Pendidikan profesi merupakan sebuah bagian dari jenis pendidikan di Indonesia. Ada banyak profesi yang berkembang di masyarakat. Tujuan dari pendidikan profesi adalah menyiapkan tenaga-tenaga profesional sesuai dengan bidangnya. Pendidikan profesi diselenggarakan oleh perguruan tinggi. Salah satu program studi yang diselenggarakan perguruan tinggi adalah Program Studi Pengembangan Kurikulum. Pada masa ini, Pengembangan Kurikulum belum menjadi sebuah profesi resmi yang diakui pemerintah. Melalui studi pustaka dalam artikel ini, ditemukan bahwa sebenarnya Program Pengembangan Kurikulum dapat dijadikan dan disahkan sebagai sebuah profesi.Kata Kunci: Kurikulum, Pendidikan Profesi, Program Pengembangan Kurikulum AbstractProfessional education is a part of the type of education in Indonesia. Many professions develop in society. The purpose of professional education is to prepare professional personnel for their fields. Professional education is organized by universities. One of the study programs organized by the university is the Curriculum Development Study Program. At this time, Curriculum Development has not become an official profession recognized by the government. Through the literature study in this article, it was found that the Curriculum Development Program can be made and ratified as a profession.

The purpose of this study was to investigate the effectiveness of a multidimensional curriculum in improving the students' high-level thinking skills in middle and elementary schools. The method used was the experimental method with a quasi-experimental design by testing a multidimensional curriculum model integrated with scientific, creative, and future thinking competencies in the experimental group and comparing it to the control group. The participants involved in this study were 500 students divided into two groups, namely the experimental and control. The experimental group consisted of 250 students with a composition of elementary school (grades 4-6) and junior high school students (grades 9-12). The instrument used to measure the students' thinking skills was a questionnaire that contained three dimensions, namely scientific thinking, creative thinking, and future thinking. Data analysis was then carried out. First, factor analysis was used for the item scale analysis for each competency, the Pearson correlation to investigate the relationships between the competencies, paired sample tests to investigate the pre-test and post-test differences, and repeated tests to determine the results based on all variables. The results show that a multidimensional curriculum is proven to be effective at increasing the high-level thinking skills of elementary and middle school students. The improvement in higher-order thinking skills at the junior high school level is more significant than that of the elementary school students because the development of high-level thinking skills are by then sufficiently trained to think scientifically, creatively, and for the future compared to elementary school students. The dimensions of ability that have the most significant improvement are the ability to think about the future and the dimensions of the ability to think creatively. The strongest correlation between higher-order thinking skills and curriculum dimension elements was found in the correlation between creative thinking (identifying and solving problems). This research has the implication that the multidimensional curriculum in its implementation must be accompanied by the use of learning methods that are able to encourage students to think scientifically, creatively, and be able to predict the future.