Curricula: Journal of Curriculum Development
Journal Curricula: Journal of Curriculum Development Initials Curricula Frequency Quarterly (March, June, September, and December) *Since 2026 DOI Prefix 10.17509/curricula ISSN 2830-7917 (online); 2964-7339 (print) Editor in Chief Dr. Angga Hadiapurwa Publisher Universitas Pendidikan Indonesia Curricula: Journal of Curriculum Development is an open access and peer-reviewed journal published by Curriculum Development Study Program, Faculty of Education, Universitas Pendidikan Indonesia in collaboration with Himpunan Pengembang Kurikulum Indonesia (HIPKIN) MoU file. The journal includes particular interests in issues related to research results on 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. Curricula has been accredited, rank Sinta 3.
Analysis of students’ attitudes toward respecting differences in Civic Education
Respect for differences is an essential character value that supports inclusive social interactions among elementary school students. However, limited evidence is available regarding how this value is developed through Civic Education learning in elementary schools. This study aims to analyze students' attitudes toward respecting differences in Civic Education learning at SD 2 Mekarmukti and identify the supporting and hindering factors in its development. This study employed a qualitative descriptive approach and collected data through observation, interviews, and documentation involving fourth-grade students and their classroom teacher. Data were analyzed using Miles and Huberman's interactive model, while triangulation ensured the trustworthiness of the findings. The findings show that students demonstrated positive attitudes toward respecting differences by accepting diversity, respecting peers from different backgrounds, and resolving conflicts through discussion and compromise. Teachers promoted tolerance through contextual learning, a democratic classroom approach, and role-playing activities, although limited instructional time and peer influence remained challenges. The findings highlight the importance of teachers' pedagogical competence, awareness of students' social context, and collaboration with families in strengthening tolerance education.
Copyright (c) 2026 Sendi Fauzi Giwangsa, Zulhijjah Febriani Sitepu, Shindy Khalia, Dyna Hardyanti Sutrisno, Keisha Aulia Fadhalah https://creativecommons.org/licenses/by-sa/4.0
Evaluating Indonesia’s First-Level Police Staff and Leadership Education Using the Kirkpatrick Model
Police leadership education is a substantial investment, yet its effectiveness is seldom evaluated beyond participant satisfaction, and evidence on tiered police managerial education remains scarce. This study evaluates Indonesia's First-Level Staff and Leadership School (Sespimma) using Kirkpatrick's four-level model, aiming to assess reaction, learning, behavior, and results, and to identify the factors that enable and hinder the application of the education. It adopts a qualitative, multi-source case study. An in-depth interview with an alumnus, together with observation and performance documents (LAKIP and IKU), was coded thematically in ATLAS.ti 24 using deductive and inductive coding; open-ended questionnaire responses from sixteen alumni and two supervisors were analyzed as summarized themes, while closed Likert items were reported descriptively as supplementary context. The analysis produced twenty-seven codes across the four levels plus enabling and hindering factors and recommendations. Findings show a positive reaction; gains in management knowledge and in leadership, communication, and problem-solving skills; transfer of learning into more systematic managerial practice; and organizational benefits perceived by supervisors, while subordinate readiness and organizational culture condition transfer.
Copyright (c) 2026 Eko Wirawan, Nurhattati Fuad, Matin https://creativecommons.org/licenses/by-sa/4.0
Learning strategies for Pendidikan Agama Islam dan Budi Pekerti in the implementation of the Kurikulum Merdeka in elementary school
Pendidikan Agama Islam dan Budi Pekerti plays a crucial role in shaping the religious character of elementary school students, particularly in addressing the challenges posed by technological development and social change in the digital era. This study aims to analyze the learning strategies for Pendidikan Agama Islam dan Budi Pekerti in implementing the Kurikulum Merdeka in elementary schools in Ulu Musi District, Empat Lawang Regency, including the supporting and inhibiting factors. This study used a descriptive qualitative approach, employing observation, interviews, and documentation as data collection techniques. The research subjects consisted of principals and Pendidikan Agama Islam dan Budi Pekerti teachers in several elementary schools in Ulu Musi District. The results showed that the learning strategies were implemented through the development of teaching modules, grouping students by learning ability, and using diagnostic, formative, and summative assessments. Supporting factors for implementation include teacher readiness, school support, parental involvement, and the availability of facilities and infrastructure. Meanwhile, inhibiting factors include limited facilities, lack of teacher training, and limited internet access and learning resources. This study shows that the successful implementation of the Kurikulum Merdeka requires collaboration between schools, teachers, parents, and the government.
