PERAN KURIKULUM DALAM MEMBANGUN RESILIENSI AKADEMIK MAHASISWA PG PAUD DI ERA DIGITAL

Dwi Nurhayati; Dewi May; Lamijan Hadi Susarno

Authors

Dwi Nurhayati Universitas Negeri Surabaya
Dewi May Universitas Trunojoyo Madura
Lamijan Hadi Susarno Universitas Negeri Surabaya

Abstract

Perkembangan pembelajaran digital telah menyebabkan perubahan signifikan dalam dunia pendidikan tinggi, khususnya pada jurusan Pendidikan Anak Usia Dini (PAUD). Perubahan ini menuntut staf akademik untuk membangun daya tahan akademik yang kokoh, supaya mampu menghadapi tekanan yang melekat, tuntutan teknologi yang terus maju, serta berbagai mode pembelajaran daring dan campuran. Tujuan utama dari penelitian ini adalah untuk menelaah peran esensial kurikulum dalam mendukung ketahanan akademik mahasiswa PAUD di masa disrupsi digital, dengan menggunakan metode tinjauan naratif literatur. Pendekatan metodologis meliputi penelusuran literatur akademik yang terdaftar dalam periode sepuluh tahun terakhir, pengkajian tematik yang mendalam, serta metode triangulasi konseptual yang menggabungkan bidang kurikulum, psikologi pendidikan, dan teknologi pembelajaran. Hasil dari analisis ini menunjukkan bahwa ketangguhan akademik mahasiswa bergantung pada tiga aspek utama: tantangan yang diajukan oleh teknologi digital dan pengaruhnya terhadap kondisi psikologis mahasiswa; kemampuan adaptasi mahasiswa terhadap struktur kurikulum dan alat teknologi; serta mutu desain kurikulum yang mendukung pengintegrasian literasi digital, pembelajaran kolaboratif, dan praktik pengajaran reflektif. Implementasi kurikulum yang didesain secara adaptif dan responsif terbukti efektif dalam memperkuat ketahanan akademik mahasiswa, sekaligus membekali mereka untuk menghadapi kompleksitas yang melekat pada ekosistem pendidikan digital. Studi ini secara tegas menggarisbawahi urgensi perancangan kurikulum PAUD yang berpusat pada kompetensi esensial abad ke-21, guna menumbuhkan lulusan yang memiliki ketahanan, kemampuan adaptasi, dan kesiapan profesional untuk berkontribusi dalam masyarakat yang dicirikan oleh transformasi digital yang berkelanjutan.

References

Agung, A. S. N., & Surtikanti, M. W. (2020). Students’ perception of online learning during COVID-19 pandemic. Jurnal Pendidikan, 8(2), 1–8. https://doi.org/10.36232/pendidikan.v8i2.458

Alipio, M. (2020). Education during COVID-19 pandemic: Academic stress and emotional well-being among students. Asian Journal of Education and Social Studies, 8(4), 38–45. https://doi.org/10.9734/ajess/2020/v8i430229

Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020).

Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438. https://doi.org/10.3390/su12208438

Baker, C. N., Peele, H., Daniels, M., Saybe, M., Whalen, K., Cummings, J., & Greif Green, J. (2021). The impact of COVID-19 on student stress: The role of families and institutions. School Psychology Review, 50(1), 25–37. https://doi.org/10.1080/2372966X.2020.1852858

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.

Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2021). Digital transformation in higher education: A systematic review. Educational Technology Research and Development, 69, 1–25. https://doi.org/10.1007/s11423-021-09950-3

Braun, V., & Clarke, V. (2014). What can “thematic analysis” offer health and well-being researchers? International Journal of Qualitative Studies on Health and Well-being, 9(1), 26152. https://doi.org/10.3402/qhw.v9.26152

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: Digital pedagogies in higher education. Journal of Education for Teaching, 46(4), 463–473. https://doi.org/10.1080/02607476.2020.1801330

Faizin, I., Sarwi, S., Sudarmin, S., & Cahyono, A. N. (2024). Systematic literature review: Analysis of early childhood education teachers’ resilience capabilities. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 8(6), 1821–1836. https://doi.org/10.31004/obsesi.v8i6.6512

Fernandez, K., Rivera, O., & Turner, J. (2022). Digital learning resilience among university students. Journal of Educational Technology, 15(1), 23–35. https://doi.org/10.1108/JET-2022-0154

Ferrari, R. (2015). Writing narrative style literature reviews. Medical Writing, 24(4), 230–235. https://doi.org/10.1179/2047480615Z.000000000329

Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. Pearson.

Handarini, O. I., & Wulandari, S. S. (2020). Pembelajaran daring sebagai upaya pembelajaran selama pandemi. Jurnal Pendidikan, 49(1), 1–9. https://doi.org/10.17977/jptpp.v5i1.13173

Hidayat, R., Prasetyo, A., & Utami, S. (2021). Kurikulum berbasis kompetensi digital di perguruan tinggi. Jurnal Kurikulum Indonesia, 12(2), 55–66. https://doi.org/10.24114/jki.v12i2.27145

International Journal of Evaluation and Research in Education. (2025). School resilience through quality management in early childhood education: A case study from Indonesia. IJERE, 14(1), 45–56. https://doi.org/10.11591/IJERE.V14I1.30384

Islam, M. A., Barna, S. D., Raihan, H., Khan, M. N. A., & Hossain, M. T. (2020). Analyzing learning experiences of students during COVID-19: Stress and academic challenges. Heliyon, 6(12), e05411. https://doi.org/10.1016/j.heliyon.2020.e05411

Jesson, J., Matheson, L., & Lacey, F. M. (2011). Doing your literature review: Traditional and systematic techniques. SAGE Publications.

