Journal of Education and Learning (EduLearn)

Vol. 18, No. 3, August 2024, pp. 923~929

ISSN: 2089-9823 DOI: 10.11591/edulearn.v18i3.20984  923

Acceptance of independent curriculum in North Kalimantan

Agustina Setyaningsih1, Ishak Bagea2, Mulyadi Mulyadi3, Mohamad Sarip4, Asri Agustiwi5,
Ence Supriatna Mubarok6, Aceng Haetami7
1
Department of Sea Transport and Port Management, Faculty of Engine, Merchant Marine Polytechnic of Makassar,
Makassar, Indonesia
2
Department of Education Administration, Faculty of Teacher and Education, Universitas Muhammadiyah Kendari, Kendari, Indonesia
3
Department of Educational Administration, Faculty of Teacher Training and Education, University of Jambi, Jambi, Indonesia
4
Department of Arabic Language Education, Faculty of Languages and Arts, University of Jakarta, Jakarta, Indonesia
5
Department of Legal Studies, Faculty of Law, University of Surakarta, Surakarta, Indonesia
6
Faculty Tarbiyah, Institute Agama Islam Sukabumi, Sukabumi, Indonesia
7
Department of Chemistry Education, Faculty of Teacher Training and Education, University of Halu Oleo, Kendari, Indonesia

Article Info ABSTRACT

Article history: Determining the curriculum is the government's authority, in early 2022, the
independent curriculum was launched. Implementing an independent
Received May 28, 2023 curriculum is a challenge in itself for education in North Kalimantan. The
Revised Feb 14, 2024 reason is educational facilities in this region are not evenly distributed.
Accepted Feb 25, 2024 However, several agencies have made efforts to continue to make the
independent curriculum program a success. This research was conducted
using the systematic literature review (SLR) method. The results of this
Keywords: research are that the government, teacher groups, and several schools have
developed and implemented an independent curriculum. Teaching staff in
Education North Kalimantan experienced various difficulties in implementing the
Freedom to learn independent curriculum technique, including a lack of resources, such as
Independent curriculum teaching materials and technology, and confusion due to a lack of
Module understanding. This case is an indication that there is still a need to improve
North Kalimantan the quality of education, especially in the interior of North Kalimantan.
This is an open access article under the CC BY-SA license.

Corresponding Author:
Agustina Setyaningsih
Department of Sea Transport and Port Management, Faculty of Engine
Merchant Marine Polytechnic of Makassar
Nuri Baru street No.1, Sambung Jawa, Makassar, South Sulawesi, Indonesia
Email: [email protected]

1. INTRODUCTION
The pandemic of coronavirus that occurred throughout 2020-2022 had a major impact on various
sectors, especially in the field of education. In this case, education has to develop the following policies due
to the COVID-19 pandemic so that education can continue to achieve real learning goals. The COVID-19
pandemic has caused many obstacles in the learning process in education units which have had quite a
significant impact. The impacts on students include affecting their psychological condition due to school
closures, lack of interaction with friends, and being hampered in taking courses. In Indonesia, the
government designed and implemented an independent curriculum to overcome the learning crisis after the
COVID-19 pandemic [1].
According to the website of the Ministry of Education and Culture of Indonesia [2], in the
2022/2023 and 2023/2024 school years, the Ministry of Education launched a new curriculum called the
independent curriculum which is one of the options that academic units can choose. This curriculum
framework provides independence for educators to develop contextual academic unit curricula that follow

