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Abstract: Education is the main point of support of the progress of a country. Training is an important component of working in HR. HR develops and creates according to the individuals ability to think and think about the design of their own meetings. With changes to educatioanl programs, public authorities want to advance existing educatonal programs, SO that the implementation of educational programs must be able to slowly understand the vision, mission and goals of public schools. Therefore, any changes to the education plan should focus on the conditions experienced in the implementation of the previous education plan. The preparation of this article of educational programs that involve research strategias as writing or writing studies. The free educations program is an educational program with various intracuriculer realizations where the subtance will be more ideal so that student have sufficient opportunities to explore ideas and strengthen skills. The head is the boss and pioneer is continuing to make changes in development at the school. Intructors can contribute cooperatively and actually work with the progress of the schools educational plan to coordinate and design learning materials, books, texts and content.          

The Merdeka Curriculum is designed with several basic principles as its foundation, such as learning that is simpler and deeper, more independent, and more relevant and interactive. It is hoped that these principles can make the teaching and learning process more effective and interesting for students. However, in its application, there are several factors that can influence the study of the Independent Curriculum. These factors include challenges in implementation, changes needed in the current education system, and how to accelerate the development and development of this curriculum. Therefore, it is important to examine the principles and factors that influence the Independent Curriculum. It is hoped that this study will provide a better understanding of how these principles and factors influence the implementation of the Independent Curriculum, as well as what challenges may be faced in its implementation.    

The aim of this thesis is to: Explain how the Merdeka Curriculum is applied to the subjects of Islamic Religious Education and Character at Darunnajah Vocational School, Banjarmangu; and Provide an explanation of the design for the development of the Independent Curriculum in the subjects of Islamic Religious Education and Character at Darunnajah Vocational School, Banjarmangu.The author uses descriptive research with a qualitative approach and field research.  To collect data, this research uses observations, in-depth interviews (in-depth interviews), and documentation. On the other hand, the author uses data reduction methods, data visualization, conclusions, or verification in data analysis techniques which are carried out with the aim of facilitating understanding of problem phenomena that occur and providing solutions to problems.The results of the research show that the implementation of the Independent Curriculum in Islamic Religious Education and Character Education Subjects at Darunnajah Banjarmangu Vocational School has been carried out well. This starts with PAI teachers preparing themselves to apply learning, namely creating learning tools and learning flows, from initial, core, and closing. Students then carry out the Project for Strengthening the Pancasila Student Profile (P5) outside the classroom. At Darunnajah Banjarmangu Vocational School, the design for developing the implementation of the Independent Curriculum in PAI subjects is to take part in workshops, increase teacher creativity, and share to change the way of teaching to make it better.

This article explores the reframing of holistic education by integrating spirituality and ethics as core components to achieve transformative impact. The study highlights the limitations of conventional education systems that prioritize cognitive development while neglecting moral and spiritual dimensions. The objective is to propose a more comprehensive educational paradigm that nurtures learners as whole individuals—intellectually, emotionally, morally, and spiritually. Using qualitative literature analysis, this study identifies the role of spiritual and ethical integration in shaping character, enhancing empathy, and fostering social responsibility. The findings suggest that embedding these values within curriculum design and instructional practices contributes to meaningful personal development and community transformation. By addressing the growing need for a more inclusive approach to education, the article emphasizes how integrating spirituality and ethics can bridge gaps in traditional educational models. The research underscores the importance of fostering emotional and moral intelligence alongside intellectual growth, particularly in a world where global challenges require not only intellectual problem-solving but also ethical decision-making and empathy. The implications emphasize the need for inclusive and humanistic approaches in education, encouraging educators to act as facilitators of life values and agents of change. Through the integration of spirituality and ethics, education can help shape a new generation of compassionate leaders and engaged citizens. By reimagining holistic education through this lens, the article offers a framework that aligns academic achievement with ethical consciousness and spiritual growth, ultimately fostering a more just and compassionate society. This transformative approach offers a comprehensive model for educators and policymakers aiming to prepare students not only for professional success but also for meaningful lives rooted in integrity and responsibility.

