Publication Search

Pancasila sebagai ideologi negara memiliki peran penting dalam membentuk karakter bangsa Indonesia yang multikultural. Pendidikan multikultural menjadi salah satu cara untuk mewujudkan nilai-nilai Pancasila dalam kehidupan sehari-hari. Penelitian ini bertujuan untuk menganalisis implementasi Pancasila sebagai paradigma pendidikan multikultural di Indonesia. Metode penelitian yang digunakan adalah studi literatur dan analisis isi. Hasil penelitian menunjukkan bahwa Pancasila dapat menjadi landasan bagi pendidikan multikultural di Indonesia karena nilai-nilai yang terkandung di dalamnya, seperti toleransi, keadilan, dan persatuan, dapat mempromosikan keragaman dan inklusivitas. Implementasi Pancasila dalam pendidikan multikultural dapat dilakukan melalui kurikulum, metode pembelajaran, dan lingkungan sekolah yang inklusif.

Critical thinking skills are crucial in preparing students to face global challenges, particularly in economics, which utilizes the Merdeka curriculum based on a deep learning approach. The purpose of this study was to determine students’ critical thinking skills through the implementation of the ALBICI (Active Learning Based Interactive Conceptual) learning model within the Merdeka curriculum based on a deep learning approach. This study employed a qualitative approach with a case study design, conducted through reviews and observations at SMA Islam 1 Surakarta. The results indicate that the implementation of the ALBICI interactive learning model can improve critical thinking skills within the Merdeka curriculum based on deep learning. This study also provides valuable guidance for educators seeking to implement effective teaching practices to enhance student interest and motivation, thus optimizing classroom activities.

This study compares the Islamic religious education systems in Indonesia and Malaysia with a particular focus on curriculum design and its implementation within secondary schools. Using a qualitative research approach, data were gathered through document analysis and interviews with educators and school administrators from both countries. The findings show that although Indonesia and Malaysia share similar objectives in fostering students’ understanding and practice of Islamic teachings, several significant differences remain in terms of curriculum structure, learning materials, and instructional strategies. In Indonesia, Islamic religious education is more closely integrated into the national curriculum, emphasizing a balance between religious values and general educational competencies. Meanwhile, Malaysia adopts a more specific and traditionally oriented curriculum that places stronger emphasis on classical Islamic knowledge and conventional pedagogical practices. Implementation in both countries is shaped by government policies, socio-cultural contexts, and local wisdom that influence how Islamic education is delivered in the classroom. Overall, this study is expected to contribute as a useful reference for enhancing the effectiveness, relevance, and contextualization of Islamic education systems in both nations.

This study aims to analyze how the implementation of the Kurikulum Merdeka supports the cultivation of Christian moral values among senior high school students in Christian Religious Education (PAK) classes. Using a library research method, the study reviews various written sources including books, scholarly articles, and curriculum documents to obtain a comprehensive understanding of how Christian values are integrated into PAK learning. The findings reveal that the Kurikulum Merdeka provides wide opportunities for student-centered, contextual, and character-oriented learning through the Profil Pelajar Pancasila (P5) Project. Christian values such as love, honesty, responsibility, forgiveness, and compassion can be internalized through intracurricular, co-curricular, and experiential project-based activities. The role of teachers as moral exemplars is crucial in guiding students’ character formation. The study also identifies several challenges, including the influence of digital culture, lack of role models within families, and limited instructional time. In conclusion, the implementation of the Kurikulum Merdeka has significant potential to foster Christian character in students, yet requires collaborative support from schools, families, and churches to achieve maksimal outcomes.