Journal homepage: http://edulearn.intelektual.org

924  ISSN: 2089-9823

students' needs. The independent curriculum provides flexibility, makes it easier for educators to apply
deeper learning according to student's needs, and focuses on strengthening character. This curriculum focuses
on essential material, so educators are more flexible in deepening learning. In its implementation, the
education unit curriculum is manifested into differentiated learning or learning appropriate to students' ability
levels. In Indonesia's education context, the concept of an independent curriculum proclaimed by the new
Indonesian minister of education and culture is considered a significant policy to make education in
Indonesia better and more advanced. In addition, the concept of "freedom to learn" has the same direction
and goals as John Dewey's progressive educational philosophy. Both offer independence and flexibility to
educational institutions to explore the potential of their students to the fullest by adjusting each student's
interests, talents, and tendencies. With this independence and freedom, it is hoped that education in Indonesia
will become more advanced and of higher quality, which will have a direct positive impact on the progress of
the nation and state [3]. The independent curriculum is still very new, and not all education units are ready to
implement it due to inequality in the quality of education in Indonesia [4]–[8]. Provinces in Indonesia were
grouped into two categories based on educational inequality, namely low education level and good education
level, 17 provinces including low education level and 17 provinces including good education level, with a
percentage of 50% to 50% [9].
North Kalimantan is a province that is classified as a province with low-quality education. This is
because this province is still relatively new and is located on the border, far from the center of power [8].
According to research data [10], more women drop out of school than men in North Kalimantan province.
Many educational problems occurred in North Kalimantan, especially in rural areas. Difficult access to
transportation and limited internet signal is the main problems in this area. The comparison of school
performance in rural areas with schools in urban areas is significantly different. Schools in urban areas are
more advanced because they are equipped with more adequate facilities than those in remote areas. Schools
in remote areas need more attention [11].
The synergy of various parties is very important in overcoming educational obstacles in North
Kalimantan. Not only efforts from the government but teachers, parents, and the community must work
together to improve the quality of education in North Kalimantan. Synergy from various parties is a strength
in making the independent curriculum program a success. The independent curriculum is a new hope for
equal distribution of educational rights, especially for the North Kalimantan region [12].
This article will discuss North Kalimantan's readiness to welcome an independent curriculum when
its educational facilities are still lagging compared to other provinces. This article will provide an overview
of the educational situation in North Kalimantan related to the independent curriculum, including the
readiness of the education units there to implement the independent curriculum in a situation where their
educational facilities are still relatively behind compared to other provinces. Through this literature review
research, the author hopes to provide information to educational practitioners regarding the condition of
North Kalimantan education in the teaching and learning process using the independent curriculum.
Furthermore, this research can be used as material for consideration or guidance in considering the right
curriculum and learning methods to be applied to maximize the quality of students.

2. METHOD
This research uses the literature review method using systematic literature review (SLR) method.
There are five stages in conducting a literature review, namely formulating research questions, searching for
articles, inclusion and exclusion criteria, summarizing the article. The explanation is as follows.

2.1. Formulating research questions

Research questions (RQ) are created to transform a problem that is found into a fact. This RQ was
created according to the needs of the topic taken. The RQ in this study are as: RQ1: what methods have been
implemented by schools in North Kalimantan to realize the independent learning curriculum? RQ2: what
schools have implemented the independent learning curriculum?

2.2. Searching for articles

The search process is used to obtain relevant sources to answer the RQ and other related references.
A literature search was conducted through the Google Scholar and Researchgate databases. After the search
was completed, the researcher evaluated the literature search results.

2.3. Inclusion and exclusion criteria

The keywords used in finding materials, books, and research results, namely independent
curriculum, freedom to learn, independent curriculum in North Kalimantan, application of the independent

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J Edu & Learn ISSN: 2089-9823  925

curriculum, and education in Indonesia. The literature was filtered using specific criteria so that articles were
found that would be sources for this research. These criteria are i) literature following the specified aspects;
ii) Literature in the form of journal articles and textbooks published in the period 2015 to 2023; and iii)
Literature in the form of journal articles fully accessible to the public or the result proceedings [13]–[17].

2.4. Summarizing the article

Selected articles are summarized in a table using Microsoft Excel. A summary of the article is
created by answering this RQ. The summary table that has been created is reported as the result.

