Emergency Curriculum Research Articles

PENINGKATAN PENGETAHUAN SISWA MENGENAI PRODUK INDUSTRI MELALUI PENGENALAN KONSEP CAPSTONE DESIGN PROJECT

Project-based learning is considered important for developing student character because it provides students with the opportunity to learn through experience (experiential learning). The Project-based Learning (PjBL) model is a learning model that involves students' activeness in solving problems, carried out in groups/independently through scientific stages with certain time limits which are outlined in a product to then be presented to others. Starting from 2022 to 2024, the Ministry of Education, Culture, Research and Technology (Kemendikbudristek) provides three curriculum options that can be applied by educational units in learning, namely the 2013 curriculum, emergency curriculum and prototype curriculum. The prototype curriculum has been implemented in 2,500 educational units that are members of the Driving Schools and Center of Excellence Vocational Schools program in 2021. However, starting in 2022, educational units that are not included in driving schools will also be given the option to be able to implement the prototype curriculum. The capstone project is a culmination of the learning process by applying what has been learned in the learning process. Innovation and product development is something that companies rely on to be able to progress and compete in the industrial world. Industrial products will ultimately be produced in a manufacturing system where everything becomes more complex. Insight and knowledge regarding capstone design projects through training to introduce the stages of the product and system development process. Community Service activities have been carried out with vocational school student participants showing enthusiasm and increased knowledge regarding the capstone design project.

Implementation of Emergency Curriculum in Local Wisdom Contents at Television as a Learning Media During the Pandemic Period

Implementation of Emergency Curriculum in Local Wisdom Contents at Television as a Learning Media During the Pandemic Period

Distance Learning Model of Mathematics During the Covid-19 Pandemic in Madrasah Ibtidaiyah

The Covid-19 pandemic has prompted substantial changes in elementary schools, including Madrasah Ibtidaiyah, in adapting their learning methods. This situation has posed several challenges, particularly in implementing distance learning. The objective of this research is to analyze the distance learning model of mathematics in Madrasah Ibtidaiyah. Qualitative research methodology was employed for this study. This research was conducted in one of Madrasah Ibtidaiyah located in South Tangerang city, Banten Province, Indonesia. The participants included school principals, vice principals responsible for curriculum, and teachers conducting mathematics classes through online distance learning. Data collection utilized methods such as observation, interviews, and documentation. The data analysis comprised four steps: data collection, data reduction, data display, and data conclusion. The results showed that the distance learning model of mathematics is delineated through various aspects. These include the preparation of an emergency curriculum during an emergency curriculum during the Covid-19 pandemic, the implementation of online distance learning procedures involving teachers, students, and parents, the selection of online distance learning methods, the utilization of various online learning media, the utilization of student books as learning resources, and the evaluation program of learning to measure the achievement of mathematics learning objectives. These findings can serve as a reference for developing a distance learning model for mathematics that can be implemented in Madrasah Ibtidaiyah during the Covid-19 pandemic. Keywords: covid-19 pandemic, distance learning model, madrasah ibtidaiyah, mathematics

Evaluating post-Covid-19 Curriculum at Mi Nurussalam Ngawi: Enablers and Barriers

The main challenge after COVID-19 is the implementation of the new normal era in education, where schools are faced with a choice of three curricula: the 2013 Curriculum, the Emergency Curriculum (simplified from the 2013 Curriculum), and the Prototype Curriculum. The research focuses on post-Covid-19 pandemic curriculum analysis at MI Nurussalam, Ngawi, and supports and inhibits factors for its implementation. This research uses qualitative research methods and a case study approach. Data collection techniques involve observation, interviews, and documentation studies. The research results show that MI Nurussalam, Ngawi chose to implement the 2013 Curriculum, considering that the curriculum had been implemented before the pandemic. Supporting factors for implementing the 2013 Curriculum during the recovery period include the role of teachers as indicators of learning implementation, the use of online learning tools, and exciting learning methods. However, the inhibiting factors involve a need for more cooperation between teachers and guardians, a lack of facilities and infrastructure to support learning, and student motivation at the madrasah and at home.

