Independent Curriculum Based on the Neurolinguistic Model for Elementary School Students' Language Skills and Digital Literacy

Ari Susandi; Oriza Zativalen; Delora Jantung Amelia; Vanda Rezania; Rivo Yudhinata Rian; Rizka Novi Irmaningrum; Linaria Arofatul Ilmi Uswatun Khasanah; Naureen Durrani; Amy North; Ari Susandi; Oriza Zativalen; Delora Jantung Amelia; Vanda Rezania; Rivo Yudhinata Rian; Rizka Novi Irmaningrum; Linaria Arofatul Ilmi Uswatun Khasanah; Naureen Durrani; Amy North

doi:10.32665/jurmia.v6i2.6329

Authors

Ari Susandi Universitas Muhammadiyah Lamongan
Oriza Zativalen Universitas Muhammadiyah Lamongan
Delora Jantung Amelia Universitas Muhammadiyah Malang
Vanda Rezania Universitas Muhammadiyah Sidoarjo
Rivo Yudhinata Rian Universitas Brawijaya Malang
Rizka Novi Irmaningrum Universitas Muhammadiyah Lamongan
Linaria Arofatul Ilmi Uswatun Khasanah Universitas Muhammadiyah Lamongan
Naureen Durrani Nazarbayev University
Amy North University College London

DOI:

https://doi.org/10.32665/jurmia.v6i2.6329

Keywords:

Neurolinguistic Model, language skills, digital literacy, independent curriculum, elementary school

Abstract

The neurolinguistic model examines the relationship between language and communication and other aspects of brain function. In other words, it explores the brain processes involved in language production and communication. This study involves combining neurological/neurophysiological theory (brain structure and function) with linguistic theory (language structure and function). Every individual greatly needs language skills, as they serve as a model for developing intellectual, social, and character skills. To master language skills, one supporting aspect for improving language and communication skills is expanding vocabulary and improving communication skills through information processing in the neurolinguistic brain. The Independent Curriculum is part of educational reform efforts in Indonesia aimed at improving the quality of education and curriculum relevance. The Independent Curriculum is designed to give schools autonomy in developing curricula tailored to students' needs and characteristics. This aligns with the concept of information processing skills and language skills in education, which emphasizes learning based on students' potential and interests. Teachers who understand brain information processing can help students who have access to language skills understand digital literacy, teachers can design inclusive, meaningful learning strategies and provide guidance and support to students in the golden generation who are capable, communicative and digitalized.

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