Indonesian Curriculum Research Articles

Membangun Wawasan Global Warga Negara Muda melalui Pendidikan Kewarganegaraan Global di Indonesia

This article aims to describe the global insights of young citizens and the conceptual framework of global citizenship education in Indonesia. This study uses a descriptive qualitative approach with a literature study method carried out through several stages ranging from collecting, analyzing, to interpreting data from various written sources, such as books, journal articles, research reports, and other documents. Global insight includes not only knowledge of international events, but also an in-depth understanding of how those events are interrelated and impact everyday life in different parts of the world. In this era, young people must be able to think critically and be adaptive to global changes, as well as have high social awareness to be able to contribute positively in a global society. Global awareness includes cultural awareness, interconnectivity, global identity, social responsibility and critical thinking skills. All these dimensions aim to equip youth with the necessary skills to participate in a global society and deal with international issues. In the Indonesian curriculum, global citizenship education needs to be integrated with relevant approaches through thematic learning, collaborative projects, and the use of technology, aligned with the standards set by UNESCO to encourage awareness and active participation in global issues. This approach includes a number of key elements designed to improve learners' understanding, skills and attitudes in an interconnected global context.

The Extend of Differentiated Instruction Implementation in Junior High School’s English Subject

The implementation of the Merdeka Curriculum in Indonesia has brought about significant changes in the educational landscape, particularly through the introduction of Differentiated Instruction. This qualitative descriptive research aimed to analyse the implementation of Differentiated Instruction in the English subject at SMP Islam De Green Camp Tanjungpinang, a Sekolah Penggerak for the Merdeka Curriculum. The study focused on exploring English teachers' perceptions of Differentiated Instruction, their understanding of its concept, and the extent to which it was being implemented in their classrooms. The findings revealed that while teachers generally had a positive perception of the Merdeka Curriculum and Differentiated Instruction, their practical implementation was still evolving. Although they understood the theoretical underpinnings of Differentiated Instruction, there were gaps in fully differentiating all four elements of instruction: content, process, product, and learning environment. This research contributes to the understanding of how Differentiated Instruction is being interpreted and applied in the context of the Merdeka Curriculum, highlighting both the progress made and the areas that require further development to fully realize the potential of Differentiated Instruction in enhancing student learning outcomes.

Bridging Cultures: Integrating Game-based Learning based on Local Wisdom in ELT

The implementation of the Merdeka Curriculum in Indonesia aims to cultivate students who embody the values of Pancasila. However, achieving the profile of Pancasila learners has been challenging due to less meaningful learning experiences that do not cater to diverse student needs. This study explores the potential of Game-Based Learning (GBL) integrated with local wisdom to address these challenges in Batang Regency's high schools and vocational schools. Using a qualitative phenomenological approach, data were collected from 25 teachers through questionnaires, interviews, and observations. The findings reveal that GBL activities, such as traditional game adaptations, folktale integration, cultural role-playing, and local-themed vocabulary and grammar games, significantly enhance student engagement, motivation, and cultural awareness. These activities not only make learning more enjoyable and relevant but also foster the values of Pancasila, promote local culture, and support Batang tourism. The study reveals the importance of providing adequate resources and training for teachers to overcome implementation challenges and suggests future research to explore the long-term impacts and scalability of GBL. By integrating local wisdom into GBL, educators can create a dynamic and inclusive learning environment that aligns with the Merdeka Curriculum's goals and enriches the educational experience in Indonesia.

Penyuluhan dan Pendampingan Pembuatan Teh Bunga Telang dan Sereh Wangi Untuk Menurunkan Kadar Gula Darah Di Desa Bandar Dawung Tawangmangu

Community Service Lecture (CSL) is a community service program that is part of the higher education curriculum in Indonesia. The purpose of this program is to contribute to the community in Bandar Dawung village, Tawangmangu district, Central Java. One of the contributions given is the assistance program for making telang flower tea (Clitoria ternatea L.) and making jelly candy from citronella leaves (Cymbopogon citratus) is efficacious in lowering blood sugar levels. The main problem faced is the high prevalence of diabetes mellitus. Diabetes mellitus is a metabolic disease characterized by hyperglycemia, due to the body's relative and absolute insulin deficiency. The method used is divided into three stages, namely pre-activity, activity process, and evaluation. The results of this mentoring activity show that the level of public understanding of the benefits and processing of telang flowers and citronella leaves is 80%.

