Demands Of Curriculum Research Articles

Enhancing Writing Skills through Cultural Integration: Exploring the Impact of Culturally-Responsive Writing Instruction in Diverse EFL Classrooms

In an increasingly multicultural and interconnected world, the integration of culturally-responsive teaching methods into English as a Foreign Language (EFL) instruction has emerged as a vital pedagogical approach. This study examines the impact of culturally-responsive writing instruction on the development of EFL learners' writing skills, comparing it with traditional writing instruction. The objective is to explore how integrating cultural elements into writing pedagogy enhances linguistic competencies, fosters engagement, and promotes inclusivity in diverse classrooms. A mixed-methods research design was employed, combining a quantitative pre-test and post-test experimental approach with qualitative interviews and focus group discussions. The quantitative phase of the study involved assessing writing performance in two groups: one experimental group that received culturally-responsive instruction and one control group that followed traditional teaching methods. Writing samples were evaluated using standardized rubrics to measure key competencies such as content, organization, grammar, and critical thinking. The qualitative phase gathered insights into students' perceptions, motivation, and engagement through thematic analysis of interviews and focus group discussions. The results demonstrated significant improvements in the experimental group's writing performance, with notable gains in grammar (+40.9%), critical thinking (+41.7%), and vocabulary (+35.3%). Students reported higher engagement, confidence, and personal connection to writing tasks. Teachers observed improved participation and deeper critical analysis in student writing. However, challenges such as balancing curriculum demands and limited institutional support were highlighted. Overall, the findings underscore the transformative potential of culturally-responsive instruction in improving writing outcomes, fostering cultural appreciation, and creating inclusive learning environments. This study contributes to the growing body of evidence advocating for educational equity and culturally-responsive practices in EFL classrooms.

Environmental education during the COVID-19 pandemic: lessons from Ontario, Canada

This study investigates the integration of place-based environmental education (PBEE) during emergency remote education (ERE) and in-person teaching, considering the implications of COVID-19. The objectives include (a) to understand if and how teachers used PBEE as a pedagogical learning tool during ERE, (b) to identify PBEE adaptations for implementation in an online context, and (c) to explore opportunities and barriers to PBEE during ERE. Ontario (Canada) educators’ perspectives were obtained through an online survey and focus groups. Using non-parametric statistical analyses, perspectives concerning opportunities and challenges to integrating and delivering PBEE in lessons were identified. Additional focus included educators’ views on student receptivity and knowledge retention. Findings indicate educators’ appreciation for PBEE as a pedagogical approach, yet delivery challenges arise from systemic barriers causing inconsistency in PBEE delivery. Obstacles include curriculum demands, institutional disinvestment, grade-level constraints, and limited training. Despite challenges, educators showcase innovation and commitment to PBEE during ERE, emphasizing its enduring value. The study underscores educators’ resourcefulness in adapting PBEE methods and the potential for renewed significance of outdoor education amidst the pandemic’s influence on students’ connection to nature.

Validitas Penuntun Praktikum Berbasis PjBL Untuk Menanamkan Karakter Profil Pelajar Pancasila Materi Proses Pengaturan Tumbuhan

The development of practicum guides in the form of flipbooks based on project base learning (PjBL) is easy to use and is expected to instill the character of the Pancasila student profile in accordance with the demands of the Independent Curriculum. This study aims to test the validity of PjBL-based practicum guidance on the process of plant management in class XI. This research is Research and Development by following the Borg and Gall model procedure, which consists of four stages: (1) research and data collection, (2) product planning, (3) product development, and (4) product validation. The instrument used in this study is in the form of a validation questionnaire. The data collection technique of this research is through filling out a questionnaire filled out by 2 material experts and 2 media experts who are lecturers at IAIN Palangka Raya as validators for practicum guidance. The validation results showed that (1) the validity in terms of material with an average increased from 74% in the first stage and to 83.6% in the second stage, thus changing the category from valid to very valid; (2) the validity in terms of media results in the first stage with an average of 79% increased to 84.4% in the second stage and changed the category from valid to very valid. Thus, that the developed practicum guide can be tested at the next stage of development.

