Indonesian Curriculum Research Articles

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.

The Relevance Of The Merdeka Curriculum In Improving The Quality Of Islamic Education In Indonesia

The Merdeka Curriculum Kurmer is an innovation in the education curriculum in Indonesia after the 2019 COVID pandemic, which was ratified in February 2022. The Ministry of Education, Culture, Research and Technology's target for 2024 is for all educational units to use the Kurmer as a learning guide, including madrasas, under the auspices of the Ministry of Islamic Education. This research aims to describe the relevance of the Merdeka Curriculum in improving the quality of Islamic education in Indonesia. The research was conducted at the secondary level of Islamic education. The data were collected directly at Madrasah Tsanawiyah Ar-Rahman, and Madrasah Ittifaqiyah Ogan Ilir and several previous findings in Indonesia. Data analysis was carried out descriptively and qualitatively. The research findings indicate that there are obstacles in implementing the Merdeka Curriculum. These challenges arise primarily due to administrative unpreparedness and a lack of comprehensive understanding, particularly concerning the co-curricular aspects of the Pancasila Student Profile (P5) and the Rahman Lilalamin Profile (P2RM). Encouraging implementation can be seen in the operations and administration of curricular and extracurricular learning, in meeting graduation targets, implementing learning and in the assessment process. The visible support is the high work enthusiasm of educators, being united and able to work together, potential students, having a large Pesantren area, and support from a decree from the Ministry of Islamic Education. There was relevance in implementing a Kurmer from the aspects of graduation, content standards, process and assessment standards, although there are several weaknesses.

Development of Problem-Based-Learning (PBL)-Oriented Electronic Student Worksheets (e-Worksheet) to Improve Critical Thinking Skills of Class XI Senior High School Students on Factors that Influence Rate of Chemical Reactions Material

Education system changes from time to time, and with these changes, the existing curriculum in Indonesia also continues to undergo several curriculum updates. The Merdeka Curriculum is the answer to the high level of competition that occurs in the 21st century. Factors that influence the rate of chemical reactions are one of the materials in chemistry phase F of the Merdeka curriculum, which has abstract characteristics and requires experimentation. Based on these characteristics, the problem-based-learning (PBL) learning model is suitable for use and can improve students’ critical thinking skills. This research aims to determine the feasibility of developing a PBL-oriented student e-worksheet to improve critical thinking skills on factors that influence reaction rates. The method used in this research is R&D with a 4D model. The results obtained are that the student e-worksheet developed is feasible because the content and construct validity results obtained in mode 5 with a very valid category, then the practicality results obtained a response questionnaire score of 98.44%, which was supported by the results of the student activity sheets, and the effectiveness was obtained. From the data from the pretest and posttest results, which were analyzed using the SPSS Paired Sample t-Test, the results showed that there was an increase in students’ critical thinking skills, namely with a significance value of 0.00.

Mentor, Observe, Support, Take Action (MOST): a model for continuing professional development of teacher leaders

This study aims to identify literacy competencies, self-efficacy, and Technological Pedagogical Knowledge (TPK) among teacher leaders (TL) as the foundation for developing a model of sustained professional development. The survey involved 153 respondents, TL at the junior high school level in Riau and Riau Islands. Instruments were used to measure literacy skills (environmental, numerical, digital) and TPK employed multiple-choice tests. The questions underwent item analysis, piloted with 30 respondents. A questionnaire measured self-efficacy, the role of TL, and the implementation of the Emancipated Curriculum. Descriptive data analysis determined demographic characteristics and the average competence of TL. Inferential analysis to identify relationships between variables used Structural Equation Modeling (SEM) with Lisrel 8.80 software. Research results reveal that the competence level of TL (literacy, TPK, and self-efficacy) ranges from moderate (60.60) to high (91.20). Based on SEM analysis, the developed model meets the criteria as a well-fitting model. Validation results show that all loading factors are > 0.5, t statistics > 1.96. This study recommends the development of a TL Professional Development model with the acronym MOST (mentor, observe, support, take action) as stages for their professional development to fulfill the mission of moving, acting, and driving the implementation of the Emancipated Curriculum in Indonesia.

