A Qualitative Exploration of the MATATAG Curriculum's Perceived Impact on History and Geography Education in the School Year 2024-2025

Abstract

This study presents a qualitative examination of the influence of the MATATAG curriculum on history and geography education for the academic year 2024-2025. Through the utilization of Focused Group Discussions (FGD) and interviews involving stakeholders in social studies education, a systematic collection, analysis, and interpretation of participant responses were conducted. FGD outcomes uncovered diverse themes regarding the perceived impact of the MATATAG curriculum on the teaching of history and geography. These themes encompass heightened awareness of contemporary and critical issues, deepened understanding with expanded perspectives, varied outcomes based on implementation, early exposure to history and geography, addressing knowledge gaps and fostering patriotism, impact on discipline and awareness, intensified focus on geography and history, and the teacher's perspective and meaningful learning. The results highlight substantial positive changes attributed to the MATATAG curriculum compared to its predecessor, as outlined in the curriculum guides issued by the Department of Education. Noteworthy is the curriculum's provision of opportunities for the localization and contextualization of history and geography lessons. This paper contributes novel insights into the perceptions of diverse stakeholders regarding the imminent implementation of the MATATAG curriculum in the upcoming school year.