The Teacher’s Paradigm to Learning in The Independent Curriculum at Elementary School: A Study in Jayapura City
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Abstract
The independent curriculum provides teachers with the opportunity to innovate in the learning process. As a replacement for the 2023 curriculum, the independent curriculum has a different paradigm from the previous curriculum, namely emphasizing teacher independence to manage learning with a focus on student achievement. This research uses a qualitative approach and descriptive research type to describe the SD/MI teacher paradigm regarding Independent Curriculum learning in Jayapura City. This research was conducted at MIN Jayapura City. Techniques for collecting research procedures through observation, in-depth interviews and documentation. Meanwhile, the analysis method uses the Creswel model analysis technique. The research results show that the SD/MI teachers' paradigm regarding learning in the independent curriculum is as follows: (1) Independent curriculum-based learning emphasizes the achievement of learning outcomes (CP) at each phase rather than at each grade level; (2) Teachers have more freedom in managing learning; (3) Learning must be relevant to the needs and characteristics of students; (4) Technology-based learning; (5) An independent curriculum requires teacher collaboration; (6) Learning oriented towards developing the Pancasila Student Profile and Rahmatan Lil Alamin Student Profile (P5 PPRA); (7) The independent curriculum emphasizes differentiated learning.
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The Teacher’s Paradigm to Learning in The Independent Curriculum at Elementary School: A Study in Jayapura City. (2023). JIP Jurnal Ilmiah PGMI, 9(2), 106-118. https://doi.org/10.19109/jip.v9i2.20761
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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite
The Teacher’s Paradigm to Learning in The Independent Curriculum at Elementary School: A Study in Jayapura City. (2023). JIP Jurnal Ilmiah PGMI, 9(2), 106-118. https://doi.org/10.19109/jip.v9i2.20761
References
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Aisyah, L., Rizqiqa, F. N. R., Putri, F. D., & Nulhaq, S. (2022). Kurikulum Merdeka dalam Perspektif Pemikiran Pendidikan Paulo Freire. At-Ta’lim: Jurnal Pendidikan, 8(2), 162–172.
Akhmad, Y., Masrukhi, M., & Indiatmoko, B. (2020). The effectiveness of the integrated project-based learning model STEM to improve the critical thinking skills of elementary school students. Educational Management, 9(1), 9–16.
Alawiyah, F. (2013). Peran guru dalam kurikulum 2013. Aspirasi: Jurnal Masalah-Masalah Sosial, 4(1), 65–74.
Aprima, D., & Sari, S. (2022). Analisis penerapan pembelajaran berdiferensiasi dalam implementasi kurikulum merdeka pada pelajaran matematika SD. Cendikia: Media Jurnal Ilmiah Pendidikan, 13(1), 95–101.
Ardianti, Y., & Amalia, N. (2022). Kurikulum Merdeka: Pemaknaan Merdeka dalam Perencanaan Pembelajaran di Sekolah Dasar. Jurnal Penelitian Dan Pengembangan Pendidikan, 6(3).
Astuti, S. D. (2017). Pentingnya Memahami Karakteristik Siswa Sekolah Dasar Sebagai Dasar Pengembangan Strategi Pembelajaran Oleh Guru. Pentingnya Memahami Karakteristik Siswa Sekolah Dasar Sebagai Dasar Pengembangan Strategi Pembelajaran Oleh Guru, 1–10.
Azizah, W. A., Sarwi, S., & Ellianawati, E. (2020). Implementation of project-based learning model (PjBL) using STREAM-based approach in elementary schools. Journal of Primary Education, 9(3), 238–247.
Chandra Handa, M. (2019). Leading differentiated learning for the gifted. Roeper Review, 41(2), 102–118.
Datungsolang, R. (2018). Konsep pendidikan pembebasan dalam perspektif Islam (studi pemikiran Paulo Freire). Jurnal Ilmiah AL-Jauhari: Jurnal Studi Islam Dan Interdisipliner, 3(1), 49–77.
Efendi, D. (2019). Proses Pembentukan Aqidah dan Akhlak Pada Siswa Sekolah Dasar di Kota Jayapura. Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 9(1), 9. https://doi.org/10.18592/aladzkapgmi.v9i1.2814
Efendi, D. (2021). Strategi Penanaman Karakter pada Anak Usia Sekolah Dasar di Kota Jayapura. Jurnal Elementaria Edukasia, 4(1), 1–13. https://doi.org/10.31949/jee.v4i1.3012
Efendi, D. (2022). Types of Learning Media in Primary School during Covid-19. Southeast Asian Journal of Islamic Education, 5(1), 111–128.
