Jurnal Pendidikan PKMPI

PERBANDINGAN IMPLEMENTASI KURIKULUM MERDEKA DI INDONESIA DAN THE NATIONAL CURRICULUM IN ENGLAND DI INGGRIS DALAM PENGEMBANGAN KETERAMPILAN ABAD 21

Linda Nevia Sari — 2025-12-12

This study investigates the implementation of Indonesia’s Kurikulum Merdeka and England’s National Curriculum in fostering twenty-first-century competencies. Through a systematic literature review of policy frameworks, institutional reports, and recent empirical studies, the analysis centers on three key dimensions: the conceptual and philosophical orientations of both curricula, the instructional approaches promoted in their implementation, and the assessment mechanisms used to evaluate students’ skill development. The findings reveal that Kurikulum Merdeka emphasizes pedagogical flexibility, contextualized learning, and project-based activities intended to cultivate student autonomy and character formation. In contrast, the National Curriculum in England is characterized by standardized learning outcomes, structured guidance for teachers, and a more established system of professional development and accountability. Despite their differing orientations, both curricula share a commitment to enhancing critical thinking, creativity, communication, and collaboration. The study also notes that curriculum effectiveness is shaped not only by design, but by institutional capacity and teacher readiness. Variations in school resources and professional competence present challenges for the Indonesian context, while England benefits from more consistent implementation due to long-standing support structures. These comparative insights underscore the importance of aligning curriculum flexibility with coherent policy support to ensure meaningful development of twenty-first-century skills.

KONTEKS MAYORITAS VS. MINORITAS: IMPLIKASINYA TERHADAP STATUS KELEMBAGAAN PENDIDIKAN ISLAM DI INDONESIA DAN AUSTRALIA

Deli Susanti — 2025-12-16

This study examines how majority–minority religious demographics shape the institutional status of Islamic education in Indonesia and Australia. Employing a comparative qualitative approach through document analysis, the research investigates key dimensions including legal recognition, funding structures, curricular autonomy, and institutional adaptation strategies in both national contexts. The findings indicate that in Indonesia, where Muslims constitute the majority, Islamic educational institutions receive structural legitimacy through a state-affirmation model supported by the Ministry of Religious Affairs. This model grants substantial autonomy in developing religious curricula and enables Islamic schools and madrasahs to integrate religious and general education without significant coercive pressures from the state. In contrast, Australia represents a minority context in which Islamic schools operate as independent institutions that rely heavily on government funding tied to secular accreditation requirements. This reliance generates strong coercive isomorphic pressures, compelling Islamic schools to adopt national curriculum standards and managerial practices to secure institutional legitimacy and financial sustainability. Consequently, Islamic schools in Australia develop hybrid identity strategies that balance the dual demands of integration into the broader educational system and the preservation of Islamic values. The study concludes that majority–minority dynamics serve as a critical determinant of institutional design, shaping the regulatory environment, curricular autonomy, and adaptive strategies of Islamic educational institutions. These findings offer theoretical contributions to state–religion relations and institutional theory while providing practical policy implications for strengthening Islamic education governance in both Indonesia and Australia.

PEMANFAATAN GEMINI AI UNTUK PENGEMBANGAN LKPD MATEMATIKA DI MAN 1 LEBONG

Wita Anggriani — 2025-12-16

Pemanfaatan kecerdasan buatan (Artificial Intelligence/AI) dalam dunia pendidikan semakin berkembang seiring dengan kebutuhan akan perangkat ajar yang inovatif, efektif, dan efisien. Penelitian ini bertujuan menganalisis pemanfaatan Gemini AI dalam proses pengembangan Lembar Kerja Peserta Didik (LKPD) pada mata pelajaran matematika di MAN 1 Lebong. Melalui pendekatan kualitatif deskriptif dan studi pengembangan, penelitian ini mengkaji bagaimana Gemini AI digunakan untuk menyusun LKPD, efektivitas produk yang dihasilkan, serta tantangan dalam implementasinya. Hasil penelitian menunjukkan bahwa Gemini AI mampu mempermudah guru dalam merancang LKPD yang interaktif, kontekstual, dan sesuai Kurikulum Merdeka. Namun, validasi guru tetap diperlukan untuk menjamin akurasi materi dan kesesuaian pedagogis. Temuan ini menegaskan bahwa integrasi AI dapat menjadi inovasi penting dalam meningkatkan kualitas pembelajaran matematika, tanpa mengesampingkan peran guru sebagai desainer pembelajaran.