Efektivitas Penggunaan Kurikulum Merdeka Belajar Sebagai Pengganti Kurikulum 2013 Dalam Dunia Pendidikan

In the world of education there is always something called change and renewal, whether in the teaching staff, the facilities used and so on, as well as the educational curriculum in indonesia, which continues to change. Such as the independent learning currriculum which was implemented as a replacement for the 2013 curriculum. Before it became the independent learning curriculum, an emergency curriculum was implemented due to the Covid-19 pandemic which hit the entire world. This independent curriculum also emerged because of circumstances that required changing the curriculum, and following develoments in today’s modern era. Therefore, this article discusses the effectiveness of using the independent learning curriculum as a substitute for the 2013 curriculum, using qualitative research methods. This researh by searching for data from books, journals, and scientific articles. The independent learning curriculum is a curriculum that prioritizes the interests and desires of student, and is based on te pancasila student profile which aims to ensure that students have characteristics of noble character.

IMPLEMENTASI MANAJEMEN KURIKULUM DARURAT PADA MASA PANDEMI COVID 19 DI MAN I CIREBON

The Covid 19 Pandemic outbreak that hit Indonesia has paralyzed all sectors of life including education. Education managers are required to be creative and innovative to adapt to the changing environment. The objectives of this study are to: (1) Know the emergency curriculum management planning during the Covid-19 pandemic at MAN 1 Cirebon, (2) Know the implementation of emergency curriculum management during the Covid-19 pandemic at MAN 1 Cirebon (3) Know the evaluation of emergency curriculum management during the Covid-19 pandemic at MAN 1 Cirebon. The scope of curriculum management includes curriculum planning, implementation, and evaluation. This research is qualitative research. Data collection was done through interviews, observation, and documentation. The subjects of this study were the head of the madrasah and educators. The data analysis technique uses the Miles and Huberman model which consists of data reduction, data presentation, and conclusions. Researchers used three management scopes as a tool to analyze curriculum implementation. The results of the study found that: First, Emergency Curriculum Planning at MAN 1 Cirebon has been running well, involving existing elements, coordinating with the deputy head of the institution, and making options in planning. However, it is still necessary to increase the competence of IT-related teachers in the form of training so that it supports the implementation of KBM well, on target, and not monotonous in learning. Second. Implementation of the emergency curriculum at MAN 1 Cirebon presents the learning process from the material, media, strategies, and evaluation of learning. Third. evaluation of the emergency curriculum at MAN 1 Cirebon conducts an evaluation by collecting data and finding solutions to problems.

Beban Kerja Guru Sekolah Dasar pada Masa Pandemi

Background: The Covid-19 pandemic has had various impacts on life, from the economy, security, health, and education. The consequence that happened in the education field was the transformation of the learning system, it transformed into a distance learning system or online learning system. The system changed the workload of how the materials were given by the teacher either. Preliminary research was conducted in two primary schools namely SDN Petompon 02 and SD Labschool UNNES. Teachers' mental workload ranged between high and very high categories. Therefore, the research accomplishment will discover an idea about the workload of a primary school teacher caused by the Covid-19 outbreak. Methods: This research applied qualitative descriptive research and used a purposive sampling technique with the number of informants amounted to 30 teachers. Results: The results showed that there were differences in the workload of teaching hours between SDN Petompon 02 and SD Labschool UNNES which implemented an emergency curriculum. The mental workload of SDN Petompon 02 teachers was in the medium to very high category, meanwhile, the mental workload of SD Labschool UNNES teachers was in the high and very high category. This high mental workload is caused by the difficulty of teachers making adjustments to online learning methods, which mostly use technology. Conclusion: Suggestions for teachers are to are using the respite wisely and providing the time limits related to parental communication in clear. Suggestions for the headmasters as expected are effectuating the IT use training and providing counseling services for the teachers.