Copyright (c) 2026 Tafsir Efendi, Zurifah Nurdin, Mindani https://creativecommons.org/licenses/by-sa/4.0
The impact of competency-based education on cognitive improvement and clinical skills in midwifery students
Midwifery education is increasingly shifting toward the implementation of Competency-Based Education (CBE), a transformative approach aimed at producing graduates with robust clinical and cognitive competencies by emphasizing measurable outcomes across cognitive, psychomotor, and affective domains. Understanding how the CBE model is implemented and the outcomes it yields is crucial for informing curriculum design, faculty development, and institutional readiness. This article aims to evaluate the impact of CBE on enhancing the clinical skills and cognitive development of midwifery students. A literature search was conducted across PubMed, Google Scholar, Scopus, and ScienceDirect databases using Boolean operators for keywords related to CBE and midwifery education. Studies were selected using the PRISMA method based on specific inclusion criteria, resulting in the identification of 13 relevant studies published between 2021 and 2026. The analysis indicates that CBE significantly improves students' clinical procedural skills, critical thinking abilities, and decision-making capabilities. Simulation-based approaches, problem-based learning, and structured assessments proved effective in supporting competency attainment. However, implementation barriers—such as resource limitations, a lack of faculty training, and institutional resistance—remain prevalent, particularly in resource-limited settings. CBE contributes positively to the development of clinical and cognitive competencies among midwifery students.
Copyright (c) 2026 Annisa Karima Harda, Josi Noviani, Cindy Maharani Putri, Ari Indra Susanti https://creativecommons.org/licenses/by-sa/4.0
Implementing outcome-based education to improve pedagogical competence of PGMI students
Outcome-Based Education (OBE) has become an important approach in higher education to produce graduates with measurable competencies through student-centered learning. However, studies examining its implementation in improving the pedagogical competence of prospective elementary Islamic school teachers remain limited, particularly in private Islamic higher education institutions. This study aimed to analyze the implementation of the OBE curriculum in improving the pedagogical competence of students in the Primary School Teacher Education (PGMI) Program at IAI Khozinatul 'Ulum Blora. A qualitative case study was employed using observations, interviews, and document analysis. Data were analyzed through data reduction, data display, and conclusion drawing, while source and technique triangulation ensured the credibility of the data. The findings revealed that OBE implementation strengthened students' pedagogical competence through outcome-based instructional planning, student-centered learning, and authentic assessment, enabling students to develop competencies in lesson planning, classroom management, assessment, and understanding student characteristics. The study concludes that successful OBE implementation depends not only on achieving learning outcomes administratively but also on providing authentic learning experiences that foster prospective teachers' pedagogical competence.
Copyright (c) 2026 Armiya Sayidatun Nafi'ah, Sukiman https://creativecommons.org/licenses/by-sa/4.0
Educational supervision for strengthening school quality management systems
This study is motivated by the continued dominance of administrative and formalistic supervision practices that have not been optimally integrated with the school quality improvement cycle, resulting in a suboptimal contribution to education quality management. This study aims to analyze the role of educational supervision as a strategic instrument in strengthening school quality management in Indonesia. This study uses a Systematic Literature Review (SLR) approach with a PRISMA-based selection procedure and content analysis techniques, drawing on 36 national and international journal articles published in 2020–2025 relevant to educational supervision and school quality management. The synthesis results indicate that educational supervision plays a significant role in improving teachers' pedagogical and professional competencies through collaborative coaching, strengthening data-based decision-making, and integrating a continuous improvement cycle within the Total Quality Management framework. Effective supervision is constructive, evidence-based, and integrated into the school quality management system, thereby driving the quality system to build an adaptive and sustainable quality culture. These findings emphasize that supervision is not only a monitoring mechanism but also a strategic instrument for strengthening the school quality system as a whole.
Copyright (c) 2026 Muhammad Febri Mawardi, Rilo Pambudi Triantoro, Putri Medina Heru Arnafama, Sulistiyana, Metroyadi https://creativecommons.org/licenses/by-sa/4.0
School-community partnership management in Telaga Pulang Elementary Schools
School-community partnership management is essential for improving the quality of primary education, especially in rural areas where schools rely heavily on community support. This study aims to describe and analyze the principals’ communication with the community, community empowerment, and models of school-community partnership management at SDN 1 Telaga Pulang and SDN 2 Telaga Pulang in Seruyan Regency, Central Kalimantan. This study employed a qualitative, multisite, descriptive design that involved principals, teachers, school committees, parents, and community members as informants. Data were collected through interviews, observations, and documentation, and then analyzed using interactive techniques of data condensation, display, and conclusion drawing at both single-site and cross-site levels. The findings show that principals apply informative, persuasive, dialogic, participatory, cultural, and digital communication patterns to build trust and strengthen school-community relationships. Community empowerment is implemented through enabling, empowering, and protecting strategies that foster participation in planning, implementing, and evaluating school programs. The partnership model reflects a mutualistic, two-way, symmetrical collaboration that supports academic, social, and infrastructural development in rural primary schools.