Profile of Pancasila Students Through Culture-Based Learning in Elementary Schools within the Independent Curriculum in Indonesia

The profile of Pancasila students is an essential characteristic that students must possess. However, in real-world conditions, it is still observed that students lack knowledge and appreciation of their own cultures, and interactions among students often lead to conflicts. The purpose of this research is to assess the application of culture-based learning in relation to the Pancasila Student Profile. This research is experimental in nature. The population as well as the sample consists of 15 fourth-grade students. The design used is a one-group posttest design. The instrument used is a questionnaire. Data analysis was conducted using the One-Sample Test, resulting in a t-value of 5.041 and a t-table value of 1.76131. Since the t-value is greater than the t-table value, it can be concluded that culture-based learning has a positive impact on the Pancasila student profile, particularly in the aspect of global diversity.

PORTRAIT OF TEACHING ENGLISH IN PRIMARY SCHOOL UNDER KURIKULUM MERDEKA

The changes in the national curriculum in Indonesia have been regular since the independence. It is an action taken to improve the quality of education given the demands of both era and society as well as a preparation of more competitive outcomes. This study concerns teachers' perceptions of the current curriculum (Kurikulum Merdeka). It is important to see how it is going in the practical field, particularly in teaching English in primary schools. This study employed a case study design where Six English teachers from six different schools in Kuningan, West Java, Indonesia took part as participants in the current study. They were interviewed in two modes, onsite and online, to share their views regarding the Merdeka curriculum implementation. The data from the interviews were analyzed through qualitative analysis. The result shows that both schools and policymakers have done several aspects regarding the implementation. Meanwhile, along with its implementation, the challenges exist including time allotment, students’ proficiency, and students' motivation, Therefore, the findings should be taken seriously, to improve the quality of teaching English at the primary level.

Historical and Sociological Review of the Development and Change of the Islamic Religious Education Curriculum in Indonesia

Historical and Sociological Review of the Development and Change of the Islamic Religious Education Curriculum in Indonesia

Peningkatan Citra Desa dan Penguatan Pendidikan Karakter Melalui Literasi dan Sosialisasi Anti-Bullying di Desa Simpang Tiga Daratan

Real Work Lectures (KKN) is a community service program that students must take part in as part of the higher education curriculum in Indonesia. The aim of this activity is to develop students' abilities to apply the knowledge and skills they have acquired during lectures in real contexts in society. KKN activities were carried out in Simpang Tiga Daratan village, Enok District, Indragiri Hilir Regency for 40 days, with a focus on the Literacy Work Program in the form of the Anti-Bully movement. The methods used include counseling and training. The results of this activity show an increase in public awareness about the importance of bullying prevention, as well as the existence of sustainable programs that can be implemented by the community independently. This activity also provides direct experience for students in interacting and contributing to society. In conclusion, KKN is an important means for students to apply academic knowledge in everyday life and have a positive impact on the local community.

PENGARUH PEMBELAJARAN MATEMATIKA BERBASIS PROYEK TERHADAP KEMAMPUAN PEMECAHAN MASALAH SISWA KELAS X SMAN 1 PEGAJAHAN

This study aims to examine the impact of Project-Based Learning (PjBL) on the problem-solving abilities of tenth-grade students at SMA Negeri 1 Pegajahan within the context of the Merdeka Curriculum. The research employs a quantitative method with a quasi-experimental approach, utilizing a Pretest-Posttest Only One Group Design. The population includes all tenth-grade students, with samples selected using Cluster Random Sampling techniques. Data were collected through pretests and posttests and analyzed using descriptive and inferential statistical tests, including normality tests, homogeneity tests, and the Paired Sample t-Test. The results indicate a significant improvement in students' problem-solving abilities following the implementation of PjBL. The t-test results demonstrate a positive effect of PjBL on students' problem-solving skills. Based on these findings, it is concluded that PjBL is an effective teaching method for enhancing students' mathematical problem-solving abilities. This study provides valuable contributions to the development of more innovative and relevant teaching methods, particularly in supporting the implementation of the Merdeka Curriculum in Indonesia.

