The implementation of the communicative approach and project-based learning model to improve maharah al-kalam at MI Nurul Falah Yuliasari Yuliasari; Moch. Wahib Dariyadi; Laily Maziyah
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.v22i4.189

Abstract

Arabic language learning in Madrasah Ibtidaiyah (Islamic elementary schools) plays a crucial role in developing speaking skills (maharah al-kalam), which serve as a key indicator of successful oral communication. However, preliminary observations at MI Nurul Falah, Bangka Regency, revealed that students’ speaking proficiency remains low, characterized by limited vocabulary, pronunciation difficulties, and low motivation caused by monotonous conventional teaching methods. To address these issues, this study implemented the communicative approach (al-madkhal al-ittisholi) and Project-Based Learning (PjBL) model. This research aimed to enhance Arabic-language skills among MI students. The study employed a two-cycle Classroom Action Research (CAR) design, utilizing observation, documentation, and performance assessments of speaking skills. The findings demonstrated significant improvement, with the mean score increasing from a pretest average of 58.27 to 75.36 in posttest in Cycle I, and further from a pretest of 80,51 to 90.62 in Cycle II. Authentic projects, such as developing dialogues (hiwar) and producing conversation videos, effectively fostered students’ active participation, collaboration, and self-confidence, while teachers functioned as facilitators supporting contextual learning. Thus, implementing PjBL within a communicative approach proved effective in improving Arabic-speaking skills at MI and can be recommended as an innovative strategy for Arabic language instruction in elementary madrasah settings.   Abstrak Pembelajaran bahasa Arab di Madrasah Ibtidaiyah (MI) berperan penting dalam membentuk keterampilan berbicara (maharah al-kalam) sebagai indikator utama keberhasilan komunikasi lisan. Namun, observasi awal di MI Nurul Falah Kabupaten Bangka menunjukkan bahwa keterampilan berbicara siswa masih rendah, ditandai dengan keterbatasan kosakata, kesulitan pelafalan, serta rendahnya motivasi akibat metode konvensional yang monoton. Untuk mengatasi hal tersebut, penelitian ini menerapkan pendekatan komunikatif (al-madkhal al-ittisholi) dan model Project-Based Learning (PjBL). Tujuan penelitian ini adalah untuk meningkatkan keterampilan berbicara bahasa Arab siswa MI. Penelitian dilakukan dengan metode Penelitian Tindakan Kelas (PTK) dua siklus menggunakan observasi, dokumentasi, serta penilaian kinerja berbicara. Hasil penelitian menunjukkan peningkatan signifikan dari rata-rata pretest 58,27 menjadi 75,36 pada nilai postest pada siklus I, dan dari rata-rata pretest 80,51 menjadi 90,62 pada nilai postest pada siklus II. Proyek nyata seperti penyusunan hiwar dan pembuatan video percakapan terbukti meningkatkan partisipasi aktif, kerja sama, serta kepercayaan diri siswa, sementara guru berperan sebagai fasilitator yang mendukung pembelajaran kontekstual. Dengan demikian, penerapan PjBL berbasis pendekatan komunikatif efektif dalam meningkatkan keterampilan berbicara bahasa Arab di MI dan dapat direkomendasikan sebagai strategi inovatif dalam pembelajaran bahasa Arab di madrasah dasar. Kata Kunci: Bahasa Arab; keterampilan berbicara; model PjBL; pendekatan komunikatif
Human skills-based learning as a pathway to develop socio-preneurial competence Linda Yupita; Helmy Syakh Alam; Rodulfo T. Aunzo Jr.
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.v22i4.191