Copyright (c) 2026 Dona Pratiwi, Aslamiah, Ngadimun https://creativecommons.org/licenses/by-sa/4.0
Knowledge management and organizational performance: The mediating role of innovation and motivation
Education in Indonesia faces significant challenges in improving organizational performance, as reflected in the 2023 PISA results showing that Indonesian students scored below international averages in literacy, mathematics, and science. Effective knowledge management is therefore a strategic solution. This study aims to examine the effect of knowledge management on organizational performance mediated by innovation and motivation. This study employed a cross-sectional quantitative design conducted in public elementary schools in Kalasan District, Yogyakarta. A total of 82 respondents were selected from schools with a minimum of two classes. Data were collected through questionnaires distributed to principals, teachers, and educational staff, and analyzed using PLS-SEM. Instrument validity and reliability were assessed using Average Variance Extracted and Cronbach's Alpha. Results indicate that knowledge management significantly and positively affects organizational performance, innovation, and motivation. Innovation positively influences organizational performance and successfully mediates the relationship between knowledge management and organizational performance. Conversely, motivation neither affects organizational performance nor mediates that relationship. Elementary schools should develop knowledge management systems that foster instructional innovation as a core strategy for improving educational quality.
Copyright (c) 2026 Zelsa Yorinda Kurniawati, Cepi Safruddin Abdul Jabar https://creativecommons.org/licenses/by-sa/4.0
Developing PBL-based E-LKPD to enhance elementary students' critical thinking in Pendidikan Pancasila
The Problem-Based Learning (PBL) approach to Pancasila education in elementary schools positively impacts student engagement. However, the limited availability of interactive worksheets that facilitate and stimulate critical thinking remains a major obstacle in the field, so the development of innovative, cutting-edge teaching materials is urgently needed. This study aims to develop and test the feasibility, practicality, and effectiveness of a PBL-based E-LKPD on Indonesian diversity for fourth-grade students at SDN 066047 Medan Helvetia. Using the Research and Development (RnD) method with the ADDIE model, data were collected through observation, interviews, questionnaires, and tests. The results showed a high level of validity. This product proved to be very practical based on teacher and student responses. In addition, this E-LKPD significantly improved critical thinking skills. This PBL-based E-LKPD is very feasible, practical, and effective for application in learning. In its implementation, supporting infrastructure is still needed to facilitate the integration of E-LKPD as an interactive worksheet, so that students can also learn independently in the future.
Copyright (c) 2026 Rijal Sianturi, Daulat Saragi, Surya Dharma, Samsidar Tanjung, Yakobus Ndona, R. Mursid https://creativecommons.org/licenses/by-sa/4.0
Enhancing elementary students' learning activity in Bahasa Indonesia through Wordwall-assisted joyful learning
The low level of student participation in the learning process necessitates implementing a fun learning model to improve it. This study aims to improve students' learning activity through the application of the Joyful Learning model, assisted by Wordwall media, in Indonesian language learning for fifth-grade students at SD Alam Muara Bungo. This study uses Classroom Action Research (CAR), conducted over two cycles in collaboration with the class teacher. Each cycle consists of planning, implementation, observation, and reflection stages. The study subjects were 22 fifth-grade students at SD Alam Muara Bungo. Data collection techniques included observation, documentation, and field notes. Data analysis was carried out descriptively, qualitatively, and quantitatively based on the results of observations of student learning activity. The results of the study indicate that the application of the Joyful Learning model, assisted by Wordwall media, improved students' learning activity from the active category in cycle I to the very active category in cycle II. Students became more enthusiastic about learning, more active in answering questions, more courageous in expressing opinions, and more focused during the activity. Thus, the use of the Joyful Learning model, supported by Wordwall media, can be a fun and effective alternative to increase learning activity among elementary school students, especially with abstract materials such as writing numbers and figures.
Copyright (c) 2026 Jannatul Afriani, M. Muzakki, Ibermarza https://creativecommons.org/licenses/by-sa/4.0
Developing affective assessment instruments in Islamic religious education
Affective assessment is essential in Islamic Religious Education because it fosters students’ attitudes, values, religiosity, and Islamic character. This study theoretically analyzes the development of affective assessment instruments, emphasizing their relevance and importance in contemporary education. The study addresses the limited use of systematic, measurable instruments to assess students’ attitudes, values, and character. The method used in this study is library research, examining classical and contemporary literature on affective domain taxonomy, authentic assessment, Islamic educational evaluation, and character education. The findings show that affective assessment instruments can be developed through observation, anecdotal records, reflective journals, attitude questionnaires, and portfolios, with consideration of validity, reliability, objectivity, and alignment with Islamic values such as justice, honesty, and responsibility. The main finding confirms that the development of affective assessment instruments in Islamic Religious Education is not only methodological but also normative because it integrates modern affective taxonomy with Islamic educational principles. This study concludes that affective domain assessment is an essential component of Islamic Religious Education because it connects religious knowledge with the internalization of Islamic values in students’ attitudes and behavior.
