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Journal articles on the topic 'Curriculum implementation'
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Ni, Laurentius, Ambros Leonangung Edu, and Ingrida Santiana. "Implementation of Independent Learning Curriculum in Elementary Schools." Jurnal Riset Multidisiplin dan Inovasi Teknologi 3, no. 01 (2025): 60–72. https://doi.org/10.59653/jimat.v3i01.1243.
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This research aims to: 1) Describe curriculum, curricular, co-curricular, and extra-curricular planning in implementing the independent learning curriculum at SDK Pagal I, Cibal District. (2) Describe the implementation of the curriculum, curricular, co-curricular, and extra-curricular in implementing the independent learning curriculum at SDK Pagal I, Cibal District. (3) Describe the evaluation of the curriculum, curricular, co-curricular, and extra-curricular in implementing the independent learning curriculum at SDK Pagal I, Cibal District. Through an in-depth case study approach, this research tries to delve into the depth of the issue using qualitative methods involving interviews, observation and documentation. The main respondents of this study were school principals and class I and IV teachers. 1) Independent curriculum planning at SDK Pagal I, Cibal District, has still not reached the maximum level. The main obstacle lies in the difficulty in planning co-curricular activities, where the teacher's lack of understanding and limited references are the main obstacles. 2) The implementation of the Independent Curriculum at SDK Pagal I has not reached the maximum level, especially in co-curricular activities. 3) Evaluation of the implementation of the Merdeka Curriculum at SDK Pagal I places more emphasis on aspects of the use of learning methods, use of learning media, availability of adequate facilities, and challenges in implementing co-curricular activities. Further efforts are needed to improve and enrich the implementation of the independent curriculum in these schools.
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Laurentius Ni, Ambros Leonangung Edu, and Ingrida Santriana Nice. "Implementation of the Merdeka Curriculum in Elementary Schools (Case Study at SDK Pagal I, Cibal District, Manggarai, East Nusa Tenggara, Indonesia)." JIMAD: Jurnal Ilmiah Mutiara Pendidikan 2, no. 4 (2024): 103–19. https://doi.org/10.61404/jimad.v2i4.341.
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This research aims to: 1) Describe the curriculum planning, curricular, co-curricular, and extracurricular activities in the implementation of the Merdeka Curriculum. 2) Describe the implementation of the curriculum, curricular, co-curricular, and extracurricular activities in the implementation of the Merdeka Curriculum. 3) Describe the evaluation of the curriculum, curricular, co-curricular, and extracurricular activities in the implementation of the Merdeka Curriculum. This study adopts a case study approach to explore the issue in depth using qualitative methods. The techniques employed include interviews, observations, and documentation. The main respondents in this study are the principal and teachers of Grade I and IV at SDK Pagal 1, Cibal District, Manggarai, East Nusa Tenggara. The planning of the Merdeka Curriculum at SDK Pagal 1, Cibal District, has not yet reached an optimal level. The main obstacle lies in the challenges of planning co-curricular activities, where a lack of teacher understanding and limited references are the primary issues. The implementation of the Merdeka Curriculum in this school has also not reached its full potential, particularly in co-curricular activities. The evaluation of the Merdeka Curriculum’s implementation focuses more on the aspects of teaching methods, the use of learning media, the availability of adequate facilities, and challenges in executing co-curricular activities. Therefore, further implications are highly necessary to enhance and enrich the implementation of the Merdeka Curriculum in the school.
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Olson, Ardis L., Jerold Woodhead, Roger Berkow, Nancy M. Kaufman, and Susan G. Marshall. "A National General Pediatric Clerkship Curriculum: The Process of Development and Implementation." Pediatrics 106, Supplement_1 (2000): 216–22. http://dx.doi.org/10.1542/peds.106.s1.216.
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Objective. To describe a new national general pediatrics clerkship curriculum, the development process that built national support for its use, and current progress in implementing the curriculum in pediatric clerkships at US allopathic medical schools. Curriculum Development. A curriculum project team of pediatric clerkship directors and an advisory committee representing professional organizations invested in pediatric student education developed the format and content in collaboration with pediatric educators from the Council on Medical Student Education in Pediatrics (COMSEP) and the Ambulatory Pediatric Association (APA). An iterative process or review by clerkship directors, pediatric departmental chairs, and students finalized the content and built support for the final product. The national dissemination process resulted in consensus among pediatric educators that this curriculum should be used as the national curricular guideline for clerkships. Monitoring Implementation. Surveys were mailed to all pediatric clerkship directors before dissemination (November 1994), and in the first and third academic years after national dissemination (March 1996 and September 1997). The 3 surveys assessed schools' implementation of specific components of the curriculum. The final survey also assessed ways the curriculum was used and barriers to implementation. Outcomes. The final curriculum provided objectives and competencies for attitudes, skills, and 18 knowledge areas of general pediatrics. A total of 216 short clinical cases were also provided as an alternative learning method. An accompanying resource manual provided suggested strategies for implementation, teaching, and evaluation. A total of 103 schools responded to survey 1; 84 schools to survey 2; and 85 schools responded to survey 3 from the 125 medical schools surveyed. Before dissemination, 16% of schools were already using the clinical cases. In the 1995–1996 academic year, 70% of schools were using some or all of the curricular objectives/competencies, and 45% were using the clinical cases. Two years later, 90% of schools surveyed were using the curricular objectives, 88% were using the competencies, 66% were using the clinical cases. The extent of curriculum use also increased. Schools using 11 or more of the 18 curriculum's knowledge areas increased from 50% (1995–1996) to 73% (1996–1997). Conclusion. This new national general pediatric clerkship curriculum developed broad support during its development and has been implemented very rapidly nationwide. During this period the COMSEP and the APA have strongly supported its implementation with a variety of activities. This development and implementation process can be a model for other national curricula.
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Veryawan, Veryawan, Rabitah Hanum Hasibuan, Anisaturrahmi Anisaturrahmi, et al. "Analysis of the implementation of the Merdeka curriculum with Pancasila-profiled learners in early childhood education." Aṭfālunā Journal of Islamic Early Childhood Education 6, no. 2 (2023): 81–95. http://dx.doi.org/10.32505/atfaluna.v6i2.6517.
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Merdeka curriculum is interpreted as a learning design that provides learning opportunities for children to learn with freedom and creative thinking, creating a generation of lifelong learners following the values of Pancasila. This research aims to analyze the implementation of the Merdeka curriculum with Pancasila-profiled learners in early childhood education. This research uses a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) with three steps: planning, conducting, and reporting the review. The procedure through stages is the development of a review protocol, definition of inclusion and exclusion criteria, literature search in predetermined databases, critical appraisal, data extraction, and information synthesis. The result shows that implementing the Merdeka curriculum with the Pancasila student profiled in early childhood education is carried out in intra-curricular, extra-curricular, and school culture learning, starting with understanding the Merdeka curriculum and learning outcomes. Future research might delve deeper into assessing the holistic impact of the Merdeka Curriculum's Pancasila-student profiling on various aspects of early childhood development beyond values integration, such as cognitive, social, and emotional growth.
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Neureuther, Brian D. "Implementation Of Enterprise Resource Planning In Business Curriculums." Review of Business Information Systems (RBIS) 9, no. 4 (2005): 7–12. http://dx.doi.org/10.19030/rbis.v9i4.4439.