Farhana, I. (2023). Merdekakan Pikiran dengan Kurikulum Merdeka: Memahami Konsep Hingga Penulisan Praktik Baik Pembelajaran di Kelas. Penerbit Lindan Bestari.
Fayola, A. D., & Rahmawati, R. (2023). Urgensi Kesiapan Guru Dan Sekolah Terhadap Penerapan Kurikulum Merdeka Belajar Di Sekolah Dasar. Jurnal Pendidikan Dan Keguruan, 1(8), 664–671.
Fitriyah, C. Z., & Wardani, R. P. (2022). Paradigma Kurikulum Merdeka Bagi Guru Sekolah Dasar. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 12(3), 236–243.
Gani, A. (2014). Peran Kelompok Kerja Guru (KKG) Pendidikan Agama Islam dalam Meningkatan Kompetensi Paedagogik Guru Di Sekolah Dasar Negeri Gugus Kecamatan Payaraman Kabupaten Ogan Ilir. Conciencia, 14(1), 1–23.
Handayani, R., Purbasari, I., Setiawan, D., Ahmadi, F., & Praswanti, R. P. (2021). The Role of Family Education in Forming the Independent Character of Students in Elementary School. International Journal of Elementary Education, 5(2), 291–297.
Hani, M. A. S., & Ilham, I. (2021). Pendidikan Pembebasan (Studi Pemikiran Paulo Freire dan KH Ahmad Dahlan). CIVICUS: Pendidikan-Penelitian-Pengabdian Pendidikan Pancasila Dan Kewarganegaraan, 9(1), 18–23.
Hendawati, Y., Pratomo, S., Suhaedah, S., Lestari, N. A., Ridwan, T., & Majid, N. W. A. (2019). Contextual teaching and learning of physics at elementary school. Journal of Physics: Conference Series, 1318(1), 12130.
Heryahya, A., Herawati, E. S. B., Susandi, A. D., & Zulaiha, F. (2022). Analisis Kesiapan Guru Sekolah Dasar dalam Implementasi Kurikulum Merdeka. Journal of Education and Instruction (JOEAI), 5(2), 548–562.
Isa, I., Asrori, M., & Muharini, R. (2022). Peran kepala sekolah dalam implementasi kurikulum merdeka di sekolah dasar. Jurnal Basicedu, 6(6), 9947–9957.
Ismajli, H., & Imami-Morina, I. (2018). Differentiated instruction: Understanding and applying interactive strategies to meet the needs of all the students. International Journal of Instruction, 11(3), 207–218.
Jannati, P., Ramadhan, F. A., & Rohimawan, M. A. (2023). Peran Guru penggerak dalam implementasi kurikulum merdeka di sekolah dasar. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 7(1), 330–345.
Jusuf, H., & Sobari, A. (2022). Pembelajaran Paradigma Baru Kurikulum Merdeka Pada Sekolah Dasar: Pembelajaran Paradigma Baru Kurikulum Merdeka Pada Sekolah Dasar. Jurnal Pengabdian Kepada Masyarakat UBJ, 5(2), 185–194.
Kaharuddin, A. (2018). Effect of problem based learning model on mathematical learning outcomes of 6th grade students of elementary school accredited B in Kendari city. International Journal of Trends in Mathematics Education Research, 1(2).
Kasmawati, Y. (2020). Peningkatan Kompetensi Melalui Kolaborasi: Suatu Tinjauan Teoritis Terhadap Guru. Equilibrium: Jurnal Pendidikan, 8(2), 136–142.
Khairani, S., Suyanti, R. D., & Saragi, D. (2020). The Influence of Problem Based Learning (PBL) Model Collaborative and Learning Motivation Based on Students’ Critical Thinking Ability Science Subjects in Class V State Elementary School 105390 Island Image. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(3), 1581–1590.
Kholil, A. (2021). Kolaborasi Peran serta Orang Tua dan Guru dalam Pembelajaran Pendidikan Agama Islam Secara Daring. Jurnal Pendidikan Guru, 2(1).