Abstract

In today’s rapidly evolving world, universities are challenged to produce graduates who are not only technically skilled but also equipped with essential human skills such as empathy, collaboration, leadership, and problem-solving. These competencies are crucial for addressing social issues through innovative and sustainable solutions. However, the integration of human skills into socio-entrepreneurial education remains underdeveloped, creating a gap between classroom learning and real-world social innovation. This study explores how human skills-based learning fosters socio-entrepreneurial competence among higher education students at Universitas Primakara. Using a qualitative descriptive design and classroom-based research, data were collected from purposively selected students through observations and open-ended questionnaires, followed by thematic analysis to identify key learning patterns. The findings demonstrate that active learning models, specifically Team-Based Project Learning (TBPL) and Design Thinking, enhance students’ empathy, creativity, and teamwork, thereby significantly contributing to their socio-entrepreneurial competence. The study concludes that human skills-based pedagogies not only align with the principles of Outcome-Based Education (OBE) but also strengthen higher education’s contribution to social innovation and the Sustainable Development Goals (SDGs), providing practical insights for policy and curriculum development.   Abstrak Di tengah perubahan sosial dan teknologi yang pesat, perguruan tinggi menghadapi tantangan untuk menghasilkan lulusan yang tidak hanya memiliki keterampilan teknis, tetapi juga human skills seperti empati, kolaborasi, kepemimpinan, dan pemecahan masalah. Keterampilan ini penting untuk menghadapi berbagai permasalahan sosial melalui solusi inovatif dan berkelanjutan. Namun, integrasi human skills dalam pendidikan kewirausahaan sosial masih terbatas, sehingga menimbulkan kesenjangan antara pembelajaran di kelas dan praktik inovasi sosial di lapangan. Penelitian ini bertujuan untuk mengeksplorasi bagaimana pembelajaran berbasis human skills dapat mendorong terbentuknya kompetensi kewirausahaan sosial (socio-entrepreneurial competence) pada mahasiswa di Universitas Primakara. Menggunakan desain penelitian deskriptif kualitatif dan pendekatan berbasis kelas, data dikumpulkan dari mahasiswa yang dipilih secara purposif melalui observasi dan kuesioner terbuka, kemudian dianalisis secara tematik untuk mengidentifikasi pola pembelajaran utama. Hasil penelitian menunjukkan bahwa model pembelajaran aktif seperti Team-Based Project Learning (TBPL) dan Design Thinking mampu meningkatkan empati, kreativitas, dan kerja sama mahasiswa, yang pada akhirnya memperkuat kompetensi kewirausahaan sosial mereka. Penelitian ini menyimpulkan bahwa pendekatan berbasis keterampilan manusia sejalan dengan prinsip Outcome-Based Education (OBE), memperkuat peran perguruan tinggi dalam inovasi sosial, dan berkontribusi terhadap pencapaian Sustainable Development Goals (SDGs) serta memberi dampak terhadap kebijakan dan pengembangan kurikulum. Kata Kunci: keterampilan manusia; kewirausahaan sosial; OBE; pembelajaran aktif; pembelajaran proyek berbasis tim; SDGs
Good citizenship and educated citizens: Social studies curricula comparison in Indonesia-England Ines Alifah Wachidatun Chasanah; Anik Widiastuti
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.v22i4.192

Abstract

The primary objective of social studies education is to develop citizens with civic skills and the ability to analyze social issues critically. This study aims to examine the comparative orientation of the objectives of the social studies curriculum in Indonesia, which emphasizes the formation of good citizenship character, and the orientation of the curriculum in England, which emphasizes the profile of educated citizens. This study is important to understand the philosophical differences underlying how each country conceptualizes social studies education. This study employs a content analysis method to objectively, systematically, and comprehensively analyze the contents of texts and curriculum documents in both countries. This study analyzed 11 curriculum documents from both countries, comprising five from Indonesia and six from England, using the Atlas.In their application, researchers analyzed the learning objectives, social studies content, and learning approaches using search keywords. The results of the content analysis of the curriculum documents indicate that the objectives of the social studies curriculum in Indonesia are oriented towards strengthening national identity through values, character, and morals (good citizenship), while in England, they are oriented towards developing students' capacity to play an active role in a democratic and global society (educated citizens). This suggests that the development of social studies in both countries aligns with the curriculum's needs and objectives.   Abstrak Tujuan utama dari pendidikan IPS adalah untuk membentuk warga negara yang memiliki keterampilan kewargaan dengan analisis kritis tehadap isu-isu sosial. Studi ini bertujuan untuk mengkaji perbandingan orientasi tujuan kurikulum IPS di Indonesia yang menekankan pada pembentukan karakter good citizenship dan orientasi tujuan kurikulum di Inggris yang menekankan pada profil educated citizens. Studi ini penting untuk memahami perbedaan filosofis yang mendasari bagaimana setiap negara mengkonseptualisasikan pendidikan IPS. Studi ini menggunakan metode analisis konten untuk menganalisis isi teks dan dokumen kurikulum di kedua negara secara objektif, sistematis, dan generalisis. Studi ini menganalisis 11 dokumen kurikulum dari kedua negara, yang meliputi 5 dokumen kurikulum di Indonesia dan 6 dokumen kurikulum di Inggris. Dengan menggunakan aplikasi atlas.ti, peneliti melakukan analisis terhadap tujuan pembelajaran, konten materi social studies, dan pendekatan pembelajaran dengan menggunakan kata kunci pencarian. Hasil analisis konten terhadap dokumen-dokumen kurikulum menunjukan bahwa tujuan kurikulum IPS di Indonesia berorientasi pada penguatan identitas bangsa melalui nilai, karakter, dan moral (good citizenship), sementara di Inggris berorientasi pada pengembangan kapasitas siswa dalam berperan aktif pada masyakarat demokratis dan global (educated citizens). Hal ini menunjukan bahwa pengembangan social studies di kedua negara bersifat kontekstual, sesuai dengan kebutuhan dan orientasi tujuan kurikulum yang ingin dicapai. Kata Kunci: kewarganegaraan yang baik; kurikulum IPS; studi perbandingan; warga negara yang terdidik
The effectiveness of augmented reality-based e-modules in improving computer system learning outcomes Vivi Gesilanda; Nurkhamid Nurkhamid
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.v22i4.194