Copyright (c) 2026 Baha Shofa Mijdal, Tasman Hamami; Iqbal Ahsanul Aula; Adisti Anggraini; Evi Sulvaningsih https://creativecommons.org/licenses/by-sa/4.0
Effect of gamified Zep Quiz on dance motivation: A quasi-experimental study
Learning motivation among high school students in dance classes often declines, especially when assessments use traditional, monotonous methods. This study aims to investigate the impact of using the gamification-based digital assessment tool Zep Quiz on the learning motivation of eleventh-grade students in dance education. A quantitative approach using a quasi-experimental design with an unequal control group was employed, involving 72 eleventh-grade students at SMAN 5 Cimahi, comprising an experimental group (n = 36) and a control group (n = 36). Data were collected using a validated learning motivation questionnaire, supported by observation and interview data. Assumption tests confirmed the normality, homogeneity, and linearity of the data. ANCOVA results showed a significant group effect on post-test motivation after controlling for pre-test scores. The experimental group obtained a higher mean post-test score than the control group. These findings indicate that Zep Quiz effectively increases student motivation by increasing engagement and creating a more enjoyable learning experience. This study supports the integration of gamification-based digital assessment in dance learning.
Copyright (c) 2026 Najwa Mardhiyah, Beben Barnas, Saian Badaruddin https://creativecommons.org/licenses/by-sa/4.0
Students' perceptions of graduate profile and curriculum alignment in English education
Curriculum alignment plays a crucial role in ensuring that learning outcomes are effectively achieved in higher education. This study aims to examine students’ perceptions and understanding of the graduate profile within the framework of curriculum alignment in an English Education program. The research is conducted to evaluate whether students not only perceive the curriculum as relevant but also fully understand the intended graduate competencies. A quantitative approach, supported by open-ended responses, was employed to analyze students’ perceptions and level of understanding. The findings reveal that the majority of students hold positive perceptions of the graduate profile, while their understanding remains relatively low. This indicates a gap between students’ affective perceptions and their cognitive comprehension of curriculum objectives. In addition, students are more familiar with the role of a novice teacher than with those of a researcher and an edupreneur, reflecting an imbalance in the emphasis on competencies. These findings suggest that although the curriculum is perceived as relevant, its intended outcomes are not fully internalized.
Copyright (c) 2026 Dwi Adinda Puspitasari, Yuyun Yulia https://creativecommons.org/licenses/by-sa/4.0
Cognitive load, AI literacy, and doctoral students' academic procrastination: Conceptual review
Research on doctoral students is still fragmented in the study of Cognitive Load Theory (CLT), academic procrastination, and Artificial Intelligence (AI) literacy. This article integrates these three fields to explain the interaction between cognitive load, AI literacy competency, and academic procrastination in the context of doctoral students with dual roles in the era of generative AI. Using an integrative conceptual paper approach and a systematic search in the Scopus database (254 final articles: 58 CLT, 56 procrastination, 140 AI literacy), we found that none of the three streams connected all three constructs simultaneously. Five integrative propositions were formulated, namely (P1) cognitive load as a causal antecedent of procrastination; (P2) AI literacy as a moderator of the CLT-procrastination relationship; (P3) Self-Regulated Learning (SRL) and self-efficacy as dual mediators; (P4) dual-role as a cognitive load amplifier; and (P5) intellectual procrastination or the paradox of AI competence without adequate SRL. This article contributes to postgraduate curriculum design by offering five curricular components that are based directly on the identified causal mechanisms.
Copyright (c) 2026 Annisa Ciptagustia, Eeng Ahman, Edi Suryadi, Rofi Rofaida, Murni Zarina Mohamed Razali https://creativecommons.org/licenses/by-sa/4.0
Effectiveness of Kipin School media in improving fourth-grade students’ Mathematics learning outcomes
Mathematics teaching in elementary schools still faces various challenges, particularly students' limited understanding of fractions and the limited use of interactive digital learning media. This study aims to develop and evaluate the effectiveness of a Mathematics module, based on the Kipin School digital platform, in improving elementary school students' learning outcomes in fractions. This study uses a Research and Development (RnD) approach by applying the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. Data were collected through validation sheets, practicality questionnaires, and pretest-posttest designs, and then analyzed using descriptive statistics, normality tests, paired-samples t-tests, and N-Gain analysis. The results indicate that the module falls within the "very valid" category. Feedback from teachers and students also indicates the "very practical" category because the media is easy to use, interesting, and supports interactive learning. In addition, the effectiveness test results show a significant increase in student learning outcomes after using the media, although the N-Gain value remains relatively low. Therefore, the Kipin school-based module is suitable for use as a digital learning medium to support Mathematics learning in schools.
