Integrated curriculum as the content of educational work in the younger grades of primary schools

OF PEDAGOGICAL DESIGN SKILLS IN FUTURE

Implementation Independent Curriculum in Increase 21st Century Competencies of Students Elementary school

This research is motivated by the demands of 21st-century education, which requires students to possess various essential skills, such as critical thinking, creativity, communication, and collaboration (4Cs). However, in reality, the learning process in elementary schools still tends to be teacher-centered, thus not being able to fully develop these competencies optimally. Therefore, the presence of the Independent Curriculum is a strategic effort to encourage more flexible, student-centered, and contextual learning according to student needs. The purpose of this study is to determine how the implementation of the Independent Curriculum improves the 21st-century competencies of elementary school students and to identify supporting and inhibiting factors in its implementation. This study uses a qualitative approach with a descriptive type. The research subjects included teachers and students in elementary schools that have implemented the Independent Curriculum. Data collection techniques were carried out through observation of learning activities, in-depth interviews with teachers, and documentation studies of learning materials. Data analysis was carried out interactively through the stages of data reduction, data presentation, and drawing conclusions. The results show that the implementation of the Independent Curriculum has a significant impact on improving students' 21st-century competencies. In the learning process, teachers have begun to implement various innovative learning models such as Project-Based Learning (PjBL), problem-based learning, and differentiated learning tailored to student characteristics. This encourages students to be more active, independent, and directly involved in the learning process. Students demonstrate improvements in critical thinking skills through problem-solving activities, increased creativity through learning projects, communication skills through presentations of work results, and collaboration skills through group work. In addition, the Independent Curriculum also provides space for teachers to integrate real-life contexts and the surrounding environment into learning, so that learning becomes more meaningful and relevant for students. Implementation. The Pancasila Student Profile also helps strengthen the formation of student character that aligns with 21st-century competencies. However, this study also found several obstacles in the implementation of the Independent Curriculum, including teachers' limited understanding in designing and implementing project-based learning, limited supporting facilities and infrastructure, and the persistence of students who are not accustomed to learning patterns that require activeness and independence. In addition, the administrative burden on teachers and limited training are also inhibiting factors in optimizing the implementation of this curriculum. Based on the research results, it can be concluded that the implementation of the Merdeka Curriculum is effective in improving 21st-century competencies in elementary school students, particularly in critical thinking, creativity, communication, and collaboration. To support optimal success, teacher competency improvement is needed through ongoing training, adequate facilities and infrastructure, and support from various parties

CURRICULUMS AND TECHNOLOGY: ACTIVE METHODS FOR INNOVATIVE LEARNING

This article examines the intersections between school curricula and digital technologies, taking active methodologies as the structuring axis of innovative learning. The general objective is to analyze how participatory pedagogical practices can reframe contemporary curricular organization, favoring student protagonism and the articulation between forms of knowledge. Methodologically, Bibliographic Research is adopted, with a survey and critical analysis of recent academic productions on curriculum, diversity, teacher education and active strategies. The investigative path covers the decolonization of knowledge, transdisciplinarity, financial education and student autonomy, showing that such approaches broaden the formative repertoire when organically integrated with the pedagogical project. The results indicate that the integration between technology and active methodologies enhances the autonomous construction of knowledge, provided it is accompanied by didactic intentionality and continuing teacher education. It is inferred that curricular innovation does not depend only on technological resources, but on a reconfiguration of teaching and learning relationships. The research contributes to the educational debate by proposing concrete paths to overcome transmissive models, valuing diversity and the active participation of students in the production of knowledge.

The impact of the teacher in the development of modern differentiated instruction

The aim of this study is to investigate the role of teachers' experience and qualifications in the implementation of differentiated instruction. It is focused on teacher efficacy as a way to explain teacher willingness to differentiate instruction. Teachers often struggle to provide all students access to specific learning activities that work best for them - and what works best for some students will not work for others. Differentiating instruction makes sense because it offers different paths to understanding content, process, and products, considering what is appropriate given a child's profile of strengths, interests, and styles. In their classroom, teachers around the world are confronted with a highly diverse student population that differs not only in performance and academic readiness, but also in their learning preferences, cultural backgrounds, language competence, learning styles, and motivation, as well as social, methodological, and self-regulatory competencies. Differentiated instruction stands as a cornerstone in modern pedagogical practices, aiming to cater to students' diverse needs and learning preferences

Curriculum Development of Educational Units (KSP) at the Elementary/MI Level in the Implementation of the Independent Curriculum: Literature Study

This article aims to systematically examine the development of the Education Unit Curriculum (KSP) at the elementary/middle school level in the context of the implementation of the Independent Curriculum. This research uses a literature study method by examining various relevant national and international sources, especially reputable scientific publications in the last ten years. The results of the study show that the Curriculum of the Education Unit has a strategic role as an instrument that bridges national curriculum policies with contextual learning practices at the level of educational units. The effective development and implementation of the Education Unit Curriculum is influenced by several key factors, including the competence of teachers as learning designers, the leadership of school principals as learning leaders, collaborative culture in the school environment, and sustainable curriculum reflection and evaluation mechanisms. In addition, the Curriculum of the Education Unit provides a space of autonomy for schools to integrate student characteristics, local potential, and character and religious values into learning. However, this study also identified a number of challenges, such as the limitation of teacher capacity and the tendency of the Curriculum of the Education Unit to become an administrative document if it is not supported by systematic mentoring and evaluation. The findings of this literature study are expected to make a conceptual contribution to strengthening school-based curriculum development practices and become a reference for policy makers and basic education practitioners in optimizing the implementation of KSP in elementary and secondary schools.

The Meaning of “Independent Learning” in Curriculum Planning under the Merdeka Curriculum at the Senior High School Level

 A significant educational revolution in Indonesia, the Merdeka Curriculum is intended to address the learning crisis and fulfill the needs of 21st-century skills. The execution of this curriculum at the senior high school (SMA) level faces particular difficulties due to the developmental characteristics of students and the growing complexity of subject specialisation. With a special emphasis on lesson module creation, diagnostic assessment, and the Project for Strengthening the Pancasila Student Profile, this study seeks to examine how the idea of "independent learning" is understood and put into practice in curriculum planning at the senior high school level under the Merdeka Curriculum. The methodology utilized in this research was qualitative, using a phenomenological research design. School headmasters, topic teachers in Grades X and XI, and older high school students who had put the Merdeka Curriculum into practice made up the majority of the group. In addition to lesson modules, learning objective sequences, and school operational curriculum materials, the data were obtained through thorough interviews and document analysis. The interactive approach to data analysis included data reduction, data visualization, and conclusion creation. The results reveal that, even though teachers generally believe that the Merdeka Curriculum offers pedagogical flexibility, they continue to have considerable problems translating this flexibility into systematic curriculum planning. The integration of the Pancasila Student Profile initiatives into the fundamental instructional activities, the use of diagnostic evaluation to promote differentiated learning, and the creation of competency-based course modules are all challenges. To ensure that the Merdeka Curriculum is implemented effectively at the senior high school level, these results emphasize the necessity of ongoing professional development and pedagogical coaching.