Komalasari, K. (2012). The effect of contextual learning in civic education on students’character development. Journal of Educators & Education/Jurnal Pendidik Dan Pendidikan, 27.
Mantra, I. B. N., Pramerta, I. G. P. A., Arsana, A. A. P., Puspadewi, K. R., & Wedasuwari, I. A. M. (2022). Persepsi guru terhadap pentingnya pelatihan pengembangan dan pelaksanaan kurikulum merdeka. Jurnal Inovasi Penelitian, 3(5), 6313–6318.
Moleong, L. J. (2005). Metodologi Penelitian Kualitatif. PT Remaja Rosdakarya.
Muhaimin. (2016). Model Pengembangan Kurikulum dan Pembelajaran dalam Pendidikan Islam kKntemporer. UIN-Maliki Press.
Mulyawati, Y., Zulela, M. S., & Edwita, E. (2022). Differentiation Learning to Improve Students Potential in Elementary School. Pedagonal: Jurnal Ilmiah Pendidikan, 6(1), 68–78.
Mustaeva, G., Kurbanova, M., & Mamajanova, G. (2022). The Place and Role of Using Pedagogical Technologies in Learning English. Uzbek Scholar Journal, 9, 191–193.
Nadrah, N. (2023). Learning Media Improves Achievement Learning Science of Fourth Grade Elementary School Students. International Journal of Elementary Education, 7(2).
Nur’aini, S. (2023). Implementasi Project Penguatan Profil Pelajar Pancasila (P5) Profil Pelajar Rahmatan Lil Alamin (P2RA) Dalam Kurikulum Prototife Di Sekolah/Madrasah. JURNAL PEDAGOGY, 16(1), 84–97.
Nurhikmah, I., Widyasari, W., & Sya, M. F. (2019). Peran Kelompok Kerja Guru (Kkg) Dalam Meningkatkan Kompetensi Pedagogik Guru. Al-Kaff: Jurnal Sosial Humaniora, 2(2).
Oktavia, Y. (2021). Kolaborasi Antara Peran Orang Tua dan Guru Dalam Model Pembelajaran di Masa Pandemi di TK PKK Nyalabu Daya Pamekasan. Institut Agama Islam Negeri Madura.
Oktaviani, D. (2019). Pendidikan Yang Membebaskan Menurut “Paulo Freire.”
Oktaviani, S., & Ramayanti, F. (2023). Analisis Kesiapan Sekolah dalam Mengimplementasikan Kurikulum Merdeka Belajar di Sekolah Dasar. Jurnal Basicedu, 7(3), 1454–1460.
Prastowo, A. (2014). Pemenuhan kebutuhan psikologis peserta didik SD/MI melalui pembelajaran tematik-terpadu. Jurnal Pendidikan Sekolah Dasar Ahmad Dahlan, 1(1), 1–13.
Purnawanto, A. T. (2022). Perencanakan pembelajaran bermakna dan asesmen Kurikulum Merdeka. Jurnal Pedagogy, 15(1), 75–94.
Reis, S. M., McCoach, D. B., Little, C. A., Muller, L. M., & Kaniskan, R. B. (2011). The effects of differentiated instruction and enrichment pedagogy on reading achievement in five elementary schools. American Educational Research Journal, 48(2), 462–501.
Septianti, N., & Afiani, R. (2020). Pentingnya memahami karakteristik siswa sekolah dasar di SDN Cikokol 2. As-Sabiqun, 2(1), 7–17.
Sesfao, M. (2020). Perbandingan Pemikiran Pendidikan Paulo Freire Dengan Ajaran Tamansiswa Dalam Implementasi Merdeka Belajar.
Syafriafdi, N. (2020). Peran Teknologi Pendidikan Dalam Pembelajaran. Al-Aulia: Jurnal Pendidikan Dan Ilmu-Ilmu Keislaman, 6(1), 1–8.
Syahbana, A., Asbari, M., Anggitia, V., & Andre, H. (2024). Revolusi Pendidikan: Analisis Kurikulum Merdeka Sebagai Inovasi Pendidikan. Journal of Information Systems and Management (JISMA), 3(2), 27–30.
Thapliyal, M., Ahuja, N. J., Shankar, A., Cheng, X., & Kumar, M. (2022). A differentiated learning environment in domain model for learning disabled learners. Journal of Computing in Higher Education, 34(1), 60–82.
