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

2026-08-13T02:57:06+00:00

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.

Teacher Professionalism as Agents of Educational Change in the Digital Age: A Literature Review

2026-04-29T12:13:29+00:00

Advances in digital technology demand transformation within the realm of education, particularly in enhancing the professionalism of Madrasah Ibtidaiyah (MI) teachers as agents of change. However, there remains a gap between the demands for teacher professionalism in the digital age and their actual ability to integrate technology into learning. Based on a theoretical lens, this study examines the professionalism of MI teachers as agents of educational change in the digital era. The study employs a qualitative approach along with library research through document analysis of various relevant scientific literature from the past 10 years. Data analysis is carried out by selecting data, presenting data and drawing conclusions in a systematic manner. The results indicate that the professionalism of MI teachers in the digital era is characterized by four main aspects: digital competence, learning innovation, the role as a facilitator, and the ability to adapt to technological developments. Digital competence is the dominant aspect supporting the effectiveness of learning and educational transformation. In conclusion, MI teachers play a strategic role as agents of change capable of fostering innovative, adaptive, and relevant learning in line with contemporary developments. This study contributes to the advancement of educational science, particularly in strengthening the concept of technology-based teacher professionalism, and serves as a foundation for the development of educational policies and practices that are more responsive to advances in science and technology.

Jurnal Riset Madrasah Ibtidaiyah (JURMIA)

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

Teacher Professionalism as Agents of Educational Change in the Digital Age: A Literature Review