The purpose of this research is to analyse the process of applying the Agile method or concept to the process of implementing lectures at the Muhammadiyah University of Technology (UTM) Jakarta and STIKOM Cipta Karya Informatika (CKI) Jakarta. The application analysis is carried out to see the extent to which students understand the Agile method or concept, find out the level of student creativity in the process of implementing classroom lectures, and find out whether there is an impact of new curriculum changes on teaching and learning activities on the implementation of classroom lectures.

The method used in this research is to conduct descriptive statistical tests to see summary statistics(Mishra et al., 2019) about the level of understanding of Agile methods or concepts among students. Then conduct a correlation test to see if there is a relationship between variables in the context of the implementation of class lectures. Basedonthe problem mentioned in this research, we conduct analysis for Agile method or concept that can be implemented in the education area to make sure all the students can understand about Agile. They also can be more proactive in the teaching and learning process(Dermawan et al., 2022).This research can open new insights for students about examples of applying agile methods or concepts to the implementation of lectures. And a reference for lecturers to be able to apply this concept in teaching and learning activities by providing interactive learning materials based on the development of the curriculum currently used by the campus.

Based on the results of the regression tests, residual histograms and P-P plots conducted in this study, we can conclude that the regression model applied to evaluate the impact of the new curriculum on the implementation process of teaching and learning activities in the classroom shows valid and reliable results. The near-normal distribution of residuals corroborates the validity of the model and supports the finding that the implementation of the new curriculum has a significant impact on the process of implementing teaching and learning activities. This can be supported by applying Agile methods or concepts in the implementation of lectures at the UTM Jakartaand STIKOM CKI Jakarta.

Based on the regression test results, residual histograms and P-P plots, we can conclude that the regression model applied to evaluate the impact of the new curriculum on the classroom teaching and learning process is valid and reliable. The near-normal distribution of residuals corroborates the validity of the model and supports the finding that the implementation of the new curriculum had a significant impact on the teaching and learning process.Conclude the answer to the questionbased on this research were:(1) Do current students understand the concept of Agile? Based on the descriptive statistics above, we can conclude that current students have a moderate or medium understanding of Agile concepts. The average score being around the middle of the scale indicates that there is room for improvement in the understanding of Agile concepts among students.

The variation in understanding also indicates the need for more effective teaching approaches to ensure that all students reach a higher level of understanding; (2) How to determine the level of creativity of students towards the current teaching and learning process? Based on the significant correlation, we can conclude that there is an indication that students' creativity in the teaching and learning process is reflected in the relationship between concept application, documentation, and delivery. Students who are creative in applying concepts and documenting their work tend to have better delivery skills; and (3)Does the new curriculum have a significant impact on the teaching and learning process in lecture classes?From the results of the linear regression test, it can be concluded that the new curriculum has a significant impact on the teaching and learning process, as seen from the R Square value which shows that the model can explain about 32.4% of the variability in the teaching and learning process. The moderate correlation (R) value also indicates a fairly strong relationship between the new curriculum and the teaching and learning process. However, the lower Adjusted R Square value indicates that there is room for improvement in the model, perhaps by adding other relevant predictor variables or by improving the measurement of existing variables.