Curricula: Journal of Curriculum Development
Curricula: Journal of Curriculum Development p-ISSN 2964-7339 e-ISSN 2830-7917 is an open access and peer-reviewed journal published by Curriculum Development Study Program, Faculty of Educational Sciences, Universitas Pendidikan Indonesia in collaboration with Himpunan Pengembang Kurikulum Indonesia (HIPKIN). The journal includes particular interests in issues related to curriculum development, including curriculum design, implementation, evaluation, and learning development (resources, models, media, and assessment). Curricula: Journal of Curriculum Development aims to publish research conducted by 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. This journal is published twice a year, in June and December. Curricula: Journal of Curriculum Development can accept articles in Indonesian or English.
Articles
34 Documents
<![CDATA[Use of gamification to increasing motivation in learning ]]>
<![CDATA[Ayesha Zafar]]>;
<![CDATA[Bagia Maulana Patah]]>;
<![CDATA[Syelma Nuraida Fatya]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 1, No 1 (2022): Curricula: Journal of Curriculum Development, June 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v1i1.47860
<![CDATA[The industrial revolution 4.0 became a driver of progress for all fields of life. In the field of education, era 4.0 made the old way of learning must be improved along with technological developments. One of them is gamification, a learning approach that uses several elements in games that aim to motivate students in the learning process so that they feel comfortable and have fun. This study uses a survey method, with the aim of knowing the responses, motivations, and interests of respondents related to this gamification. The survey was conducted using a google form, and distributed online to respondents through various communication media. The data is generated from research in the form of a bar chart. Then, this data is processed and the difference value is obtained from each question. Description of the research developed based on the questions in the questionnaire. The results of the study show that students like the learning process by gamification because students with a ranking game system have an award. Results Based on the research, students like learning by gamification. It should be explained that gamification is not just making a game. However, using the game system in real life. So, it is necessary to conduct further research on ways to develop gamification to increase students learning motivation.]]>
<![CDATA[Evaluation of the library management program as a learning resources with Discrepancy Model ]]>
<![CDATA[A. Ardiansah]]>;
<![CDATA[Diemas Arya Komara]]>;
<![CDATA[Lien Halimah]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 1, No 1 (2022): Curricula: Journal of Curriculum Development, June 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v1i1.48538
<![CDATA[Monitoring and evaluation activities in this study focused on evaluating the school library management program as a learning resource at SMA Sumatra 40 Bandung using the discrepancy model. The research method used is a qualitative approach and a literature review that is processed descriptively. Based on the results of the study, it is known that several aspects evaluated at the Sumatra 40 Bandung High School Library are related to the implementation of the library management program, which has reached high school library standards following Peraturan Kepala Perpustakaan Nasional Republik Indonesia Nomor 12 Tahun 2017 tentang Standar Nasional Perpustakaan Sekolah Menengah Atas/Madrasah Aliyah. However, the aspect of library human resources has not met the standards applied. Recommendations that should be considered by the SMA Sumatra 40 Bandung Library are adding library staff and expanding the library space, and using information and communication technology so that the library management program as a learning resource can be maximized.]]>
<![CDATA[Influence of using animated video media in online learning at junior high school ]]>
<![CDATA[Risma Rizqiana Haq]]>;
<![CDATA[Lies Diana Dwi Irawati]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 1, No 1 (2022): Curricula: Journal of Curriculum Development, June 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v1i1.47790
<![CDATA[Learning is an activity that combines various things, namely humans, facilities, and procedures so that all parties are related to one another to achieve a goal. The facilities include learning media, including animated video media used in online learning during the COVID-19 pandemic. This research aims to see the influence and effectiveness of animated video media in online learning. This research uses a quantitative approach with descriptive methods. The study results show that animated videos can improve the quality of the learning process; the material presented using animated media becomes more straightforward and more accurate, so students understand the material more easily. The obstacle is online access to watch or download animated videos. Therefore, it can be concluded that animated video media is effectively used as a learning medium for distance or online learning.]]>
<![CDATA[Approaches and models development of 2013 Curriculum and Merdeka Curriculum ]]>
<![CDATA[Fahira Azzahra]]>;
<![CDATA[Hadi Permana]]>;
<![CDATA[Lulu Fitriani]]>;
<![CDATA[Rida Maulida Putri]]>;