Copyright (c) 2026 Nindiapliyani Al-Azizah, Andes Safarandes Asmara, Ayu Fitri, Lia Susanti https://creativecommons.org/licenses/by-sa/4.0
Students’ Fiqh learning outcomes during curriculum transition: A longitudinal study
Curriculum transition represents a dynamic aspect of educational policy that can influence classroom practices and students’ learning outcomes. This study examines changes in students’ fiqh learning outcomes during the transition from the Kurikulum 2013 (K13) to the Kurikulum Merdeka at MI Muhammadiyah 28 Sumberagung. A quantitative longitudinal before-after design was employed, involving the same cohort of students. Data were obtained from Fiqh report grades in the even semester of Grade 3 under the K13 (2024/2025) and the even semester of Grade 4 under the Kurikulum Merdeka (2025/2026). Descriptive statistics, the Shapiro-Wilk normality test, and the Wilcoxon signed-rank test were applied for analysis. The results show an increase in the mean Fiqh score, with a statistically significant difference and a large effect size. These findings indicate that the Kurikulum Merdeka, supported by teaching modules, may be associated with improved Fiqh learning outcomes, while acknowledging the influence of assessment practices and contextual factors.
Copyright (c) 2026 Khusnul Ma'arif, Asrori, Ika Puspitasari https://creativecommons.org/licenses/by-sa/4.0
Formalization of inquiry-based learning in Kurikulum Merdeka and Ontario Curriculum: A comparative analysis of social studies curricula
The low 2022 PISA scores for Indonesia in literacy and reasoning have catalyzed national curriculum transformation through the implementation of Kurikulum Merdeka. This study aims to analyze the synchronization and characteristics of inquiry formalization in the Kebijakan Kurikulum IPS Indonesia (Panduan 2025) and compare them with those of the Ontario Curriculum 2023 in Canada. The rationale for this research is to provide a theoretical and practical foundation for strengthening the implementation of inquiry process skills to address the learning crisis. The research method employed is a comparative study using content analysis of the curriculum policy documents of both countries as secondary data sources. Research findings indicate a significant methodological convergence, whereas Indonesia has begun adopting systematic inquiry steps aligned with international standards. However, differences exist in the degree of autonomy. Ontario Curriculum positions inquiry as a standalone framework for critical issues, while Indonesia remains in a transitional phase, emphasizing teacher guidance and local wisdom. This study concludes that the formalization of inquiry is a crucial instrument for pedagogical transformation, yet it requires strengthening in the evaluation of source credibility and in students' methodological independence.
Copyright (c) 2026 Tasya Lutfiah, Glori Sonata Damayanti Purba, Anik Widiastuti https://creativecommons.org/licenses/by-sa/4.0
Effects of mind mapping on PAI dan Budi Pekerti learning motivation and outcomes
Learning methods play an important role in encouraging student motivation; therefore, innovative, student-focused methods are needed. This study aims to examine the effect of the mind-mapping method on the motivation and learning outcomes of Pendidikan Agama Islam (PAI) dan Budi Pekerti students in grade XI at SMAN 9, Bengkulu City. This study used a quantitative experimental design involving 61 students as samples divided into experimental and control groups. Data were collected through tests and questionnaires, then analyzed using t-tests and linear regression. The results showed that the mind-mapping method significantly increased student motivation and learning outcomes compared to conventional methods. The experimental group that implemented mind mapping obtained a higher average score. These findings confirm that mind mapping is effective in facilitating structured information processing, increasing cognitive engagement, and shifting the learning paradigm toward a student-centered approach. Mind mapping is recommended as an effective pedagogical strategy to deepen understanding of complex PAI dan Budi Pekerti material and improve student academic outcomes at the secondary school level.