Islamic education holds a strategic position in shaping students’ moral character and social attitudes within multicultural societies. However, Islamic educational curricula are frequently perceived as prioritizing normative-textual transmission and doctrinal compliance, leaving limited room for interfaith dialogue and the cultivation of inclusive dispositions. This study critically assesses Islamic educational curriculum orientations and examines how sharia-based moral pedagogy can foster interfaith tolerance among students. The study also responds to the limited empirical linkage between sharia moral education and measurable developments in tolerance, inclusivity, and dialogic competence in Islamic schooling contexts. Using a qualitative design with descriptive-critical analysis, the research draws on curriculum document analysis and classroom observations across several Islamic educational institutions. Data are analyzed thematically to identify how three key curricular dimensions-akhlak (ethical conduct), maqāṣid al-sharī‘ah (higher moral objectives), and Islamic civilization history-are embedded and enacted in teaching practices, as well as how these elements shape students’ attitudes toward religious difference. The results indicate that akhlak-centered learning supports empathy, mutual respect, and non-discriminatory behavior by framing morality as lived practice rather than abstract instruction. Integrating maqāṣid al-sharī‘ah strengthens students’ inclusive orientation by emphasizing public good, justice, and human dignity as guiding principles for social relations. Additionally, teaching Islamic civilization history-especially narratives of coexistence-enhances students’ awareness of interfaith engagement and positions dialogue as compatible with Islamic identity. A comparative analysis suggests that sharia-based moral pedagogy is more effective than normative-textual curricula in building tolerant and inclusive student dispositions, mainly because it enables reflective learning, contextual moral reasoning, and dialogic interaction.

This paper explores the key role of teachers in educational curriculum development, especially in the implementation and evaluation of curriculum design. Teachers' skills and knowledge are not only as curriculum implementers, but also as learning architects who influence students' learning experiences. Teachers not only master open material, but also have an important role in planning relevant and interesting learning activities. This paper highlights the important collaboration between teachers and other stakeholders, such as curriculum administrators, parents, and the educational community. This collaboration is the basis for creating a curriculum that is effective, responsive to student needs, and reflects various perspectives. By introducing the role of teachers in curriculum implementation and evaluation, this paper encourages appreciation of their contribution in shaping the direction of education. Effective collaboration and a deep understanding of teacher involvement are expected to increase the holism of curriculum development, create more meaningful learning experiences for students, and improve the overall quality of education..

The absence of student textbooks in the new Creative and Entrepreneurial Project subjects in accordance with the current Merdeka Curriculum causes students to be less familiar with Creative and Entrepreneurial Project material. Therefore, researchers developed an Augmented Reality-Based Creative and Entrepreneurial Project Teaching Book. The research conducted is a type of research and development (research and development). The product development model uses the ADDIE model which consists of Analyze, Design, Development, Implementation, and Evaluation. The development of textbooks uses augmented reality as a supporting media in textbooks. This research design adapts the One Group Pretest Posttest Design, with data collection techniques using questionnaires, observations, and tests. The research subjects involved 28 students of class XI Audio Video Engineering 2 at SMK Negeri 1 Kediri and validators consisting of two lecturers in the Electrical Engineering Education Study Program, and one teacher teaching Creative Projects and Entrepreneurship subjects at SMK Negeri 1 Kediri. The results showed that the level of validity of the textbook in terms of expert assessment was 91% with very valid criteria. The level of practicality of the book in terms of students' responses was 93% with very practical criteria. Learning outcomes with multiple choice tests showed an average pretest score of 64.64, while the average posttest score was 88.04. Based on the Wilcoxon test which shows the difference or increase in pretest and posttest scores has a significance value of 0.000. The significance value of the calculated results thus falls in the H0 rejection area because the significance value of 0.00 <0.05, in other words that the pretest and posttest scores have a significant difference or increase. Based on the calculation and analysis of student learning outcomes data, it can be concluded that the Augmented Reality-Based Creative and Entrepreneurial Project Teaching Book developed is effective in improving student learning outcomes.

