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The Independent Curriculum aims to provide flexible, student-centered learning that is oriented toward strengthening character through the Pancasila Student Profile. However, a literature review indicates that its implementation in elementary schools still faces various obstacles. Teachers' understanding of differentiated learning, the P5 project, and authentic assessment is uneven, while limited infrastructure and the complexity of developing teaching materials also hamper its implementation. Furthermore, student readiness and a supportive learning environment also influence the curriculum's effectiveness. These findings emphasize the need to improve teacher competency, ensure equitable distribution of facilities, and collaborate among stakeholders for optimal implementation of the Independent Curriculum. Furthermore, the disparity in the quality of implementation across schools is also a major challenge, particularly in remote areas with limited facilities. Therefore, supportive policies and intensive mentoring for teachers are needed to ensure that this curriculum is effective and provides maximum benefits for students, optimizing character development and 21st-century skills. Overall, the success of the Independent Curriculum depends heavily on solid collaboration between all relevant parties, including teachers, schools, parents, and education policymakers.

This study aims to determine the influence of the Independent Learning Independent Campus Program (MBKM) on the soft skills of students of the class of 2021 in the Department of Economic Education, Gorontalo State University. The method used is quantitative with an explanatory approach, which aims to explain the causal relationship between the variables of the MBKM program and students' soft skills. Primary data was obtained through the distribution of questionnaires to 35 respondents who were active students in the batch. Data analysis was performed using simple linear regression with the help of SPSS software version 21. The results of the study show that the MBKM Program has a positive and significant influence on students' soft skills. This means that the higher the level of student involvement in the MBKM program, the better their abilities in terms of communication, teamwork, time management, adaptability, and confidence. The magnitude of the influence of the MBKM program on students' soft skills reached 65.3%, while the remaining 34.7% was influenced by other factors that were not discussed in this study. These findings provide important implications for the development of curriculum and learning strategies in higher education, especially in integrating the MBKM program as an effort to improve the quality of graduates who are ready to face the challenges of the world of work and global society.  

This study aims to examine the development, challenges, and prospects of the Indonesian education system from a historical, regulatory, and curriculum perspective. Using a descriptive qualitative method with a library study approach, this study examines relevant literature, laws and regulations, and previous research findings. The study results indicate that the Indonesian education system is a dynamic entity, influenced by internal and external factors from the Hindu-Buddhist era, the arrival of Islam, colonialism, to the Reformation era and the Independent Curriculum. A strong legal basis through the 1945 Constitution and Law Number 20 of 2003 provides a basic framework for national education, but in practice, challenges still arise in the form of disparities in quality between regions, limited facilities, and educator readiness. The Independent Curriculum is one of the latest innovations that emphasizes flexibility, 21st-century competencies, and the Pancasila student profile, although its implementation faces technical and resource constraints. This research emphasizes the importance of consistent education policies, strengthening teacher competencies, and equalizing access and facilities as strategic steps in realizing the national goal of enlightening the nation's life and preparing a generation with character, innovation, and the ability to compete globally.

Student interest in becoming a teacher remains a major challenge in preparing prospective professional teachers, especially amidst increasingly complex changes and demands in education. This study aims to analyze the influence of the School Field Introduction (PLP) experience and perceptions of the Teacher Professional Education (PPG) program on student interest in becoming a teacher. This study used a quantitative approach with a multiple linear regression method. The population in this study were all students of the Economics Education Study Program at Surabaya State University, intake 2020–2022, with a sample of 150 students selected purposively. Data collection was conducted using a questionnaire instrument distributed online via Google Form. The collected data were analyzed using multiple linear regression tests to examine the partial and simultaneous effects of the independent variables on the dependent variable. The results of the analysis indicate that partially, the PLP experience does not have a significant effect on interest in becoming a teacher. Conversely, student perceptions of the PPG program show a positive and significant effect on interest in becoming a teacher. Simultaneously, the PLP experience and PPG perceptions significantly influence student interest in becoming a teacher. These findings indicate that perceptions of PPG have a more dominant contribution in shaping interest in becoming a teacher than PLP experience. Therefore, it is crucial for educational institutions to improve the understanding and quality of PPG program implementation to encourage students' interest in pursuing a career as teachers. This research provides practical implications for curriculum designers and teacher education program managers to place greater emphasis on students' perceptions and readiness for PPG in order to produce professional and highly motivated teachers.

This journal discusses the role of Islamic education management in educational institutions and how to develop them. This research uses qualitative methods, with data collection through observation, interviews, and in-depth literature review. The main findings of this study involve various important components in educational management, including curriculum management, human resources, infrastructure, financing, public relations, and special services. One of the educational institutions analyzed, MAN 4 Bantul, identified four main points in the development of educational institutions. First, the use of the independent curriculum to provide freedom in the learning process; second, the application of Islamic character to shape students' morals; third, increasing individual worship and faith to always be grateful according to Islamic teachings; and fourth, developing branding through information management in the field of public relations. In addition, MAN 4 Bantul also improves the quality of human resources through learning innovation workshops for educators. The results of this study indicate that Islamic education management integrated with religious principles can create a more effective, relevant, and sustainable learning environment, as well as strengthen the competitiveness of educational institutions in the digital era.

This study discusses the comparative implementation of the 2013 Curriculum (K13) and the Independent Curriculum in elementary education at UPT SD Negeri 060816. The main focus of this study is to analyze the differences in implementation, identify the challenges and advantages of each curriculum, and evaluate their impact on learning effectiveness. The research method used is observation and interviews with grade 4 and 6 teachers as the main respondents. The results of the study show that the 2013 Curriculum is more structured with complete learning materials, while the Independent Curriculum provides flexibility for teachers and students in the project-based learning process. However, there are significant challenges in the implementation of the Independent Curriculum, including limited learning resources, demands for teacher creativity, minimal parental participation, and difficulties in project-based assessments. However, both curricula have their respective advantages in developing student competencies. This study is expected to contribute to understanding the effectiveness of both curricula at the elementary education level and become a reference for policy makers in improving the quality of learning in schools.

The purpose of writing this article is to determine the development of education quality in developing countries. This research uses a type of library research. Library research is research carried out by reviewing various journals and related reference books. The results of his research show that quality education is education that can produce students who have abilities, insight and skills in accordance with established standards, so that they have sufficient opportunities to be competent in any job market without ignoring the moral aspects of their lives. A developing country is a country with a low average income, relatively underdeveloped infrastructure, and a human development index that is poor compared to global norms. Educational policies in developing countries generally originate from the legacy of colonial educational policies. It is said this because developing countries when they first became independent had not yet developed their own educational policies based on the realistic needs of their people. The independence that has been achieved in the political field is not automatically followed by independence in other fields, especially in the field of education. The causes of the low quality of education in developing countries are, 1) lack of qualified teachers, 2) failure of schools to care for students, in fact elementary schools are less effective in supporting the development movement, if the impact is not proven within an appropriate period of time, 3) poor state of the curriculum. not appropriate. The basic problems of the curriculum at the pre-university level include the expansion of cultural adaptation, localization and vocationalization of the curriculum, 4) Inequality in rural and urban progress.