3. RESULTS AND DISCUSSION

A little information from published scientific articles regarding methods of implementing the
independent curriculum in North Kalimantan provincial education units. However, three scientific articles
have been obtained containing information on evidence of the implementation of the independent curriculum
in North Kalimantan (Table 1). State Junior High School 7 Tarakan has begun implementing an independent
curriculum using the science, technology, engineering, and mathematics (STEM) action learning method.
The teachers give students the freedom to learn. Students not only learn theory in class, but students can
apply the material through robots [18].

Table 1. Implementing the independent curriculum methods in North Kalimantan

No Method Subject Reference
1 Robotic learning with the action method learning STEM State Junior High School 7 Tarakan [18]
2 Assessment training for early childhood teachers Childhood education teachers, Tarakan [19]
3 Development of an English literacy module based on local wisdom State Junior High School Malinau [20]

STEM methods in learning robotics can improve understanding of science, mathematics,

communication, and technology material [21]. Learning with this method plays a significant role in changing
learning methods. Overall robotics learning also supports students to obtain material that is integrated
between the subjects of STEM [22]. Through the STEM integration learning method, students are expected
to be able to obtain material that is appropriate to current developments. Apart from that, the STEM method
of learning also plays an important role in fulfilling 21 st-century skills known as 4C, namely creativity,
critical thinking, communication, and collaboration [23].
Early childhood teachers in Tarakan City are taking part in efforts to make the independent
curriculum a success by taking part in early childhood school assessment training. This training has proven
successful in increasing teachers' understanding regarding early childhood education assessments in the
independent curriculum [19]. Assessment is a systematic and systematic process or activity that continuously
collects information about the learning process and outcomes of students to make decisions based on criteria
and considerations assessment is defined as a process undertaken to obtain information that is used to make
decisions regarding students, curriculum, programs, and educational policies. Independent curriculum
emphasizes that evaluation must be part of overall learning, especially formative evaluation as a learning
cycle [24].
Three Malinau Junior High Schools developed an English literacy module based on local wisdom as
learning material for students to master English language material. The preparation of the material in this
module is adapted to the independent curriculum. The collection of images presented in the teaching module
are photos taken in the Malinau district area. Based on design, content, and language aspects as eligibility
criteria for English language teaching modules, local wisdom-based English literacy teaching modules have
good criteria. This module is in accordance with the needs and characteristics of students [20].
Elements of the government in North Kalimantan have tried to provide socialization and training
regarding implementing the learning curriculum. For example, the Regional Office of the Ministry of
Religion of North Kalimantan Province carried out the Socialization of the independent curriculum and
Strengthening the Supervision of Islamic school Learning in 2023 from 19 to 21 January 2023 [25]. North
Kalimantan Province is collaborating with BPMP North Kalimantan Province to hold an online webinar to
assist in the implementation of the independent curriculum implementation [26].
Reported from the official website of the North Kalimantan Office of Communication, informatics,
statistics, and Encryption, secretary to the director general (Dirjen) of early, elementary, and middle
education, Sutanto held an audience with the Governor of North Kalimantan H Zainal A Paliwang SH, M.
Hum on July 27, 2022, to see the implementation of the independent curriculum in the Province of North
Kalimantan. In the audience, the Governor of North Kalimantan conveyed positive thoughts on the
independent curriculum because it can strengthen the synergy between the Regional Government and the

Acceptance of independent curriculum in North Kalimantan … (Agustina Setyaningsih)