First-year undergraduate biology education students’ critical thinking and self-regulation: Implementation of a metacognitive-based e-learning module

This study examines the improvement of first-year students’ critical thinking and self-regulation by implementing a metacognitive-based e-module. To address the challenges of learning in accordance with the demands of the higher education curriculum, metacognitive-based e-modules are required. Metacognitive strategies such as analogies, concept maps, mnemonics, and discrepant events integrated into e-modules encourage students to be more critical and independent when understanding concepts and solving problems. The study employed quasi-experimental with two groups, a study group (instructed metacognitive-based e-module) control group (conventional module). Eighty-three students as respondents were involved. The descriptive results indicate that cognitive strategies promote curiosity, facilitate understanding, and aid in long-term memory. Metacognitive-based e-modules could encourage awareness, learning activities, evaluation and interpersonal skills. There is a significant difference in students' ability to think critically and self-regulation. The metacognitive strategy using e-module was found to be stimulating, thought-provoking, and facilitating students to have critical thinking and self-regulation.

Urgensi Pembelajaran Multiliterasi bagi Mahasiswa Pendidikan Bahasa Indonesia dalam Menghadapi Kurikulum Merdeka

The education curriculum in Indonesia has undergone significant changes, with the 2024 launch of the Merdeka Curriculum as the latest innovation. This curriculum demands a more flexible, student-centered learning approach, which requires readiness and adaptive skills from prospective educators, including Indonesian Language Education students. Multiliteracy learning becomes a strategic choice to equip students with the skills needed to face the dynamically changing curriculum. Multiliteracy, encompassing reading, writing, speaking, and digital media usage skills, supports students in comprehending and conveying materials in a profound and engaging manner. In the evolving digital era of the 21st century, multiliteracy skills also equip future educators with critical thinking, collaboration, and problem-solving abilities. This research employs a literature review method to examine the urgency of multiliteracy learning for Indonesian Language Education students. The results indicate that a multiliteracy approach not only enhances students' cognitive skills but also fosters adaptive and innovative attitudes relevant to the Merdeka Curriculum. The urgency of multiliteracy learning is expected to support students in becoming high-quality educators ready to meet the challenges of the new curriculum.

Digital Teaching Material of Integrated Science with Blended-PBL Model for Independent Curriculum

The Independent curriculum demands student-centered learning by utilizing technology, so that students' 21st century skills can develop. However, what is found at school is very contrary to the demands of learning in the independent curriculum. As a solution, Digital Integrated Science Teaching Materials Integrated Blended-PBL Model (DTMIS-Blended-PBL) was developed for the development of the Independent Curriculum. This research aims to determine the needs analysis, validity, and practicality of integrated digital science model teaching materials with PBL models. The research method used is the development method with the Ploomp. Research data in the form of knowledge scores, creative thinking skills, and communicative skills of students, validity and practicality of DTMIS-Blended-PBL. Based on the research results, three conclusions can be presented. First, there are problems in learning, especially low student achievement and creative and communicative thinking skills. Second, DTMIS-Blended PBL is valid with an average score of 0.87. Third, DTMIS-Blended PBL is practical with an average score of 93.53. Therefore, the developed DTMIS-Blended PBL is valid and practical so it has the potential to improve the quality of science learning and support the implementation of the Independent Curriculum.

Curriculum and teacher assessment practices in mathematics learning: Alignment with higher order thinking skills in Indonesian secondary schools

Higher-Order Thinking Skills (HOTS) are an essential element in education that must be integrated into curricula and classroom assessments. In Indonesia, educational initiatives have increasingly emphasized the incorporation of HOTS into both curriculum design and assessment practices. However, prior research has primarily focused on the challenges faced by teachers in developing HOTS-based assessments and aligning their teaching with curriculum demands. This study aims to investigate how the Indonesian mathematics curriculum integrates HOTS and evaluate the alignment between the curriculum objectives and teacher-developed assessments in fostering HOTS. The study employed a descriptive qualitative approach and was conducted in two Indonesian high schools, one located in an urban area and the other in a regional setting. A total of 15 mathematics teachers from grades ten, eleven, and twelve participated in the research. Data collection methods included focus group discussions, document analysis of mathematics assessments, and semi-structured interviews. The analysis employed Anderson and Krathwohl’s Taxonomy to categorize cognitive levels. Findings reveal that the Indonesian Mathematics Curriculum predominantly emphasizes Low-Order Thinking Skills (LOTS), and teacher-developed assessments are largely aligned with these LOTS-focused objectives. Furthermore, even when curriculum indicators aim to target HOTS, teachers often struggle to design assessments that effectively evaluate students’ higher-order cognitive abilities. These findings highlight a significant gap between curriculum goals and the practical implementation of HOTS in assessments. The results provide valuable insights for curriculum developers, suggesting the need for a curriculum redesign that places greater emphasis on HOTS. Additionally, the study underscores the importance of professional development initiatives to equip teachers with the skills necessary to design and implement HOTS-based assessments. This research contributes to advancing educational practices and policies that prioritize the integration of HOTS into teaching and assessment frameworks.