<![CDATA[Suci Wulandari]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 1, No 2 (2022): Curricula: Journal of Curriculum Development, December 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v1i2.52034
<![CDATA[The approach used in curriculum development has differences in the delivery of education. This article aims to discover the models and approaches used in developing Kurikulum 2013 and Kurikulum Merdeka. The method used is library research. Curriculum development has changed from time to time, changes from various aspects of life, globalization, and changes in increasingly advanced technology. The model used in developing the 2013 curriculum combines the Ralph Tyler and Hilda Taba models. The approach used in developing the 2013 curriculum is a competencies-based curriculum and is thematic-integrative. At the same time, the model used in developing Kurikulum Merdeka uses a technological approach and social reconstruction. The curriculum development model used in Kurikulum Merdeka is The Systematic Action Research Model and Emerging Technical Models, which refer to changes in technology and science. The models and approaches used in developing the 2013 curriculum and Merdeka Curriculum are different. Curriculum development has challenges, so it must be able to adapt to various changes by learning to understand curriculum changes and the purpose of the curriculum.]]>
<![CDATA[Use of direct practice as an active learning innovation ]]>
<![CDATA[Aliyyah Chantika]]>;
<![CDATA[Novy Fitria Wahyuni]]>;
<![CDATA[Sandy Salim Alamsyah]]>;
<![CDATA[Tegar Rifai]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 1, No 2 (2022): Curricula: Journal of Curriculum Development, December 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v1i2.52076
<![CDATA[The learning process must be made as interesting as possible so that students can easily follow the learning itself. Many innovations have been developed to create exciting learning methods. In this case, the current learning model or method is increasingly varied and has a diverse focus. This research aims to develop learning using direct practice methods and see how these methods improve students' understanding of the material. The qualitative research method, with interviews as the data collection instrument. The subjects of this research are students of the 2021 batch of Business Education Study Program at Universitas Pendidikan Indonesia. The research sample collected was 15 students. The interview results show the influence of direct learning practice on students' understanding of learning materials. From the results of this study, it can be seen that the hands-on learning method is considered a learning method that is fun and interesting and makes it easier for educators to deliver material. Therefore, this method is very effective in improving understanding in students.]]>
<![CDATA[Analysis of learning components in implementation of educational process in schools ]]>
<![CDATA[Azka Widhiasti]]>;
<![CDATA[Anggie Putri]]>;
<![CDATA[Muhammad Adnan Fanani]]>;
<![CDATA[Najwa Salim]]>;
<![CDATA[Yandhy Rizky Kurnia]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 1, No 2 (2022): Curricula: Journal of Curriculum Development, December 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v1i2.52309
<![CDATA[Indonesian education has undergone many changes in line with the changes in the applied curriculum. This affects educators in carrying out teaching and learning activities so that they must quickly adapt to implementing the new curriculum, provide understanding to students, and guide them to adapt to the system. When the curriculum changes, the essential things in learning also change according to the change in curriculum, namely the learning components. Learning in its process has elements that are related and influence each other. The learning component includes objectives, materials, media, strategies, and evaluation. As time goes by and changes in technology, aspects of learning components change into a form of adjustment. Elements of the learning component turned into a state of adjustment. This study aims to look back at the learning components when the new curriculum is implemented in schools. The research method uses qualitative methods with library research. The result of this study is that the learning components when the new curriculum is implemented have some differences in the application of aspects of the learning components.]]>
<![CDATA[Merdeka Curriculum implementation at Wonoayu 1 Junior High School as Sekolah Penggerak ]]>
<![CDATA[Varary Mechwafanitiara Cantika]]>;
<![CDATA[Lathifah Khaerunnisa]]>;
<![CDATA[Rika Yustikarini]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 1, No 2 (2022): Curricula: Journal of Curriculum Development, December 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v1i2.53568
<![CDATA[The concept of Ki Hadjar Dewantara's education was adopted in Indonesia's current curriculum, known as Kurikulum Merdeka. The Kurikulum Merdeka Curriculum is implemented with the support of all stakeholders and policymakers, following the school's readiness. Wonoayu 1 Junior High School is one of the schools that has become “Sekolah Penggerak” and because of its readiness, the school implements Kurikulum Merdeka. This study aims to describe the implementation of the Merdeka curriculum at Wonoayu 1 Junior High School, Sidoarjo Regency, as “Sekolah Penggerak”. The method used in this research is a descriptive method with a qualitative approach. Data collection techniques using interviews and observation. The results showed that implementing Kurikulum Merdeka at Wonoayu 1 Junior High School followed the standards and curriculum guidelines for implementing Kurikulum Merdeka for “Sekolah Penggerak”. These aspects are viewed from three main aspects: the learning planning aspect, the learning implementation aspect, and the learning assessment aspect. Some obstacles require more attention and further handling in implementing Kurikulum Merdeka at Wonoayu 1 Junior High School.]]>