926  ISSN: 2089-9823

Center. It is also considered necessary to see the goals of the curriculum, which wants to improve the quality
of learning by exploring students' interests and talents. It is following the mission of the North Kalimantan
Provincial Government, realizing the development of healthy, intelligent, creative, and innovative human
resources (HR) [27]. The government also supports the implementation of the independent curriculum, one of
which is in Tana Tidung district, North Kalimantan. The government provides water transportation for
students going to school. This program is assisted by students from the University of Malang and the
University of Borneo. The education department prepares a learning development team. The village
community also supports education in the mining area. Parents of students help with classroom literacy. [28].
Revisions in each period and era, teachers and prospective teachers must be able to meet the
challenges faced during the learning process. However, teachers' understanding of the revised 2013
curriculum has yet to be evenly distributed to remote and border areas in Indonesia but has received new
challenges in the form of the idea of independent learning launched by the latest minister in 2020. Educators
have a challenge implementing teaching practices in border areas in the middle of the digital era and
independent learning challenges. It is corroborated by the results of research from Click or tap here to enter
text, which revealed that Primary School Utama 1 Tarakan, North Kalimantan, had implemented the
independent curriculum in grades 1 and 4, while grades 2, 3, 5, and 6 still used the 2013 Curriculum, namely
thematic. However, the most common and frequently used learning method is the lecture method. When the
era began to change, technology began to develop rapidly. Teachers were still found using the lecture method
when teaching in class. So that results in conventional learning, where learning becomes teacher-centered
(passive learning), where you sit quietly listening to the teacher's explanation, resulting in reduced interaction
between the teacher and students [29].
There are several reasons teachers at Primary School Utama 1 Tarakan, North Kalimantan, do not
use learning media, including there is no readiness, learning media being sophisticated and expensive, and
they do not understanding technology; Teachers not having the knowledge and skills about how to make their
learning media [30], [31]. Even in implementing the independent curriculum, one of the most critical
components is the support of teaching materials [30]. The development of teaching materials is structured on
a multicultural basis using logical systematic including material design, concept references, language skills,
organized materials, and multicultural context development [32]
Many teachers are less prepared to implement the independent curriculum. Teachers face obstacles
in implementing the lesson implementation plan of an independent curriculum Teachers are confused and
forget what indicators need to be taught; therefore, teachers need to know and prepare material and
investigate the existing syllabus. Another obstacle is the various formats of lesson plans for freedom of
learning, so teachers are confused in preparing lesson plans and assessment techniques for incomplete
assessments, and teachers are confused in determining whether to evaluate attitudes, knowledge, and skills.
Not only that, but in terms of implementation, several obstacles occurred; there was a maze of information
regarding the implementation of the independent learning lesson plan, which was too hasty, resulting in
teachers being confused about its implementation. With the trimming of the learning lesson plan components,
the teacher is confused about determining learning objectives and activities because they seem simple, and
there is a lack of socialization regarding the independent learning lesson plan. Teachers are not ready to
change learning tools according to the recommendations of the independent curriculum [33].

4. CONCLUSION
North Kalimantan, a province classified as a new province in Indonesia, retains enthusiasm in
welcoming the breakthrough of the independent curriculum. The education unit in Indonesia is not only in
North Kalimantan, which is being faced with a new curriculum, namely the independent curriculum, which is
a great hope for the development of quality student outcomes. Even though it still has many shortcomings
and obstacles in practice, this can happen because it is still in the socialization process. The application of the
independent curriculum is still carried out in stages and is not forced. This curriculum is a wise offer from the
government to overcome various lags in the sector caused by COVID-19. The constraints described above,
the inequality of resources, the unpreparedness of teaching staff, and confusion in the technical application of
independent learning curriculum components are familiar in the education sector in Indonesia. If viewed
positively, this new curriculum motivates and forces all parties involved to catch up and increase the
education gap in Indonesia.

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ACKNOWLEDGEMENTS
Thank you to the Ministry of Education, Culture, Research and Technology and to all those who
participated in helping provide information related to this research. Without this support, this research would
not get good results.

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BIOGRAPHIES OF AUTHORS

Agustina Setyaningsih has been a Lecturer at Merchant Marine Polytechnic of

Makassar since 2013. She received a bachelor’s degree in physics from Diponegoro
University and a master’s degree in physics education from Makassar State University.
Possessing good administration and effective teaching methods that promote a stimulating
learning environment. Adept at working with students to successfully prepare them for
personal and professional success. An active researcher who has published papers in
journals special interest in education. She can be contacted at email:
[email protected].