Comparison of Historical Materials for High School and Vocational School in 2013 Curriculum and the Emergency Curriculum

As a result of the covid epidemic, high schools shifted from using the 2013 curriculum to using the emergency curriculum. The purpose of this research was to examine and contrast the emergency curriculum implemented during the pandemic with the high school and vocational school history content from 2013. This research was qualitative in nature, employing a case study approach. The purpose of this study is to investigate the Emergency Curriculum's content standards for high school Indonesian history courses, namely its core competencies and fundamental competencies. There was no discernible shift in the outcomes when comparing the Covid-19 Pandemic Emergency Curriculum to the Core Competencies of Indonesian History in the 2013 Curriculum. This demonstrates that the 2013 Curriculum's key skills served as a foundation for the development of the Covid-19 Pandemic Emergency Curriculum's core competencies. In this situation, there is no significant variation in the kind of competence that students at each grade level in senior High School are expected to acquire. There were ten fewer KD heads in class XI. This occurred because the ideal conditions for learning at a distance were not met. Five KD in competency success indicators tailored to distant learning development is sufficient for pupils to pass class XII of the Covid-19 Pandemic Emergency Curriculum.

PENILAIAN BAHASA INDONESIA DALAM KURIKULUM MERDEKA

Efforts to improve the quality of education in Indonesia have been carried out since 2009. The government has fulfilled the education budget obligation of 20% of the State Budget and continues to increase the education budget from IDR 332.4 T in 2013 to IDR 550 T in 2021. However, various indicators of student learning outcomes students have not shown encouraging results. The learning crisis was exacerbated by the covid 19 pandemic. Covid 19 caused learning loss to occur. To anticipate learning loss and learning gaps at the Ministry of Education and Culture (now Kemendikbudristek), the Ministry of Education and Culture issued an emergency curriculum for educational units under special conditions. The use of the emergency curriculum was significantly able to reduce learning-loss indications during the pandemic for both literacy and numeracy achievements. To overcome the potential for learning loss and learning gaps during a pandemic. It is necessary to develop a curriculum that is comprehensively capable of dealing with the learning crisis which is an acute problem in Indonesia. Seeing the various challenges that have occurred, the Ministry of Education, Culture, Research and Technology (Kemendikbudristek) is trying to make efforts to restore learning. One of the efforts made by the Ministry of Education and Culture to overcome the existing problems is implementing the Kurikulum Merdeka (which was previously called the Kurikulum Prototipe). Implementation of the Kurikulum Merdeka requires teachers to understand the essence of the Kurikulum Merdeka include assessment implementation. The assessment carried out functions as a learning process (assessment as learning), for the learning process (assessment for learning), and an assessment at the end of the learning process (assessment of learning). 
 Keywords : kurikulum merdeka, assesment, learning loss, learning gap

Student Perceptions of Collaboration and Scientific Communication Skills in Physics

This study analyzes students initial perceptions of their collaboration and scientific communication skills. This method of research was descriptive research with a qualitative and quantitative approach. The subjects of this study were students of class XI MIPA.1 MAN 1 Siak in the 2022/2023 academic year. The data collection technique used in this study was a questionnaire via Google Forms. Data on students collaboration and scientific communication skills perceptions were analyzed using descriptive statistics. The results of data analysis for indicators of collaboration skills are 2.13 in the low category, and scientific communication skills indicators were 1.92 in the low category. From the results of the data analysis, it can be concluded that students initial perceptions of their collaboration and scientific communication skills are in a low category. It is because of students not being used to learning in groups in class due to the online learning process for approximately two years in a row. The lack of training in student collaboration skills results in low scientific communication skills. That is because the essential subjects taught in the emergency curriculum during the pandemic barely touched the real of scientific communication skills.