Joosten, T., & Cusatis, R. (2020). Online learning readiness: Impact of self-regulation and resilience. Online Learning Journal, 24(2), 1–15. https://doi.org/10.24059/olj.v24i2.2111

Karnita, A., Aisyah, S., Mustapa, N., Syarah, E. S., Jovanka, D. R., & Mahamud, S. (2025). Exploring the impact of digital literacy on cognitive development in early childhood education: A systematic literature review. Al-Athfal: Jurnal Pendidikan Anak, 11(1), 81–121. https://doi.org/10.5281/zenodo.393665032

Kemdikbud. (2020). Kerangka kurikulum pendidikan tinggi abad 21. Jakarta: Kemdikbud.

Kim, H., Hong, A. J., & Song, H.-D. (2019). The roles of digital literacy in academic achievement and well-being. Education and Information Technologies, 24, 2041–2053. https://doi.org/10.1007/s10639-019-09883-5

Lepp, L., Aavik, G., Leijen, Ä., & Pedaste, M. (2023). Students’ digital competence and academic resilience: A longitudinal study. Computers & Education, 195, 104690. https://doi.org/10.1016/j.compedu.2023.104690

OECD. (2019). Future of education and skills 2030. OECD Publishing.

Lubis, M., & Dewi, R. S. (2023). Resilience in early childhood. Jurnal Pendidikan Anak Usia Dini, 7(2), 112–124. https://doi.org/10.31004/jpaud.v7i2.2950731

Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543–562. https://doi.org/10.1111/1467-8624.00164

Mustaji. (2017). Model Pembelajaran DOCAR. Surabaya: UM Surabaya Press.

Moawad, R. A. (2020). Online learning during the pandemic and academic stress among university students. Psychiatry Research, 290, 113198. https://doi.org/10.1016/j.psychres.2020.113198

Morgan, J., Fawns, T., & Steeples, C. (2022). Designing curricula for resilience in higher education. Teaching in Higher Education, 27(5), 694–710. https://doi.org/10.1080/13562517.2020.1847304

O'Neill, G. (2021). Curriculum design in higher education: Challenges and opportunities. Higher Education Quarterly, 75(4), 662–676. https://doi.org/10.1111/hequ.12286

Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422

Prawiradilaga, D. S. (2018). Desain Pembelajaran Modern. Jakarta: Kencana.

Peixoto, F., Sanches, C., & Mata, L. (2021). Resilience, coping, and academic engagement in university students. Journal of Further and Higher Education, 45(2), 163–175. https://doi.org/10.1080/0309877X.2020.1735321

Rahmat, R., Fitriani, F., & Dewi, L. (2020). Resiliensi akademik mahasiswa dalam pembelajaran daring. Jurnal Psikologi Indonesia, 8(1), 45–56. https://doi.org/10.31258/jpi.8.1.45-56

Safitri, R., & Yuliana, V. (2022). Tantangan mahasiswa PAUD dalam pembelajaran digital. Jurnal Pendidikan Anak, 11(1), 12–24. https://doi.org/10.24114/jpa.v11i1.25632

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039

Suharyanto. (2022). Peran kurikulum digital dalam pendidikan tinggi. Jurnal Teknologi Pendidikan, 20(2), 90–102. https://doi.org/10.32585/jtp.v20i2.3211

Suryana, D. (2018). Pendidikan Anak Usia Dini: Konsep dan Praktik. Bandung: Remaja Rosdakarya.

Tan, C. (2021). Empowering learners through digital curriculum design. Educational Technology Research and Development, 69, 987–1004. https://doi.org/10.1007/s11423-021-10002-9

Tang, Y., Hew, K. F., & Chen, Q. (2021). Improving university students’ digital resilience through blended learning design. Interactive Learning Environments. https://doi.org/10.1080/10494820.2021.1871633

Terry, G., Hayfield, N., Clarke, V., & Braun, V. (2017). Thematic analysis. In C. Willig & W. Stainton-Rogers (Eds.), The SAGE handbook of qualitative research in psychology (pp. 17–37). SAGE Publications.

Voogt, J., & Roblin, N. P. (2019). Curriculum perspectives in twenty-first century competencies. Journal of Curriculum Studies, 51(3), 387–406. https://doi.org/10.1080/00220272.2018.1509415

Wong, K. (2021). Digital readiness of early childhood education students during online learning. Early Childhood Education Journal, 49, 933–944. https://doi.org/10.1007/s10643-020-01129-7

UNESCO. (2023). Education in a digital age: Global report 2023. UNESCO Publishing.

Xia, J., & Watson, M. (2019). Using Google Scholar citations to measure research impact of education journals. Journal of Informetrics, 13(1), 78–86. https://doi.org/10.1016/j.joi.2018.11.001

Yang, S., Wang, K., & Zhang, H. (2022). Digital competence and academic resilience among preservice teachers. Computers in Human Behavior, 133, 107327. https://doi.org/10.1016/j.chb.2022.107327

Yusuf, S., & Nurihsan, A. (2021). Teori resiliensi dalam pendidikan. Bandung: Refika Aditama.

Zahro, A. F., Widodo, A., & Lestari, D. (2021). Kesiapan mahasiswa PAUD menghadapi pembelajaran berbasis digital. Jurnal Ilmiah PAUD, 6(2), 101–112. https://doi.org/10.31004/jip.v6i2.3401

Zhou, X., & Yao, B. (2021). Gender differences in academic stress during online learning. Children and Youth Services Review, 127, 106123. https://doi.org/10.1016/j.childyouth.2021.106123

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2