Tobin, R., & Tippett, C. D. (2014). Possibilities and potential barriers: Learning to plan for differentiated instruction in elementary science. International Journal of Science and Mathematics Education, 12, 423–443.
Triwiratman, A., Nusantara, T., & Hitipeuw, I. (2023). Level of Learning Independence in Elementary School Students: The Influence of Self-Efficacy, Motivation, and Peer Interaction. Didaktika: Jurnal Kependidikan, 12(4), 705–718.
Uno, H. B., & Mohamad, N. (2022). Belajar dengan pendekatan PAILKEM: pembelajaran aktif, inovatif, lingkungan, kreatif, efektif, menarik. Bumi Aksara.
Wulansari, D., Oktariani, A. P., & Pulungan, M. (2023). Contextual Learning Model in Elementary Schools in Improving Learning Outcomes. Journal of Basic Education Research, 4(3), 104–111.
Aisyah, L., Rizqiqa, F. N. R., Putri, F. D., & Nulhaq, S. (2022). Kurikulum Merdeka dalam Perspektif Pemikiran Pendidikan Paulo Freire. At-Ta’lim: Jurnal Pendidikan, 8(2), 162–172.
Akhmad, Y., Masrukhi, M., & Indiatmoko, B. (2020). The effectiveness of the integrated project-based learning model STEM to improve the critical thinking skills of elementary school students. Educational Management, 9(1), 9–16.
Alawiyah, F. (2013). Peran guru dalam kurikulum 2013. Aspirasi: Jurnal Masalah-Masalah Sosial, 4(1), 65–74.
Aprima, D., & Sari, S. (2022). Analisis penerapan pembelajaran berdiferensiasi dalam implementasi kurikulum merdeka pada pelajaran matematika SD. Cendikia: Media Jurnal Ilmiah Pendidikan, 13(1), 95–101.
Ardianti, Y., & Amalia, N. (2022). Kurikulum Merdeka: Pemaknaan Merdeka dalam Perencanaan Pembelajaran di Sekolah Dasar. Jurnal Penelitian Dan Pengembangan Pendidikan, 6(3).
Astuti, S. D. (2017). Pentingnya Memahami Karakteristik Siswa Sekolah Dasar Sebagai Dasar Pengembangan Strategi Pembelajaran Oleh Guru. Pentingnya Memahami Karakteristik Siswa Sekolah Dasar Sebagai Dasar Pengembangan Strategi Pembelajaran Oleh Guru, 1–10.
Azizah, W. A., Sarwi, S., & Ellianawati, E. (2020). Implementation of project-based learning model (PjBL) using STREAM-based approach in elementary schools. Journal of Primary Education, 9(3), 238–247.
Chandra Handa, M. (2019). Leading differentiated learning for the gifted. Roeper Review, 41(2), 102–118.
Datungsolang, R. (2018). Konsep pendidikan pembebasan dalam perspektif Islam (studi pemikiran Paulo Freire). Jurnal Ilmiah AL-Jauhari: Jurnal Studi Islam Dan Interdisipliner, 3(1), 49–77.
Efendi, D. (2019). Proses Pembentukan Aqidah dan Akhlak Pada Siswa Sekolah Dasar di Kota Jayapura. Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 9(1), 9. https://doi.org/10.18592/aladzkapgmi.v9i1.2814
Efendi, D. (2021). Strategi Penanaman Karakter pada Anak Usia Sekolah Dasar di Kota Jayapura. Jurnal Elementaria Edukasia, 4(1), 1–13. https://doi.org/10.31949/jee.v4i1.3012
Efendi, D. (2022). Types of Learning Media in Primary School during Covid-19. Southeast Asian Journal of Islamic Education, 5(1), 111–128.
Farhana, I. (2023). Merdekakan Pikiran dengan Kurikulum Merdeka: Memahami Konsep Hingga Penulisan Praktik Baik Pembelajaran di Kelas. Penerbit Lindan Bestari.
Fayola, A. D., & Rahmawati, R. (2023). Urgensi Kesiapan Guru Dan Sekolah Terhadap Penerapan Kurikulum Merdeka Belajar Di Sekolah Dasar. Jurnal Pendidikan Dan Keguruan, 1(8), 664–671.
Fitriyah, C. Z., & Wardani, R. P. (2022). Paradigma Kurikulum Merdeka Bagi Guru Sekolah Dasar. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 12(3), 236–243.
