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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 student worksheets based on the PBL model to improve students' critical thinking ability Dewi Nurhasanah Nasution; Reh Bungana Boru Perangin-angin; Wildansyah Lubis
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.v23i1.258

Abstract

In the 21st century, students need to possess 4C skills: critical thinking, collaboration, communication, and creativity. In improving students' critical thinking skills through the learning process, it is highly dependent on learning resources, for example Student Worksheets (LKPD). This study aims to develop and determine the feasibility, practicality, and effectiveness of Problem Based Learning (PBL)-based LKPD developed for the critical thinking skills of fourth-grade students of SD Negeri 101775 Sampali. This study is a Research and Development (RnD) study using the ADDIE model approach, namely Analysis, Design, Development, Implementation, and Evaluation. The research instruments used are observation, questionnaires and critical thinking ability tests. The results of the study indicate that PBL-based LKPD is suitable for use, based on the feasibility test of LKPD products by the validator. Based on teacher and student responses, PBL-based LKPD is very practical to use with the results of responses obtained by two teachers and the results of student responses. PBL-based LKPD is effective to use with the criteria of "Medium". It can be concluded that the PBL-based LKPD developed is feasible, practical, and effective in improving students' critical thinking skills.   Abstrak Pada abad 21, peserta didik perlu memliki keterampilan 4C yakni berpikir kritis, kolaborasi, komunikasi, dan berpikir kreatif. Dalam meningkatkan kemampuan berpikir kritis peserta didik melalui proses pembelajaran sangat bergantung pada sumber pembelajaran, misalnya Lembar Kerja Peserta Didik (LKPD). Penelitian ini bertujuan untuk mengembangkan dan mengetahui kelayakan, kepraktisan, serta keefektifan LKPD berbasis Problem Based Learning (PBL) yang dikembangkan terhadap kemampuan berpikir kritis peserta didik kelas IV SD Negeri 101775 Sampali. Penelitian ini merupakan penelitian Research and Development (RnD) dengan menggunakan pendekatan model ADDIE yaitu Analysis, Design, Development, Implementation, and Evaluation. Instrumen penelitian yang digunakan yaitu observasi, angket dan tes kemampuan berpikir kritis. Hasil penelitian menunjukkan bahwa LKPD berbasis PBL sudah layak digunakan, berdasarkan uji kelayakan produk LKPD oleh validator. Berdasarkan respons guru dan peserta didik LKPD berbasis PBL sangat praktis digunakan dengan perolehan hasil respons oleh dua orang guru dan hasil respons peserta didik. LKPD berbasis PBL efektif digunakan dengan kriteria “Sedang”. Dapat disimpulkan bahwa LKPD berbasis PBL yang telah dikembangkan layak, praktis, dan efektif untuk meningkatkan keterampilan berpikir kritis peserta didik. Kata Kunci: berpkir kritis; lembar kerja peserta didik; LKPD; PBL; pembelajaran berbasis masalah
UCLA-CSE evaluation of the Program Sekolah Penggerak at SD Kristen 03 Eben Haezer Salatiga Nuzul Tri Pratiwi; Ade Iriani; Sophia Tri Satyawati
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.v23i1.264

