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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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Implementation of Kurikulum Merdeka in Informatics subject at SMP Negeri 1 Katapang Sandy Achmad Nugraha
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.v23i3.729

Abstract

Curriculum transformation in Indonesia, particularly through the implementation of the Kurikulum Merdeka, responds to educational needs that must adapt to technological advancements and the demands of the digital era. This study aims to analyze the implementation of Kurikulum Merdeka in the Informatics subject at SMP Negeri 1 Katapang, focusing on curriculum adaptation, challenges, and the instructional strategies employed by teachers and students. A descriptive qualitative approach was adopted, utilizing in-depth interviews with the Informatics teacher and the vice-principal for curriculum affairs; the data were subsequently analyzed using the Miles and Huberman model to gain an empirical overview of the curriculum's implementation dynamics. The findings indicate that teachers successfully developed instructional innovations, such as Student-Centered Learning, Computer Science Unplugged, and the "Amati-Tiru-Modifikasi" (ATM) method, despite facing administrative hurdles, limited physical learning resources, and discrepancies between intended learning outcomes and actual classroom conditions. Adapting technology usage and fostering teacher collaboration emerged as key strategies for optimizing Informatics instruction. Thus, the implementation of *Kurikulum Merdeka* holds significant potential to strengthen students' digital literacy and computational thinking skills, provided it is supported by creativity, training, and adequate facilities.   Abstrak Transformasi kurikulum di Indonesia, khususnya melalui penerapan Kurikulum Merdeka, menjadi respons terhadap kebutuhan pendidikan yang adaptif terhadap perkembangan teknologi dan tuntutan era digital. Penelitian ini bertujuan untuk menganalisis implementasi Kurikulum Merdeka pada mata pelajaran Informatika di SMP Negeri 1 Katapang, dengan fokus pada adaptasi kurikulum, tantangan, serta strategi pembelajaran yang diterapkan oleh guru dan murid. Penelitian ini menggunakan pendekatan kualitatif deskriptif melalui wawancara mendalam dengan guru informatika dan wakil kepala sekolah bidang kurikulum, kemudian dianalisis menggunakan model Miles dan Huberman untuk memperoleh gambaran empiris tentang dinamika pelaksanaan kurikulum. Hasil penelitian menunjukkan bahwa guru mampu mengembangkan inovasi pembelajaran seperti metode student-centered learning, Computer Science Unplugged, dan Amati-Tiru-Modifikasi (ATM), meskipun dihadapkan pada kendala administratif, keterbatasan media pembelajaran fisik, serta perbedaan antara capaian pembelajaran dan kondisi di lapangan. Adaptasi penggunaan teknologi dan kolaborasi antar guru menjadi strategi utama untuk mengoptimalkan pembelajaran Informatika. Demikian, implementasi Kurikulum Merdeka berpotensi besar untuk memperkuat literasi digital dan kemampuan berpikir komputasional murid, asalkan didukung kreativitas, pelatihan, serta fasilitas yang memadai. Kata Kunci: implementasi kurikulum; Informatika; Kurikulum Merdeka
Challenges faced by RPL teachers in implementing ICT-based curriculum Ali Zainal Abidin Zaky
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.v23i3.731