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SAP, the most pervasive enterprise resource planning software package in the world, is currently being used in several universities across the US. The use of this software varies from institution to institution, primarily by the degree in which it permeates the business curriculum. From a personal perspective, the author seeks to examine why SAP is fully integrated in some curriculums and why it is sporadically used in other curriculums. The question of how SAP can be successfully implemented into the business curriculum is addressed and explained.
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NWABUAKU, Louis. "Understanding Curriculum Theory and Practice: A Commentary on David Pratt's (1980) Assertion on Curriculum Implementation as a Great Barrier Reef." International Journal of Research in Education and Sustainable Development 5, no. 3 (2025): 1–7. https://doi.org/10.5281/zenodo.15111408.
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<em>This paper presents a critical discourse that is essential for understanding David Pratt's 1980 assertion that curriculum implementation functions as a significant barrier, akin to a great barrier reef. It employs an explanatory approach to explore the relationship between curriculum theory and practice, as well as how perceptions of curriculum implementation may hinder the realization of effective curriculum designs and innovations. Additionally, the paper offers guidelines to overcome the obstacles posed by misguided implementation ideologies, which can impede the achievement of goals set by curriculum designs or innovations. Consequently, this paper will serve as a valuable resource for researchers focusing on the challenges of curriculum implementation.</em>
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Yanti, Yus Meri. "Implementation of the Independent Learning Curriculum for Students." PPSDP International Journal of Education 3, no. 2 (2024): 354–65. http://dx.doi.org/10.59175/pijed.v3i2.253.
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Independent Curriculum is a curriculum with diverse intra-curricular learning where students can have enough time to deepen their competencies. Teachers can choose various learning tools based on students’ learning needs and interests. The implementation of the independent learning curriculum aims to revolutionize the education system by encouraging student-based learning and increasing educational flexibility. This paper discusses the impact of the independent learning curriculum on students, focusing on learning outcomes, student engagement, and the role of teachers. Through a qualitative research approach with interviews and observations, this study examines students’ perceptions of curriculum change and adaptation to the new educational framework. The research findings show that the independent learning curriculum encourages active participation, critical thinking, and creativity of students, despite challenges such as teacher readiness and inadequate infrastructure. This study confirms that the independent learning curriculum can promote a responsive and inclusive educational environment that is tailored to the needs of 21st-century learners.
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Yunitasari, Dukha, I. Wayan Suastra, and I. Wayan Lasmawan. "Implementation challenges of merdeka curriculum in primary schools." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 11, no. 4 (2023): 952. http://dx.doi.org/10.33394/j-ps.v11i4.8079.
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The aim of this study is to explain the implementation challenges of merdeka curriculum in primary school. The 47 articles were identified to discuss the understanding of merdeka curriculum, to know the merdeka curriculum challenges, and to overcome the challenges. The implementation of the Merdeka Curriculum in Indonesian primary schools presents a number of obstacles, including teacher comprehension of the curriculum, habituation, quality of education, implementation of specific subjects, and teacher preparedness. To ensure a correct understanding of the curriculum and the formation of appropriate habits in teachers, institutions, and students, policymakers should establish effective communication with teachers. Teacher preparation programs that emphasize differentiated learning can prepare educators to implement the Merdeka Curriculum. Integrating values-based learning programs and employing a well-structured educational management flow can also enhance the character education component and optimize the curriculum implementation. In addition, workshops and readiness-raising initiatives can improve teachers' mental and intellectual preparedness for the new curriculum's changes and challenges. By addressing these obstacles, the implementation of the Merdeka Curriculum in Indonesian primary schools can be made more effective, thereby augmenting the quality of education offered to Indonesian students.
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Daud, Darmawan, Muhammad Nasir, and Moh Salehudin. "Manajemen Pengembangan Kurikulum Pesantren Mu’Adalah (Studi Kasus Pada Satuan Pendidikan Mu’allimin Pondok Pesantren Trubus Iman Tanah Grogot)." Journal on Education 6, no. 4 (2024): 20732–47. http://dx.doi.org/10.31004/joe.v6i4.6187.
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The policy on developing the mu'adalah pesantren curriculum as outlined in the Regulation of the Minister of Religious Affairs of the Republic of Indonesia number 31 of 2020 emphasizes the importance of being tailored to the characteristics of each pesantren. Management, which consists of planning, implementation, and evaluation, is a crucial aspect of this process. This has a significant impact on the students. The management of the mu'adalah pesantren curriculum development at Trubus Iman Islamic Boarding School focuses on planning, implementation, and evaluation. The Planning of the Mu'adalah Pesantren Curriculum Development refers to the vision and mission of Trubus Iman Islamic Boarding School by enriching the curriculum content that integrates knowledge, faith, and practice. There is a close integration between religious and general knowledge in the curriculum, which is designed in the context of intra-curricular, extra-curricular, and co-curricular activities. The Implementation of the Mu'adalah Pesantren Curriculum Development begins with a curriculum orientation stage for the subject teachers. The mu'adalah curriculum program is developed by adopting learning processes inside and outside the classroom, reflecting the characteristics of Trubus Iman's integrative, comprehensive, and independent education system. The Evaluation of Curriculum Development involves supervision activities that include guidance, monitoring, and controlling the implementation of the curriculum.
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Hunkins, Francis P., and Allan C. Ornstein. "Curriculum Innovation and Implementation." Education and Urban Society 22, no. 1 (1989): 105–14. http://dx.doi.org/10.1177/0013124589022001011.
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Vladimir, Guțu. "The Specifics of School Curriculum Management at Institutional Level." Journal of Educational Theory and Practice DIDACTICA PRO... 19, no. 6 (118) (2019): 6–10. https://doi.org/10.5281/zenodo.3583224.
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The article is dedicated to the problem of curriculum management at institutional level, the emphasis being placed on identifying the organizational, psychological, and methodological conditions for an efficient implementation of the school curriculum. The article also details the types of managerial and pedagogical activities pertaining to curriculum implementation and provides valuable suggestions for managers and teachers in this respect. For the first time, a concept of continuous monitoring of the functionality of the curriculum is proposed, which is to be fulfilled by having the teachers fill in a register listing the vulnerable points of the curriculum.
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Arias, Luz Dary, Emma Campo, and Julieta Zuluaga G. "APROPOS OF ACCREDITATION: COURSEBOOK EVALUATION AND CULTURE IMPLEMENTATION IN FLC." Revista Folios, no. 13 (May 7, 2017): 103. http://dx.doi.org/10.17227/01234870.13folios103.111.
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For more than four years, the Language Department of Universidad PedagogicaNacional engaged in the process of designing a new curriculum for theundergraduate language programs. In 1998, the Department finished designing thenew curriculum for those programs in order to get their official accreditation.Nowadays, after the new curriculum has been accredited, the teacher staff isworking on the design of the programs for each “espacio académico”. taking intoaccount some pedagogical, psychological, sociological and curricular referents.
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Doojung Kim and 김소영. "A study on curriculum implementation standards: influencing factors and curriculum implementation standards, Korea’s curriculum implementation practices and tasks for their improvement." Journal of Education & Culture 23, no. 2 (2017): 37–59. http://dx.doi.org/10.24159/joec.2017.23.2.37.
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Fachru Abdul Rahman and Ika Kartika. "Pengembangan Kurikulum Pesantren Muadalah." Jurnal Dirosah Islamiyah 7, no. 1 (2025): 127–36. https://doi.org/10.47467/jdi.v7i1.6457.