Abstract

The rapid development of technology has created a new paradigm for the learning process in education. This condition requires schools to continually adapt and innovate to meet learners' demands in the era of Society 5.0. The Program Sekolah Penggerak (PSP), initiated by the Ministry of Education, Culture, Research, and Technology, aims to respond to these challenges and improve the quality of education in Indonesia. This study aims to evaluate the implementation of the PSP at SD Kristen 03 Eben Haezer, Salatiga, focusing on the assessment system, program planning and implementation, quality improvement, and the PSP certification program. This research employs a descriptive qualitative approach using the CSE-UCLA evaluation model. Data were collected through interviews, observations, and document analysis, and then analyzed using data triangulation to ensure data validity. The findings indicate that the PSP has been implemented effectively and aligns with its intended objectives. However, improvements are still needed, particularly in facilities, infrastructure, and stakeholder support at both local and central government levels to ensure optimal implementation and optimal outcomes.   Abstrak Perkembangan teknologi yang semakin pesat telah menciptakan paradigma baru dalam proses kegiatan pembelajaran di dunia pendidikan. Kondisi ini menuntut satuan pendidikan untuk mampu beradaptasi dan berinovasi agar tetap relevan dengan kebutuhan murid di era masyarakat 5.0. Program Sekolah Penggerak (PSP) yang dikeluarkan oleh Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi hadir sebagai upaya strategis untuk menjawab tantangan tersebut serta meningkatkan kualitas pendidikan di Indonesia secara berkelanjutan. Penelitian ini bertujuan untuk mengevaluasi pelaksanaan PSP di SD Kristen 03 Eben Haezer Salatiga, khususnya pada aspek sistem penilaian, perencanaan program, pelaksanaan program, peningkatan mutu, serta program sertifikasi PSP. Pendekatan penelitian yang digunakan adalah deskriptif kualitatif dengan model evaluasi CSE-UCLA. Data penelitian dikumpulkan melalui teknik wawancara, observasi, dan studi dokumentasi, kemudian dianalisis menggunakan teknik triangulasi data untuk menjamin keabsahan temuan. Hasil penelitian menunjukkan bahwa PSP telah berjalan dengan sangat baik dan sesuai dengan tujuan yang ditetapkan. Namun demikian, masih diperlukan peningkatan dari segi fasilitas, infrastruktur, serta dukungan dari para pemangku kepentingan baik pemerintah daerah maupun pemerintah pusat agar implementasi program dapat berjalan lebih optimal dan mencapai hasil yang maksimal. Kata Kunci: CSE-UCLA; model evaluasi; Program Sekolah Penggerak; PSP
Integrating Multiple Intelligences and deep learning for transformative Islamic Religious Education Ahmad Asron Mundofi
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.v23i2.268

Abstract

Islamic Religious Education (IRE) plays a crucial role in fostering moral and spiritual values among students. However, classroom practices often remain focused on the transmission of normative knowledge, limiting opportunities for meaningful understanding and internalization of values. While previous research has examined the application of Multiple Intelligences (MI) and deep learning in educational contexts, these approaches are rarely integrated into a coherent IRE curriculum framework. This gap highlights the need for a curriculum model that accommodates students' diverse potential while fostering deeper engagement with Islamic teachings. This study explores the transformation of the IRE curriculum through the integration of MI and deep learning pedagogy to foster meaningful learning. Using a qualitative Design-Based Research approach, data were collected from teachers, students, and the IRE curriculum coordinator through interviews, observations, student reflections, and document analysis. Findings indicate that integrating MI with deep learning shifts IRE instruction from a transmission model to a reflective, contextual learning model. This integration supports differentiated learning experiences, strengthens conceptual understanding, and facilitates the internalization of Islamic values. This study proposes a transformative Islamic Education curriculum model that contributes to curriculum innovation and value-based education in 21st-century Islamic education.   Abstrak Pendidikan Agama Islam (PAI) memainkan peran penting dalam menumbuhkan nilai-nilai moral dan spiritual pada murid. Namun, praktik di kelas sering kali tetap berfokus pada penyampaian pengetahuan normatif, sehingga membatasi peluang untuk pemahaman yang bermakna dan internalisasi nilai. Meskipun penelitian sebelumnya telah meneliti penerapan Kecerdasan Majemuk dan pembelajaran mendalam dalam konteks pendidikan, pendekatan ini jarang diintegrasikan ke dalam kerangka kurikulum Pendidikan Agama Islam yang koheren. Kesenjangan ini menyoroti kebutuhan akan model kurikulum yang mengakomodasi potensi murid yang beragam sekaligus mendorong keterlibatan yang lebih mendalam dalam ajaran Islam. Penelitian ini mengeksplorasi transformasi kurikulum Pendidikan Agama Islam melalui integrasi Kecerdasan Majemuk dan pedagogi pembelajaran mendalam untuk mendorong pembelajaran yang bermakna. Dengan menggunakan pendekatan Penelitian Berbasis Desain (Design-Based Research) kualitatif, data dikumpulkan dari guru, murid, dan koordinator kurikulum Pendidikan Agama Islam melalui wawancara, observasi, refleksi murid, serta analisis dokumen. Temuan menunjukkan bahwa integrasi Kecerdasan Majemuk dengan pembelajaran mendalam menggeser pengajaran Pendidikan Agama Islam dari model transmisi menjadi pembelajaran yang reflektif dan kontekstual. Integrasi ini mendukung pengalaman belajar yang terdiferensiasi, memperkuat pemahaman konseptual, dan memfasilitasi internalisasi nilai-nilai Islam. Studi ini mengusulkan model kurikulum PAI transformatif yang berkontribusi pada inovasi kurikulum dan pendidikan berbasis nilai dalam pendidikan Islam abad ke-21. Kata Kunci: kecerdasan majemuk; pembelajaran mendalam; pendidikan Islam; transformasi kurikulum
A comparative analysis of the student mentoring system in secondary education Risdiyanto Risdiyanto; Asep Herry Hernawan; Riche Cynthia Johan; Fajar Ahmad Fadlilah
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.v23i2.269