Learning Problems in the Implementation of the Independent Curriculum in State Junior High Schools

This research explores the evolution of the education curriculum in Indonesia, which often changes with changes in ministers, and explains its impact on the quality of learning, especially during the COVID-19 pandemic which forced a transition to an online system. The purpose of this research of knowing and describing Learning Problems in the Independent Curriculum that occurred at SMPN 2 Seberang Musi Kepahiang. This research departs from the background of the many phenomena surrounding learning problems in the Independent curriculum and various policies regarding the Independent curriculum. The research question raised is how learning problems in the Independent curriculum at SMPN 2 Seberang Musi Kepahiang are problematic. The research was conducted with a qualitative type of field research. Data was collected by interviewing school principals, curriculum representatives, and teacher councils as well as making observations SMPN 2 Seberang Musi Kepahiang. The results of these interviews were analyzed and then presented in a descriptive form. The results of this analysis can answer the questions formulated in the research questions. The results of this analysis are in the form of learning problems in the Independent curriculum originating from the government in the form of less than optimal guidance and assistance in the implementation of the Independent curriculum. In addition, there are also problems originating from teachers in the form of a lack of teacher ability to utilize Independent teaching platforms and utilize technology to learn and understand Independent curriculum.

Balinese Language and Local Identity in a Multicultural Context; Issues, Challenges, and Preservation Efforts

This research aims to present the issues, challenges and opportunities of Balinese regional languages ​​in the context of multicultural society and culture. In the current context, the Balinese language is experiencing a decline in interest and use in daily life which is being eroded by the use of Indonesian and English by the people. The great influence of multiculturalism is detected in this context. This is proven by the proliferation of international standard Kindergarten, Elementary, Middle and High Schools, where these schools present and promise English as the language of instruction. The narrative literature review method is used as empirical data to support arguments. Some of the issues facing the Balinese language currently and in the future include the code mixing habits of parents in Bali, the proliferation of international schools, and the position of the Balinese language in the Indonesian curriculum. These issues refer to several challenges faced by the existence of the Balinese language, namely the shift in the identity of the younger generation, changes in the educational curriculum, and the shift in the function of regional languages. Several efforts have been made by various parties in order to preserve the Balinese language in the context of a multicultural society. Steps that should be taken as preservation tips in the future are packaging the language with local culture, stabilizing diglossia, using Balinese as an introductory subject, training and community development, as well as linguistic research for documentation. With this research, it is hoped that the Balinese people will pay more attention to and preserve the Balinese language. Research related to Balinese is still limited. It is hoped that this paper will be able to contribute to literature studies for parties interested in researching the Balinese language further.

Unveiling maritime English communication needs for seafarer: Strategic reformation for classroom instructional design

The significance of onboard maritime English communication has led to the needs of innovation in language teaching strategies and instructional design. Mostly Indonesian seafarers faced serious problems to join ocean-going vessels due to maritime English proficiency. This study attempted to capture the essential demands of Indonesian seafarers joining an ocean-going vessel for their communication techniques using maritime English, with the goal of having a greater impact on the development of instructional design for Indonesian curriculum. Semi-structured interviews were conducted with 14 Indonesian seafarers assigned to different ocean-going vessels of various sorts, sizes, and foreign flags. Semi-structured interview was performed with three maritime English lecturers from different maritime education institutions in Indonesia. This study employed qualitative research by combining theory and using NVivo 12 Plus software as the coding method to understand and analyse data. The first finding indicated that operational maritime communication strategies such as in routine and special-message communication like safety, distress and urgency communications were required to create communication patterns. Second finding denoted challenges faced by Indonesian seafarers in having maritime communication such as unclear meaning resulted from improper word choices, different accents and pronunciations of the different socio-cultural of radio officers they spoke to, and due to sentence construction. The third finding revealed the focus of materials for each language skill for communication onboard. The whole findings implied that maritime-ESP teaching should reform with solemn education packages and instructional design heading toward the communicative competence to prepare cadets with the required needs of their future seafaring job.