This comparative study analyzes the models of character education by comparing the implementation of Social and Emotional Learning (SEL) in Finland and the Akhlak (Moral) Curriculum within Islamic Religious Education (PAI) in Indonesia. Modern education demands not only cognitive intelligence but also emotional and moral maturity, highlighted by rising issues like bullying and mental health problems in adolescents. Finland's success is attributed to the strong integration of SEL, a psychological method focusing on five core competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) that fosters a positive school climate. In contrast, Indonesia's PAI Akhlak Curriculum aims to form character rooted in theological-spiritual values (piety and obedience). Using a descriptive qualitative comparative method through literature review and content analysis, the study found that despite sharing the core objective of cultivating moral character , their foundations differ: SEL is secular-humanistic for well-being, while Akhlak is theological-spiritual. Furthermore, Finland's system employs a low-pressure, integrated, formative evaluation, supported by teacher autonomy, while Indonesia's PAI implementation faces challenges from a dominant focus on quantitative cognitive assessment. The study recommends that PAI adopt the structured SEL framework as a methodological bridge to translate Akhlak values into concrete student behavior and promote active, affect-focused learning.

This study aims to describe the implementation of 21st-century skills oriented toward the Merdeka Curriculum through the Pancasila Student Profile Strengthening Project (P5) at SMAN 1 Rejotangan. A qualitative research approach was employed, with data collected through observation, interviews, documentation, and triangulation. The research subjects included Grade X students, homeroom teachers, and the vice principal of curriculum affairs. The findings reveal that the implementation of 21st-century skills—critical thinking, creativity, collaboration, communication, and digital literacy—has been effectively integrated into the P5 project under the theme Sustainable Lifestyle. The project activities fostered students’ environmental awareness, independence, creativity, and social responsibility. The planning, implementation, and evaluation stages were conducted systematically, with teachers serving as facilitators and students as active participants. Optimization efforts were carried out through teacher capacity building, technology integration, and collaboration with external partners. The study concludes that implementing the Merdeka Curriculum through P5 effectively cultivates adaptive, innovative, and character-driven learners based on the values of Pancasila

This research is motivated by the low quality of learning in various educational units, one of the causes of which is the gap between curriculum design and classroom implementation. A good curriculum will not have a significant impact without effective implementation by teachers. Therefore, curriculum implementation plays a strategic role as a link between macro-level education policies and classroom learning practices. This study aims to analyze the impact of curriculum implementation on learning quality, identify supporting and inhibiting factors, and formulate strategies to strengthen learning quality. The method used is descriptive qualitative, using observation, interviews, and documentation techniques with teachers, principals, and elementary school students. The results show that the implementation of a flexible curriculum, such as the Independent Curriculum, encourages a shift from teacher-centered to student-centered learning, which increases student motivation and engagement through project-based learning and authentic assessment. However, teacher preparedness, limited infrastructure, and administrative burdens remain major obstacles. Authentic assessment has been shown to improve students' critical thinking skills and creativity, but requires consistent managerial support. The implication is that improving the quality of learning must be accompanied by strengthening teacher competency, the availability of resources, and adaptive school management so that curriculum transformation has a real impact on the quality of national education

This research is motivated by the low quality of learning in various educational units, one of the causes of which is the gap between curriculum design and classroom implementation. A good curriculum will not have a significant impact without effective implementation by teachers. Therefore, curriculum implementation plays a strategic role as a link between macro-level education policies and classroom learning practices. This study aims to analyze the impact of curriculum implementation on learning quality, identify supporting and inhibiting factors, and formulate strategies to strengthen learning quality. The method used is descriptive qualitative, using observation, interviews, and documentation techniques with teachers, principals, and elementary school students. The results show that the implementation of a flexible curriculum, such as the Independent Curriculum, encourages a shift from teacher-centered to student-centered learning, which increases student motivation and engagement through project-based learning and authentic assessment. However, teacher preparedness, limited infrastructure, and administrative burdens remain major obstacles. Authentic assessment has been shown to improve students' critical thinking skills and creativity, but requires consistent managerial support. The implication is that improving the quality of learning must be accompanied by strengthening teacher competency, the availability of resources, and adaptive school management so that curriculum transformation has a real impact on the quality of national education