Abstract

Integrating student mentoring systems across academic and non-academic aspects has become a crucial component of modern education systems worldwide. The recently implemented Homeroom Teacher policy in Indonesia underscores the urgency of input and understanding of systematic mentoring models from various countries. This study aims to analyze the design of mentoring systems in ten developed countries, including identifying basic structures, mapping roles, implementing mechanisms, and synthesizing adaptable principles. Using a Systematic Literature Review (SLR) method based on the PRISMA procedure, this study analyzes indexed empirical articles, policy documents, and implementation reports published between 2015 and 2025 from ten developed countries: Singapore, Japan, South Korea, China, Finland, Germany, the Netherlands, the United Kingdom, the United States, and Australia. The study reveals that while there are variations in mentor roles, student progress monitoring methods, and academic-non-academic integration, effective mentoring systems consistently feature the assignment of a specific mentor to each student, scheduled mentoring meetings, and a structured mentoring plan. Excellent programs require mandatory training for mentors and policy support from institutions/schools or the government. These findings contribute to conceptual understanding and practical implications for designing a structured and sustainable mentoring system for secondary school students.   Abstrak Integrasi sistem pendampingan murid dalam aspek akademik dan non-akademik telah menjadi komponen penting dalam sistem pendidikan modern di seluruh dunia. Kebijakan tentang Homeroom teacher yang baru diimplementasikan di Indonesia menegaskan urgensi masukan dan pemahaman tentang model mentoring yang sistematis dari berbagai negara. Penelitian ini bertujuan untuk menganalisis desain sistem mentoring di sepuluh negara maju yang meliputi identifikasi struktur dasar, pemetaan peran, mekanisme implementasi, dan sintesis prinsip-prinsip yang dapat diadaptasi. Melalui metode Systematic Literature Review (SLR) yang mengacu pada prosedur PRISMA, penelitian ini menganalisis artikel empiris terindeks, dokumen kebijakan, dan laporan implementasi yang diterbitkan antara tahun 2015 dan 2025 dari sepuluh negara maju, yaitu Singapura, Jepang, Korea Selatan, Tiongkok, Finlandia, Jerman, Belanda, Inggris Raya, Amerika Serikat, dan Australia. Hasil kajian menunjukkan bahwa meskipun terdapat variasi dalam peran mentor, metode pemantauan perkembangan murid, dan integrasi akademik-non akademik, sistem mentoring yang efektif secara konsisten memiliki ciri-ciri berupa penugasan mentor khusus untuk setiap murid, pertemuan mentoring yang terjadwal, serta rencana mentoring yang terstruktur. Program yang unggul mensyaratkan pelatihan wajib bagi mentor serta dukungan kebijakan dari institusi/sekolah atau pemerintah. Temuan ini berkontribusi dalam memberikan pemahaman konsep dan implikasi praktis dalam merancang kerangka sistem mentoring murid sekolah menengah yang terstruktur dan berkelanjutan. Kata Kunci: analisis komparatif; homeroom teacher; pendidikan menengah; sistem mentoring murid
Educational service quality in Juvenile Detention Centers: inclusivity and national standards Hendriano Meggy; Yoga Budhi Santoso; Ana Fatimatuzzahra; Kholifatul Novita Ningsih; Anira Zakiyyah Febrianti; Naila Cynthia Fajrin; Wafda Arafah Khairunnisa
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.v23i1.270