Gani, A. (2014). Peran Kelompok Kerja Guru (KKG) Pendidikan Agama Islam dalam Meningkatan Kompetensi Paedagogik Guru Di Sekolah Dasar Negeri Gugus Kecamatan Payaraman Kabupaten Ogan Ilir. Conciencia, 14(1), 1–23.
Handayani, R., Purbasari, I., Setiawan, D., Ahmadi, F., & Praswanti, R. P. (2021). The Role of Family Education in Forming the Independent Character of Students in Elementary School. International Journal of Elementary Education, 5(2), 291–297.
Hani, M. A. S., & Ilham, I. (2021). Pendidikan Pembebasan (Studi Pemikiran Paulo Freire dan KH Ahmad Dahlan). CIVICUS: Pendidikan-Penelitian-Pengabdian Pendidikan Pancasila Dan Kewarganegaraan, 9(1), 18–23.
Hendawati, Y., Pratomo, S., Suhaedah, S., Lestari, N. A., Ridwan, T., & Majid, N. W. A. (2019). Contextual teaching and learning of physics at elementary school. Journal of Physics: Conference Series, 1318(1), 12130.
Heryahya, A., Herawati, E. S. B., Susandi, A. D., & Zulaiha, F. (2022). Analisis Kesiapan Guru Sekolah Dasar dalam Implementasi Kurikulum Merdeka. Journal of Education and Instruction (JOEAI), 5(2), 548–562.
Isa, I., Asrori, M., & Muharini, R. (2022). Peran kepala sekolah dalam implementasi kurikulum merdeka di sekolah dasar. Jurnal Basicedu, 6(6), 9947–9957.
Ismajli, H., & Imami-Morina, I. (2018). Differentiated instruction: Understanding and applying interactive strategies to meet the needs of all the students. International Journal of Instruction, 11(3), 207–218.
Jannati, P., Ramadhan, F. A., & Rohimawan, M. A. (2023). Peran Guru penggerak dalam implementasi kurikulum merdeka di sekolah dasar. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 7(1), 330–345.
Jusuf, H., & Sobari, A. (2022). Pembelajaran Paradigma Baru Kurikulum Merdeka Pada Sekolah Dasar: Pembelajaran Paradigma Baru Kurikulum Merdeka Pada Sekolah Dasar. Jurnal Pengabdian Kepada Masyarakat UBJ, 5(2), 185–194.
Kaharuddin, A. (2018). Effect of problem based learning model on mathematical learning outcomes of 6th grade students of elementary school accredited B in Kendari city. International Journal of Trends in Mathematics Education Research, 1(2).
Kasmawati, Y. (2020). Peningkatan Kompetensi Melalui Kolaborasi: Suatu Tinjauan Teoritis Terhadap Guru. Equilibrium: Jurnal Pendidikan, 8(2), 136–142.
Khairani, S., Suyanti, R. D., & Saragi, D. (2020). The Influence of Problem Based Learning (PBL) Model Collaborative and Learning Motivation Based on Students’ Critical Thinking Ability Science Subjects in Class V State Elementary School 105390 Island Image. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(3), 1581–1590.
Kholil, A. (2021). Kolaborasi Peran serta Orang Tua dan Guru dalam Pembelajaran Pendidikan Agama Islam Secara Daring. Jurnal Pendidikan Guru, 2(1).
Komalasari, K. (2012). The effect of contextual learning in civic education on students’character development. Journal of Educators & Education/Jurnal Pendidik Dan Pendidikan, 27.
Mantra, I. B. N., Pramerta, I. G. P. A., Arsana, A. A. P., Puspadewi, K. R., & Wedasuwari, I. A. M. (2022). Persepsi guru terhadap pentingnya pelatihan pengembangan dan pelaksanaan kurikulum merdeka. Jurnal Inovasi Penelitian, 3(5), 6313–6318.
Moleong, L. J. (2005). Metodologi Penelitian Kualitatif. PT Remaja Rosdakarya.
Muhaimin. (2016). Model Pengembangan Kurikulum dan Pembelajaran dalam Pendidikan Islam kKntemporer. UIN-Maliki Press.
Mulyawati, Y., Zulela, M. S., & Edwita, E. (2022). Differentiation Learning to Improve Students Potential in Elementary School. Pedagonal: Jurnal Ilmiah Pendidikan, 6(1), 68–78.