Abstract

Conventional learning on computer systems material in informatics often makes students passive, making it difficult for them to understand abstract concepts and leading to suboptimal learning outcomes. This study aims to analyze the effect of applying the Problem-Based Learning (PBL) model, assisted by Augmented Reality (AR), on the informatics learning outcomes of Grade 10 students. The research method used was a quasi-experiment with a pretest-posttest control group design. The sample consisted of several students divided into two groups: an experimental class that received the PBL-AR treatment and a control class that used conventional learning. Learning outcome tests were used as instruments, and data were analyzed using the N-Gain test after passing normality tests. The results showed a significant difference. The average posttest score of the experimental class significantly exceeded that of the control class, despite both groups having relatively comparable pretest scores. N-Gain analysis confirmed that the experimental class achieved improvement within the 'moderately effective' category, whereas the control class only reached the 'ineffective' category. It was concluded that the PBL model assisted by AR is significantly more effective in improving student learning outcomes on computer systems material. This innovative approach successfully increased active engagement and understanding of abstract concepts through interactive visualizations, thereby motivating students in the learning process.   Abstrak Pembelajaran konvensional pada materi sistem komputer informatika seringkali membuat murid pasif dan sulit memahami konsep abstrak, sehingga berdampak pada hasil belajar yang kurang optimal. Penelitian ini bertujuan untuk menganalisis pengaruh penerapan model Problem Based Learning (PBL) berbantuan Augmented Reality (AR) terhadap hasil belajar informatika murid kelas X. Metode penelitian yang digunakan adalah kuasi-eksperimen dengan desain pretest-posttest control group. Sampel terdiri dari sejumlah murid yang dibagi menjadi dua kelompok: kelas eksperimen yang menerima perlakuan PBL-AR dan kelas kontrol yang menggunakan pembelajaran konvensional. Instrumen penelitian menggunakan tes hasil belajar, dan data dianalisis menggunakan uji N-Gain setelah lolos uji normalitas. Hasil penelitian menunjukkan perbedaan yang sangat signifikan. Rata-rata nilai posttest kelas eksperimen jauh melampaui kelas kontrol, setelah sebelumnya kedua kelompok memiliki nilai pretest yang relatif setara. Analisis N-Gain mengonfirmasi bahwa kelas eksperimen mencapai peningkatan dalam kategori cukup efektif, sedangkan kelas kontrol hanya mencapai kategori tidak efektif. Disimpulkan bahwa model PBL berbantuan AR secara signifikan lebih efektif meningkatkan hasil belajar murid pada materi sistem komputer. Pendekatan inovatif ini berhasil meningkatkan keterlibatan aktif dan pemahaman konsep abstrak melalui visualisasi interaktif, menjadikan murid lebih termotivasi dalam proses pembelajaran. Kata Kunci: AR; hasil belajar; realitas tertambah; sistem komputer
The integration of sunnah fasting contributes to the character development of students Muhammad Fadhil Husein; Muhajir Muhajir
Inovasi Kurikulum Vol. 23 No. 2 (2026): Inovasi Kurikulum, May 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v23i2.197