The Concept of Quality in Curriculum

The curriculum is a description of what students should learn in school. The curriculum itself includes many subjects and objects to be applied in educational institutions. Teachers, material subjects, students, and many other things are required to achieve worthwhile and useful learning outcomes and then realize the aim of education. The quality of the curriculum is important to the success of education in order to create students who become good people in society. This paper discusses the concept of quality in curriculum education in general. The aim of the research is to clarify the perception of curriculum quality based on references to international and national curricula. The authors used qualitative research with literature review technique compilation data. This paper summarizes the views and perceptions of national curriculum and UNESCO curriculum quality by analyzing the curriculum implemented in Indonesia. The result revealed that the quality of the curriculum has four criteria (development, the curriculum, the implementation, and evaluation) that are then developed to obey the education national standard (SNP): competence of graduates standards, contents standards, process standards, and assessment standards. Based on the data, almost 70% of the implementation of the development and improvement of the Merdeka Indonesia curriculum is going well. To date, there are 293,373 formal education units that have implemented the Merdeka curriculum optimally.

Internalisation of Tolerance Values Learners in Indonesia Merdeka Curriculum

This research aims to explore the process of internalising the value of tolerance in students in the context of the Merdeka Curriculum in Indonesia. The research method used is a qualitative study with a literature review approach. The results showed that the Merdeka Curriculum pays significant attention to the development of tolerance attitudes in education. The process of internalising the value of tolerance is carried out through an inclusive, dialogical, and experience-based learning approach. In addition, schools through the central role of teachers play an important role in strengthening tolerance values among students. The findings of this study provide a deeper understanding of the educational practices that support the internalisation of tolerance values in the Merdeka Curriculum and contribute to the development of a more inclusive and human values-oriented curriculum in Indonesia.

Analysis of mathematics textbook of Indonesian curriculum based on functional thinking framework

Functional thinking (FT) is individual’s cognitive process to identify the relation between variables and is essential for students to learn algebra. However, not much studies addressing the examination of the contents of FT problems within school mathematics textbooks, particularly in Indonesian curriculum. This study aims to describe the mathematics problems presented in junior high school mathematics textbooks of the new Indonesian curriculum (Kurikulum Merdeka) based on the FT framework. To reach this aim, the student mathematics textbook published by The Ministry of Education, Culture, Research, and Technology (Kemdikbud) in 2022 was used to conduct the analysis. The textbooks used were seventh and eighth-grade mathematics textbooks. The data was collected by observing the textbook's contents in the algebra domain. The analysis was based on the framework of FT consisting of recursive patterns, covariance, and correspondence. The results show that the FT tasks appear in the learning of algebraic terms, modelling with algebra, and linear functions. Moreover, this study also found that tasks in each topic develop students’ FT at different stages. Tasks in algebraic terms fulfill all FT’s stages in hierarchical order, tasks in modelling with algebra focus on the correspondence stage, and tasks in linear functions include all FT stages but not in chronological order; that is, recursive patterns, correspondence, and then covariation. In conclusion, this study finds that algebraic problems provided by Indonesian textbooks already support students’ FT. Thus, designing more FT tasks and connecting each task to different algebra topics might help students develop their FT.

The evolution of Indonesian curriculum: Hypothetical learning trajectory for mastery of mathematical and computational thinking

Some conditions are unconcerned with students believing they are learning mathematics. Students' disinterest increases when the situation is online learning due to the COVID-19 pandemic. In that case, fully online learning reduces students' mathematical and computing abilities. Therefore, this study aims to obtain a hypothetical learning trajectory in mathematics learning in constructing the skills to master mathematical and computational thinking for secondary school students. This study used part of the research development method of validation research which focuses on Hypothetical Learning Trajectory (HLT). The preparation of the HLT focuses on mastering the mathematical and computational thinking skills of junior high school students using teaching materials, learning media, and evaluation instruments on rank number and square roots materials. The subjects in this study were 30 junior high school students in class IX who took mathematics classes. The series of activities and forms of student learning assumptions become one complete trajectory for the purpose of learning achievement. A Hypothetical Learning Trajectory (HLT) was developed based on the findings of an analysis of the activities of the Junior High School Mathematics curriculum suite and PISA 2021, test results, initial observations during the learning process, and interviews with students and teachers. HLT preparation has an impact on creating learning designs that are ready to be continued at the implementation stage in the following class.

