STUDI KOMPARASI KONTEN KURIKULUM MERDEKA DI INDONESIA DAN KURIKULUM K-12 BERBASIS MATATAG DI FILIPINA MATA PELAJARAN IPS PADA JENJANG SEKOLAH MENENGAH PERTAMA KELAS 9

    Fania Hafidza Dwitarachmi, - and Bunyamin Maftuh, - and Muhamad Iqbal, - (2025) STUDI KOMPARASI KONTEN KURIKULUM MERDEKA DI INDONESIA DAN KURIKULUM K-12 BERBASIS MATATAG DI FILIPINA MATA PELAJARAN IPS PADA JENJANG SEKOLAH MENENGAH PERTAMA KELAS 9. S1 thesis, Universitas Pendidikan Indonesia.

    Abstract

    Konten kurikulum merupakan komponen utama dalam sistem pendidikan yang mencerminkan arah kebijakan, visi pembangunan, dan kebutuhan kompetensi peserta didik di era global. Kurikulum tidak hanya berfungsi sebagai panduan pembelajaran, tetapi juga sebagai alat untuk membentuk karakter dan pemikiran kritis. Penelitian ini bertujuan untuk membandingkan konten Kurikulum Merdeka di Indonesia dan Kurikulum K-12 Berbasis Matatag di Filipina pada mata pelajaran Ilmu Pengetahuan Sosial (IPS) untuk jenjang Sekolah Menengah Pertama (SMP) kelas 9. Analisis difokuskan pada lima aspek menurut teori George Posner, yaitu scope (ruang lingkup), sequence (urutan), continuity (kedalaman dan konsistensi), integration & articulation (keterhubungan materi), serta relevance (relevansi dengan isu kontemporer). Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan metode studi kepustakaan, yang mengandalkan data dari dokumen resmi dan literatur ilmiah. Hasil penelitian menunjukkan bahwa Kurikulum Merdeka mengedepankan pendekatan sosial-kultural dan partisipatif, sedangkan Kurikulum Matatag menekankan pendekatan teoritis dan sistematis. Perbedaan ini mencerminkan kerangka kebijakan pendidikan nasional masing-masing dalam merespons tantangan sosial dan ekonomi global. Curriculum content is a fundamental component of the education system, reflecting policy direction, development vision, and the competency needs of students in a global era. A curriculum functions not only as a learning guide but also as a tool to shape character and critical thinking. This study aims to compare the content of Indonesia's Kurikulum Merdeka and the Philippines' K-12 Matatag Curriculum in the subject of Social Studies for Grade 9 at the junior high school level. The analysis focuses on five aspects based on George Posner’s theory: scope (breadth of content), sequence (order of material), continuity (depth and consistency), integration & articulation (interconnectedness of topics), and relevance (alignment with contemporary issues). This research uses a qualitative descriptive approach through library research, relying on data from official documents and scholarly literature. The findings reveal that the Kurikulum Merdeka emphasizes a socio-cultural and participatory approach, while the Matatag Curriculum adopts a more theoretical and systematic framework. These differences reflect each country's educational policy framework in addressing current and future social and economic challenges.

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    Official URL: https://repository.upi.edu/
    Item Type: Thesis (S1)
    Additional Information: https://scholar.google.com/citations?user=IXSyDD0AAAAJ&hl=en ID Sinta Dosen Pembimbing: Bunyamin Maftuh : 6146282 Muhamad Iqbal : 5978331
    Uncontrolled Keywords: Kurikulum Merdeka, Kurikulum K-12, Konten Kurikulum, IPS Merdeka Curriculum, K-12 Curriculum, Content of Curriculum, Social Studies
    Subjects: L Education > L Education (General)
    L Education > LB Theory and practice of education
    L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
    L Education > LB Theory and practice of education > LB2361 Curriculum
    Divisions: Fakultas Pendidikan Ilmu Pengetahuan Sosial > Pendidikan IPS
    Depositing User: Fania Hafidza Dwitarachmi
    Date Deposited: 13 Aug 2025 06:43
    Last Modified: 13 Aug 2025 06:43
    URI: http://repository.upi.edu/id/eprint/134736

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