A new paradigm in curriculum development: integrating local and global values

Lukman Lukman

doi:10.64014/jik.v23i2.122

A new paradigm in curriculum development: integrating local and global values

Lukman ^{Universitas Muhammadiyah Mataram,} ,

29 May 2026 · Vol. 23 No. 2 (2026): Inovasi Kurikulum, May 2026 · Articles

DOI https://doi.org/10.64014/jik.v23i2.122

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Abstract

Contemporary education faces the dual challenge of preparing students for a globally interconnected world while preserving their unique cultural heritage. This study proposes a new curriculum paradigm that synergistically integrates local wisdom, specifically the Tata Tuhu Trasna values from West Nusa Tenggara (NTB), with global values such as the Sustainable Development Goals (SDGs) and 21st-century skills within Indonesia's Kurikulum Merdeka framework. Using a descriptive qualitative methodology, this research identifies glocalization and culturally responsive pedagogy as key theoretical foundations. The study reveals that local wisdom inherently aligns with global imperatives through shared emphasis on sustainability, character development, and community engagement. A comparative analysis of Finnish, Singaporean, and Japanese curriculum models provides insights into implementation strategies. The proposed paradigm demonstrates practical feasibility through a conceptual application at SMPN 15 Mataram, offering concrete strategies for subject integration, project-based learning, and community partnerships. Key recommendations include adopting glocalization frameworks in policy, investing in teacher professional development, developing localized resources, and reforming assessment methods to evaluate holistic outcomes beyond cognitive measures.

Abstrak

Pendidikan kontemporer menghadapi tantangan ganda, yaitu mempersiapkan murid untuk menghadapi dunia yang saling terhubung secara global sekaligus melestarikan warisan budaya mereka yang unik. Penelitian ini mengusulkan paradigma kurikulum baru yang secara sinergis mengintegrasikan kearifan lokal, khususnya nilai-nilai Tata Tuhu Trasna dari Nusa Tenggara Barat (NTB), dengan nilai-nilai global seperti Sustainable Development Goals (SDGs) dan keterampilan abad ke-21 dalam kerangka Kurikulum Merdeka Indonesia. Menggunakan metodologi kualitatif deskriptif melalui tinjauan pustaka komprehensif dan refleksi teoretis, penelitian ini mengidentifikasi glokalisasi dan pedagogi yang responsif terhadap budaya sebagai landasan teoretis utama. Studi ini menemukan bahwa kearifan lokal secara inheren selaras dengan keharusan global melalui penekanan bersama pada keberlanjutan, pengembangan karakter, dan keterlibatan masyarakat. Analisis komparatif dengan model kurikulum Finlandia, Singapura, dan Jepang memberikan wawasan strategi implementasi. Paradigma yang diusulkan menunjukkan kelayakan praktis melalui penerapan konseptual di SMPN 15 Mataram, yang menawarkan strategi konkret untuk integrasi mata pelajaran, pembelajaran berbasis proyek, dan kemitraan masyarakat. Rekomendasi utama meliputi adopsi kerangka kerja glokalisasi dalam kebijakan, investasi dalam pengembangan profesional guru, pengembangan sumber daya lokal, serta reformasi metode penilaian untuk mengevaluasi hasil holistik di luar ukuran kognitif.

Kata Kunci: glokalisasi; kearifan lokal; Kurikulum Merdeka; pendidikan global; Tata Tuhu Trasna

Keywords : global education , glocalization , Kurikulum Merdeka , local wisdom , Tata Tuhu Trasna

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