Kurikulum Merdeka: Memperkuat Keterampilan Abad 21 untuk Generasi Emas

The formulation of the problem in this study is how the implementation of Independent curriculum and the impression of 21st century skills for the golden generation. In the education system, the curriculum is considered a central and fundamental element in learning, thus becoming a crucial aspect in education. The Merdeka curriculum in Indonesia aims to create a golden generation of global competitiveness. The Merdeka curriculum can be an effective strategy to strengthen 21st century skills for Indonesia's Golden Generation, focusing on developing students ' potentials and skills, character education, and collaboration among all parties. The method in this research literature or literature review. A) determine the research topic of teaching 21st century skills in Primary School; b) search and collect various articles from Scopus website, Google Scholar and other journals; c) classify articles related to different types of research topics, d) synthesize relevant articles, noting the key points in each article; and e) write articles on synthetic results. Qualitative methods are used in data analysis methods. The Independent curriculum provides support for the development of each individual's potential and skills to strengthen character and prepare students to acquire the skills needed in global competition.

Analyzing the Integration of Computational Thinking in Science and Physics Education within the Indonesian Curriculum

This field study was carried out to reveal the implementation of computational thinking in learning Natural Sciences and Physics in the Independent Curriculum. The study was conducted in Garut Regency targeting science, physics and ICT teachers in schools that have implemented the Independent Curriculum. The number of respondents involved was 112 teachers who were selected using the cluster sampling method. Respondents consisted of 57.1% elementary school teachers, 31.3% middle school teachers, and 11.6% high school/equivalent teachers. The instruments used include questionnaires, observation sheets, and document analysis sheets. Data analysis was carried out using triangulation techniques from research data. The research results show that conceptually teachers still do not understand computational thinking. Even though some teachers are aware of the emphasis on implementing computational thinking in the independent curriculum, the documents for planning and implementing learning in the classroom still do not show this implementation. These results can be used as a basis for conducting training and assistance to science and physics teachers in implementing computational thinking in learning.

Implementasi Kurikulum Merdeka dan Pendidikan Karakter: Strategi Meningkatkan Kualitas Siswa di Era Modern

As a result of the lack of character education for children, it causes a moral crisis, such as social problems in society, drinking, bullying and others. Character education in the Independent curriculum is very important because it has several main objectives. First, the character of Education aims to develop the basic character of students in accordance with the values of Pancasila, such as religious, nationalist, integrity, independence, and mutual assistance. Second, the character of education is expected to form students who have religious spiritual strength, self-control, personality, intelligence, noble character, and other skills needed to face complex future challenges. The method in this study using literature studies. Through the new policy of Education Quality reform in Indonesia curriculum “Merdeka belajar " and character education is expected to be a significant movement in the learning process to improve the quality of Education and improve the quality of students in the modern era

MENGKAJI KEUNGGULAN KURIKULUM IPA FINLANDIA UNTUK MENINGKATKAN PENDIDIKAN SAINS DI INDONESIA

<p><em>The issues in education in Indonesia, particularly in the field of Natural Sciences, are very concerning. According to the Programme for International Student Assessment (PISA) survey by the OECD, Indonesian students' abilities in science rank low globally, with a ranking of 71 out of 77 countries in 2018 and 68 out of 81 countries in 2023. The science scores also declined from 396 to 383, far below the RPJMN target of 402. Data from the Trends in International Mathematics and Science Study (TIMSS) shows that Indonesian 4th and 8th-grade students also rank low internationally. The research methodology uses a qualitative approach through a literature study. Data analysis indicates that the content and competency-based science curriculum in Finland provides a good model by integrating theoretical knowledge and practical skills. Science education in Finland, which is interactive and student-centered, can serve as a reference for improving the curriculum in Indonesia. A comprehensive and context-based science learning approach is needed to enhance the quality of science education in Indonesia. The PISA and TIMSS survey results emphasize the need for improvements in science learning in Indonesia. Science, as systematic knowledge and a scientific process, requires a holistic and integrated learning approach. An integrated science approach that connects science to everyday life is crucial for developing scientific processes in students. Science teachers are expected to have interdisciplinary abilities and knowledge integration. However, often the curriculum and the quality of teachers do not support this goal. This study compares the 2013 Curriculum in Indonesia with the Finnish Curriculum to see the similarities, differences, and obstacles in science learning</em>.</p>

An Analysis of Arabic Language Curriculum Development in Indonesia

Curriculum development must be considered according to the times, the development of science, the needs of students, and the needs of society. In Indonesia, curriculum development from the Learning Design Curriculum (1947) is currently being implemented. The purpose of this paper is to understand the approaches used in curriculum development, and to analyze the development of the Arabic language curriculum in Indonesia. The results of this study indicate that the approaches used in curriculum development are both the administrative and grassroots approach, while the development of the Arabic language curriculum in Indonesia begins with the 1964 curriculum, spanning all the way to the 2022 independent curriculum. Curriculum changes over time have been carried out in a balanced and proportional manner. This is reflected in the teaching of Arabic language skills, which are taught to continue to experience development and refinement. In addition, the orientation of learning Arabic is not only for studying religion, but also oriented toward the realization of Arabic language competence, communicative competence, and cultural competence.