Failing by design; exploring the currere lived experiences of a low‐socioeconomic status boy in primary school

AbstractThis phenomenological research draws upon Pinar's concept of currere to frame the lived experiences of Cian, a young boy in an economically disadvantaged primary school in Ireland. By adapting Pinar's 4‐stages of currere research (regressive, progressive, analytic and synthetic), we explore Cian's personal and academic lived experiences over a 2‐year period, and his growing feelings of academic disengagement. The paper portrays the complex interactions between Cian's personal and academic lived experiences and demonstrates how he simultaneously internalised and yet resisted his primary school experiences. Embedded within Cian's narrative are snapshots of teachers under pressure, struggling to support the individual learning needs of vulnerable children in line with standardised curricular demands, and the negative impact this can have upon learners like Cian. We argue that adapting Pinar's methodology to focus upon children's voices in education is valuable at a time of curriculum change within Irish primary education, challenging ‘efficiency‐based’ curriculum narratives and re‐centring children's well‐being and holistic development.

English Self-concept: The portrait of English Speaking performance of Indonesian Nursing Students

Recognizing the target level of teaching competency is crucial; matching the level of proficiency of students with teaching style will make the learning goal evident. As noted in mandatory competency in learning goals, nursing curriculum demands communication competency, and English has become a worldwide requirement for cross-national language, which will play a role as a supplementary skill for nursing students to graduate. The purpose of this study was to examine how Indonesian nursing students portrayed their English self-concept in relation to their English speaking competence. The sample size is 93 nursing students, and the study methodology is a relationship with convenience or accidental sampling procedures. Marsh, Parker, and Smith (1992) created the Self-description assessment II scale that was used to gather data. According to bivariate study, English self-concept is unrelated to English speaking performance. The r-correlation was larger than 0.05, suggesting that no meaningful relationship exists between the two variables. The average English self-concept score is 82.50, but the average speaking English performance score is 2.44. More cues are needed for EFL students to improve their speaking by managing their English self-concept as a means to create a speaking English environment; this situation should be generated at all educational levels

Aligning Educational Facilities with Curriculum Demands: Insights from Integrated Islamic Primary Schools in West Java

Aligning Educational Facilities with Curriculum Demands: Insights from Integrated Islamic Primary Schools in West Java

Development of e-modules on global warming: concepts and solutions in senior high school chemistry education

This research aims to produce a learning product in the form of a flipbook-based e-module that is valid, practical, and effective for X students in the odd semester. Chemistry lesson This development research is based on the unavailability of innovative teaching materials that meet the demands of the merdeka curriculum. Development procedures using the ADDIE model which consists of five stages: analysis, design, development, implementation, and evaluation. E-modules are introduced to be developed into a new medium that is expected to support the diversity of learning resources and maximize learning outcomes. Validation testing was conducted by 3 validators. The validation results obtained were with average percentages of 80%, 85%, and 85%, so it can be said that the e-module is in the valid category and suitable for use. Based on the student response questionnaire, the e-module is also practical for use in X grade chemistry learning, with a practicality percentage of 80.6% and very effective in improving students' thinking skills with an N-gain score of 0.59.