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The regulations for the development of the muadalah Islamic boarding school curriculum contained in the Regulation of the Minister of Religion of the Republic of Indonesia number 31 of 2020 emphasize the importance of maintaining the characteristics of each Muadalah Islamic boarding school. development consisting of planning, implementation and evaluation is a crucial aspect in this process. This research method uses a qualitative approach with triangulation data collection techniques. The research location is at the Rafah Islamic Boarding School. The results of this research indicate that the development of the Islamic boarding school curriculum at the Rafah Islamic Boarding School focuses on planning, implementation and evaluation. Planning for the curriculum Development of the Muadalah Islamic Boarding School refers to the vision and mission of the Rafah Islamic Boarding School by enriching the curriculum content that integrates science, faith and charity. There is close integration between religious knowledge and general science in the curriculum, which is designed in intra-curricular, extra-curricular and co-curricular contexts. Implementation of Islamic Boarding School Curriculum Development begins with the curriculum orientation stage for the teachers who handle the material. The muadalah curriculum program was developed by adopting a learning process inside and outside the classroom, which reflects the characteristics of the Rafah Islamic Boarding School education system which is integrative, comprehensive and independent. Curriculum Development Evaluation involves supervision activities which include guarding, supervising and controlling curriculum implementation.
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Widiatsih, Asri, Untung Triono, and Nostalgianti Citra P. "Implementasi Program Pembelajaran Berbasis Budaya Lokal Melalui Hidden Curriculum." Journal of Education and Instruction (JOEAI) 4, no. 2 (2021): 338–42. http://dx.doi.org/10.31539/joeai.v4i2.2823.
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This study aims to describe the implementation of local culture-based learning through the Hidden Curriculum at SMP Negeri 1 Sumberbaru Jember. The approach in this research is qualitative research, with case studies. Meanwhile, the object of this research is SMP Negeri 1 Sumberbaru, Jember Regency. The data collection technique uses observation, interview, and documentation techniques with data analysis using qualitative data analysis procedures consisting of: data condensation, data presentation, and inference/verification. The results showed that the implementation of local culture-based learning programs through a hidden curriculum was carried out by: (1) intracurricular activities, (2) co-curricular and (3) extracurricular activities. Conclusion, Hidden curriculum through intracurricular activities in the form of art and dance subjects. Co-curricular activities can be implemented by integrating them into the learning program, the activities implemented are the habit of coming in the morning, the role of the BK teacher, the celebration of religious holidays and the role of the school committee. The chosen extracurricular activity is dance, which is a characteristic of East Java.
 Keywords: Hidden Curriculu, Local Culture-based Learning
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Ding, Yiran, and Lijie Lv. "Are Students Satisfied with the Current School-Based Curriculum of Chinese Traditional Culture? A Survey of 120 Elementary and Middle Schools in China." Best Evidence in Chinese Education 6, no. 2 (2020): 863–79. http://dx.doi.org/10.15354/bece.20.ar079.
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The school-based curriculum is one of the crucial ways of Chinese traditional culture education. Therefore, it is essential to discuss the current elementary and middle school students’ satisfaction with the traditional cultural school-based curriculum. A survey of the curriculum satisfaction of 120 elementary and middle schools in China with a traditional cultural school-based curriculum found that students’ satisfaction with these curriculums is generally average. However, students believed that the quality of the curriculum is still low. Its main manifestations were passive satisfaction, compromise satisfaction, excellent satisfaction, fall satisfaction, and autonomous satisfaction. This highlighted the problems of some traditional cultural school-based curriculums like the positioning is based on subjective guesswork, the content has not been effectively screened, and the implementation method is a single indoctrination. Based on this, we suggest that: (i) create an all-round atmosphere for students to learn traditional culture actively; (ii) reshape the traditional culture in the curriculum according to the value of the times; (iii) guarantee the cultural resources and professional teachers of curriculum implementation with discipline construction, and (iv) focus on the experience of the implementation process.
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Mo, Haiwen, and Fengjuan Luo. "A Study of the Construction of English Hidden Curriculums at Primary Schools in China." English Language Teaching 12, no. 9 (2019): 66. http://dx.doi.org/10.5539/elt.v12n9p66.
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The hidden curriculum is an important part of curriculums, and constructing the primary school English hidden curriculum is helpful for the implementation of the new National English Curriculums, the development of students&rsquo; key competencies and the reform of basic English teaching in China. However, according to the survey conducted with 40 primary school leaders, 60 primary school English teachers as well as 300 primary school students, the hidden curriculum is always ignored in primary school English teaching in China. Schools should meticulously design the educational environment on campus, highlighting the characteristics of English hidden curriculums, integrate English into the class culture, optimizing English educational environment. It is necessary to build a harmonious relationship between teachers and students, to enhance students&rsquo; motivation of learning English, to mobilize social and family participation, and to build multiple hidden curricular resources of English so as to promote the reform of English teaching and improve the quality of English teaching at primary schools in China.
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Latip, Abdul, and Aristo Hardinata. "Implementation of STEM-Robotics as High School Intra-curricular." THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING 3, no. 1 (2020): 11. http://dx.doi.org/10.21043/thabiea.v3i1.6770.
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The study aim to describe STEM-Robotic implementation as an intra-curricular in regular curriculum. STEM-Robotics is usually implemented as an extracurricular program in many schools. In the 2019/2020 school year, Edu Global Senior High School Bandung implemented STEM-Robotics as an intra-curricular for the ten-grade science program. STEM-Robotic implementation as an intra-curricular based on the challenges of 21st-century learning that lead to innovative creative learning and skills development. The method in this study is descriptive qualitative research method through the observations, questionnaires, and interview with teacher teams. The results of this study show that, 1) The implementation of STEM-Robotic as an intra-curricular has a curriculum that focuses about robots NXT and Arduino to provide the basics of engineering and technological skills in robotics and coding, while the concepts of science and mathematics have not been directly linked in STEM-Robotic, 2) The implementation of STEM-Robotic dominated by hands-on and mind-on activities in the learning process and its assessment. 3) Generally, students responded positively to the implementation of STEM-Robotics as an intra-curricular that makes learning more interesting, useful, fun, challenging, and develop engineering and technology skills. This result indicates that STEM-Robotic is an alternative subject or learning strategy in regular curriculum to accommodate science learning with educational robotics.
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Last Name, Mamosa Thaanyane, Joseph Thabana, and First Name Last Name. "Exploring Curriculum Implementation in Response to Labour Markets." International Journal of Science and Research (IJSR) 8, no. 4 (2019): 1537–41. http://dx.doi.org/10.21275/art20196907.
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Taufik Akasahtia, Lukman. "تطبيق منهج ٢٠١٣ في تحسين مخرجات التعلم اللغة العربية للصف الثامن ب ( القدوس) في المدرسة الثانوية مزرعة الصبيان جغال". Al-Mubin; Islamic Scientific Journal 6, № 1 (2023): 111–20. http://dx.doi.org/10.51192/almubin.v6i01.424.
