KURIKULUM TERPADU DI ERA GLOBALISASI: STUDI KUALITATIF PENERAPAN KURIKULUM MERDEKA, ISMUBA,UMI, DAN CAMBRIDGE DI SD MUHAMMADIYAH 6 JAKARTA
Abstract
This study aims to analyze the implementation of four integrated curricula—the
Merdeka Curriculum, ISMUBA, UMI, and Cambridge—at SD Muhammadiyah 6
Jakarta. The research employs a descriptive qualitative approach, with data
collected through observations, in-depth interviews with the school principal, and
literature reviews. The findings reveal that the integration of these curricula
successfully creates a holistic education system encompassing academic,
spiritual, and global skill development. The Merdeka Curriculum focuses on
differentiated learning and character building, while ISMUBA and UMI strengthen
Islamic values through religious education and Quranic memorization (tahfidz).
The Cambridge Curriculum enhances international literacy in English,
Mathematics, and Science. Key challenges include time management, teacher
training, and balancing global and local values. However, stakeholder
collaboration and curriculum flexibility enable the school to achieve its objectives.
In conclusion, this multi-curriculum model has the potential to serve as an example
of balanced value-based and competency-driven education in the globalization
era.
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