Copyright (c) 2026 Anisa Yusilafita, Mawardi Lubis, Desy Eka Citra Dewi https://creativecommons.org/licenses/by-sa/4.0
Developing environment-based collage media to improve early childhood cognitive abilities
The underdevelopment of cognitive abilities in early childhood is caused by the use of less engaging learning media. Appropriate efforts and strategies are needed to address problems arising from innovation in teaching and learning activities. This study aims to produce environmentally based collage media to improve the cognitive abilities of children aged 5-6 years at Pembina Siborongborong Kindergarten. The research type used is Research and Development (RnD) with a 4D model. The research subjects included three validators, 30 children, and the class teacher at Pembina Siborongborong Kindergarten. The results of the study indicate that the environmentally based collage media is very good and feasible to use. In addition, this media is proven effective because it shows an increase in average pretest and posttest scores, which are in the high category. The practicality of the media is also classified as very good based on teacher and student responses. The use of environmentally based collage media has been shown to help teachers improve children's cognitive abilities and make it easier for them to understand material on fruit names, characteristics, and size comparisons.
Copyright (c) 2026 Jimmi Morgan Sihombing, Aman Simaremare, Winara https://creativecommons.org/licenses/by-sa/4.0
Development of Canva-assisted PBL media to improve ecosystem literacy in elementary school
Ecosystem literacy is crucial for elementary school students in facing ecological challenges. Transmissive learning and teachers' limited ability to develop digital media hinder the development of higher-order thinking skills. This study developed Canva-assisted PBL media to improve ecosystem literacy in fifth-grade students at an elementary school in West Bandung Regency. This study used the Research and Development (RnD) method with the ADDIE model. A one-group pretest-posttest design was used to measure the media's effectiveness. Data were collected through validation sheets from media experts, material experts, and education practitioners. Teacher and student practicality questionnaires, PBL implementation observation sheets, and a 25-item ecosystem literacy test measured three dimensions of scientific literacy. The results showed that the media received valid categories from media experts and material experts, high practicality from teachers and students, and was proven effective in significantly improving students' ecosystem literacy. The integration of authentic PBL-based problem scenarios with Canva's investigative infographics was particularly effective in developing students' scientific inquiry competencies, especially in areas that are often difficult to cultivate through conventional learning.
Copyright (c) 2026 Kintan Rizki Amanda, Ansori, Sukma Murni https://creativecommons.org/licenses/by-sa/4.0
Canva-assisted EduPlay media for improving fraction numeracy in elementary students
The low numeracy skills of Indonesian students, as indicated by the 2022 PISA scores, highlight the need for innovation in Mathematics learning media, especially for simple fractions in elementary schools. This study aims to develop EduPlay media assisted by Canva, based on Problem-Based Learning (PBL), to improve the numeracy skills of third-grade elementary school students in simple fractions. This research was conducted because there is no learning media that integrates Canva, EduPlay gamification, and PBL in a unified manner for fraction learning. The method used is Research and Development (RnD) using the ADDIE model, implemented in March–April 2026. The research subjects consisted of two media experts, one material expert, one education practitioner, and 20 third-grade students in a limited trial. The results showed that the EduPlay media was categorized as very valid and very suitable for use in learning. The limited trial showed that media use improved students' numeracy skills to the moderate category. These findings indicate that the EduPlay media has the potential to support fraction learning in elementary schools.
Copyright (c) 2026 Silvia Desanti Lestari, Euis Eti Rohaeti, M. Afrilianto https://creativecommons.org/licenses/by-sa/4.0
Managing cross-cultural transitions: Institutional support strategies for international students in higher education
International students often encounter unfamiliar pedagogical systems, cultural dissonance, or marginalization that can affect them academically and psychologically. This article systematically reviews Scopus-indexed articles (2020-2026) that address institutional support for international students during cross-cultural transitions in higher education, following the PRISMA 2020 reporting procedure. A narrative thematic analysis was conducted on 14 studies that met the inclusion criteria. The synthesis of findings indicates that cross-cultural adaptation is co-constructed by individual capabilities such as cultural intelligence, coping, motivation, and communication competencies, as well as institutional conditions that support access, belonging, and cultural sensitivity. Effective academic and social support is reflected in inclusive learning environments, connectedness to the host community, and coordinated administrative support. Furthermore, recent findings emphasize the importance of the digital ecology as an additional layer of support that facilitates student access, inclusion, and psychological well-being. The results of this review inform the design of a systematically integrated, phased support model and highlight the need for longitudinal, multi-site evaluation.
Copyright (c) 2026 Wu Jiewei, Aan Komariah, Dedy Achmad Kurniady, Sururi https://creativecommons.org/licenses/by-sa/4.0
Reframing early-career teacher professional development: Toward a multi-level conceptual framework
Early-career teachers face a crucial transition period, marked by high professional demands, uneven support, and ongoing retention challenges. Several studies still view professional development as a linear process of induction and mentoring, thus underemphasizing the interaction among teacher agency, the school context, and broader structural conditions. This study aims to critically examine dominant conceptualizations of early-career teacher professional development and develop a more integrative framework. The study employed a systematic critical review using the PRISMA procedure of Scopus-indexed journal articles published since 2016 that discussed early-career teachers and professional development. The results revealed several key patterns: the dominance of compliance-oriented professional standards, the weakening of teacher agency in restrictive school environments, unequal access to mentoring and support, and the importance of core teaching competencies. The study also emphasized the increasing relevance of digital and hybrid mentoring models as more flexible forms of support. These findings suggest that early-career teacher professional development should be understood as a dynamic, multilevel process shaped by interactions among individual, school, and broader structural factors.