Blended Learning as the Realization of ‘Kurikulum Darurat’ in the Pandemic of Covid 19

This study aims to: (1) find out the application of the blended learning model during the COVID-19 pandemic at MI Nahdlatus Shibyan Ngemplak and MI Maslakhul Falah Glagahwaru, Undaan Kudus District; (2) find problems that arise during the implementation of the blended learning model at MI Nahdlatus Shibyan Ngemplak and MI Maslakhul Falah Glagahwaru, Undaan Kudus District. This study emphasizes more on the type of field research (field research) and is qualitative in nature, with data collection methods in the form of interviews, observation, and documentation. Based on the findings of this study, MI Nahdlatus Shibyan Ngemplak and MI Maslakhul Falah Glagahwaru used a blended learning approach to respond to mass learning during the COVID-19 pandemic. As part of the COVID-19 emergency curriculum, the concept of blended learning has been implemented in the two madrasas since the 2020–2021 school year. The blended learning model in madrasas is divided into two stages, namely planning and implementation. This program follows the syntax of the blended learning model, which includes information search, acquisition, and synthesis in online or face-to-face learning. The function of the teacher as a mediator for the ongoing teaching and learning activities cannot be separated from the successful application of the blended learning paradigm. Classroom management, management of learning activities, and learning techniques are examples of tactics that must be planned. In implementing the blended learning model, there are obstacles, including in terms of buildings and infrastructure, facilities, and parental support.

Implementasi Kurikulum Merdeka pada Tingkat Satuan Pendidikan SMA: Tinjauan Perencanaan IKM

Due to the Covid-19 pandemic, education in Indonesia needs to make adjustments so that the implementation of education can continue. One of the policies carried out by the government under the auspices of the Ministry of Education and Culture was to implement the Emergency Curriculum (simplified Curriculum-2013). Over time, the government prepared a new curriculum prototype which has now been formalized as the Independent Curriculum. The implementation of the Independent Curriculum (IKM) begins in stages in schools called “Sekolah Penggerak”. This research was conducted to find out how the planning and design stages of IKM were carried out by a Sekolah Penggerak in one of the schools in West Sumatra. Data obtained from observations and interviews conducted with informants who know and are involved in IKM. Based on the results of the research that has been done, it was found that the initial step taken by the school as a driving school was to form a Curriculum Development Team (TPK) which would later coordinate with the provincial TPK. Some of the activities that have been carried out by TPK schools were observed. The preparations that have been made to become a driving school are (1) conducting training for teachers, (2) forming a learning committee, (3) compiling the Curriculum of Education Unit Operational (KOSP), (4) preparing curriculum tools such as KSOP, Outcomes Learning (CP), Learning Objective Flow (ATP), teaching modules, and strategies for implementing project-based learning or projects to strengthen the profile of Pancasila students. Apart from that, the things that schools have prepared in facing an independent curriculum are (1) studying and understanding the regulations regarding an independent curriculum, (2) coordinating with all teacher boards, and 3) adopting a level of complexity curriculum.

Socialization of the Independent Learning Curriculum for PJOK Teachers

The Joint Decree of the Four Ministers on Guidelines for The Implementation of Learning during the Covid-19 Pandemic requires that each education unit can carry out Limited Face-to-Face Learning (PTMT). However, recently the government has given each school the opportunity to determine the curriculum to be used by it, including the 2013 curriculum, emergency curriculum or independent curriculum. Especially in the independent curriculum, each school can implement it gradually according to their respective abilities. Therefore, each education unit must strive to be able to implement this independent curriculum, although still gradually. Based on these problems, as academics in the field of education, it is necessary to provide knowledge related to this independent learning curriculum, especially in PJOK subjects through the Community Service scheme. Therefore, the target of this socialization is PJOK teachers. The implementation method in this activity is delivery using the lecture method, discussion and question and answer, as well as task guidance in making PJOK learning strategies using an independent curriculum. The results of this activity are expected that PJOK teachers will be able to implement learning activities using an independent curriculum at every level of education or in their sects

Efektivitas Penggunaan Kurikulum Darurat Covid-19 Pada Pembelajaran Bahasa Arab Di MTsN 3 Kota Palu

This study aims to find out how the Covid-19 Emergency Curriculum is used and the effectiveness of its use in learning Arabic. The research approach uses descriptive qualitative using observation, interview, and documentation techniques. The results of this study show that the use of the Covid-19 Emergency Curriculum at MTsN 3 Palu City is appropriate based on the curriculum concept that has been designed, the use of the Covid-19 Emergency Curriculum is carried out online and offline. Online learning is supported by E-Learning applications as learning media. And also the provision of learning modules for students who do learning offline; and the use of the Covid-19 Emergency Curriculum in learning Arabic can be said to be ineffective with a percentage of 60% of students experiencing complaints in the learning process, in the form of difficulties in understanding teaching material, as well as inadequate internet network access.

