INNOVATION IN EDUCATIONAL TECHNOLOGY TO ENHANCE STUDENT LEARNING ACHIEVEMENT IN THE ERA OF THE MERDEKA CURRICULUM
Keywords:
educational technology, student learning achievement, innovation, online learning platforms, mobile applicationsAbstract
This paper explored the implementation of educational technology as an innovative approach to improve student learning achievement within the context of the Merdeka curriculum. The study focused on the past experiences and outcomes of integrating educational schools successfully utilized online learning platforms and mobile applications to enhance student engagement, motivation, and learning outcomes. Online learning was introduced, providing students with easy access to learning materials and resources. Teachers were trained to utilize the platform and effectively provide online support to students. The implementation of the platform resulted in increased student engagement, motivation, and the flexibility to adapt learning to their own pace. The application facilitated independent and collaborative learning, enabling students to interact with teachers and classmates; implementing the mobile application led to improved student motivation, engagement, and overall learning achievement. The findings from these highlights the significance of adequate technological infrastructure, teacher training, integration of technology into lesson plans, and regular evaluation for effective implementation. These factors contribute to enhancing student learning achievement in the Merdeka curriculum era
Downloads
References
Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher education studies, 10(3), 16–25.
All, A., Castellar, E. P. N., & Van Looy, J. (2016). Assessing the effectiveness of digital game-based learning: Best practices. Computers & Education, 92, 90-103.
Allison, S. Z. (2022). THE IMPACT OF EDUCATIONAL TECHNOLOGY AND FREQUENCY
OF USAGE. Journal of Social Political Sciences, 3(2), 104–119.
Almalki, S. (2016). Integrating Quantitative and Qualitative Data in Mixed Methods Research--Challenges and Benefits. Journal of Education and Learning, 5(3), 288–296.
Azhari, B., & Fajri, I. (2022). Distance learning during the COVID-19 pandemic: School closure in Indonesia. International Journal of Mathematical Education in Science and Technology, 53(7), 1934-1954.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
Cirocki, A., & Anam, S. U. (2021). ‘How much freedom do we have?’The perceived autonomy of secondary school EFL teachers in Indonesia. Language Teaching Research, 13621688211007472.
Drane, C. F., Vernon, L., & O’Shea, S. (2021). Vulnerable learners in the age of COVID-19: A scoping review. The Australian Educational Researcher, 48(4), 585–604.
Emilia, E., & Sukyadi, D. (2023). Program evaluation of English language learning for EYL curriculum development in Indonesia: teachers’ perception, challenges, and expectation. Journal on English as a Foreign Language, 13(1), 314-338.
Erdog˘ an, V. (2019). Integrating 4C skills of the 21st century into four language skills in EFL classes. International Journal of Education and Research, 7(11), 113–124.
Ferguson, C., Davidson, P. M., Scott, P. J., Jackson, D., & Hickman, L. D. (2015). Augmented reality, virtual reality, and gaming are integral to nursing. Contemporary nurse, 51(1), 1–4.
Frasson, C. (2021, September). A framework for personalized, fully immersive virtual reality learning environments with gamified design in education. In Novelties in Intelligent Digital Systems: Proceedings of the 1st International Conference (NIDS, 2021), Athens, Greece (Vol. 338, p. 95).
Gorard, S., & Taylor, C. (2002). What is segregation? A comparison of measures in terms of ‘strong’and ‘weak’compositional invariance. Sociology, 36(4), 875-895.
Hadi, A., Marniati, M., Ngindana, R., Kurdi, M. S., Kurdi, M. S., & Fauziah, F. (2023). New Paradigm of Merdeka Belajar Curriculum in Schools. AL-ISHLAH: Jurnal Pendidikan, 15(2), 1497-1510.
Hamilton, B. (2022). Integrating technology in the classroom: Tools to meet the needs of every student. International Society for Technology in Education.
Irawati, D., Najili, H., Supiana, S., & Zaqiah, Q. Y. (2022). Merdeka Belajar Curriculum Innovation and Its Application in Education Units. Edumaspul: Jurnal Pendidikan, 6(2), 2506-2514.
Jaiswal, A., & Arun, C. J. (2021). The Potential of Artificial Intelligence for Transformation of the Education System in India. International Journal of Education and Development using Information and Communication Technology, 17(1), 142-158.
Kaur, P., Dhir, A., Tandon, A., Alzeiby, E. A., & Abohassan, A. A. (2021). A systematic literature review on cyberstalking. An analysis of past achievements and future promises. Technological Forecasting and Social Change, 163, 120426.
Kelly, A. E., Lesh, R. A., & Baek, J. Y. (Eds.). (2014). Handbook of design research methods in education: Innovations in science, technology, engineering, and mathematics learning and teaching. Routledge.
Kelly, J. (2014). Women, history, and theory: The essays of Joan Kelly. University of Chicago Press.
Kennedy, K. J. (Ed.). (2021). Social studies education in South and South East Asian contexts. Routledge.
Kong, S. C., Chan, T. W., Griffin, P., Hoppe, U., Huang, R., Kinshuk, ... & Yu, S. (2014). E- learning in school education in the coming ten years for developing 21st-
century skills: Critical research issues and policy implications. Journal of Educational Technology & Society, 17(1), 70–78.
Kounlaxay, K., Shim, Y., Kang, S. J., Kwak, H. Y., & Kim, S. K. (2021). Learning media on mathematical education based on augmented reality. KSII Transactions on Internet and Information Systems (TIIS), 15(3), 1015-1029.