Copyright (c) 2026 Song Xinling, Taufani C. Kurniatun, Abu Bakar https://creativecommons.org/licenses/by-sa/4.0
Comparative analysis of Kurikulum Merdeka and Malaysia’s KSSM in mathematical literacy
Mathematical literacy is a crucial skill in the 21st century, helping people understand and apply Mathematics in everyday life. However, the results of the PISA 2022 show that Indonesia and Malaysia still have mathematical literacy skills below the OECD average. To address this issue, Indonesia began implementing the Kurikulum Merdeka in 2022, while Malaysia has been using the Kurikulum Standar Sekolah Menengah (KSSM) since 2017. This study aims to compare the two curricula for improving mathematical literacy by analyzing official documents, academic articles, and international reports. The study results show that both curricula focus on problem-solving, analytical thinking, and the application of Mathematics in real-world situations. However, the Independent Curriculum emphasizes greater freedom to improve mathematical literacy through teacher analysis, project-based learning, and a student-centered approach. On the other hand, the KSSM has a more structured learning system that incorporates Higher-Order Thinking Skills (HOTS) and a standardized numeracy program. These differences can serve as a reference for improving the quality of Mathematics education in Southeast Asia.
Copyright (c) 2026 Nadya Irba Rosyadah, Artika Nur Noviani, Ika Kurniasari https://creativecommons.org/licenses/by-sa/4.0
Educational card games, creativity, and conceptual understanding in Biology learning
Science learning in junior high schools tends to emphasize memorization over the development of higher-order competencies, and non-digital learning approaches are rarely used. This study aimed to determine the effectiveness of an educational card game in enhancing students' creativity and understanding of Biology. A convergent, quasi-experimental, mixed-methods study was conducted with 31 eighth-grade students in Bandung. The study was conducted over four weeks, with the experimental group designing a card game about the excretory system, while the control group created a conventional poster. Creativity was measured using the CPAM, and conceptual understanding was measured using a multiple-choice test. The results showed that the experimental group had higher creativity across all CPAM dimensions and demonstrated a significant increase in understanding with a moderate N-gain compared to the control group, which only achieved a low category. A strong correlation between creative engagement and conceptual growth suggests a mutually reinforcing relationship. Five qualitative mechanisms were identified: iterative design deepens understanding, peer playtesting provides formative feedback, creative constraints encourage problem-solving, collaborative knowledge construction, and kinesthetic learning through card manipulation. These findings confirm that creating card games is a practical, low-cost strategy for Biology classrooms with limited resources.
Copyright (c) 2026 Nisa Azizah, Hayat Sholihin, Lilit Rusyati, Fitri Kania https://creativecommons.org/licenses/by-sa/4.0
A progressive curriculum model for dance training at the Sekolah Tari Jugala
As a non-formal institution, Sekolah Tari Jugala strives to maintain technical quality and philosophical values through a well-planned educational system. This study examines the implementation of a progressive curriculum at the Sekolah Tari Jugala as a strategic effort to preserve the authenticity of Jaipongan dance in the digital era. Using a qualitative descriptive method, data were gathered through participatory observation, in-depth interviews with managers and instructors, and documentation reviews. Data validity was ensured through source and method triangulation. The findings reveal that Sekolah Tari Jugala implements a tiered curriculum divided into three levels: Basic, Intermediate, and Advanced. Each level features specific repertoires, ranging from foundational movements to complex choreographies. The pedagogical approach focuses on face-to-face direct demonstrations and intensive physical drills, intentionally avoiding digital standardization to safeguard anatomical precision. Objective evaluations are held every four months, and students perform without stage costumes to allow for a meticulous assessment of torso alignment and leg stances. This systematic curricular structure effectively transforms traditional apprenticeship patterns into professional arts education. The consistency of conventional teaching methods, combined with rigorous mental conditioning, successfully produces dancers who possess not only artistic technicality but also strong mental resilience and cultural integrity amid modern societal changes.