Mustaeva, G., Kurbanova, M., & Mamajanova, G. (2022). The Place and Role of Using Pedagogical Technologies in Learning English. Uzbek Scholar Journal, 9, 191–193.
Nadrah, N. (2023). Learning Media Improves Achievement Learning Science of Fourth Grade Elementary School Students. International Journal of Elementary Education, 7(2).
Nur’aini, S. (2023). Implementasi Project Penguatan Profil Pelajar Pancasila (P5) Profil Pelajar Rahmatan Lil Alamin (P2RA) Dalam Kurikulum Prototife Di Sekolah/Madrasah. JURNAL PEDAGOGY, 16(1), 84–97.
Nurhikmah, I., Widyasari, W., & Sya, M. F. (2019). Peran Kelompok Kerja Guru (Kkg) Dalam Meningkatkan Kompetensi Pedagogik Guru. Al-Kaff: Jurnal Sosial Humaniora, 2(2).
Oktavia, Y. (2021). Kolaborasi Antara Peran Orang Tua dan Guru Dalam Model Pembelajaran di Masa Pandemi di TK PKK Nyalabu Daya Pamekasan. Institut Agama Islam Negeri Madura.
Oktaviani, D. (2019). Pendidikan Yang Membebaskan Menurut “Paulo Freire.”
Oktaviani, S., & Ramayanti, F. (2023). Analisis Kesiapan Sekolah dalam Mengimplementasikan Kurikulum Merdeka Belajar di Sekolah Dasar. Jurnal Basicedu, 7(3), 1454–1460.
Prastowo, A. (2014). Pemenuhan kebutuhan psikologis peserta didik SD/MI melalui pembelajaran tematik-terpadu. Jurnal Pendidikan Sekolah Dasar Ahmad Dahlan, 1(1), 1–13.
Purnawanto, A. T. (2022). Perencanakan pembelajaran bermakna dan asesmen Kurikulum Merdeka. Jurnal Pedagogy, 15(1), 75–94.
Reis, S. M., McCoach, D. B., Little, C. A., Muller, L. M., & Kaniskan, R. B. (2011). The effects of differentiated instruction and enrichment pedagogy on reading achievement in five elementary schools. American Educational Research Journal, 48(2), 462–501.
Septianti, N., & Afiani, R. (2020). Pentingnya memahami karakteristik siswa sekolah dasar di SDN Cikokol 2. As-Sabiqun, 2(1), 7–17.
Sesfao, M. (2020). Perbandingan Pemikiran Pendidikan Paulo Freire Dengan Ajaran Tamansiswa Dalam Implementasi Merdeka Belajar.
Syafriafdi, N. (2020). Peran Teknologi Pendidikan Dalam Pembelajaran. Al-Aulia: Jurnal Pendidikan Dan Ilmu-Ilmu Keislaman, 6(1), 1–8.
Syahbana, A., Asbari, M., Anggitia, V., & Andre, H. (2024). Revolusi Pendidikan: Analisis Kurikulum Merdeka Sebagai Inovasi Pendidikan. Journal of Information Systems and Management (JISMA), 3(2), 27–30.
Thapliyal, M., Ahuja, N. J., Shankar, A., Cheng, X., & Kumar, M. (2022). A differentiated learning environment in domain model for learning disabled learners. Journal of Computing in Higher Education, 34(1), 60–82.
Tobin, R., & Tippett, C. D. (2014). Possibilities and potential barriers: Learning to plan for differentiated instruction in elementary science. International Journal of Science and Mathematics Education, 12, 423–443.
Triwiratman, A., Nusantara, T., & Hitipeuw, I. (2023). Level of Learning Independence in Elementary School Students: The Influence of Self-Efficacy, Motivation, and Peer Interaction. Didaktika: Jurnal Kependidikan, 12(4), 705–718.
Uno, H. B., & Mohamad, N. (2022). Belajar dengan pendekatan PAILKEM: pembelajaran aktif, inovatif, lingkungan, kreatif, efektif, menarik. Bumi Aksara.
Wulansari, D., Oktariani, A. P., & Pulungan, M. (2023). Contextual Learning Model in Elementary Schools in Improving Learning Outcomes. Journal of Basic Education Research, 4(3), 104–111.