Kupchyk, L., & Litvinchuk, A. (2021, March). Constructing personal learning environments through ICT-mediated foreign language instruction. In Journal of Physics: Conference Series (Vol. 1840, No. 1, p. 012045). IOP Publishing.
Lestari, N. A. P. (2023). Analysis of 2013 curriculum problems so it is changed into a Merdeka curriculum. Jurnal Pendidikan Dasar Nusantara, 8(2), 263-274.
Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1), 1–23.
Liebech-Lien, B. (2020). The bumpy road to implementing cooperative learning: Towards sustained practice through collaborative action. Cogent education, 7(1), 1780056.
Liu, D. Y. T., Bartimote-Aufflick, K., Pardo, A., & Bridgeman, A. J. (2017). Data-driven personalization of student learning support in higher education. Learning analytics: Fundaments, applications, and trends: A view of the current state of the art to enhance e-learning, 143-169.
Mabsutsah, N., Hariyadi, S., & Prihatin, J. (2023). The Readiness of Science Teachers to Implement Differentiated Learning and Integrated STEM in Ecology Subject of the “Merdeka” Curriculum in Junior High School. BIOEDUKASI, 21(2), 99-110.
Mavangere, N., Edifor, E. E., Adedoyin, F., Apeh, E., & Owusu, A. (2022, October). Education inequality in underserved regions: Exploring technology's role in promoting diversity and inclusivity. In 2022 IEEE International Conference on e- Business Engineering (ICEBE) (pp. 288–293). IEEE.
Medero, G. S., & Albaladejo, G. P. (2020). The Use of a Wiki to Boost Open and Collaborative Learning in a Spanish University. Knowledge Management & E- Learning, 12(1), 1-17.
Muhson, M. (2022). Discourse Analysis of Merdeka Belajar Curriculum Application in Madrasahs toward the Islamic Religious Education Learning System. EDUCATION: Journal of Education, 7(2), 92–103.
Norawati, R., & Puspitasari, Y. (2022). The Learning Skills of English as a Foreign Language (EFL) Student-Teachers in Project- and Case-based Learning. JEELS (Journal of English Education and Linguistics Studies), 9(2), 255-277.
Okoye, K., Arrona-Palacios, A., Camacho-Zun˜iga, C., Hammout, N., Nakamura, E. L., Escamilla, J., & Hosseini, S. (2020). Impact of students evaluation of teaching: A text analysis of the teacher's qualities by gender. International Journal of Educational Technology in Higher Education, 17(1), 1-27.
Owolabi, J., & Bekele, A. (2021). Implementing innovative educational technologies in teaching anatomy and basic medical sciences during the COVID-19 Pandemic in a developing country: The COVID-19 silver lining? Advances in medical education and practice, 619-625.
Plass, J. L., & Kalyuga, S. (2019). Four ways of considering emotion in cognitive load theory. Educational Psychology Review, 31, 339-359.
Pratikno, Y., Hermawan, E., & Arifin, A. L. (2022). Human Resource ‘Kurikulum Merdeka’from Design to Implementation in the School: What Worked and What Not in Indonesian Education. Jurnal Iqra': Kajian Ilmu Pendidikan, 7(1), 326- 343.
Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(1), 33-35.
Restu, R., Sriadhi, S., Gultom, S., & Ampera, D. (2022). Implementation Of The Merdeka Belajar-Kampus Merdeka Curriculum Based On The RI 4.0 Platform At Universitas Negeri Medan. Journal of Positive School Psychology, 10161–10176.
Rohiyatussakinah, I. (2021). Implementing MBKM and the Relationship of Curriculum Policy Based on a Case of EFL Education in Japan. Journal of English Language Teaching and Literature (JELTL), 4(2), 39-50.
Rushton, M. A., Drumm, I. A., Campion, S. P., & O'Hare, J. J. (2020). Immersive and virtual reality technologies enable nursing students to experience scenario-based, basic life support training—exploring the impact on confidence and skills. CIN: Computers, Informatics, Nursing, 38(6), 281–293.
Saiyad, S., Virk, A., Mahajan, R., & Singh, T. (2020). Online teaching in medical training: Establishing good online teaching practices from cumulative experience. International Journal Of Applied And Basic Medical Research, 10(3), 149.
Schoonenboom, J., & Johnson, R. B. (2017). How to construct a mixed methods research design. Kolner Zeitschrift fur Soziologie und Sozialpsychologie, 69(Suppl 2), 107. Simamora, R. M., & Pasaribu, D. (2023). Education Should Embrace All Potential: Students’ Reflective Essays on the Meaning of Merdeka Belajar. Studies in
Learning and Teaching, 4(1), 68-87.
Stalmeijer, R. E., McNaughton, N., & Van Mook, W. N. (2014). Using focus groups in medical education research: AMEE Guide No. 91. Medical teacher, 36(11), 923– 939.
Tondeur, J., Aesaert, K., Pynoo, B., Van Braak, J., Fraeyman, N., & Erstad, O. (2017). Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462-472.
Wekerle, C., Daumiller, M., & Kollar, I. (2022). Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes. Journal of Research on Technology in Education, 54(1), 1-17.
Zhao, X., & McClure, C. D. (2022). Gather. Town: A gamification tool to promote engagement and establish online learning communities for language learners. RELC Journal, 00336882221097216.
Zhou, Y., Wieringa, T. H., Brouwer, J., Diemers, A. D., & Bos, N. A. (2023). Challenges to acquiring similar learning outcomes across four parallel thematic learning communities in an undergraduate medical curriculum. BMC Medical Education, 23(1), 1-14.
Zou, B., & Li, J. (2015). Exploring Mobile Apps for English Language Teaching and Learning. Research-publishing. net.