UNIVERSITY EDUCATION AS A PHASE OF TRANSITION AND DEVELOPMENT, PSYCHOLOGICAL CHALLENGES FACED BY STUDENTS

This study investigates the psychological impacts faced by students during their academic studies. Based on an analysis of 21 students, the study examined their levels of stress, anxiety, and signs of depression. The results reveal a variety of emotional and mental issues faced by these students, including high levels of stress, severe anxiety, and moderate depression. This article discusses the possible causes of these impacts, such as the academic environment, social expectations, and curriculum demands. In addition, the collected data are examined to understand the negative effects and their implications for the well-being and mental health of students, finding significant results, with 62% of the sample presenting anxiety, 86% very high stress, and 14% severe depression, along with 38% of the sample presenting moderate depression.

Guided listening as meaningful learning: A study of Israeli secular Jewish High School music programs

Guided listening is vital in music education, fostering self-expression, skill development, and academic achievement. Yet, its limited use in Israeli high schools creates a gap between its recognized value and practice. This mixed-method study examines guided listening integration in secular Jewish-Israeli high school music programs based on four philosophical and pedagogical approaches—esthetic, Praxial, active, and peer instruction—to understand teachers’ objectives, methodologies, implementation, and optimal learning environments. Data was collected from an online questionnaire, structured interviews, direct observations of Western Art Music History lessons, and the researcher’s reflective journal. Key findings: (1) teachers tend to use a repeated five-step teaching pattern (reviewing, lecturing, analyzing, listening while following a score, summarizing); (2) teachers usually do not write lesson plans with detailed, step-by-step guidelines; and (3) teachers use recommended guided listening approaches in a limited capacity, likely due to pressure from preparing students for exams, and the perception that such methods are not fully suitable for Israeli high school music students. The paper explores teachers’ challenges in adopting guided listening pedagogical methods while balancing curriculum demands and promoting inclusivity. It offers recommendations for policymakers and educators on professional development and curriculum revisions, emphasizing detailed lesson planning for effective learning outcomes.

PERAN GURU DALAM IMPLEMENTASI KURIKULUM MERDEKA DI SEKOLAH DASAR

The Merdeka Curriculum demands a significant and comprehensive role for teachers, starting from planners, designers, managers, evaluators, researchers, decision makers, to learning administrators. The aim of this research is to describe in detail the conditions related to the role of teachers in implementing the Independent Curriculum at SDN 017 Mayang Pongkai. The method used in this research is a qualitative approach with case studies. Researchers used various data collection techniques, such as observation, interviews and document analysis, involving research subjects, namely the class V homeroom teacher at SDN 017 Mayang Pongkai. Based on the research results, it can be concluded that the independent curriculum has been implemented well according to its role. The role of teachers in implementing the Independent Curriculum includes teacher, educator, facilitator, guide, servant, designer, manager, innovator and assesor.

Communicative Practices and Cultural Challenges in Kurikulum Merdeka: The District Teachers’ Voice

Kurikulum Merdeka, implemented across schools in Indonesia, emphasizes the development of students' communicative competence through a more flexible and contextual approach. However, its implementation faces significant challenges, particularly due to cultural differences across regions. This study aims to explore the cultural challenges faced by district teachers and to what extend fostering students' communicative practices in line with the new curriculum demands. It includes 50 English teachers from the Musyawarah Guru Mata Pelajaran (MGMP) Bahasa Inggris kabupaten Gowa, or English Teachers Assembly of Gowa District, representing diverse backgrounds and experiences. Data collection included surveys (n=50) using a Likert scale questionnaire and semi-structured interviews (n=6) constructed according to Han (2022) and Lei & Medwell (2022). The study reveals communicative practices show moderate implementation with meaningful communicative practices (mean=3.37), humanistic values and learner autonomy (mean=3.66), and cooperative learning (mean=3.48). The highest approval is in adopting a task-based approach (mean=4.00). Cultural challenges in contextual alignment is strongly emphasized (mean=4.18), highlighting the importance of aligning educational practices with local contexts. Recommendations include targeted professional development, promoting collaborative learning, establishing clear assessment frameworks, leveraging technology for resource sharing, and strengthening local community partnerships.