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Curriculum is a container that determines education’s course. For the implementation of the 2013 curriculum stressed competence, knowledge, and skill. Mts Mazroatussibyan Cengal al school implementing the 2013 curriculum in arabic studies. The implementation of curriculum 2013 is expected to increase student’s learning results because this curriculum is essentially centered on students. Teacher only as facilitators and mediators and motivators for student’s, so that students have the spirit of learning and getting better results. The purpose of this study is to describe the implementation, the supporting factors and inhibitors of the 2013 curriculum in improving the results of learning arabic. Using a qualitative approach to case studies. The results of this study may be concluded that the implementation of curriculum 2013 in raising students learning outcomes are properly running, and students learning results have increased during the performances, despite obtacles such as learning resources for deductions, less interesting learning media, passive centering students and lack of discipline in class activities. This needs special attention to achieving the learning purposes consistent with the 2013 curriculums content observing, asking, reasoning, and communicating
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Azmi, Chairul, Hadiyanto Hadiyanto, and Rusdinal Rusdinal. "National Curriculum Education Policy "Curriculum Merdeka And Its Implementation"." International Journal of Educational Dynamics 6, no. 1 (2023): 303–9. http://dx.doi.org/10.24036/ijeds.v6i1.437.
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The Merdeka Curriculum is a curriculum introduced by the Ministry of Education, Culture, Research, and Technology in 2021 as an effort to improve the education system in Indonesia. In the era of globalization, the demands on students' abilities are not only limited to academic abilities, but also life skills abilities, creativity, and innovation. The Merdeka curriculum is designed to meet these demands and help students be prepared for future challenges. Improvement of the national curriculum Previously, the national curriculum in Indonesia has undergone several revisions and adjustments, but there are still shortcomings in terms of life skills development and innovation. Therefore, Curriculum Merdeka was created to enhance the previous national curriculum and provide a more holistic and relevant learning experience for students. This writing methodology uses the literature study methodology. The writing of this article is done by reviewing journals related to curriculum and implementation. The results of the study found that the character development of Curriculum Merdeka students also aims to develop superior student character, such as critical thinking skills, collaboration, and good ethics. That way, students not only become academically smart, but also able to become individuals who are more competitive and character. With this background, the Merdeka Curriculum is expected to provide a more meaningful and relevant learning experience for students in Indonesia.
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Lubis, Syibrina, and Maya Priyadi. "IMPLEMENTATION OF THE INDEPENDENT LEARNING CURRICULUM IN ELEMENTARY SCHOOL." SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 12, no. 4 (2022): 356–61. http://dx.doi.org/10.24114/sejpgsd.v12i4.40962.
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This research is to obtain information about the implementation of the independent learning curriculum in elementary schools. The method used in this writing is to use a literature study by reviewing several journals that are relevant to the topics discussed qualitatively. The steps taken by the author to collect reading material in this article, are (1) collecting data relevant to the topic discussed (2) analyzing the reading material that has been obtained and concluding the main topics regarding the implementation of the merdekalearning curriculum in elementary school. The implementation of the independent learning curriculum is carried out with careful planning and is able to improve the quality of Indonesian education and can prepare graduates who excel and are able to compete globally. The key to success in implementing the merdeka learning curriculum is from school principals and teachers who must have the will to make changes. Implementation of the independent curriculum cannot be separated from the role of the school principal as a school leader who must be able to move, direct, and inspire teachers to want to change towards a better education. In addition, good cooperation is needed between teachers, school principals, agencies, parents and related parties so that the implementation of the independent curriculum in driving schools can be realized optimally.
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Cheung, Derek, John Hattie, Robert Bucat, and Graham Douglas. "Students’ Perceptions of Curriculum Implementation." Curriculum and Teaching 11, no. 1 (1996): 49–60. http://dx.doi.org/10.7459/ct/11.1.05.
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Shafie, Osma, Fauziah Ab Rahim, and Sarimah Shaik Abdullah. "PRE-SCHOOL CURRICULUM: IMPLEMENTATION CHALLENGES." Practitioner Research 3 (July 31, 2021): 121–39. http://dx.doi.org/10.32890/pr2021.3.6.
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Early Education is vital for the continuous learning of children. Preschool teachers play their role and are also responsible for implementing teaching and learning, using the National Preschool Curriculum and Assessment Standard Document (DSKP KSPK). However, there are constraints in the implementation of the DSKP KSPK. This article aims to present the challenges faced by pre-school teachers in teaching and learning in pre-schools. The challenges faced include external and internal factors. External aspects involve the nation’s policy and leadership, trust and societal culture and school administrators. Internal challenges include teachers’ readiness regarding knowledge in the area, level of understanding, skills and attitude. In conclusion, previous studies also present challenges that require continuous training to be given to teachers and administrators to strengthen early childhood education.
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Huntley, Mary Ann. "Brief Report: Measuring Curriculum Implementation." Journal for Research in Mathematics Education 40, no. 4 (2009): 355–62. http://dx.doi.org/10.5951/jresematheduc.40.4.0355.
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Using curriculum-specific tools for measuring fidelity of implementation is an essential yet often overlooked aspect of examining relationships among textbooks, teaching, and student learning. This “Brief Report” describes the variety of ways that curriculum implementation is measured and argues that there is an urgent need to develop curriculum-sensitive tools for analyzing classroom practice. The report outlines the use of the Concerns-Based Adoption Model (CBAM) theory to develop analytical tools for measuring implementation of two middle-grades reform mathematics curricula: Connected Mathematics and MathThematics. The report also presents next steps in this program of research.
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Tumposky, Nancy Rennau, and John Adams. "Staff Development and Curriculum Implementation." Educational Forum 51, no. 2 (1987): 185–95. http://dx.doi.org/10.1080/00131728709339280.
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Ferguson, Amy, Jiyeon Kim, M. Jawad Javed, Elizabeth Kramer, and Huaping Wang. "Implementation of Pediatric EBM Curriculum." Academic Pediatrics 14, no. 4 (2014): e12. http://dx.doi.org/10.1016/j.acap.2014.05.050.
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Hipkins, Rosemary, Bronwen Cowie, Sara Tolbert, and Pauline Waiti. "Designing for empowering curriculum implementation." New Zealand Annual Review of Education 28 (July 7, 2023): 38–48. http://dx.doi.org/10.26686/nzaroe.v28.8273.
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International advocacy for future-focused curriculum design often centres on the idea of “competencies” or “capabilities” as potentially transformative constructs for high-level curriculum frameworks. This trend is exemplified by the addition of “key competencies” to the 2007 New Zealand Curriculum. Despite good intentions, this structural change appears to have made minimal difference to the learning that many students experience, or to the assessment practices used to evaluate that learning. With a Curriculum Refresh currently underway, now is an opportune moment to revisit the use of competencies as a lever for curriculum change and ask how the type of transformative change they are intended to stimulate might be conveyed and implemented in more empowering ways.
 This paper introduces the idea of “enduring competencies” as an umbrella construct for more effective curriculum design conversations. Learning from what has proved problematic in the past, we show how this construct might refocus thinking about purposes for learning, while at the same time being more specific about how and why traditional curriculum “content” might need to change. We illustrate this potential by drawing on our recent collective endeavour to build a small set of enduring competencies for school science education. The paper briefly outlines these four enduring competencies and demonstrates how they build bridges between past (more traditional) and future-focused (more transformative) curriculum and assessment design for the science learning area.
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Renzales, Jenede. "MATATAG Curriculum and Its Implementation." International Journal of Open-access, Interdisciplinary and New Educational Discoveries of ETCOR Educational Research Center (iJOINED ETCOR) 4, no. 1 (2025): 669–78. https://doi.org/10.63498/nxz2st245.