The Merdeka Curriculum is a curriculum designed to provide flexibility to educational units in developing student-centered learning, including in Islamic Religious Education (PAI) subjects. This research aims to describe the implementation of the Merdeka Curriculum and analyze its impact on PAI learning at Manu Putra Buntet Pesantren Islamic School. This research uses a descriptive qualitative method with data collection techniques in the form of observation and interviews with the school's Vice Principal for Curriculum. The results show that the Merdeka Curriculum has been implemented in grades X and XI, while grade XII still uses the 2013 Curriculum due to an unfinished transition process. In its implementation, this curriculum strives to encourage student activity and integrate Islamic values according to the characteristics of the pesantren (Islamic boarding school) environment. However, students' adaptation to the active learning model is not yet optimal, so learning still tends to be teacher-centered. In addition, limitations in facilities and infrastructure such as projectors and technological devices also hinder the full implementation of innovative methods. Overall, the Merdeka Curriculum has a positive impact on strengthening religious character and contextualizing PAI learning but requires improved facilities and further mentoring for teachers and students so that the curriculum's goals can be optimally achieved.

In facing the challenges of the dichotomy of knowledge in the modern era, madrasas as Islamic educational institutions need to adjust the curriculum design that is relevant to the changing times, one form of development is by implementing an international standard madrasa curriculum. The purpose of this study is to reveal the strategies, challenges, obstacles and implications in implementing the development of a madrasa curriculum with international standards at MTs Tahfidz Yanbu'ul Qur'an Menawan Kudus. This study applies a Qualitative approach that is a case study, with data collection carried out through interviews, observations, and related documents. The findings of this study indicate that the method of implementing the curriculum at MTs Tahfidz Yanbu'ul Qur'an Menawan Kudus is formed from the integration of the Foundation curriculum, the Ministry of Religion, and the Innovative Curriculum which is then accumulated into intracurricular and extracurricular activities. The challenges and obstacles are caused by limited human resources, both teachers and student abilities. The implications for students are that it is able to produce students who have memorized the Qur'an and excel in the fields of foreign languages, research, science and technology, as shown by increased achievements in olympiads, science and robotics competitions.  

The Independent Curriculum is the latest education policy designed to provide students with learning freedom with a focus on developing competencies that are more flexible and student-centered. This study explains the implementation of the Independent Curriculum at SMP Negeri Satu Atap 1 Dolat Rayat, a rural school with various resource limitations. The research method used is qualitative research with data collection techniques through in-depth interviews with teachers, field observations, and school documentation. The results of the study based on the results of in-depth interviews with teachers, found the main challenges such as the low basic literacy skills of students, the limited facilities of learning support infrastructure, the low active participation of students, and the diversity of student backgrounds that affect the implementation of learning. In addition, limited support from parents and education policies are also obstacles. To optimize implementation, teachers implement strategies to strengthen literacy, continuous training, use contextual media, and build cross-stakeholder collaboration. This study confirms that the success of the Independent Curriculum in rural schools requires an adaptive contextual approach and synergy of all related parties.

The Independent Curriculum is the latest education policy designed to provide students with learning freedom with a focus on developing competencies that are more flexible and student-centered. This study explains the implementation of the Independent Curriculum at SMP Negeri Satu Atap 1 Dolat Rayat, a rural school with various resource limitations. The research method used is qualitative research with data collection techniques through in-depth interviews with teachers, field observations, and school documentation. The results of the study based on the results of in-depth interviews with teachers, found the main challenges such as the low basic literacy skills of students, the limited facilities of learning support infrastructure, the low active participation of students, and the diversity of student backgrounds that affect the implementation of learning. In addition, limited support from parents and education policies are also obstacles. To optimize implementation, teachers implement strategies to strengthen literacy, continuous training, use contextual media, and build cross-stakeholder collaboration. This study confirms that the success of the Independent Curriculum in rural schools requires an adaptive contextual approach and synergy of all related parties.