Abstract

Education in the Juvenile Detention Center (JDC) plays a strategic role in fulfilling children’s fundamental rights while also serving as a means of rehabilitation and social reintegration. This study aims to analyze the quality of educational service provision across three JDCs, drawing on the National Education Standards and principles of inclusivity. The study employs a qualitative case study design. Data were collected through in-depth interviews with teachers and educational program administrators and were analyzed using thematic analysis. The findings indicate that the fulfillment of educational standards, particularly in terms of curriculum, assessment, and facilities, remains partial. Major gaps were identified in responsive instructional practices, the use of learning media, and the evaluation of educational programs. Although educational access has been provided to all juveniles in care, adaptation to individual learning needs remains limited, and most educators lack specific competencies in inclusive education. These findings suggest that the implementation of inclusivity principles in LPKA remains largely formalistic, resulting in an educational provision that has not yet fully functioned as an effective rehabilitation mechanism due to systemic and institutional constraints. Therefore, more targeted policies, enhanced educator competencies, and stronger inter-agency collaboration are required.   Abstrak Pendidikan di Lembaga Pembinaan Khusus Anak (LPKA) memiliki peran strategis sebagai pemenuhan hak dasar anak sekaligus sebagai sarana rehabilitasi dan reintegrasi sosial. Penelitian ini bertujuan untuk menganalisis kualitas penyelenggaraan layanan pendidikan di tiga LPKA dengan mengacu pada Standar Nasional Pendidikan dan prinsip inklusivitas. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara mendalam dengan guru dan pengelola program pendidikan, kemudian dianalisis menggunakan analisis tematik. Hasil penelitian menunjukkan bahwa pemenuhan standar pendidikan, khususnya pada aspek kurikulum, asesmen, dan sarana prasarana, masih bersifat parsial. Kesenjangan utama ditemukan pada praktik pembelajaran yang responsif terhadap kebutuhan peserta didik, pemanfaatan media pembelajaran, serta evaluasi program pendidikan. Meskipun akses pendidikan telah diberikan kepada seluruh anak binaan, penyesuaian terhadap kebutuhan individual masih terbatas dan sebagian besar pendidik belum memiliki kompetensi khusus dalam pendidikan inklusif. Temuan ini menunjukkan bahwa penerapan prinsip inklusivitas di LPKA masih bersifat formalistik, sehingga penyediaan pendidikan belum sepenuhnya berfungsi sebagai mekanisme rehabilitasi yang efektif akibat keterbatasan sistemik dan kelembagaan. Oleh karena itu, diperlukan kebijakan yang lebih terarah, peningkatan kompetensi pendidik, serta penguatan kolaborasi antar lembaga. Kata Kunci: inklusivitas; Lembaga Pembinaan Khusus Anak; LPKA; standar nasional pendidikan
Assistance for individualized education programs for children with special needs at special education schools in Kuningan Regency Oom Sitti Homdijah; Rina Maryanti; Budi Susetyo; Euis Heryati; Een Ratnengsih; Nita Nitia Intan Tanbrin
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.v23i1.316