Abstract

An industry-relevant vocational curriculum requires Rekayasa Perangkat Lunak (RPL) teachers to adapt their learning to the latest Information and Communication Technology (ICT)-based curriculum. This study aims to identify the specific challenges faced by RPL teachers in implementing an ICT-based curriculum in vocational high schools. A descriptive qualitative approach was used, employing in-depth interviews and observations with RPL teachers in public vocational high schools. The main results revealed significant challenges, including limited essential technological infrastructure and human resource readiness, including gaps in students' digital competencies and a lack of ongoing teacher training relevant to RPL. Furthermore, dynamic curriculum changes are often not matched by school facilities and funding, and are characterized by high administrative burdens for teachers. This study makes an original contribution by mapping in detail how these challenges, while partially reinforcing general findings, manifest uniquely and in context for RPL teachers in implementing the Independent Curriculum. These findings are expected to provide an important foundation for formulating more targeted teacher training and developing strategies for implementing an effective and digitally responsive vocational curriculum.   Abstrak Kurikulum kejuruan yang relevan dengan industri mengharuskan guru Rekayasa Perangkat Lunak (RPL) mengadaptasi pembelajaran sesuai dengan kurikulum terkini berbasis Teknologi Informasi dan Komunikasi (TIK). Penelitian ini bertujuan untuk mengidentifikasi secara mendalam tantangan spesifik guru RPL dalam implementasi kurikulum berbasis TIK di Sekolah Menengah Kejuruan (SMK). Metode kualitatif deskriptif digunakan, melalui wawancara mendalam dan observasi kepada guru RPL di SMK Negeri. Hasil utama mengungkapkan tantangan signifikan yang meliputi keterbatasan infrastruktur teknologi esensial dan kesiapan SDM, termasuk kesenjangan kompetensi digital murid serta kurangnya pelatihan guru berkelanjutan yang relevan untuk RPL. Selain itu, perubahan kurikulum yang dinamis sering kali tidak diimbangi oleh kesiapan fasilitas dan pendanaan sekolah, serta diwarnai oleh tingginya beban administratif bagi para guru. Studi ini berkontribusi secara orisinal dengan memetakan secara detail bagaimana tantangan ini, meski sebagian menguatkan temuan umum, termanifestasi secara unik dan kontekstual pada guru RPL dalam implementasi Kurikulum Merdeka. Temuan ini diharapkan menjadi landasan penting bagi perumusan pelatihan guru yang lebih terarah serta pengembangan strategi implementasi kurikulum vokasi yang efektif dan responsif terhadap dinamika digital. Kata Kunci: kurikulum RPL; pembelajaran berbasis TIK; tantangan guru
A study of TaRL in developing teaching modules in Kurikulum Merdeka Ice Novita Triana Lolon; Christian Elyesar Randalele; Sul Hastevin
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.v23i3.755

Abstract

The implementation of the Kurikulum Merdeka requires differentiated learning through the Teaching at the Right Level (TaRL) approach. However, teachers in the regions often face obstacles to adapting due to limited competence in designing independent learning. This study aims to analyze the obstacles faced by Pendidikan Agama Kristen (PAK) teachers in Elementary Schools in North Toraja Regency when developing the Independent Curriculum Teaching Module, and to formulate an instructional design that integrates the TaRL approach into the tool. Using a qualitative approach and purposive sampling, four PAK teachers (coded G1-G4) were selected as informants. Data were collected through in-depth interviews, observations, and document analysis, and then analyzed using the Miles data condensation model. The results of the study indicate substantive pedagogical obstacles: teachers have difficulty developing valid, real-time diagnostic assessment instruments, formulating inclusive trigger questions, compiling graded Lembar Kerja Peserta Didik (LKPD), and determining indicators to increase students' ability levels. Due to the high dependence on the government's instant draft, the practice of flexible grouping in classes often causes chaos in class management and time constraints, leading teachers to return to the conventional classical model.    Abstrak Implementasi Kurikulum Merdeka menuntut pembelajaran berdiferensiasi melalui pendekatan Teaching at the Right Level (TaRL), namun sering kali guru di daerah mengalami kendala dalam beradaptasi karena keterbatasan kompetensi dalam merancang pembelajaran secara mandiri. Penelitian ini bertujuan untuk menganalisis kendala yang dihadapi guru Pendidikan Agama Kristen (PAK) di sekolah dasar di Kabupaten Toraja Utara dalam menyusun Modul Ajar Kurikulum Merdeka, serta merumuskan desain instruksional yang mengintegrasikan pendekatan TaRL ke dalam perangkat tersebut. Melalui pendekatan kualitatif dengan teknik purposive sampling, empat guru PAK (kode G1 sampai G4) dipilih sebagai informan. Data dikumpulkan melalui wawancara mendalam, observasi dan analisis dokumen, yang kemudian dianalisis menggunakan model kondensasi data Miles. Hasil penelitian menunjukkan adanya hambatan pedagogis yang substantif: guru kesulitan menyusun instrumen asesmen diagnostik yang valid dan real-time, merumuskan pertanyaan pemantik yang inklusif, menyusun Lembar Kerja Peserta Didik (LKPD) yang bertingkat, serta menentukan indikator kenaikan level kemampuan murid. Akibat ketergantungan yang tinggi pada draf instan pemerintah, praktik pengelompokan berdasarkan tingkat kemampuan (flexible grouping) di kelas sering memicu kekacauan dalam manajemen kelas dan kendala waktu, sehingga guru cenderung kembali ke model klasikal konvensional. Kata Kunci: Kurikulum Merdeka; modul ajar; TaRL 
Adaptive micro-credential-based curriculum to address competency gaps and industry needs M. Fatih Hidayatul Mustafid; Nadlir Nadlir
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.v23i3.756