This study examines the practice of project-based procedural text learning in seventh grade at SMP Negeri 4 Cilacap in the context of the implementation of the Independent Curriculum. The approach used was qualitative with a case study method through participatory observation, in-depth interviews, and documentation. The results showed that teachers implemented contextual and project-based learning strategies by utilizing digital media and integrating the values ​​of the Pancasila Student Profile. Students demonstrated active involvement in learning activities, especially in the creation of video tutorials and procedural posters. However, there were still obstacles in the form of teachers' limited understanding of the application of learning differentiation and formative assessment, as well as a lack of adequate digital infrastructure support. This study provides a theoretical contribution to the development of a more contextual and transformative Indonesian language learning model. Practically, these findings can serve as a reference for teachers and policymakers in designing learning strategies relevant to student needs and encouraging the use of innovative media to increase student participation and understanding, particularly in coastal areas.

The purpose of this research is to understand and examine the level of understanding and problems faced by teachers towards the implementation of the independent curriculum in physical education learning. The population of this study is all PJOK subject teachers in Pasuruan Regency and use cluster random sampling. The instruments in this research used questionnaires, interviews and documentation. Data analysis techniques use quantitative and qualitative descriptive techniques. Quantitative analysis is obtained from the results of teachers filling out questionnaires and analyzed using percentage formulas. While qualitative analysis using data reduction, data presentation, and making conclusions. The results of filling out a questionnaire on the level of teacher understanding of the implementation of the independent curriculum in physical education learning in elementary schools in Pasuruan Regency were obtained 75,53% with the category of understanding most. At the planning stage, 76,40% were obtained, the learning implementation stage was 74,74%, the learning assessment was 74,99%, the processing and reporting stage of assessment results was 75,64%, and the reflection and follow-up stage was 75,26%. Furthermore, the problem that becomes difficult is when carrying out learning which leads to strengthening the Pancasila Student Profile. So it can be concluded that the level of teacher understanding of the implementation of the independent curriculum in PJOK learning in junior high schools in Pasuruan Regency results in understanding most of it. And the most difficult problem lies in Pancasila Student Profile.  

Penelitian ini menggunakan penerapan Model Pembelajaran Berbasis Project dalam Kurikulum Merdeka pada mata pelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa dan Budi Pekerti menggunakan media pembuatan taman mini di lingkungan Sekolah Dasar (SD). Penelitian ini menggunakan metode kualitatif untuk menganalisis penggunaan media taman mini di SD Negeri Bandungan 01. Tujuan penelitian ini adalah untuk memahami penggunaan media taman mini dalam mata pelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa dan Budi Pekerti di lingkungan SD Negeri Bandungan 01. Pendidik dapat memanfaatkan media taman mini dengan baik untuk proses pembelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa dan Budi pekerti, secara efektif dalam meningkatkan pembelajaran peserta didik, dengan fokus pada pengembangan konsep dari elemen Keagungan Tuhan, dengan keterlibatan peserta didik untuk meningkatan nilai spiritual. Melalui pendekatan kualitatif, data diperoleh melalui observasi kelas, wawancara dengan guru dan siswa, serta analisis dokumen kurikulum. Pada penelitian ini dapat memberikan kontribusi dalam pengembangan strategi pembelajaran yang berorientasi pada proyek untuk mata pelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa dan Budi Pekerti di tingkat SD. Hasil yang di dapatkan pada penelitian ini adalah penerapan media taman mini dalam pembelajaran project based learning, juga mengajarkan nilai-nilai yang ada pada elemen keagungan tuhan salah satunya nilai memayu hayuning bawana pada peserta didik, yang sejalan dengan implementasi Kurikulum Merdeka.