Abstract

An Individualized Education Program (IEP) is an essential framework that teachers must develop prior to instructing students, particularly those with special needs. An effective IEP is formulated based on assessment results to ensure it is tailored to the student's specific needs. This study aims to investigate the implementation of assistance in developing assessment-based individualized education programs for children with special needs at Sekolah Luar Biasa (SLB) in Kuningan Regency. Data collection was conducted during community service activities targeting SLB teachers in the region. The research employed a mixed-methods approach, combining field studies with the analysis of data from the program's implementation. Results indicate that the assessment-based IEP assistance provided in Kuningan Regency significantly enhanced teachers' understanding and skills in designing such programs. This improvement is evidenced by increases in pre-test and post-test scores, as well as by the quality of the portfolios produced during the assignments.   Abstrak Program Pembelajaran Individual (PPI) merupakan suatu hal penting yang harus dibuat oleh para guru sebelum membelajarkan muridnya, khususnya bagi murid berkebutuhan khusus. PPI yang efektif dibuat berdasarkan analisis hasil asesmen agar dapat disesuaikan dengan kebutuhan murid. Penelitian ini memiliki tujuan untuk mengetahui bagaimana pendampingan program pembelajaran individual bagi anak berkebutuhan khusus di SLB Kabupaten Kuningan. Aktivitas pemerolehan data penelitian ini dilakukan pada kegiatan pengabdian kepada masyarakat dengan sasaran para guru Sekolah Luar Biasa (SLB) di Kabupaten Kuningan. Metode penelitian yang digunakan adalah metode campuran dengan melakukan studi lapangan dan mengolah data hasil implementasi pendampingan program. Hasil penelitian menunjukkan pendampingan PPI berdasarkan asesmen bagi anak berkebutuhan khusus di SLB Kabupaten Kuningan memiliki dampak positif terhadap peningkatan pemahaman dan keterampilan guru dalam membuat program pembelajaran tersebut. Hal ini dapat dilihat dari hasil pretest dan post-test serta karya atau portofolio hasil penugasan yang mengalami peningkatan. Kata Kunci: anak berkebutuhan khusus; asesmen; PPI; program pembelajaran individual; sekolah luar biasa
Improving mathematical communication skills with the Realistic Mathematics Education approach Fajar Solidman Larosa; Nina Ardianti Dewi; Sudirman Sudirman; Nurhabiba Meha; Hasratuddin Hasratuddin; Dian Armanto
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.v23i2.320

Abstract

Mathematics learning is important to develop from elementary school because at this stage students are developing their thinking and learning processes. This study aims to improve fifth-grade students' mathematical communication skills through the Realistic Mathematics Education (RME) approach. The method used is exploratory sequential mixed methods, starting with the collection and analysis of quantitative data, followed by the qualitative stage to deepen the findings. The study was conducted at SD Negeri 1 Syamtalira Bayu, North Aceh, with a sample of 21 fifth-grade students. Quantitative analysis used the N-Gain test, while qualitative analysis was carried out through data reduction, data presentation, and drawing conclusions for students with low, medium, and high communication ability categories. The quantitative results showed an N-Gain value of 0.65, which is in the medium category. This indicates that fraction learning with the RME approach is effective in improving students' mathematical communication skills. The results of the qualitative data analysis showed that students with high and medium levels of mathematical communication skills increased their achievement on mathematical communication ability indicators after the treatment. Meanwhile, students with low communication skills did not show an increase in achievement on indicators of mathematical communication ability.   Abstrak Pembelajaran Matematika penting dikembangkan sejak sekolah dasar karena pada fase ini murid sedang membangun proses berpikir dan belajar. Penelitian ini bertujuan meningkatkan kemampuan komunikasi matematis murid kelas V melalui pendekatan Realistic Mathematics Education (RME). Metode yang digunakan adalah exploratory sequential mixed methods, dimulai dari pengumpulan dan analisis data kuantitatif, kemudian dilanjutkan dengan tahap kualitatif untuk memperdalam temuan. Penelitian dilaksanakan di SD Negeri 1 Syamtalira Bayu, Aceh Utara, dengan sampel 21 murid kelas V. Analisis kuantitatif menggunakan uji N-Gain, sedangkan analisis kualitatif dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan pada murid dengan kategori kemampuan komunikasi rendah, sedang, dan tinggi. Hasil kuantitatif menunjukkan nilai N-Gain 0,65, berada pada kategori sedang. Hal ini menunjukkan bahwa pembelajaran pecahan dengan pendekatan RME efektif untuk meningkatkan kemampuan komunikasi matematis murid. Hasil analisis data kualitatif menunjukkan murid dengan kemampuan komunikasi matematis tinggi dan sedang mengalami peningkatan ketercapaian indikator kemampuan komunikasi matematis setelah adanya perlakuan. Sementara itu, murid dengan kemampuan komunikasi rendah tidak mengalami peningkatan ketercapaian indikator kemampuan komunikasi matematis. Kata Kunci: kemampuan komunikasi matematis; Realistic Mathematics Education; RME; sekolah dasar
Applying the values of Pancasila in shaping the character of elementary school students Nabila Mutiara Bilqis; Maisyaroh Maisyaroh; Mustiningsih Mustiningsih
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.v23i2.321