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Abstract Aim: This study aimed to determine the readiness of basic education schools in implementing the MATATAG Curriculum of the Department of Education. It specifically examined the level of readiness in three aspects: Orientation and Capacity Building, Teaching and Learning Process, and Funding Requirements. Methodology: A descriptive research design was employed to measure school readiness factors using a survey instrument and statistical analysis. An evaluative design was used to determine significant differences in readiness levels across the three school resources. The study involved 64 teacher participants and 81 GPTA officers of San Pascual North District, with data gathered through surveys. Results: Teachers rated the Teaching and Learning Process at 3.27 (Very High), Orientation and Capacity Building at 3.26 (Very High), and Funding Requirements at 2.94 (High). The overall rating by teachers was 3.16 (High). GPTA officers rated the Teaching and Learning Process at 3.42 (Very High), Orientation and Capacity Building at 3.34 (Very High), and Funding Requirements at 3.23 (High). The overall rating by GPTA officers was 3.33 (Very High). Conclusion: Schools are highly ready to implement the MATATAG Curriculum. Teaching and Learning Process and Orientation and Capacity Building are at a very high readiness level, while Funding Requirements are rated high, indicating financial constraints. Moreover, GPTA officers as observers, rated school readiness slightly higher than teachers, suggesting differences in perspective. Despite strong preparation, funding remains a key challenge that may be addressed for sustained and effective curriculum implementation. Strengthening financial support and collaboration between stakeholders is essential for full readiness and long-term success. Keywords: MATATAG Curriculum, Curriculum Adaptation, Teacher and GPTA Involvement
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Lestariningsih, Nanik, and Mukhlis Rohmadi. "Tantangan dan Evaluasi dalam Implementasi Kurikulum Merdeka Pada Sekolah di Kota Palangka Raya." Edu Cendikia: Jurnal Ilmiah Kependidikan 5, no. 01 (2025): 1–11. https://doi.org/10.47709/educendikia.v5i01.5517.
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Government policy in education is implemented by implementing an independent curriculum at all school levels. How prepared schools are to implement the independent curriculum needs to be known in terms of readiness, implementation, challenges and the future of the implementation in elementary and secondary schools in Palangka Raya. The objectives of this study include (1) challenges in implementation, (2) describing the implementation of the independent curriculum in schools, and (3) evaluation after the implementation of the independent curriculum. The method used in this study was a survey and needs assessment. The sample used was random sampling to 25 schools. The results of the study found that the challenges faced were socialization and training only online, so at the beginning of the implementation, they still did not understand, but continued to implement the independent curriculum while studying, preparing intracurricular and co-curricular lesson schedules, preparing formations in classes and cross-interest subjects with existing teacher human resources so that they are evenly distributed, compiling CP and teaching modules, because, in the previous curriculum, there were KI and KD teachers only reduced them to indicators and learning objectives, implementing the Pancasila student profile, independent curriculum teaching materials were not yet available, and administration in compiling the Operational Curriculum of Education Units (KOSP) or Madrasah Operational Curriculum (KOM). The implementation of the independent curriculum has 25 schools that have carried out the independent learning stage, 22 schools have been at the independent change stage, and 10 schools are at the independent sharing stage. 88.9% of teachers stated that the biggest challenge is the difference in learning components between the independent curriculum and the previous curriculum. Evaluation from teachers showed that 77.8% of the implementation of the independent curriculum improved students' hard and soft skills.
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Masaong, Abd Kadim, Nur Luthfi Ardhian, and Sitti Roskina Mas. "Exploring the Potential of Independent Curriculum Implementation for Madrasah: An In-depth SWOT Analysis." International Journal of Management Studies and Social Science Research 06, no. 01 (2024): 39–48. http://dx.doi.org/10.56293/ijmsssr.2024.4805.
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: The purpose of this study is to examine the implementation of the Independent Curriculum at the AlIshlah Integrated Ibtidaiyah (MIT) Madrasah in Gorontalo City. Through a SWOT analysis, the study aims to identify the curriculum's strengths, weaknesses, opportunities, and threats. This research is essential as it can provide valuable insights for schools and madrasas to enhance their implementation of the Independent Curriculum. The study utilized a qualitative approach, with key informants and documents serving as sources of primary and secondary data, respectively. The collected data was analyzed through descriptive qualitative analysis to describe the Independent Curriculum's implementation based on the SWOT aspect of the Madrasah. The findings revealed that the successful implementation of the curriculum is interdependent on human and nonhuman resources, partnerships, cooperation, and the competitiveness of MIT Al-Ishlah Gorontalo City.
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Olatunbosun, Emmanuel Ogunseemi, and Kayode Idowu Ezekiel. "Best Practices in Curriculum Implementation Through the Experiential Learning Cycle." European Journal of Theoretical and Applied Sciences 1, no. 3 (2023): 324–27. https://doi.org/10.59324/ejtas.2023.1(3).32.
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The aim of teaching is to learn, and more importantly to relate what is learnt with real world experience. Therefore, this paper explores best practices for curriculum implementation using the experiential learning cycle for effective classroom interactions. It discusses: the curriculum; the curriculum implementation; experiential learning cycle to show the impact of Engagement, Exploration, Integration; evaluation to enhance classroom interactions; how can the experiential learning cycle support curriculum implementation; benefits of curriculum implementation.
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SORIANO, BEVERLY M. "TEACHERS’ PERSPECTIVES ON THE IMPLEMENTATION OF INSTRUCTION UNDER THE MATATAG CURRICULUM." Cognizance Journal of Multidisciplinary Studies 5, no. 6 (2025): 1–10. https://doi.org/10.47760/cognizance.2025.v05i06.001.
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This literature-based inquiry explores the perspectives of teachers on the implementation of instruction under the newly introduced MATATAG Curriculum in the Philippines. As a major educational reform, the MATATAG Curriculum aims to decongest the previous K to 12 frameworks, strengthen foundational learning, and realign instruction with national development goals. The review synthesizes existing research and policy literature on curriculum implementation, instructional leadership, and teacher readiness. Findings from the literature highlight that teachers’ perceptions significantly affect the success of curricular changes, especially in relation to their preparedness, access to resources, and supervisory support. Moreover, the analysis reveals that while the MATATAG Curriculum is a timely response to systemic learning gaps, its implementation is challenged by gaps in teacher training, instructional materials, and administrative support. The study underscores the importance of responsive leadership, inclusive policymaking, and continuous capacity-building to ensure meaningful instructional reform. Based on the literature, recommendations are offered for teachers, school administrators, and policymakers to enhance curriculum delivery and instructional supervision under the MATATAG framework.
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Al, Wahaibi Suad, Khalfan Al-hijji, and Hussain Raja Maznah Raja. "DIGITAL CITIZENSHIP IN K-12: INTERNATIONAL MODELS AND LESSONS FOR OMAN." International E-Journal of Advances in Social Sciences (IJASOS) 10, no. 30 (2024): 420–29. https://doi.org/10.5281/zenodo.14604317.
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<strong>Abstract:</strong> As the world becomes more and more digital, global societies are struggling for ways to teach students how to be responsible digital citizens. Digital Citizenship (DC) encompasses the responsible use of technology including privacy, online safety and ethical behavior. This paper offers a comparative analysis of the implementation of DC education in six countries; Australia, South Korea, U.S., Finland, Estonia and Qatar. It aims to derive lessons and insights for Oman, a country that has no formal DC curriculum yet. It sheds light on the key components of DC curriculum implementation in these countries. Findings suggest that early inclusion of DC curriculum, cross-curricular curriculum, privacy consideration, parental engagement and teacher training are key components for a successful implementation of DC curriculum. Recommendations for Oman include starting DC education from early Ages, setting standards for its implementation, involving parents, training teachers, updating curriculum, empowering students, and balancing between the global best practices and the Omani identity
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Krasniqi – Cakaj, Igballe, Besa Krasniqi, and Burbuqe Kurtaj – Bajrami. "Developmental Approach in Natural Sciences: Difficulties and Opportunities in Curriculum Implementation." Journal of Education and Development 9, no. 2 (2025): 1. https://doi.org/10.20849/jed.v9i2.1492.