Survei Keterlaksanaan Kurikulum Merdeka Mata Pelajaran Pendidikan Jasmani Olahraga dan Kesehatan (Pjok) pada Tingkat Satuan Pendidikan SMAN/SMKN Se-Kecamatan Driyorejo

The independent curriculum is the newest curriculum in Indonesia which changes traditional learning methods to encourage learning that is centered on students' abilities. It is implemented in all subjects, one of which is Education, Physical, Sports and Health (PJOK). The purpose of this research is to determine the implementation of PJOK learning in SMAN/SMKN in Driyorejo District using the Independent Curriculum and the supporting and inhibiting factors in implementing the independent curriculum. The method used in this research is a survey by distributing questionnaires to respondents. This research is a type of quantitative descriptive research. The population used was PJOK teachers and eleventh grade students at SMAN and SMKN Driyorejo and the research sample was the principal, deputy principal, five PJOK teachers, and two hundred and twenty-one students. The sampling technique applies cluster random sampling. Data analysis used percentage. Based on the research results, it can be explained that; 1) The implementation of the independent curriculum in PJOK subjects in SMAN and SMKN throughout Driyorejo District is in the "sufficient" category. Therefore, there are still several indicators or components that need to be improved for both teachers and students. 2) The factors that support the implementation of the independent curriculum at SMAN 1 Driyorejo and SMKN 1 Driyorejo are that the principal and head of curriculum support the continuous PJOK teacher training and development program regarding the implementation of the independent curriculum, and 3) the factor that hinders the implementation of the independent curriculum is that not all teachers understand learning flow in the independent curriculum.

Soap Making Project from Waste Cooking Oil for High School Students’ Chemistry Learning: Qualitative Content Analysis

Waste Cooking Oil (WCO) is one of hazardous waste causes serious issues, including environmental and health issues. WCO can be utilized in several bioproducts to reduce the potential of its problems. The purpose of this study is to create teaching-learning sequences from the context of utilization of waste cooking oil into soap. The teaching-learning sequences can be used as a basis to construct lesson design or teaching materials with project-based learning model. This is in line with curriculum in Indonesia known as “Kurikulum Merdeka” for a program called “Projek Penguatan Profil Pelajar Pancasila (P5)”. This research used Qualitative Content Analysis as a method with four stages including material collection, descriptive analysis, category selection, and material evaluation. Data were collected through fourteen literatures analysis and expert validation. Validation experts are from an experienced chemistry teacher and two lecturers from chemistry education field. Validation results the teaching-learning sequences’ is suitable for use for learning activity in terms of content. The result of this study is a teaching-learning sequences which divided into four sections including: (A) The Phenomenon of Waste Cooking Oil, (B) The Composition of Waste Cooking Oil and The Utilization of Waste Cooking Oil, (C) The Soap Making Process with WCO, and (D) The Benefit of WCO Utilization into Soap.

Studi Komparatif Sistem Pendidikan di Korea Selatan Dengan Indonesia

Comparative studies have two syllables, consisting of "study" and "comparative". In the large Indonesian dictionary, the word "study" is a study, research or analysis. Meanwhile, the meaning of the word "comparative" is to compare. In this comparative research, it is usually used to compare the similarities or differences of a fact or the nature of the research object which is based on the research framework. The type of research used is a qualitative research method through a literature review (Kartiningrum, 2016). Qualitative research refers to the thoughts, feelings, opinions or beliefs of the person being studied and cannot be measured quantitatively (Ulfatin, 2022). The data used to prepare this work came from various articles related to the topics discussed. The social studies curriculum in South Korea began in 1946, when South Korea was liberated from Japanese colonial rule and came under the United States military. The main aim of this curriculum is to eradicate the remnants of Japanese imperialism. The curriculum in Indonesia has changed many times since independence. Since 2013/2014, Indonesia has begun implementing the 2013 Curriculum in schools in Indonesia for grades 1, 4, 7 and 10. The implementation of the 2013 curriculum will be carried out in stages until it is implemented in all classes in Indonesia. In 2020 in South Korea there will be an additional curriculum, namely the curriculum local content as well as in Indonesia. Comparative studies between the education systems in South Korea and Indonesia reveal striking differences in educational approaches, quality and outcomes. South Korea is known for its focus on quality education with high standards and a competitive learning culture, while Indonesia often places more emphasis on equal access to education throughout the region.

