Independent Learning Curriculum Development based on Green School Concept

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Mira Purnamasari Safar, H.E. Mulyasa, Fauzi


According to World Education News and Reviews and Program for International Student Assessment (PISA), the quality of education in Indonesia is still low compared to other countries. The low literacy skills and PISA scores of students in Indonesia are part of the problems in the schooling system including input, process, and output that are related to one another. Although the problem of education is an interrelated system, the curriculum often gets the main attention because it is believed to be a determinant of the success of education.

The current curriculum is the 2013 curriculum, but in line with improvements to the implementation of the 2013 curriculum, the Minister of Education and Culture announced a policy package for independent learning in November 2019. The Minister of Education and Culture stated that many anti-mainstream schools carry out various curriculum developments in the regions and have implemented the concept of independent learning.  One of the many anti-mainstream schools, better known as alternative schools that innovate curriculum and practice independent learning in Indonesia, is the green school.

This research uses a qualitative case study method approach, with the results of the model of an independent learning curriculum based on the green school concept that has been implemented and evaluated. According to students, learning in green schools is fun and liberating because they are allowed to choose what to learn and how to learn it using digital project-based learning methods.


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