Abstract

Fasting is a form of worship that has value and can be integrated into character education. This study examines the implementation and impact of the Monday-Thursday sunnah fasting program on the development of students' spiritual character at MA PSA Istiqomah Islamiyah Pondok Modern Al-Furqon. This study used a descriptive qualitative approach, relying on participant observation, in-depth interviews with school officials and students, and document analysis to collect data. The results indicate that the program was implemented effectively and well-planned. Participation in the program significantly promoted positive character traits such as discipline, patience, and the ability to manage emotions, as well as strengthening sincerity and social awareness. There was an increase in spiritual awareness and a decrease in inappropriate verbal behavior. Several challenges, such as limited supervision outside of school and students' physical conditions, were addressed through schedule adjustments and health support. Continuous teacher evaluation and communication with families contributed to the program's success. Overall, the Monday-Thursday sunnah fasting program has proven to play a significant role in creating a religious atmosphere in schools, increasing spiritual intelligence, and serving as a strategic model for Islamic character education.   Abstrak Puasa adalah salah satu ibadah yang memiliki nilai dan dapat diintegrasikan ke dalam pendidikan karakter. Penelitian ini mengulas pelaksanaan dan dampak program puasa sunah Senin-Kamis terhadap pengembangan karakter spiritual murid di MA PSA Istiqomah Islamiyah Pondok Modern Al-Furqon. Penelitian ini menggunakan pendekatan kualitatif deskriptif, dengan mengandalkan observasi partisipatif, wawancara mendalam dengan pihak sekolah dan murid, serta analisis dokumen untuk mengumpulkan data. Hasil menunjukkan bahwa program ini terlaksana secara efektif dan terencana dengan baik. Partisipasi dalam program ini secara signifikan mempromosikan karakter positif seperti disiplin, kesabaran, dan kemampuan mengelola emosi, serta memperkuat keikhlasan dan kepedulian sosial. Terdapat peningkatan kesadaran spiritual dan penurunan perilaku verbal yang kurang pantas. Beberapa tantangan, seperti minimnya pengawasan di luar sekolah dan kondisi fisik murid, dapat diatasi melalui penyesuaian jadwal dan dukungan kesehatan. Evaluasi berkelanjutan oleh guru dan komunikasi dengan keluarga turut mendukung keberhasilan program. Secara keseluruhan, program puasa sunah Senin-Kamis terbukti berperan penting dalam menciptakan suasana religius di sekolah, meningkatkan kecerdasan spiritual, serta menjadi model strategis bagi pendidikan karakter Islami. Kata Kunci: karakter murid; pendidikan karakter; pendidikan spiritual; puasa sunah
Managing learning communities to improve student learning outcomes: A systematic literature review Saguh Miliarto; Nurul Falah Rahmawati
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.v22i4.199

Abstract

This study aims to analyze the management of learning communities as a strategy to improve student learning outcomes through a Systematic Literature Review (SLR). The review covered academic literature published between 2018 and 2024, indexed in the Directory of Open Access Journals (DOAJ). A total of 10 eligible articles were selected and analyzed using qualitative content analysis, which consisted of four stages: open coding, axial coding, selective coding, and theoretical coding. The findings led to an integrative model of learning community management, encompassing four fundamental dimensions: structural, functional, contextual, and impact on learning outcomes. The structural dimension highlights the importance of competence stratification, role rotation, and multi-stakeholder coordination. The functional dimension involves knowledge sharing, systematic reflection, and the transformation of pedagogical practices. The contextual dimension emphasizes adaptability to socio-cultural conditions, the use of technology, and the accommodation of diverse learning needs. Meanwhile, the impact dimension includes improvements in cognitive competence, strengthening of non-cognitive aspects, institutional capacity, and school identity. The study also identifies moderating variables, including transformative leadership, institutional policy support, and integrated learning infrastructure.   Abstrak Penelitian ini bertujuan untuk menganalisis pengelolaan komunitas belajar sebagai strategi peningkatan capaian belajar murid melalui pendekatan Systematic Literature Review (SLR). Kajian dilakukan terhadap literatur akademik yang dipublikasikan pada periode 2018–2024 dan terindeks dalam Directory of Open Access Journals (DOAJ). Proses seleksi menghasilkan 10 artikel yang memenuhi kriteria inklusi, dianalisis menggunakan teknik analisis konten kualitatif dengan empat tahapan: open coding, axial coding, selective coding, dan theoretical coding. Hasil analisis menunjukkan terbentuknya model integratif pengelolaan komunitas belajar yang mencakup empat dimensi fundamental, yakni struktural, fungsional, kontekstual, dan dampak terhadap capaian belajar. Dimensi struktural menekankan pentingnya stratifikasi kompetensi anggota, rotasi peran, dan koordinasi multistakeholder. Dimensi fungsional mencakup berbagi pengetahuan, refleksi sistematis, dan transformasi praktik pedagogis. Dimensi kontekstual menegaskan adaptabilitas terhadap kondisi sosio-kultural, pemanfaatan teknologi, dan keragaman kebutuhan pembelajaran. Sementara itu, dimensi dampak mencakup peningkatan kompetensi kognitif, penguatan aspek non-kognitif, kapasitas institusional, serta identitas sekolah. Penelitian ini juga mengidentifikasi variabel moderator berupa kepemimpinan transformatif, dukungan kebijakan institusional, dan infrastruktur pembelajaran terintegrasi. Kata Kunci: capaian belajar; komunitas belajar; pendidikan kolaboratif; pengelolaan pendidikan
Correlation of the flipped classroom learning and motivation on Mathematics learning outcomes Anna Herlina; Khasanah Khasanah; Eka Yunita Yustantina; Pardan Prasetyo; Yunea Kusuma Winanti
Inovasi Kurikulum Vol. 23 No. 2 (2026): Inovasi Kurikulum, May 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v23i2.200

