Pengembangan Kurikulum Ekonomi Digital dalam Perspektif Makroekonomi dan Mikroekonomi untuk SMA/MA Sederajat  di Jabodetabek

Hari Nugroho; Feriansyah Feriansyah; Eka Puspitawati; Nanda Rembulan Nurdianto; Andika Pambudi; A. Rinto Pudyantoro; Rico Ricardo; Achmad Kautsar; Ferry Syarifuddin

doi:10.70609/i-com.v6i2.10143

Authors

Hari Nugroho Universitas Pertamina, Indonesia
Feriansyah Feriansyah Universitas Pertamina, Indonesia
Eka Puspitawati Universitas Pertamina, Indonesia
Nanda Rembulan Nurdianto Universitas Pertamina, Indonesia
Andika Pambudi Universitas Pertamina, Indonesia
A. Rinto Pudyantoro Universitas Pertamina, Indonesia
Rico Ricardo Universitas Pertamina, Indonesia
Achmad Kautsar Universitas Pertamina, Indonesia
Ferry Syarifuddin Universitas Pertamina, Indonesia

DOI:

https://doi.org/10.70609/i-com.v6i2.10143

Keywords:

digital economics, curriculum, financial literacy, fintech, economics teachers

Abstract

Ekonomi digital telah menjadi pilar penting perekonomian global sekaligus menghadirkan peluang dan tantangan bagi generasi muda, termasuk siswa SMA/MA. Namun, kurikulum ekonomi SMA/MA saat ini belum memadai dalam mengintegrasikan dimensi ekonomi digital, sehingga terjadi kesenjangan antara materi ajar dan realitas aktivitas ekonomi peserta didik. Kegiatan pengabdian ini bertujuan mengembangkan dan memperkenalkan modul pembelajaran ekonomi digital berbasis pendekatan makro dan mikroekonomi kepada guru ekonomi MAN dan anggota MGMP Ekonomi DKI Jakarta. Kegiatan dilaksanakan melalui workshop sehari penuh di MAN 13 Jakarta pada Desember 2024 dengan 25 peserta. Hasilnya, 88% peserta menyatakan sangat puas terhadap manfaat kegiatan dan 76% sangat setuju materi relevan dengan Kurikulum Merdeka. Diskusi menghasilkan rekomendasi penambahan topik pengelolaan risiko digital, teknologi VR/AR, dan pasar modal syariah. Ke depan, modul akan dikembangkan dalam format blended learning dan diusulkan ke Kemenag sebagai pengayaan Kurikulum Merdeka jenjang MA.

References

Alam, N., Gupta, L., & Shanmugam, B. (2020). Islamic finance: A practical perspective. Cham: Palgrave Macmillan. DOI: https://doi.org/10.1007/978-3-319-66559-7

Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 17–66). Dordrecht: Springer. DOI: https://doi.org/10.1007/978-94-007-2324-5_2

Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2017). The influence of TPACK novelty and TPACK efficacy on teachers' attitudes toward technology integration. Computers & Education, 109(1), 287–298. DOI: https://doi.org/10.1016/j.compedu.2017.02.004

Dabbagh, N., Fake, H., & Zhang, Z. (2019). Student perspectives of technology use for learning in higher education. RIED: Revista Iberoamericana de Educación a Distancia, 22(1), 127–152. DOI: https://doi.org/10.5944/ried.22.1.22102

Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. DOI: https://doi.org/10.3102/0013189X08331140

Dias, L., & McDermott, M. (2021). Digital financial literacy: A critical review and framework for secondary education. Journal of Financial Education, 47(2), 112–134. DOI: https://doi.org/10.2307/26939875

Fatoni, A., & Fatimah, R. (2017). Transformasi ekonomi digital: Strategi dan implementasi. Yogyakarta: Penerbit Ekonomika.

Freina, L., & Ott, M. (2015). A literature review on immersive virtual reality in education: State of the art and perspectives. In Proceedings of eLearning and Software for Education (eLSE) (pp. 133–141). DOI: https://doi.org/10.12753/2066-026X-15-020

Gomber, P., Kauffman, R. J., Parker, C., & Weber, B. W. (2018). On the fintech revolution: Interpreting the forces of innovation, disruption, and transformation in financial services. Journal of Management Information Systems, 35(1), 220–265. DOI: https://doi.org/10.1080/07421222.2018.1440766

Husing, T., Gareis, K., Korte, W. B., Stabenow, T., & Fonstad, N. (2017). e-Skills: The international dimension and the impact of globalisation. European Commission Report. Luxembourg: Publications Office of the European Union.

Lee, I., & Shin, Y. J. (2018). Fintech: Ecosystem, business models, investment decisions, and challenges. Business Horizons, 61(1), 35–46. DOI: https://doi.org/10.1016/j.bushor.2017.09.003

Lusardi, A., Michaud, P. C., & Mitchell, O. S. (2017). Optimal financial knowledge and wealth inequality. Journal of Political Economy, 125(2), 431–477. DOI: https://doi.org/10.1086/690950

Mailizar, M., Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers' views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), em1860. DOI: https://doi.org/10.29333/ejmste/8240

Mishkin, F. S. (2015). The economics of money, banking, and financial markets (11th ed.). Boston, MA: Pearson Education.

OECD. (2019). PISA 2018 results (Volume I): What students know and can do. Paris: OECD Publishing. DOI: https://doi.org/10.1787/5f07c754-en

Pratiwi, H. (2019). Inovasi kurikulum pendidikan ekonomi di era digital: Peluang dan tantangan. Jurnal Pendidikan Ekonomi Indonesia, 5(2), 88–101.

Schwab, K. (2016). The fourth industrial revolution. Geneva: World Economic Forum. ISBN: 978-1-944835-01-9.

Wiek, A., Bernstein, M. J., Foley, R. W., Cohen, M., Forrest, N., Kuzdas, C., Kay, B., & Withycombe Keeler, L. (2019). Operationalising competencies in higher education for sustainable development. In M. Barth et al. (Eds.), Routledge handbook of higher education for sustainable development (pp. 241–260). London: Routledge. DOI: https://doi.org/10.4324/9781315852249