Abstract

Digital transformation has rapidly changed the competency needs of the workforce, creating a gap between the competencies of university graduates and industry demands. This situation demands the development of a curriculum that is more adaptive, flexible, and oriented to job market needs. This study aims to analyze the role of a micro-credential-based adaptive curriculum in reducing the competency gap and increasing graduates' relevance in the era of digital transformation. This study employs a systematic literature review to examine references on digital transformation, adaptive curriculum, and the implementation of micro-credential in higher education. The results of the study indicate that micro-credential can provide recognition of specific competencies needed by industry, support flexible and continuous learning, and improve graduates' work readiness through mastery of technical and non-technical skills. The integration of micro-credential into the curriculum strengthens the connection between the learning process and the dynamic needs of the workforce. However, its implementation still faces challenges, including standardization of certification, industry recognition of competencies, human resource readiness, and digital infrastructure support. These findings confirm that a micro-credential-based adaptive curriculum is an innovative strategy for improving graduate quality and the competitiveness of higher education in the digital era.   Abstrak Transformasi digital telah dengan cepat mengubah kebutuhan kompetensi tenaga kerja, sehingga memunculkan kesenjangan antara kompetensi lulusan perguruan tinggi dan tuntutan dunia industri. Kondisi ini menuntut pengembangan kurikulum yang lebih adaptif, fleksibel, dan berorientasi pada kebutuhan pasar kerja. Penelitian ini bertujuan untuk menganalisis peran kurikulum adaptif berbasis micro-credential dalam mengurangi kesenjangan kompetensi sekaligus meningkatkan relevansi lulusan di era transformasi digital. Penelitian ini menggunakan metode systematic literature review dengan menelaah berbagai referensi yang berkaitan dengan transformasi digital, kurikulum adaptif, serta implementasi micro-credential dalam pendidikan tinggi. Hasil kajian menunjukkan bahwa micro-credential mampu memberikan pengakuan terhadap kompetensi spesifik yang dibutuhkan industri, mendukung pembelajaran yang fleksibel dan berkelanjutan, serta meningkatkan kesiapan kerja lulusan melalui penguasaan keterampilan teknis maupun nonteknis. Integrasi micro-credential dalam kurikulum memperkuat keterhubungan antara proses pembelajaran dan dinamika kebutuhan dunia kerja. Namun, implementasinya masih menghadapi tantangan berupa standardisasi sertifikasi, pengakuan kompetensi oleh industri, kesiapan sumber daya manusia, serta dukungan infrastruktur digital. Temuan ini menegaskan bahwa kurikulum adaptif berbasis micro-credential merupakan strategi inovatif untuk meningkatkan kualitas lulusan dan daya saing pendidikan tinggi di era digital. Kata Kunci: kesenjangan kompetensi; kurikulum adaptif; micro-credential
Analysis the suitability of e-storybook French children’s stories in learning French listening comprehension A2 CECRL Lavrisha Rumanty Rachman; Tri Indri Hardini; Iis Sopiawati
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.v23i3.757