Copyright (c) 2026 Keiza Mufarihana Gunadi, Heni Komalasari, Tatang Taryana https://creativecommons.org/licenses/by-sa/4.0
Need analysis of AI narrative game for computational thinking
Computational Thinking (CT) is a fundamental 21st-century competency that supports logical reasoning and problem-solving. However, its implementation in schools still faces challenges due to the concept's abstract nature and the lack of a contextually grounded learning approach, resulting in suboptimal student engagement. This study aims to analyze the needs of CT learning in the school environment as a basis for developing a more interactive, adaptive, and contextual AI-based narrative game learning model. This study was conducted because of a gap, namely, the integration of innovative approaches such as game-based learning, AI, and learning analytics has not been comprehensively implemented to support CT mastery. The method used is a sequential exploratory mixed-method design involving semi-structured interviews with Informatics teachers and the distribution of questionnaires to MTs students. The research findings indicate that CT learning is still hampered by abstract concepts, analog learning media, and low student engagement. The analysis results emphasize the urgent need for interactive, adaptive digital learning media with automatic feedback to improve students' understanding and motivation in mastering CT.
Copyright (c) 2026 Siti Nurhayati, Eki Nugraha, Farxod Xushbakovich Shaymanov https://creativecommons.org/licenses/by-sa/4.0
Optimizing parental involvement in Kurikulum Merdeka implementation in rural early childhood education
This study was motivated by the limited parental involvement in supporting the implementation of the Kurikulum Merdeka in Early Childhood Education, particularly in rural areas, where the curriculum emphasizes collaboration between schools and families for children's holistic development. This study aims to analyze strategies for optimizing parental involvement in supporting the implementation of the Kurikulum Merdeka in rural Early Childhood Education. It employed a literature review method, collecting data from journal articles, reports, and other relevant documents. The findings indicate that parental involvement in rural areas continues to face challenges, including limited understanding of early childhood education and the Kurikulum Merdeka, the perception that education is solely the school's responsibility, and time constraints resulting from work and economic conditions. To address these challenges, strategies such as establishing communication early, strengthening open and continuous communication, utilizing accessible digital media, implementing ongoing parenting programs, and involving parents in school activities can strengthen collaboration between schools and families in rural Early Childhood Education settings.
Copyright (c) 2026 Silmi Indah Fakhira, Zainal Arifin, Mario Emilzoli https://creativecommons.org/licenses/by-sa/4.0
Curriculum terminology reform and its influence on teachers’ preparedness for teaching
The change in terms such as Kompetensi Dasar (KD) to Capaian Pembelajaran (CP), and Silabus to Alur Tujuan Pembelajaran (ATP) is not merely linguistic, but also carries conceptual consequences that require teachers to reinterpret the meaning and direction of the policy. The lack of comprehensive explanations, socialization, and implementation support leads to a mismatch between teachers' understanding and the curriculum's demands, thereby affecting their readiness to design and implement learning. Based on these conditions, this study aims to analyze how changes in curriculum terminology affect teachers' readiness, both in conceptual understanding and in teaching practice. This study uses a literature study approach with descriptive analysis of literature discussing curriculum changes and their impact on teacher readiness. The results of the study indicate that changes in terminology affect teachers' pedagogical, psychological, and professional aspects. Therefore, ongoing mentoring strategies, effective communication between stakeholders, and teacher involvement in professional learning communities are needed. These findings confirm that the success of curriculum implementation is largely determined by teachers' readiness to understand and apply the new terminology fully.
Copyright (c) 2026 Septi Yunita, Cepi Riyana, Dadi Mulyadi https://creativecommons.org/licenses/by-sa/4.0
The impact of PBL on improving critical thinking skills in fractions lessons
In mathematics learning in elementary schools. This study examines the effectiveness of the Problem-Based Learning (PBL) model in improving sixth-grade students' critical thinking skills in fractions in Sragen District during the 2025/2026 academic year. The background is students' low critical thinking skills, with an average score below the Kriteria Ketuntasan Minimal (KKM), as well as great difficulty in mathematical modeling and fraction operations. This study used a quantitative approach with a quasi-experimental design and cluster random sampling technique. The sample comprised 52 students in the experimental group (PBL model) and 54 in the control group (direct model). Data were collected through pretest and posttest instruments that had been tested for validity, reliability, discrimination power, and difficulty level. Data analysis was carried out using swimmer tests (normality and homogeneity) and ANOVA for hypothesis testing. The results showed that Fcount > Ftable, indicating a significant difference between the two groups. Thus, PBL is effective in improving critical thinking skills and encouraging active learning in elementary school students. The success of PBL implementation depends heavily on the quality of the problem design, the teacher's ability to facilitate the inquiry process, and students' readiness to engage in learning that demands independence and collaboration.
Copyright (c) 2026 Indri Rahmawati, Mardiyana, Chumdari https://creativecommons.org/licenses/by-sa/4.0