Prototype Curriculum: Opportunities and Challenges of Inclusive Schools in Implementing Education for All in the Metaverse Era

During the COVID-19 pandemic, both special and inclusive schools can implement the 2013 curriculum, the emergency curriculum, and the prototype curriculum. The prototype curriculum is a new opportunity because it focuses on developing students’ soft skills and character. However, it also challenges developing metaverse technology in its accessibility for students with special needs. This study uses a qualitative method with a literature study approach and content analysis techniques. The results were analyzed using Pierre Bourdieu’s theory of social practice. The research results show that the prototype curriculum in special schools or special education focuses on developing soft skills and students’ character. There is an opportunity for inclusive schools to be a fair arena for all students. If the development of metaverse technology increases the accessibility of students with special needs then the implementation of inclusive education will be achieved because in cyberspace everyone has the same equality and accessibility. The challenges faced by inclusive schools are government policies that have not implemented inclusive education thoroughly and evenly; the inclusive education curriculum which now has to adapt to the prototype curriculum; lack of facilities and infrastructure; teacher training that has not been maximized; lack of community understanding; and technical problems in the implementation of inclusive education.

Topical and Methodological Trends in ELT Research of English Education Students at Universitas Negeri Semarang

This study explores some students’ output in doing the research articles according to their trends in topics and methodology. Therefore, this research aimed at finding out the tendency and less frequency research topics interest of English Education students at UNNES Graduate. Theoretically, both topical and methodological issue in accomplishing the academic research were significantly considered as they offerred the study credibility and yields reliable scientific results. Additionally, they also offerred a thorough plan that aids in keeping researchers on course, facilitating a simple, efficient, and manageable approach (Fraenkel and Wallen, 2009; Richard and Rodgers, 2014). The research design of this study was longitudinal . survey design proposed by Creswell (2012) The sample of the survey was English Education students’ papers at UNNES Graduate School in the period of 2016-2021 and they were 77 students. Data collection technique was both survet and questionnaire. The study found that topic about English Language Teaching, literature, and translation as the existing individual interest were become the tendency in present period. Topics related to teaching strategies, teaching media, L2 remote learning challenges and opportunities, L2 emergency curriculum, L2 skills development, technology as well as assessment become the generate situational interest due to the covid-19 Post-Pandemic era. The study concluded that forty-four of seventy-seven students have awareness on including remote learning environment-related topics in future research and they need some professional development on integrating remote learning environment issues into their research. For the further study, the writers hopefully can explore about the implementation of students situational interest by enhancing students’ performance in national conference such as students conference using Research-Based Learning via online training. The goal of this study was supportive to be reflected in the issue of English educational development such providing the further writers to be aware with the set of writing organization technique to complete the academic papers.

Principal’s Strategy in Developing Teacher’s Pedagogic Competencies in the Distance Learning

The teachers’ pedagogic competence significantly influences the students’ learning process and outcomes. Due to the Distance Learning policy, the principal as a manager of the school is expected to have the right strategy to develop the ability of teachers professionally to continue to provide quality educational services. This study aims to report the response of teachers to distance learning policy and strategies of the principals of SMA Muhammadiyah PK in Solo Raya in developing teachers’ pedagogic competencies. This study is qualitative research that employed the phenomenological method. The validity of the data was obtained using technical triangulation and source triangulation as well as data analysis by reducing data, presenting data, and drawing conclusions. This study found the followings: 1) The teachers felt hard to adjust at the beginning; 2) The teachers continued to look for and apply appropriate learning methods; 3) The teachers had a little difficulty engaging students during learning; 4) The teachers needed to adjust and needed guidance to understand and prepare lesson plans according to the emergency curriculum. Furthermore, in developing teacher pedagogic competence, the principal supervised learning and conducted several training programs accompanied by practice, motivation, and advice. Keywords: Principal’s Strategy, Pedagogic Competence, Distance Learning