The development of the times is so fast that the role of education becomes very important in helping students to have a high skilled side.  The use of project-based learning models is one way to help students think creatively. This learning model is often called project-based learning which is included in the independent curriculum. The project-based learning model is designed to facilitate the development of students' creativity skills through the application of real projects that are relevant to the learning material.  This research uses a qualitative method based on literature study. The data contained in this study comes from previous studies that have been documented in the form of journals and books.  The results showed that the application of project-based learning model was significantly able to improve students' creative thinking ability. Students showed improvement in the ability to formulate new ideas, solve complex problems, and collaborate effectively. In addition, they developed positive attitudes towards learning, increased motivation, and experienced improvements in the understanding of learning concepts. This research contributes to understanding the use of project-based learning model, as an effective strategy to enhance students' creativity in educational contexts. The application of the findings in this study can help educators and policy makers    

Learning is a key element in building a nation's civilization. The level of learning understood by a community will have a significant influence on the lifestyle that will be created. The position of learning in achieving progress in various aspects of life, such as social, political, cultural and economic, cannot be questioned. This research is carried out using qualitative methods, namely research that is carried out through observation and seeking information directly in research positions or in other words it can be said as field research. This research uses a phenomenological approach by explaining and describing phenomena that occur in conditions in the field. In this case, researchers want to explain and describe the impact of School Policy Analysis to Improve the Internal Quality of Learning for Istiqlal Deli Tua Middle School Students. Istiqlal Deli Tua Middle School's policy in formulating its vision and mission shares the main focus on aspects of morality. Determining the direction of the vision and mission is influenced by close social interactions and the various backgrounds of students. The process of formulating policies at Istiqlal Deli Tua Middle School involves various parties, including internal schools, student parents, and other policy makers, in order to improve learning progress. This personal learning option as a school policy is not carried out without a reason, but rather is adjusted to the vision and mission that form the basis. learning system in the school. To realize this policy, the school has designed a management system and implementation guidelines that include regular, automatic activities and exemplary examples inside and outside the classroom. The conclusions of research on the analysis of school policies to improve the internal quality of student learning include an explanation of the important role of school policies in providing direction and support. Management of energy resources, including the allocation of funds and development of teaching staff, and the involvement of all related parties, such as teachers, parents, students and local communities, are considered important in achieving the goal of quality learning. Continuous monitoring and assessment are key aspects for identifying revision zones and adapting school policies. A focus on improving the educational process, innovative teaching methods, and long-term educational support are also recognized as elements that can provide positive impacts. Finally, adapting to changes in learning areas, such as technological growth, curriculum changes, and social dynamics, is considered important and requires flexibility in school policies. However, it is necessary to explain that this conclusion is universal and needs to be confirmed by specific findings from actual research    

The curriculum is an important part of the education system because it is one of the determining factors in achiefing goals. Likewise, the Islamic religious education (PAI) curriculum also plays a central role in various curricula to achieve the direction and goals of Islamic education itself. Islamic education aims to develop all human potential based on Islamic law. However, in reality, the PAI curriculum still has problems in real life. For example, the education model is still docmatic, old-fashioned, redundant, and the religius concept taught are no longer relevant to modern life. Teachers and all scool staff mus be able to trully understand and design the curriculum. In developing an Islamic religious education (IRE) curriculum, a special approach is anneded that ensures that the designed curriculum can bring students to the desiret changes. Teachers can choose several approaches that suit their teatching model, taking into account the specifics of Islamic education itself. Four approaches can be used in curriculum development: academic, humanistic, technological and social reconstruction approaches. The developed curriculum can then be used by various PAI teachers in the teaching and learning process at school.

Era Society 5.0. which is characterized by the integration of high technology and artificial intelligence. Creating new challenges and opportunities in the world of education. Rapid social changes, global demands, and technological developments are factors that influence the transformation of character education and Indonesian language learning. Character education is the process of forming students’ values, attitudes and morals as well as the formation of quality character. Qualitative methods are used to describe and explain phenomena or events in detail and carefully. The use of smart applications, data analysis, and digital platforms enriches students’ learning experiences, fosters creativity, and increases their understanding of Indonesian as an important medium of communication. In implementing character education and Indonesian language learning in the Society 5.0 era. Qualitative approaches are effective tools for understanding complex and dynamic contexts. Through content analysis, research can identify the weaknesses and strengths of the existing curriculum and provide recommendations for improvement. The results of this research can make a significant contribution to the design of more effective educational strategies and relevant to the needs of modern society.