Abstract

Improving students' learning motivation should be a consideration for teachers when implementing learning activities. The objectives of this study were to 1) determine the relationship between the flipped classroom learning method and Mathematics learning outcomes; 2) determine the relationship between motivation and Mathematics learning outcomes; 3) determine the relationship between the flipped classroom learning method and motivation together with Mathematics learning outcomes. This study involved sixth-grade students from several elementary schools in Bekasi City: SDN 02 Babelan (96 students), SDN 03 Babelan (48 students), and SDN 09 Babelan (84 students). The research approach used in this study was a preliminary survey, with regression and correlation analyses. The data collection techniques used in this study consisted of two: a Mathematics learning outcome test in the form of questions and a Likert-scale questionnaire. The results of the study showed that 1) there was a positive relationship between the application of the flipped classroom learning method and Mathematics learning outcomes; 2) there was a positive relationship between motivation and Mathematics learning outcomes; 3) there was a positive relationship between the flipped classroom learning method and motivation, together with Mathematics learning outcomes. The flipped classroom creates an environment where existing motivation is leveraged, and low motivation is addressed through engaging classroom activities and direct teacher support.   Abstrak Meningkatkan motivasi belajar siswa perlu menjadi pertimbangan bagi guru dalam menerapkan kegiatan pembelajaran. Tujuan penelitian ini adalah untuk 1) mengetahui hubungan antara metode pembelajaran kelas terbalik dan hasil belajar Matematika; 2) mengetahui hubungan antara motivasi dan hasil belajar Matematika; 3) mengetahui hubungan antara metode pembelajaran kelas terbalik dan motivasi secara bersama-sama dengan hasil belajar Matematika. Penelitian ini melibatkan siswa kelas VI di beberapa sekolah dasar di Kota Bekasi, yaitu SDN 02 Babelan dengan jumlah siswa 96 siswa, SDN 03 Babelan dengan jumlah siswa 48 siswa, dan SDN 09 Babelan dengan jumlah siswa 84 siswa. Pendekatan penelitian yang digunakan dalam penelitian ini adalah metode survei pendahuluan dengan teknik regresi dan korelasi. Teknik pengumpulan data yang digunakan dalam penelitian ini terdiri dari dua, yaitu tes hasil belajar matematika berupa soal-soal dan angket berupa skala Likert. Hasil penelitian menunjukkan bahwa 1) terdapat hubungan positif antara penerapan metode pembelajaran kelas terbalik dan hasil belajar matematika; 2) terdapat hubungan positif antara motivasi dan hasil belajar matematika; 3) terdapat hubungan positif antara metode pembelajaran kelas terbalik dan motivasi secara bersama-sama terhadap hasil belajar matematika. Kelas terbalik menciptakan lingkungan di mana motivasi yang sudah ada dimanfaatkan dan motivasi rendah diatasi melalui aktivitas kelas yang menarik serta dukungan langsung dari guru. Kata Kunci: luaran pembelajaran; Matematika; model kelas terbalik; motivasi belajar

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