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The reform of the educational system requires a developmental approach in the implementation of the curriculum. The aim of the research is to present aspect in the teaching of natural sciences, to identify the challenges and innovative opportunities during the practical implementation of the curriculum. The research is both quantitative and qualitative. It was conducted with 240 participants, including teachers (educators, trainers, coordinators) and principals, across 60 pre-university schools in Kosovo. For data collection, questionnaires with ready-made and comment answers were used, as well as interviews with principals. Participants involved in the research were asked to analyze 10 questions, with answers ready for analysis (positive or negative and to provide comments), based on key curricular issues such as: competencies, the developmental integrative approach, curricular load, or other factors. The research results at the four levels have shown aspects of the developmental approach with positive responses as follows: at the preschool level, it is 21%, at the primary level 17.71%, at the lower secondary level 21.57%, and at the upper secondary level 14%. The total data gives 18.96%, indicating positive opportunities in the continuation of the curriculum implementation. The study identified difficulties in the curriculum development approaches in 81.03%. Teachers presented obstacles in the process such as: curricular load, didactic materials and limited time, while principals highlight issues such as working conditions, professional development of staff and increased institutional responsibility. According to research, the developmental and integrated approach refers to progressive opportunities, with changes in teaching strategies and additional commitments, to eliminate obstacles to curriculum implementation in natural sciences, improve results, and increase student interest.
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Kicha, Leni, Tini Mogea, and Nihta V. F. Liando. "Development, Implementation, Evaluation, and Comparation Toward ELT Curriculum (A Case in Indonesia)." Edumaspul: Jurnal Pendidikan 7, no. 2 (2023): 3529–43. http://dx.doi.org/10.33487/edumaspul.v7i2.6978.
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The study aims to shed light on the multifaceted landscape of English Language Teaching (ELT) curriculum in the context of its development, implementation, evaluation, and comparative analysis. The first phase of the study delves into the developmental aspect of ELT curriculum, examining the underlying theories, methodologies, and best practices that inform its construction. Through content analysis, and document review, the research seeks to uncover the pedagogical innovations, curricular adaptations, and the development of ELT curriculum. In the subsequent phase, the study investigates the practical implementation of ELT curriculum within the classroom environment. By employing classroom observations, content analysis, the research scrutinizes the translation of curriculum design into instructional practice, including the strategies used, the learning materials selected, and the student-centered approaches employed. The third phase of this study centers on the evaluation of ELT curriculum effectiveness. It utilizes assessment tools, outcome measurements, and student and teacher evaluations to gauge the impact of the curriculum on language proficiency, teaching effectiveness, and learning outcomes. Through a systematic review of different curriculum models, the study seeks to identify disparities, strengths, and weaknesses in diverse ELT approaches. This comparative perspective helps inform recommendations for potential improvements and adjustments in curriculum design and implementation. In summation, this qualitative study contributes to the ongoing discourse on ELT curriculum by unraveling its development, implementation, evaluation, and comparative aspects. By gaining a deeper understanding of the intricacies and variations within ELT curriculum, educators and policymakers can make informed decisions to enhance the quality of English language education.
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Matorevhu, Alois, and Havatidi Madzamba. "The hidden curriculum and its role in curriculum innovation implementation." Journal of Research in Instructional 2, no. 2 (2022): 163–74. http://dx.doi.org/10.30862/jri.v2i2.96.
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The hidden curriculum comprises unspoken or implicit values, behaviors, procedures, and norms in an educational setting. This can be an alternative to empowering attitudes, values, and non-cognitive skills, for example, politeness, honesty, hard work, cooperation, and tolerance in students during the implementation of curriculum innovations.. An alignment between the intended/official curriculum innovation implementation and the implemented curriculum innovation encourages the positive manifestation of the hidden curriculum. Negative manifestation of the hidden curriculum due to misalignment between intended/official curriculum innovation implementation and the implemented curriculum innovation makes the envisaged change through curriculum innovation implementation elusive, like a mirage that can never be caught. This paper critically discusses how the hidden curriculum may promote or hinder successful curriculum innovation implementation. Implications of the hidden curriculum to curriculum innovation implementation are also discussed.
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Brown, Stacy A., Kathleen Pitvorec, Catherine Ditto, and Catherine Randall Kelso. "Reconceiving Fidelity of Implementation: An Investigation of Elementary." Journal for Research in Mathematics Education 40, no. 4 (2009): 363–95. http://dx.doi.org/10.5951/jresematheduc.40.4.0363.
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Recent research on mathematics reforms in the United States indicates that the reforms are not yet widely implemented. Generally, this claim results from looking at the extent to which teachers use curricular materials or engage in particular classroom practices. This article moves beyond disparate questions of use and practice to examine interactions between teachers and curricula as evidenced by their enactments of whole-number lessons from a Standards-based curriculum. Specifically, we analyze videorecorded 1st- and 2nd-grade classroom lessons in terms of students' opportunities to reason and communicate about mathematics. This analysis indicates that the level of fidelity to the written curriculum differs from the level of fidelity to the authors' intended curriculum during lesson enactments. Drawing on this analysis, this article explores how curricula support and hinder teachers as they engage students in opportunities to learn mathematics and how teachers' instructional moves and choices impact the enactment of curricula.
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Caswell, Jo. "Intent, implementation, impact." Early Years Educator 23, no. 1 (2021): 18–19. http://dx.doi.org/10.12968/eyed.2021.23.1.18.
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Settings are assessed on the quality of education they provide, which is their curriculum. This article explains what is meant by ‘curriculum’ and how leaders can be instrumental in designing a framework of learning tailored specifically for the children in their setting.
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Hakim, Abdul, and N. Hani Herlina. "Manajemen Kurikulum Terpadu di Pondok Pesantren Modern Daarul Huda Banjar." Jurnal Penelitian Pendidikan Islam 6, no. 1 (2018): 111. http://dx.doi.org/10.36667/jppi.v6i1.157.
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This article is the result of research at Pondok Pesantren Modern Daarul Huda, Banjar City, West Java Province. The results of the research show that: (1) Integrated curriculum planning includes the program of faith development, noble character, science, nationality and nationality, art, entrepreneurship and technical skills, dakwah and community, leadership and management, teacher training, gender equality education, and health, tahfidz al-Qur'an; (2) curriculum structure consists of intra-curricular curriculum, co-curricular and extracurricular; (3) the implementation of integrated curriculum management in this institution is combining several curriculum types such as the formal government curriculum and curriculum of pondok pesantren
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Januartini, Dwi, Theresia Ratna Sari, and Tahrun Tahrun. "An Analysis of the Merdeka Curriculum's Implementation at Madrasah Ibtidaiyah." Jurnal Basicedu 8, no. 4 (2024): 2968–77. http://dx.doi.org/10.31004/basicedu.v8i4.8317.