Penelitian ini bertujuan untuk menganalisis implementasi Kurikulum Merdeka pada mata pelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa dan Budi Pekerti di Sekolah Menengah Pertama (SMP) se-Kabupaten Semarang. Latar belakang penelitian ini didasarkan pada tantangan yang dihadapi dalam penerapan Kurikulum Merdeka, terutama dalam hal pemahaman guru Kepercayaan Terhadap Tuhan Yang Maha Esa terhadap Kurikulum Merdeka. Kurikulum Merdeka diharapkan dapat meningkatkan kualitas pembelajaran yang lebih fleksibel dan berpusat pada peserta didik, namun implementasinya masih menghadapi berbagai kendala, terutama pada mata pelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa dan Budi Pekerti. Penelitian ini menggunakan metode kualitatif dengan jenis deskriptif. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi di SMP Negeri 1 Ambarawa dan SMP Negeri 2 Sumowono. Teknik analisis data meliputi reduksi data, penyajian data, dan penarikan kesimpulan.Hasil penelitian menunjukkan bahwa perencanaan Kurikulum Merdeka telah melibatkan berbagai pihak, namun masih terdapat kendala dalam penyusunan modul ajar yang sesuai dengan kebutuhan lokal. Pelaksanaan Kurikulum Merdeka telah menunjukkan upaya inklusivitas, tetapi metode pembelajaran masih didominasi oleh ceramah dan diskusi dengan minimnya penggunaan media pembelajaran yang variatif. Evaluasi pembelajaran telah mencakup asesmen formatif dan sumatif, namun evaluasi berbasis proyek belum sepenuhnya terstruktur.

This study aims to describe the application of the Project-Based Learning (PjBL) model in IPAS learning on economic activities and to examine its effect on the collaboration skills of fourth-grade students at Saraswati 1 Elementary School in Denpasar. This study employs a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. The results indicate that the implementation of PjBL through six stages of implementation significantly enhances collaborative aspects such as role distribution, open communication, cooperation, and shared responsibility. Teachers and students responded positively to this method, as learning became more meaningful and enjoyable. The projects created by students reflected active engagement and solid teamwork. In conclusion, the PjBL model is effective in enhancing students' collaboration skills and is relevant for implementation within the context of the Merdeka Curriculum to support the strengthening of the Pancasila learner profile.

This research aims to evaluate the implementation of the Merdeka Curriculum in the learning process at MAN 1 Kota Padang, specifically focusing on the preliminary, core, and closing stages. The method used is a descriptive qualitative approach with data collection techniques through classroom observations, interviews with mathematics teachers in grades X and XI, and document analysis of teaching modules. Observation results show high effectiveness levels across all learning stages: preliminary activities reached 100% (grade X) and 80% (grade XI), core activities reached 85.71% (grade X) and 93.33% (grade XI), and closing activities reached 81.81% in both classes. The findings indicate that teachers have implemented learning stages in accordance with the characteristics of the Merdeka Curriculum through context-based learning and differentiated approaches. Learning takes place actively and is relevant to students' lives, although there are obstacles such as limited technology resources and difficulties faced by teachers in independently developing modules. Overall, the implementation of learning is considered effective in increasing student participation and strengthening character values. This study shows that the Merdeka Curriculum has great potential in improving the quality of education in madrasah with continuous support through training and adequate facility provision.    

This study aims to describe the process of planning Mathematics learning at SMA Negeri 12 Padang in implementing the Independent Curriculum. A descriptive qualitative approach was used with interview techniques and observations of Mathematics teachers. The results of the study showed that teaching tools, such as teaching modules, assessments, remedial programs, enrichment, olympiads, textbooks, teaching materials, and LKPD, were arranged systematically and adaptively according to student needs. Based on the results of observations, the teaching tools achieved a success percentage of 98.54% in grades X and XI. The teaching tools support meaningful, contextual learning, and improve student competence. Evaluation and development of teaching tools are carried out continuously to be relevant to curriculum developments.

brings various challenges as well as opportunities in efforts to improve the quality of early The implementation of the Independent Curriculum in Early Childhood Education (PAUD) childhood education in Indonesia. This article discusses the views of teachers regarding the implementation of the Independent Curriculum, highlighting aspects of understanding, implementation, and impact. Based on the results of the questionnaire and in-depth analysis, it is known that most teachers have understood the Independent Curriculum quite well, although more optimal training and mentoring are still needed. Obstacles faced in its implementation include limited facilities and infrastructure, lack of support from management, and challenges in adapting new learning approaches. Even so, the Independent Curriculum has been proven to have a positive influence on children's enthusiasm for learning and increase parental participation in the education process. In conclusion, with the cooperation and commitment of various parties to continue to improve the quality of PAUD, the Independent Curriculum has great potential to provide innovation and maximum benefits for the growth and development of children in Indonesia.