Increasing the Motivation of Prospective Teachers: Exploration of the Use of ChatGPT in Developing Mathematics Teaching Materials Independent

Teachers in Indonesia have limitations in developing teaching materials. The aim of this research is to explore the use of ChatGPT in developing mathematics teaching materials for the independent learning curriculum in Indonesia. This type of research is quantitative descriptive with a sample of 15 students. The instruments used in this research were motivation questionnaires, observation sheets, documentation, and interviews. The results of this research are steps for using ChatGPT in developing teaching materials, including developing needs analysis instruments, searching for teaching material materials, and searching for teaching material designs with the help of ChatGPT. The use of ChatGPT in developing teaching materials is very helpful and easy, providing time and energy efficiency as well as extensive information for prospective teacher students. However, the use of ChatGPT in developing teaching materials also has disadvantages, including not always being able to understand more specific learning contexts, resulting in errors in understanding or being irrelevant. Another thing that is felt is the limitations of the images displayed by ChatGPT. The motivation of prospective teacher students in developing teaching materials using ChatGPT was obtained by 13 people who had medium and high motivation, while 2 people had low motivation.

AGAINST SCHOOL DOMINATION Reflections on the Antecedent Curriculum

<span lang="EN-US">This paper reflects on the tendency of the curriculum in Indonesia, which is antecedent. The curriculum was conceived and developed because of the bad precedents that befell this nation. The curriculum in the school seems to be a "panacea" that can cure diseases in society. The dominance then strengthens this condition carried out by the school over the development of students. So that students feel that they are instruments of "trial" and imprisoned in their creativity for the better. The curriculum should be constructed based on fulfilling the ideals of the Indonesian nation and referring to a definite interest for developing students’ personalities. This study aims to counter the trend of the curriculum in Indonesia, which is ante centric. The research method used in this study is a qualitative descriptive approach. The results of this study state that the process of actualization of education and learning in schools will always be temporary (hypo-knowledge), which at some point will "cheat" in various forms, according to the parameters and indicators that accompany it, both like evidentiality, locality, contextuality and because the weak "fingers" of truth grip an era.</span>

Kurikulum Pendidikan di Indonesia dan Jepang: Sebuah Analisis Komperatif

Japan is recognized as having a superior education system in the world because of its complete facilities and competent human resources. Developing countries often point to Japan as an example for raising educational standards. This research aims to determine the comparison of educational curricula in Indonesia and Japan. The method used in this research is Literature Review, namely by conducting research on scientific articles, books and other sources that are relevant to certain problems, research fields, or theory, as well as several other documents that have been published. The results of this research are: 1) The level of education in Japan is the same as in Indonesia, consisting of nine years of basic education (primary school and junior high school), three years of senior high school (general and vocational tracks), and higher education, 2) The Japanese curriculum is revised every ten years, while the Indonesian curriculum is revised every time there is a change in leadership. 3) The general aim of education in Japan is similar to that in Indonesia, namely developing the potential of students. Japan's goals are more specific and include various characteristics that Japanese children must have. 4) The subjects taught in elementary school classes in Japan and Indonesia have significant differences, especially in terms of language and the variety of lessons taught. Apart from that, the learning approaches and curricula in the two countries also show striking differences, with different emphasis on language and certain skills. 5) The Indonesian curriculum adopts scientific methods and a project-based learning approach with teachers as facilitators, while the Japanese curriculum uses lesson study. with an open approach and problem solving, where the teacher acts as a facilitator with the principle that children must understand, can, and the class must be fun, 6) Both Indonesia and Japan do not apply the National Examination (UN) in assessment.

Comparison of Evaluation Approaches: Tests and Non-Tests on Students' Critical Thinking at SMPN 1 Wera

This research is motivated by the importance of critical thinking skills in facing the challenges of the 21st century. The 2013 curriculum in Indonesia has emphasized the development of these competencies, but its implementation faces challenges in effective evaluation. This research aims to evaluate the effectiveness of test and non-test approaches in developing students' critical thinking skills at SMP N 1 Wera. The research results show that non-test approaches, such as projects and group discussions, have a significant positive impact on the development of students' critical thinking skills. Students feel more involved and motivated in learning when evaluated with a non-test approach. This approach gives them the opportunity to develop creativity, collaboration, and problem solving, which are important aspects of critical thinking skills. Although there are challenges in implementing non-test approaches, such as lack of time and resources, the benefits far outweigh the barriers. This research concludes that the non-test evaluation approach has great potential in improving student learning and developing critical thinking skills at SMP N 1 Wera.