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The Indonesian government implemented the learner-centered Merdeka Curriculum to overhaul the country's educational system. This curriculum is being used at MI Hijriyah II Palembang, a well-known Islamic elementary school in Palembang. The purpose of this study is to evaluate the Merdeka Curriculum's implementation at MI Hijriyah II Palembang, with an emphasis on its advantages, disadvantages, opportunities, and threats. In order to collect data for this qualitative study, semi-structured interviews, observations, and document analysis were used in conjunction with a case study design. Teachers, students, and administrators from the school were among the participants. The study shows that a learner-centered approach, greater student autonomy, and integration of Islamic values are characteristics of MI Hijriyah II Palembang's Merdeka Curriculum implementation. Still, there are issues like poor training for teachers, a lack of resources, and mistrust from parents. This study highlights the opportunities and difficulties the school faced in implementing the Merdeka Curriculum in a particular educational setting. The results have implications for stakeholder engagement, resource allocation, and teacher professional development, which will ultimately help MI Hijriyah II Palembang and other schools improve how they implement the curriculum
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Prencesita, P. Alot, and Z. Andal Ed. D. Edilberto. "Implementation of Kindergarten Curriculum and the Pupil's Acquisition of Basic Competencies." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH 2, no. 07 (2023): 639–45. https://doi.org/10.5281/zenodo.8171176.
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The term kindergarten came from a German origin that means “children’s garden. It serves as a transition period from home or preschool to formal education. The main purpose of kindergarten is to provide foundation for the child’s wholistic development. In Kindergarten program, children are engaged in different activities that are age appropriate. These activities are designed to promote the physical, cognitive, emotional and social development of children . Many research have shown that during the early years, rapid brain development occurred forming the foundation for future academic success. This stage is crucial because it is during this time that they develop the essential skills to prepare them for Grade 1 . This study sought to find out how the implementation of a kindergarten curriculum affects the readiness of our young learners for formal education. Several variables related to curriculum were considered in this study. These were the objectives of kindergarten curriculum in the Philippines, the Budget of Work provided by DepEd, the instructional materials used, the teacher’s competencies, learning environment and lesson planning. It was then correlated with the basic competencies expected from kinder pupils in terms of health and well-being, socioemotional development, language, literacy and communication (listening/viewing, speaking, reading, writing), mathematics and understanding the physical and natural environment. This research was conducted in the Schools Division of San Pablo wherein 70 kindergarten teachers from public schools were the respondents. The research method used wasa quantitative descriptive method with Pearson product-moment correlation. The result showed that there was a significant relationship between the implementation of the curriculum and the pupils acquired basic competencies.
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Andi Asrifan and Anita Candra Dewi. "Indonesian Curriculum Issues: Teacher Implementation and Student Perception of K13 in ELT." Journal of Learning and Development Studies 3, no. 3 (2023): 27–33. http://dx.doi.org/10.32996/jlds.2023.3.3.2.
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The 2013 Indonesian curriculum is contentious. The government mandated that all schools follow the 2013 curriculum in 2015, but in December 2014, the Ministry of Education altered the requirement to return to KTSP. Indonesia's frequent curriculum changes affect teaching and learning and education stockholders. This study examined the implementation of the 2013 curriculum in English teaching practice, the challenges teachers and students face, and students' perceptions of ELT practice related to the 2013 curriculum. This study uses descriptive qualitative research. English teachers and students at an Indonesian vocational school are the subjects of this study. The data was acquired through interviews, observations, and documentation. A semi-structured interview was conducted to assess English teachers' grasp of the 2013 implementation. English teacher's 2013 curriculum implementation was observed in the classroom. The researcher interviewed students about their views on ELT procedures and their challenges. Interview data was evaluated using Miles and Huberman's (1994) interactive model analysis. The teacher understood the Standard Process of the 2013 Curriculum teaching features well. Teachers use the 2013 curriculum's standard teaching process in the primary activities. Limited time for English was the biggest issue with teaching it under the 2013 curriculum. All students enjoyed English class; thus, they had a good view of ELT. Speaking was the biggest challenge for pupils learning English. The researcher assumed from the students' interviews that little English practice caused speaking difficulties.
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Lathif, Rusli. "Comparative Study of Curriculum 2013 Implementation and Independent Learning Curriculum on Islamic Religious Education Learning at SMAN 2 South Tangerang City." Scientia 2, no. 1 (2023): 426–30. http://dx.doi.org/10.51773/sssh.v2i1.188.
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According to Law No. 20 of 2003, a curriculum is a set of plans and arrangements regarding the objectives, content and learning materials, as well as the methods used as guidelines for organizing activities to achieve certain educational goals. The curriculum's function in education is to create lesson plans, design and compile learning materials and objectives, as well as to ensure that learning is carried out effectively. To make learning effective, it is necessary to have the best formula in terms of curriculum content and substance. It will be relatively simple to implement when the curriculum's content and substance are easily digested by teachers and students. Islamic religious education has been a subject in every school, so its existence will be considerably complex, particularly on the material side and adjusting to the curriculum that has been applied. The Curriculum 2013 is a competency-based and character-based curriculum that is expected to improve learning and educational outcomes that are precisely targeted to students' character and morality, knowledge, personality, and implementation in everyday life. The 2013 curriculum includes at least three Islamic education values: Morals, Adab, and Exemplary. The Merdeka Curriculum is a response to the Covid-19 pandemic's missing lessons, often known as loss learning. According to the Ministry of Education and Culture's pocketbook, the Merdeka Curriculum is a curriculum with diverse intra-curricular learning where the content will be more ideal so that students have adequate time to explore concepts and strengthen competencies. Teachers have the freedom to select numerous teaching tools so that learning can be adapted to students' learning needs and interests. Projects to enhance Pancasila student profile success are designed based on government-determined themes. The project is not directed to achieving certain learning achievement targets, so it is not tied to subject content. Islamic education is available in both public and private schools. Islamic religious education aims to provide students with knowledge and understanding of faith, worship, morality, and muamalah. As a result, Islamic religious education provides guidance and attitudes toward religious practice in accordance with Islamic law. Islamic religious education develops individuals with character and excellent morality in students that can be implemented in everyday life. This study aims to compare the implementation of the 2013 Curriculum with the Merdeka Belajar Curriculum (Independent Learning Curriculum) in Islamic religious education learning. Case studies were used in this qualitative study. The sources used and the data collection techniques employed were library research, observation, and interviews. This study focused on Islamic religious education teachers at SMA Negeri 2 Tangerang Selatan City.
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Kalaimathi, S. Ani Grace, Nalini Sirala Jagadeesh, Kandasamy Muthugounder, and Sharadha Ramesh. "Effectiveness of Nursing Curriculum Implementation Support Program for Academic Heads." Journal of Datta Meghe Institute of Medical Sciences University 20, no. 1 (2025): 155–59. https://doi.org/10.4103/jdmimsu.jdmimsu_817_24.
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Abstract Background: The Indian Nursing Council revised the undergraduate nursing curriculum to be competency-based, credit-based semester system with electives to uplift and standardize nursing education in India. This study aimed to evaluate the effectiveness of the Revised Undergraduate Nursing Curriculum Implementation Support Program for academic heads and to explore the challenges in its implementation. Methods: A multimethod design was used, a preexperimental quantitative design and a descriptive qualitative design to assess the feasibility and utility of the curriculum. Three hundred and eighty-two academic heads from 243 nursing colleges of two Indian states participated in batches in a 2-day State Nursing Council-sponsored Revised undergraduate nursing Curriculum Implementation Support Program. The pre- and posttest knowledge of participants was tested with a 20-item multiple-choice digital questionnaire. Focus group discussions explored the participants’ perceived challenges in curriculum implementation. Participants posted their reflections of the program through a 10-item questionnaire. Descriptive and inferential statistics were used to analyze data. Results: About 17.4% of participants had inadequate knowledge and 59.7% had moderately adequate knowledge in pretest. Post workshop, 88.8% of participants had highly adequate knowledge. The paired differences in proportions were statistically significant at P < 0.05 with the threshold for knowledge adequacy as >75%. The following themes emerged from qualitative analysis: pace and organization of courses, faculty to meet curricular demands, changes in course assessment and evaluation, and students’ support and progression. Conclusion: The Curriculum Implementation Support Program was effective in improving the knowledge of academic heads. Focus group discussions identified the challenges and measures for successful curriculum implementation.