<![CDATA[Merdeka Curriculum implementation at Granada Islamic Integrated and Dhuhaa Islamic Junior High School in Tangerang City ]]>
<![CDATA[Dinda Adiesty Kusumawardani]]>;
<![CDATA[Lenny Sapitri]]>;
<![CDATA[Mia Roosmalisa Dewi]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 1, No 2 (2022): Curricula: Journal of Curriculum Development, December 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v1i2.53569
<![CDATA[The main support for achieving the goals of quality Indonesian human development is education. The implementation of quality education always demands transformation in every process and stage, this is because there are always dynamic constraints and problems that arise due to various situations and conditions. As a form of innovation in improving the quality of Indonesian education, Kurikulum Merdeka is implemented which has characters and characteristics that are believed to be able to answer the challenges of education in the 21st century in creating a quality generation of Indonesians. The research in this article is aimed at finding out the application of the Independent Curriculum in the learning process. in schools at the junior high school education unit level which is the Sekolah Penggerak. The research was conducted using a case study method with a convergent mixed methods approach. The results of the study show that the teachers at the Sekolah Penggerak have made optimal efforts in developing the learning process in accordance with the various core elements of the Kurikulum Merdeka.]]>
<![CDATA[The challenges of large-scale curriculum development: A case study of Guyana and St. Kitts and Nevis ]]>
<![CDATA[Gregory Rodney MacKinnon]]>;
<![CDATA[Susan Sarah Owen]]>;
<![CDATA[Tyler MacLean]]>;
<![CDATA[Rajkumar Sookraj]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 2, No 1 (2023): Curricula: Journal of Curriculum Development, June 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v2i1.56024
<![CDATA[Guyana and St. Kitts and Nevis have recently and independently undertaken large-scale enhancement of their public-school curriculum. An educational leadership consultancy has led the process using an implementation model based on feedback from country communities regarding graduation outcomes and the ensuing preparation of a Curriculum and Assessment Framework. Curriculum outcomes were based on international best practices and captured in a curriculum template premised on backward design. Using a mixed methods approach, independent researchers analyzed factors that necessarily impact the process of curriculum development. Quantitative and qualitative research feedback established challenges in the process of curriculum development. Categories of feedback arose from surveys, interviews, and focus groups. These included challenges in preparation for writing, perceived impact on the school system, and working conditions during the process of writing. Similarities and differences in the country contexts are examined and suggestions for an improved approach are recommended.]]>
<![CDATA[Relevance of educational technology competence as human resources in the apprentice industry ]]>
<![CDATA[Muhammad Nur Iman Hadiyana Setia]]>;
<![CDATA[Lies Diana Dwi Irawati]]>;
<![CDATA[Yurike Ahsani Putri]]>
<![CDATA[ Curricula: Journal of Curriculum Development Vol 2, No 1 (2023): Curricula: Journal of Curriculum Development, June 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/curricula.v2i1.53990
<![CDATA[The profession of an Educational Technologist in Indonesia is increasingly diverse; by looking at the fundamental conceptions of Educational Technology and current employment developments, the urgency of this profession is starting to be recognized by the government. This is evidenced by the ratification of the Peraturan Menteri Pendayagunaan Aparatur Negara Nomor: PER/2/M.PAN/2009 tentang Jabatan Fungsional Pengembang Teknologi Pembelajaran dan Angka Kreditnya. To deal with this, Educational Technology scholarship must be able to anticipate it in a more systematic and systemic provision so that it can overshadow the professions in the field of Educational Technology. This study aims to determine the implementation and relevance of Educational Technology competencies by further examining the Human Resource profession in the Apprentice Industry Sector based on facts that occur in the world of work. This study uses a qualitative method with a descriptive approach. The data source was obtained from interviews with three respondents: three educational technology study program students doing internships in related professions. The research results found that Educational Technology's role in human resources is related to the operational function of development. Educational Technology is related to designing, preparing, implementing, and evaluating training programs to develop employee skills and performance.]]>