Abstract

E-storybooks are a growing type of digital media for teaching French. They enable students to learn independently. An analysis was conducted to determine the suitability of the materials used in the developed media. The focus of this study was to analyze the suitability of materials in e-storybook French children’s stories for the F phase curriculum in learning French listening skills at level A2. The research was conducted using a qualitative approach with descriptive analysis. In this study, researchers found that children learned to listen to French stories at level A2 through e-storybook French children’s stories. The results showed that the materials presented in the e-storybook French children’s stories met the A2-level competency criteria based on CECRL, which were spread across various stories. The materials in the e-storybook French children’s stories aligned with the phase F curriculum for learning French listening skills at level A2. The materials in this media were delivered as audio narratives, animated videos, and narrative text stories, enabling students to engage in new learning experiences and learn independently.   Abstrak E-storybook merupakan salah satu jenis media digital yang terus berkembang untuk mengajar bahasa Prancis. Media ini memungkinkan murid belajar secara mandiri. Analisis dilakukan untuk mengetahui kesesuaian materi yang digunakan dengan media yang dikembangkan. Fokus penelitian ini adalah menganalisis kesesuaian materi pada e-storybook French children’s stories dengan Kurikulum Fase F dalam pembelajaran keterampilan menyimak bahasa Prancis tingkat A2. Penelitian ini dilakukan dengan pendekatan kualitatif menggunakan analisis deskriptif. Dalam penelitian ini, peneliti menemukan bahwa anak-anak belajar menyimak cerita bahasa Prancis untuk level A2 melalui e-storybook French children’s stories. Hasil penelitian menunjukkan bahwa materi yang disajikan dalam e-storybook French children’s stories memenuhi kriteria kompetensi tingkat A2 berbasis CECRL yang tersebar dalam berbagai cerita. Materi dalam e-storybook French children’s stories menyajikan konten yang sesuai dengan kurikulum fase F dalam pembelajaran keterampilan menyimak bahasa Prancis tingkat A2. Materi pada media ini disampaikan dalam format narasi audio, video animasi, dan teks narasi cerita yang memungkinkan murid memperoleh pengalaman belajar baru serta belajar secara mandiri. Kata Kunci: e-storybook; keterampilan menyimak; materi pembelajaran bahasa Prancis
Awareness and readiness to integrate AI with traditional library services Suebat Ajoke Busari; Amina Alhassan Idris
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.v23i3.758

Abstract

The rapid development of AI has created opportunities for academic libraries to enhance traditional library services. However, awareness of AI does not necessarily translate into readiness or actual utilization. This study aimed to examine library staff's awareness, readiness, and utilization of AI, potential areas for AI integration, and barriers to integrating AI with traditional library services in selected academic libraries in Kwara State. A quantitative descriptive survey design was employed using a structured questionnaire administered to randomly selected library staff. Of the questionnaires distributed, 120 were valid and analyzed using frequency counts and percentages. The findings indicate that library staff generally recognize the potential of AI, but their readiness to integrate it into traditional library services remains limited. AI was perceived as particularly suitable for information-oriented and user-support services, especially reference services, while its actual utilization remained relatively low. The findings further reveal that concerns about job displacement constitute the most prominent barrier, followed by shortages of AI expertise, unreliable power supply, inadequate infrastructure, and limited government support. The study concludes that effective AI integration requires continuous staff training, adequate technological infrastructure, institutional support, and policies that position AI as a complementary technology while preserving the professional and human-centered functions of library staff.   Abstrak Perkembangan AI membuka peluang bagi perpustakaan akademik untuk meningkatkan layanan perpustakaan tradisional. Namun, kesadaran terhadap AI tidak selalu diikuti oleh kesiapan dan pemanfaatan yang nyata. Penelitian ini bertujuan untuk mengkaji kesadaran, kesiapan, pemanfaatan, potensi integrasi AI, serta hambatan integrasi AI dalam layanan perpustakaan tradisional di perpustakaan akademik terpilih di Kwara State. Penelitian ini menggunakan desain survei deskriptif kuantitatif dengan kuesioner terstruktur yang diberikan kepada staf perpustakaan yang dipilih secara acak. Sebanyak 120 kuesioner valid diukur menggunakan frekuensi dan persentase. Hasil penelitian secara umum menunjukkan bahwa staf perpustakaan telah mengenal potensi AI, tetapi kesiapan untuk mengintegrasikannya ke dalam layanan perpustakaan tradisional masih terbatas. AI dipandang paling sesuai untuk layanan yang berorientasi pada informasi dan dukungan pengguna, khususnya layanan referensi, sementara pemanfaatannya dalam praktik masih relatif rendah. Kekhawatiran akan kehilangan pekerjaan menjadi hambatan utama, diikuti oleh kekurangan tenaga ahli AI, pasokan listrik yang tidak andal, keterbatasan infrastruktur, serta kurangnya dukungan pemerintah. Kesimpulan penelitian menunjukkan bahwa integrasi AI memerlukan pelatihan berkelanjutan, infrastruktur teknologi yang memadai, dukungan institusional, serta kebijakan yang menempatkan AI sebagai pelengkap teknologi dengan tetap mempertahankan fungsi profesional dan humanis staf perpustakaan. Kata Kunci: integrasi AI; pelatihan berkelanjutan; penerapan teknologi; perpustakaan akademik
Remediation strategies for enhancing economic students' understanding and performance in South Africa Nana Yaw Brenya Agyeman; Vanessa Aphane
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.v23i3.759