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Laili, Nur, and Faiqotur Rizkiyah. "The Implementation of Cambridge Curriculum in English Learning at SMP Lazuardi Tursina." ELT-Lectura 11, no. 2 (2024): 189–203. http://dx.doi.org/10.31849/elt-lectura.v11i2.21209.
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In Indonesian schools, the curriculum is crucial for teaching-learning process. As a means of improving student competencies and educational quality, certain Indonesian schools are starting to implement overseas curricula, such as Cambridge. However Indonesian schools have different approaches to implementing the Cambridge curriculum. The purpose of this research is to investigate how the Cambridge Curriculum is being used at SMP Lazuardi Tursina for English language instruction. A qualitative strategy using a case study design is the methodology used. Data were gathered using curriculum-related document analysis, interviews, and observations. The results show three important phases to the Cambridge curriculum's application in English learning: planning, implementing, and assessing. With a focus on critical thinking and problem-solving techniques, SMP Lazuardi Tursina combines the Independent and Cambridge curricula. Adapting to Project-Based Learning and Learning Experience Design, as well as instructor turnover, are implementation challenges. The learners' progress and performance were assessed using the Check Point and Cambridge Progression Tests. The findings highlight how important the phases of the Cambridge curriculum implementation are to SMP Lazuardi Tursina's successful adoption of the curriculum. To support student learning outcomes and improve educational quality, the Cambridge curriculum demands careful planning, creative teaching strategies, and thorough evaluation.
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Msomi, XA Mabusela MS Ntshangase TC. "Confronting Challenges Of Implementing Accounting Curriculum In A Context Of Curriculum Change In Selected South African Township Secondary Schools." Multicultural Education 9, no. 3 (2023): 1. https://doi.org/10.5281/zenodo.7707139.
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<em>This study engaged on the persistent challenges encountered by Accounting teachers oncurriculum implementation due to the ever-evolving curriculum since the introduction of a democratic state in South Africa. This study was underpinned by Piaget’s theory of cognitive development, transformation theoryand Maslow’s theory of motivation. The study utilised a qualitative case study design. Through purposive sampling, seventeen Accounting teachers and five principals were selected from seventeen township secondary schools which represented (10%) of secondary schools offering Accounting. Semi-structured interviews and document analysis were used to generate data. Data was analysed using thematic content analysis which is mostly used in qualitative research studies. The findings revealed that many Accounting teachers have not adapted to the pedagogical content of the new curriculum due to the numerous fundamental challenges. The study recommended amongst others, that the Department of Basic Education (DBE) to consider reviewing Curriculum and Assessment Policy Statement (CAPS) regarding Economic and Management Sciences (EMS) in General Education and Training (GET) phase and make Accounting a stand-alone subject; and the DBE to work in collaboration with the Department of Higher Education and Training (DHET) to review Accounting and Mathematics as subject combinations into Accounting.</em>
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Lo, Joe Tin-Yau, and Sum-Cho Po. "The Development of Interdisciplinary Liberal Studies Curriculum in Hong Kong: Perspectives and Problems." International Journal of Educational Reform 18, no. 3 (2009): 224–49. http://dx.doi.org/10.1177/105678790901800304.
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The introduction of liberal studies is a new curriculum reform initiative in Hong Kong starting in 2009. It is a kind of formal interdisciplinary curriculum built on decades of experiences garnered from the implementation of various integrated subjects with similar nature. Through the method of documentary analysis that brings all official policy papers, curriculum guides/documents, stakeholders’ feedback, and prior research into critical scrutiny, this article aims to analyze the phylogeny of formal interdisciplinary curriculum in Hong Kong from historical, sociological, ideological, and curricular perspectives, with a view to delineating the changes and continuities in the development of interdisciplinary curriculum and identifying the problems and possibilities for its implementation.
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Firmansyah, N Hanafiah, and Sri Handayani. "Implementasi Manajemen Kurikulum Merdeka untuk Meningkatkan Mutu Pendidikan." Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam 7, no. 2 (2024): 441–55. http://dx.doi.org/10.58401/dirasah.v7i2.1375.
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This research aims to describe and analyze the Implementation of Merdeka Curriculum Management to Improve Education Quality. The research approach uses a qualitative approach descriptive method. Data collection techniques using interviews, observation, and documentation. Research results: Planning stage with 1) Identification of Local Needs, 2) Organizing a Curriculum Planning Team. 3) Socialization of Understanding the Independent Curriculum Concept. 4) Determination of CP and ATP Learning Objectives. 5) Selection of teaching materials and project modules: 5) Planning Extracurricular Activities and Practical Learning. 6) Teacher Training. 7) Student and Community Engagement. 8) Evaluation and Renewal. The organizing stage begins with the formation of a curriculum committee consisting of experienced teachers from various fields of study. This committee is tasked with planning and overseeing curriculum implementation by the principles of the Merdeka Curriculum. The implementation of the Merdeka Belajar curriculum at SMPN 154 Jakarta involves the application of intracurricular and co-curricular learning. Within this framework, project-based learning is organized according to the themes set by the government. The evaluation process of the Merdeka Belajar curriculum at SMPN 154 Jakarta is carried out by compiling learning assessments which serve as an evaluation tool to assess the success and effectiveness of the curriculum implementation.
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Lailiyah, Siti, and Agus Sulthon Imami. "Implementasi Kurikulum Merdeka di Lembaga Pendidikan Pesantren dalam Meningkatkan Mutu." EDUKASIA: Jurnal Pendidikan dan Pembelajaran 4, no. 2 (2023): 2737–46. http://dx.doi.org/10.62775/edukasia.v4i2.664.
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This research explores the implementation of the Merdeka Curriculum at the Islamic Studies Institute, a pesantren (Islamic boarding school) in Indonesia. Utilizing a qualitative approach involving observation, interviews, and documentation, the study subjects include the institution's head and teaching staff. The research context revolves around the existence of pesantren as Islamic educational institutions with a longstanding presence in Indonesia, influenced by the majority of the population adhering to Islam. The study aims to comprehend the planning, implementation, and evaluation of the Merdeka Curriculum in pesantren. Given the backdrop of the dynamic changes in curricula in Indonesia, from KTSP (School-Based Curriculum) to the 2013 Curriculum, this research highlights the role of the Merdeka Curriculum in influencing learning patterns and enhancing the quality of education. The findings indicate that the implementation of the Merdeka Curriculum requires careful planning and ongoing impact evaluations. The primary focus of the research is on the perspectives of the institution's head and teaching staff regarding the Merdeka Curriculum, as well as their efforts in curriculum design, implementation, and evaluation. The research concludes by emphasizing the importance of effective management in adopting the Merdeka Curriculum in pesantren, ensuring a significant improvement in the quality of education in line with the curriculum's objectives.