Ishak Bagea Born on Lianabanggai 20 April 1981. Graduate from a doctoral

degree in the Gadjah Mada University Linguistics, Yogyakarta, Indonesia. Started his career
as a researcher in 2008 and lectured at the University Muhammadiyah Kendari. Scientific
works that have been Published in 2008. He has published more than 13 Books. And 18
Articles in the National Journal and International Journal. He is also an assessor at BAN PT
Indonesia 2023 and the Expert Team for the Acceleration of Development of Baubau City,
Southeast Sulawesi Province 2022. He can be contacted at email:
[email protected].

Mulyadi Mulyadi graduated with a doctoral degree in the Department of

Islamic Education Management in Jambi which is now UIN STS Jambi. Started his career as
an intensive foreign language (Arabic) Instructor at IAIN STS Jambi 2000-2002, and in
2020 he became a lecturer at Jambi University until now. Scientific works that have been
published in 2023 are the Principal's Strategy for Improving Teacher Performance at State
Vocational High School 11 Muaro Jambi (2023), the Principal's Strategy for Improving
Teacher Discipline at State Senior High School 11 Muaro Jambi (2023), Implementation of
Learning Using the Batung Bingar Method for Eradication. Illiteracy in the Elderly (2023),
Application of the Muroja'ah Method in Memorizing the Qur'an (2023). He can be contacted
at email: [email protected].

Mohamad Sarip graduated is a Distinguished University Assistant Professor,

Head of the Department of Arabic Language Education, Faculty of Languages and Arts,
Jakarta Indonesia State University. He has competence in the field of Arabic language
learning methodology for non-Arabics. He received a doctoral degree in applied linguistics
from Jakarta State University, he conducted a lot of research on the development of Arabic
language teaching materials for non-Arabs, and various learning models including the abd
21 learning model, these studies have been published in more than 20 articles, 2 books, 60
chapters, and more than 15 research funded by the Ministry of Education and Culture of the
Republic of Indonesia. He can be contacted at email: [email protected] or
[email protected].

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J Edu & Learn ISSN: 2089-9823  929

Asri Agustiwi is a lecturer with a doctoral degree at the Faculty of Law,

University of Surakarta. She has expertise in the field of law, especially in Constitutional
Law. To realize a career as a professional lecturer, she is also active as a researcher in his
field of expertise. Some of the research that has been carried out is both research in the form
of journals which consist of 55 articles published both in Scopus journals and accredited
journals and national journals. There is also research funded by the state. She is also actively
writing books, namely there are 5 books that the author has done. In addition, there is also
community service which is published in the Journal of Community Service. She can be
contacted at email: [email protected].

KH Ence Supriatna Mubarok Leader of The Darussyifa Al-Fithroh Yaspida

Sukabumi Islamic Boarding School and Postgraduate Lecturer at UIKA Bogor. He is also
active in organizations and on the Board of Trustees of Forum Communication Care for
Indonesian Islamic Boarding Schools (FKP3I) 2017 to present and also Khatib Syriah PC
NU Kab. Sukabumi 2018 to now. In writing, he has also published several articles in both
international and national journals. He can be contacted at email:
[email protected].

Aceng Haetami is a senior lecturer at the Department of Chemistry Education,

at Halu Oleo University. Aceng Haetami obtained a doctorate from Jakarta State University
with expertise in chemistry learning technology. He conducts research in the areas of
learning model development, multiple intelligence-based chemistry learning, and lesson
study. The experience in lesson study was gained after having the opportunity to do an
internship in Japan for 28 days. These studies have been published in more than 7 refereed
articles, 3 books, and over 25 additional publications. His research was funded by the
Directorate General of Higher Education and Internal Research at Halu Oleo University. He
can be contacted at email: [email protected].

Acceptance of independent curriculum in North Kalimantan … (Agustina Setyaningsih)