Abstract

Economics is an important subject in South African schools because it equips learners with the knowledge to understand economic systems and address economic challenges. However, limited evidence explains how Economics teachers in under-resourced schools respond to learners' misconceptions through practical remediation strategies. This study aimed to explore the remediation strategies used by Economics teachers to address learners' misconceptions and support their understanding and academic performance. A qualitative case study approach was employed to examine teachers' experiences and instructional practices in under-resourced South African schools. Data were collected through semi-structured interviews with 20 purposively selected participants and analyzed thematically. The findings identified five core remediation strategies: active learning, real-world applications, collaborative learning, formative assessment, and approaches addressing socioeconomic challenges. Active learning and real-world applications supported learners in engaging with and contextualizing economic concepts, while collaborative learning facilitated peer interaction and shared understanding. Formative assessment enabled teachers to identify misconceptions and provide timely feedback, while attention to socioeconomic barriers highlighted the importance of learning resources and infrastructure. Technology integration also supported learners' engagement and understanding. These findings demonstrate that effective remediation requires context-sensitive instructional strategies, adequate resources, and institutional support.   Abstrak Ekonomi menjadi  mata pelajaran penting di sekolah Afrika Selatan karena anggotanya dididik dengan pengetahuan untuk memahami sistem ekonomi dan menghadapi berbagai tantangan ekonomi. Namun, bukti mengenai bagaimana guru ekonomi di sekolah dengan keterbatasan sumber daya menanggapi miskonsepsi peserta didik melalui strategi remediasi yang praktis masih terbatas. Penelitian ini bertujuan untuk mengeksplorasi strategi remediasi yang digunakan guru ekonomi dalam mengatasi miskonsepsi serta mendukung pemahaman dan prestasi akademik peserta didik. Penelitian ini menggunakan pendekatan studi kasus kualitatif untuk mengkaji pengalaman dan praktik pembelajaran guru di sekolah Afrika Selatan yang memiliki keterbatasan sumber daya. Data dikumpulkan melalui wawancara semi-terstruktur terhadap 20 partisipan yang dipilih secara purposif, kemudian dianalisis menggunakan analisis tematik. Temuan mengidentifikasi lima strategi utama, yaitu pembelajaran aktif, penerapan konsep dalam konteks nyata, pembelajaran kolaboratif, asesmen formatif, dan pendekatan yang mempertimbangkan tantangan sosial ekonomi. Pembelajaran aktif dan konteks nyata mendukung interaksi serta pemahaman konsep ekonomi, sedangkan pembelajaran kolaboratif memfasilitasi interaksi dan pemaknaan bersama. Asesmen formatif membantu guru mengidentifikasi miskonsepsi dan memberikan umpan balik secara tepat waktu. Integrasi teknologi juga mendukung keterlibatan dan pemahaman peserta didik. Temuan menunjukkan bahwa remediasi yang efektif memerlukan strategi pembelajaran yang kontekstual, didukung oleh sumber daya dan dukungan institusional yang memadai. Kata Kunci: asesmen formatif; mata pelajaran ekonomi; remediasi strategis; tantangan sosial-ekonomi

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