Analisis Kurikulum Merdeka dalam Perspektif Gender : Tinjauan Epistimologi

This research was born from the author's concerns about various cases of sexual violence and bullying in the world of education, for example there were reports of 202 students being victims of sexual violence in the school environment. With the emergence of cases like this, it is necessary to make efforts to disentangle these matters, one of which is through implementing a gender-based curriculum, so that the idea of ​​studying the independence of the curriculum from a gender perspective in epistemological observations emerged. This research aims to 1) analyze how essential it is to implement gender-based values ​​in the independent curriculum in schools, 2) how the epistemological philosophical vision responds to the independent curriculum with a gender perspective. This journal study uses library study by collecting various data sourced from books, journals, articles and certain writings, one of which is data sources related to the curriculum in Indonesia or similar references to obtain valid and actual data. After carrying out the analysis, it was found that the independent curriculum really includes the values ​​of gender equality in it, including: the independent curriculum with a differentiated approach, the P5 Project for Strengthening the Pancasila Student Profile and also in the national assessment of education reports on the Gender Equality Climate assessment. From an epistemological perspective, an independent climate from a gender perspective represents a spirit that is in line with the constructivist learning paradigm. From the results of this research, it is hoped that a curriculum with a gender perspective can be implemented on a massive scale to create a more gender-equitable educational environment.

Developing the Local Wisdom-Based Pop-Up Book for Fifth-Grade Students

Within the context of Kurikulum Merdeka (Indonesian Curriculum), traditional teaching methods often fail to engage elementary students effectively, leading to boredom and limited learning experiences. To address this, a study was conducted at a public primary school in Wonosobo Regency, revealing the need for interactive learning materials. This research focuses on developing Local Wisdom-based Pop-Up Books tailored for fifth-grade students in Indonesia. Through rigorous evaluation by experts and positive feedback from teachers and students, the Pop-Up Books prove to be highly effective in enhancing learning outcomes. Statistical analysis confirms significant improvements in student performance after using the Pop-Up Books. This study highlights the importance of innovative learning media in enriching educational experiences for elementary students.

Integrasi Nilai-Nilai Islam dalam Kurikulum PAI

The aim of this research is to develop and evaluate an integrative PAI curriculum, which combines Islamic values ​​in depth with innovative and interactive learning methods, to prepare students well to face the modern world without sacrificing Islamic values ​​and principles. The research uses a literature study approach to analyze literature and documents related to the integration of Islamic values ​​in the PAI curriculum, with a focus on academic literature, policy documents, and electronic sources such as Google Scholar and institutional repositories. Content and comparative analysis are used to explore various approaches and practices in the implementation of Islamic values ​​in Islamic religious education, to develop a comprehensive understanding of their impact globally. The research results show that the integration of Islamic values ​​in the PAI curriculum in Indonesia faces challenges in the form of a lack of teacher authority in implementing changes, a curriculum that is too theoretical, and an inability to adapt to current developments. Research highlights the importance of a PAI curriculum that is more adaptive and responsive to social and technological needs, with a focus on developing competencies that include knowledge, skills and moral attitudes according to Islamic teachings. Efforts to improve teacher training and curriculum flexibility are expected to increase the effectiveness of PAI education in forming character and overcoming the challenges of developing times.

Menganalisis Perbandingan Pendidikan Kurikulum Dinegara Indonesia Dan Negara Finlandia

When viewed from educational issues. In particular, the Indonesian curriculum can be categorized as a country whose education curriculum is still low, when compared with countries that have advanced education systems. Coupled with evidence from reports from the Organization for Economic Cooperation and Development (OECD) conducting an international survey using a test called the Program for Assessment (PISA). The method used in this paper is a literature review because it compares education systems, especially the curriculum between Indonesia and Finland. The curriculum components in question are results and discussion. Data collection methods are related to the topic of this paper. Primary School Curriculum in Finland and Indonesia The 2014 Finnish National Core Curriculum (FNCC) is divided into two parts. The general part includes the importance of the local curriculum, the local curriculum process, the mission and general objectives of basic education, as well as evaluation. In the primary school curriculum, the parts that relating to subjects is divided into several levels (grade 1, grade 2, and grades 3 to 6). The Finnish curriculum is designed to provide standard content and serve as a guide for educational institutions. Subjects are adapted by local authorities to the needs of students, schools, and even parents can participate in editing the curriculum and its objectives.Education in Finland is based on an integrated curriculum system.The Indonesian curriculum also includes several core subjects such as language, religious education, citizenship education, social studies, mathematics, science, physical education and sports, skills and vocational, arts and culture, as well as local content.