As we already know, the independent curriculum is a new curriculum that is currently being published. From year to year, the educational curriculum is increasingly undergoing changes, these changes are adapted to technological developments and developments in this new industrial era. Approximately 2 years ago, in the pandemic era or Covid-19 era, the curriculum that applied in schools was the 2013 curriculum and the prototype curriculum. The prototype curriculum is a curriculum that develops progress from the 2013 curriculum, where the curriculum is referred to as the emergency curriculum for the 2022 and 2023 school years. At that time the government established the Merdeka curriculum for all schools deemed ready to implement this curriculum, various technical guidance that is currently needed for school principals as well as teachers and educational staff in implementing the Merdeka curriculum, it can be implemented through technical guidance, which is carried out online. This online guidance is expected to be able to make participants comfortable and more motivated to continue following or remain focused until the material and learning design they want to achieve is achieved properly. good and students can receive the results of guidance from these techniques using the learning management system

Mathematics anxiety has long been recognized as a barrier to student achievement, particularly in an era where digital technologies are reshaping education. This study aims to investigate the role of cognitive psychology in modern mathematics learning as a means of reducing math anxiety and enhancing numerical creativity among digital generation learners. Employing an experimental classroom design informed by neuroeducation principles, the research explored how interventions rooted in cognitive regulation, emotional control, and cognitive load management influence student outcomes. Data were collected through pre-test and post-test instruments measuring levels of math anxiety and creativity in numerical problem-solving. The findings demonstrate a significant reduction in mathematics anxiety following the implementation of the neuroeducation-based intervention. Simultaneously, students exhibited marked improvements in creative approaches to numerical challenges, indicating that addressing psychological factors is essential to unlocking mathematical potential. These results highlight the importance of integrating cognitive psychology into mathematics instruction, moving beyond procedural learning toward a holistic approach that considers students’ emotional and cognitive states. The implications extend to educators, curriculum designers, and policymakers, suggesting that modern mathematics education should balance cognitive development, emotional well-being, and creative problem-solving skills to prepare students for the challenges of a rapidly evolving digital world.

The implementation of the Merdeka Curriculum in madrasahs, guided by the Ministry of Religious Affairs Regulation (KMA) Number 347 in 2022, offers both advantages and challenges. This policy empowers madrasahs in Indonesia to develop education unit-level curricula that cater to the specific needs and management of education. The advantages of implementing the Merdeka Curriculum lie in its ability to respect and enhance Islamic education. Madrasahs can emphasize religious understanding, Quranic studies, and character education, enabling students to deepen their religious knowledge and strengthen their religious identities. Moreover, the curriculum's flexibility allows madrasahs to tailor educational experiences to the needs, social contexts, and local cultures of their students, making learning more relevant and meaningful. By incorporating practical and contextual subjects, the Merdeka Curriculum facilitates the development of broader skills, equipping students with academic, social, and life skills essential for their holistic growth. However, challenges arise in implementing the Merdeka Curriculum. Educators need comprehensive training and professional development to effectively design and implement a flexible curriculum. Ensuring consistent education standards across madrasahs is also crucial, as the freedom to determine curricula may result in variations. Integration with the national curriculum is essential to ensure that fundamental subjects such as literacy, numeracy, and general knowledge are adequately covered.

The era of digitalization is growing rapidly, including in the field of education. Educators and students need technology or platforms that support distance learning activities and still have good interaction, so that classes remain not bored or fun and productive. One platform that can answer these challenges is the Canva application. Canva has one of the special services or programs designed for education, namely Canva for Education. This service is designed for educators and students to continue to get a creative, innovative, collaborative and fun learning experience in line with the independent curriculum.The method used in this study is a development research method with a descriptive quantitative approach. This study aims to describe the use of the Canva for Education application by educators as a creative, innovative and collaborative learning medium for students in the current era    

Educational game is a game which is specifically designed as a tool to accomplish educational needs. Therefore, it has to be projected in an exact precision to achieve its goal: educating, and increasing the user knowledge and skills. There are some problems which frequently happened at TK Kemala Bhayangkari 31 Salatiga, firstly, the number of props of traffic signs is limited so it is not proportional to the number of meetings in the existing curriculum and students must repeat the same material. Secondly, there isn’t suitable learning support media to add props to traffic signs that are still lacking. The software used in this game development was Adobe Flash CS6. The research was conducted through R&D; Research and Development method by processed through some stages. First, problem identification stage, then, data collection, product design, design validation, design revision, and the final step was the product trials. The validation was carried out by the expert validators and product user. Based on the research conducted, it concluded that this game has 43 signs which fulfill the number of signs that must be taught to students according to the curriculum at TK Kemala Bhayangkari 31 Salatiga, 18% which is most often found on the road from the total number of traffic signs in the Minister of Transportation Regulation No. 13 years 2014.