Abstract

Improving the quality of human resources is a key focus of national development, particularly at the elementary school level. This study aims to examine the application of the noble values of Pancasila in the character formation of students at SDIT Ahmad Yani in Malang City and at SDN 1 Landungsari in Malang Regency. Using a qualitative approach with a multi-site case study design, this study collected data through observation, in-depth interviews, and documentation. Data were analyzed using the interactive analysis model of Miles and Huberman. The main focus of this study is the application of the six dimensions of the Profil Pelajar Pancasila, namely faith, piety, mutual cooperation, independence, critical thinking, and creativity. The results show that SDIT Ahmad Yani applies character education with a more structured and intensive approach, particularly in the dimensions of faith, piety, and creativity. On the other hand, SDN 1 Landungsari applies Pancasila values in a more routine, traditional manner, while remaining consistent in its religious and social activities. These differences indicate that the success of character education implementation is strongly influenced by each school's resources and context. This research provides an important contribution in understanding the need for a holistic and participatory approach in strengthening Pancasila-based character education.   Abstrak Peningkatan kualitas sumber daya manusia menjadi salah satu fokus utama pembangunan nasional, khususnya di jenjang sekolah dasar. Penelitian ini bertujuan untuk mengkaji penerapan nilai-nilai luhur Pancasila dalam pembentukan karakter murid di SDIT Ahmad Yani Kota Malang dan SDN 1 Landungsari Kabupaten Malang. Menggunakan pendekatan kualitatif dengan desain studi kasus multusitus, penelitian ini melibatkan observasi, wawancara mendalam, dan dokumentasi untuk mengumpulkan data. Data dianalisis dengan model analisis interaktif dari Miles dan Huberman. Fokus utama penelitian ini adalah penerapan enam dimensi Profil Pelajar Pancasila, yaitu beriman, bertakwa, bergotong royong, mandiri, berpikir kritis, dan kreatif. Hasil penelitian menunjukkan bahwa SDIT Ahmad Yani menerapkan pendidikan karakter dengan pendekatan yang lebih terstruktur dan intensif, khususnya dalam dimensi beriman, bertakwa, dan kreatif. Di sisi lain, SDN 1 Landungsari menerapkan nilai-nilai Pancasila dengan cara yang lebih rutin dan tradisional, meskipun tetap konsisten dalam kegiatan keagamaan dan sosial. Perbedaan ini mengindikasikan bahwa keberhasilan implementasi pendidikan karakter sangat dipengaruhi oleh sumber daya dan konteks masing-masing sekolah. Penelitian ini memberikan kontribusi penting dalam memahami perlunya pendekatan holistik dan partisipatif dalam penguatan pendidikan karakter berbasis Pancasila. Kata Kunci: berpikir kritis; kreativitas; nilai Pancasila; pendidikan karakter; Profil Pelajar Pancasila
Evaluation of the implementation of robotics curriculum at SMP IT Insan Sejahtera Sumedang Destryana Riffandi; Rusman Rusman
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.v23i2.322