The implementation of Raudhatul Athfal (RA)’s emergency curriculum towards post-covid-19 pandemic: a case study of RA Al-Akhyar in East Cilandak, South Jakarta

Background: RA encounters the challenge of curriculum adjustment during the Covid-19 pandemic. The RA Emergency Curriculum Guide as a reference requires adjustments to be implemented according to RA’s circumstance. Purpose: The purpose of this study is to find out the implementation of the Emergency Curriculum at RA Al-Akhyar South Jakarta, in the learning process towards the post Covid-19 pandemic. Design and methods: This study uses a qualitative approach with research procedures involving observation, interpretation and reporting of research results descriptively. The research subjects are RA Al-Akhyar in South Jakarta and the Principal of RA Al-Akhyar. Research subjects are determined by purposive sampling technique. The research instruments are observation and interviews. Observations are conducted to determine the implementation of the curriculum at RA Al-Akhyar, while interviews are conducted to understand the perspective of the research subjects on curriculum implementation at RA Al-Akhyar. Results: The results of the study show that during the pandemic, the learning time starts earlier. During the pandemic, the learning method focuses on three (3) methods or their combinations, namely; (1) inquiry learning; (2) project-based learning; and (3) problem-based learning. Utilization of Information Technology and the environment around students is well perceived. During the pandemic, the effectiveness of the material for clean and healthy living behavior, as well as literacy and life skills content is increasing. Meanwhile, the students’ activeness in the learning process is perceived as decreasing

Kesiapan Belajar Siswa di Kelas Kimia dengan Kurikulum Prototipe

In 2022, the government offers three curriculum options to schools in Indonesia. The three curricula are the 2013 Curriculum, Kurikulum Darurat (Emergency Curriculum), and Prototype Curriculum. Students as subjects in learning must be ready with any curriculum used by their school. The Prototype Curriculum is new. Therefore, this study was conducted to determine students learning readiness in schools that implement the Prototype Curriculum. The research data was collected by surveying 98 students whom took chemistry class in one high school at Ogan Komering Ilir Regency, South Sumatra. The survey was conducted from April to May 2022. The survey data was collected using a questionnaire with 30 statements, on a scale of 1-5, consisting of components of physical, psychological, material, and cognitive readiness. This research instrument adopts what has been developed by Slameto (2013). The data is tabulated, calculated on the average per component of each student and all students, then calculated as the average of all data to categorize students learning readiness at the school. The average value of 1-2,5 means not ready, while the value of 2,6-5 means ready. The survey results showed that the average value of physical readiness was 4.33; psychic readiness was 4.00; material readiness was 4.20; and cognitive readiness was 3.23. Thus, students at one SMA in Ogan Komering Ilir Regency have good learning readiness in chemistry class with the Prototype Curriculum. Although the cognitive readiness of students is not optimal, teachers can improve it by designing integrative and fun learning such as the STEM learning model.

Strategi Kepala Sekolah Dalam Kebijakan Pembelajaran Pada Masa Pandemi Covid-19 di Sekolah Dasar

The research objectives are to determine: 1). Planning, 2) Organizing, 3) Implementation and 4) Supervising school principals in learning policies during the Covid-19 pandemic. This type of research is qualitative with a case study approach. Collecting data through observation, interviews, and documentation. The validity of the data employing triangulation. The results showed that the principal's strategy in learning policies during the Covid-19 pandemic at Maarif Jogosari Pandaan Elementary School, Pasuruan Regency, went well with seven policies, namely: 1) Implementing online learning 2) Establishing a school Covid-19 Task Force 3) Using an emergency curriculum 4) Determination of Attendance Schedule for Educators and Education Personnel with a picket schedule 5) Eliminating extracurricular activities 6) Implementing limited face-to-face learning activities 7) Reducing education costs.