Abstract

Robotics is an important aspect of technology that contributes to national competitiveness, so its introduction to students should be through education, including making it an intracurricular field in schools. This study aims to describe the evaluation of the implementation of the robotics curriculum at SMPIT Insan Sejahtera Sumedang. The study used a descriptive evaluation method with a case study design and a qualitative approach. It adopted the CIPP evaluation model, which is limited to input, process, and product components. Research participants included the principal, vice principal, robotics teacher, and grade IX students. Data collection was conducted through semi-structured interviews. The results of the study indicate that the implementation of the robotics curriculum is running quite optimally, especially in terms of learning outcomes that meet the evaluation criteria. However, there are still several weaknesses in the input aspect, such as teacher competence, facilities and infrastructure, and monitoring of learning outcomes, as well as in the process aspect, related to the selection of learning methods that are not fully appropriate. Based on these findings, it can be concluded that although the implementation of the robotics curriculum has shown good results, improvements are needed in support and learning strategies to achieve a more effective and optimal implementation.   Abstrak Robotika merupakan aspek penting dalam bidang teknologi yang berperan dalam meningkatkan daya saing bangsa, sehingga pengenalannya kepada murid perlu dilakukan melalui pendidikan, salah satunya dengan menjadikannya sebagai bidang intrakurikuler di sekolah. Penelitian ini bertujuan untuk mendeskripsikan evaluasi implementasi kurikulum robotika di SMPIT Insan Sejahtera Sumedang. Penelitian menggunakan metode evaluasi deskriptif dengan desain studi kasus dan pendekatan kualitatif, serta mengadopsi model evaluasi CIPP yang dibatasi pada komponen input, proses, dan produk. Partisipan penelitian meliputi kepala sekolah, wakil kepala sekolah, guru robotika, dan murid kelas IX. Teknik pengumpulan data dilakukan melalui wawancara semi-terstruktur. Hasil penelitian menunjukkan bahwa implementasi kurikulum robotika berjalan cukup optimal, terutama pada aspek hasil pembelajaran yang telah memenuhi kriteria evaluasi. Namun demikian, masih terdapat beberapa kelemahan pada aspek input, seperti kompetensi guru, sarana dan prasarana, pengawasan capaian pembelajaran, serta pada aspek proses terkait pemilihan metode pembelajaran yang belum sepenuhnya sesuai. Berdasarkan temuan tersebut, dapat disimpulkan bahwa meskipun pelaksanaan kurikulum robotika telah menunjukkan capaian yang baik, diperlukan peningkatan pada aspek pendukung dan strategi pembelajaran agar implementasinya lebih efektif dan optimal. Kata Kunci: evaluasi kurikulum; integrasi teknologi; pendidikan menengah; pendidikan robotika
Transforming problem-based into project-based learning to enhance social literacy Rascya Alandra Simbolon; Sintia Ramadani; Nabila Ramadhani Rao; Siti Nayla Rahma Pane
Inovasi Kurikulum Vol. 23 No. 3 (2026): Inovasi Kurikulum, August 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v23i3.323

Abstract

This study is based on the finding that the teaching modules used by tenth-grade Sociology teachers at MAN 2 Model Medan in the 2025/2026 academic year are still dominated by the PBL approach and cooperative learning models, while the learning outcomes of Phase E in the Kurikulum Merdeka require critical thinking competencies up to the creative level (C6). This study aims to analyze the urgency of transitioning from Problem-Based Learning (PBL) to Project-Based Learning (PjBL) to strengthen students' social literacy. This study uses a qualitative descriptive method with a document analysis approach to the teaching modules, annual programs, semester programs, and assessment instruments prepared by the teachers. The analysis results show that the implemented PBL has developed students' analytical skills (C4) but has not fully reached the evaluation (C5) and creative (C6) levels, which are the target learning outcomes. The development of social literacy-based PjBL is formulated as a solution that enables students to produce tangible products through simple social research, thereby authentically strengthening social literacy.   Abstrak Kajian ini berangkat dari temuan bahwa modul ajar yang digunakan guru Sosiologi kelas X di MAN 2 Model Medan Tahun Pelajaran 2025/2026 masih didominasi oleh pendekatan PBL serta model-model pembelajaran kooperatif, sementara tuntutan capaian pembelajaran Fase E pada Kurikulum Merdeka menghendaki kompetensi berpikir kritis hingga tingkat mencipta (C6). Penelitian ini bertujuan untuk menganalisis urgensi pengembangan model pembelajaran dari Problem-Based Learning (PBL) menuju Project-Based Learning (PjBL) guna memperkuat literasi sosial murid. Penelitian ini menggunakan metode deskriptif kualitatif dengan pendekatan analisis dokumen (document analysis) terhadap modul ajar, program tahunan, program semester, dan instrumen asesmen yang disusun oleh guru. Hasil analisis menunjukkan bahwa PBL yang diterapkan telah mampu mengembangkan kemampuan analisis (C4) murid, namun belum secara optimal menyentuh level evaluasi (C5) dan kreasi (C6) yang menjadi target capaian pembelajaran. Pengembangan PjBL berbasis literasi sosial dirumuskan sebagai solusi yang memungkinkan murid menghasilkan produk nyata dari penelitian sosial sederhana, sehingga terjadi penguatan literasi sosial secara autentik. Kata Kunci: literasi sosial; problem-based learning; project-based learning; Sosiologi

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