Teachers as first responders in marginalized, urban communities: Stress and coping during unprecedented times for public education

The present study examines workplace priorities, challenges, and experiences of burnout and coping among teachers in marginalized urban communities, where structural barriers elevate job demands and minimize job resources. Specifically, we amplify the voices of public elementary school teachers in an urban hub of Florida during a time of unprecedented stressors (e.g., COVID-19, staff shortages, racial injustice, school shootings) to identify possible avenues of support. Participants (N = 12) were teachers in grades 3 through 5 from one large urban district; six participants served predominately Black or African American students, and six participants served predominately Hispanic students. All teachers self-identified as female and from a racially and/or ethnically minoritized background themselves. Semi-structured interviews (conducted remotely by the first author) were organized around five questions. Qualitative content analysis highlighted two core priorities (support students holistically and address interconnecting social emotional skills and academic success) and two core challenges (mismatch between administration expectations/supports and teacher needs/values, and difficulty managing student behavior). Teachers attributed the ubiquitous experience of burnout to factors at levels of work (e.g., responding to student stressors and traumas on top of curricular demands), organization (e.g., poor compensation, excessive work demands), and society (e.g., school shootings, COVID-19), and they offered concrete recommendations for improving their work conditions. Altogether findings inspire opportunities to reevaluate supports for teachers serving as first responders for youth in marginalized urban communities.

The Influence Of Moving Teacher Management In Improving The Quality Of Learning In State Primary Schools Of Bireuen District

<p>One of the policies of the independent learning program is that teachers can be innovative in implementing learning, position themselves as leaders who are sensitive to students' learning situations and conditions and become independent learning leaders. Driving teacher management aims to improve the quality of learning through developing teachers' pedagogical, personality, social and professional competencies. The aim of this research is toknow about the Management of Driving Teachers in Improving the Quality of Learning in Bireuen Regency Public Elementary Schools. This research uses an experimental approach with research design One Group Pretest-Posttest Design. Data collection techniques use observation, interviews and tests. The data analysis technique carried out in this research uses qualitative and quantitative data analysis. The results of this research show that: (1) The stages in driving teacher management consist of: planning, driving teachers, participating in coordinating in preparing the school's vision and mission according to the demands of the independent curriculum and developing the latest learning strategies, implementing driving teachers in improving the quality of learning, namely inviting other fellow teachers. to design learning based on students' needs so that they are able to determine appropriate learning styles, and driving teacher evaluation in improving the quality of learning, namely preparing evaluation instruments, carrying out initial, middle and final (as, of & for) assessments of learning to determine students' progress in a material and carry out reflection as a follow-up to improve further learning; 2) The results of the t test show a significant score of 0.02, which shows that there is an influence of driving teacher management on the quality of elementary school learning in Bireun Regency with an increase of around 40%.</p>

Application of Project-Based Learning Model to Social Studies Learning Materials of the Independent Curriculum at SDN 01 Depok City

This research aims to obtain a clearer picture of how PBL can be implemented effectively in social studies learning in elementary schools, and can provide input for educational policy makers in formulating policies that support the implementation of innovative learning models and in accordance with dynamic curriculum demands. This research uses a quantitative approach with a quasi-experimental design. This approach was chosen because it is suitable for measuring the effectiveness of implementing the Project-Based Learning (PBL) learning model in improving student learning outcomes in Social Sciences (IPS) subjects. The research results show that the t test results show that the calculated t value (4.321) is greater than the t table (2.001) with a p-value 0.05. Meanwhile, the results of critical thinking, collaboration and creativity skills experienced a significant increase after implementing PBL, with an average increase of 16.7 to 17.9 points. This indicates that there is a statistically significant difference between the learning outcomes of students who use the PBL model and those who use conventional learning methods. Therefore, it can be concluded that the PBL learning model is more effective in improving students' social studies learning outcomes.

THE EFFECT OF THE SEARCH, SOLVE, CREATE, AND SHARE (SSCS) LEARNING MODEL ON THE LEARNING OUTCOMES OF STUDENTS

This research is motivated by the low learning outcomes from physics of students caused by the models of learning utilized by teachers in schools that are less varied in related to demands of Curriculum 2013. The research purpose is to analyze the model of SSCS learning impact on learning outcomes of students'. The model of SSCS learning is a variation of a methodology that emphasizes problem-solving and has the ability to raise student achievement levels. The Randomized Posttest Only Control Group Design is a quasi-experimental methodology utilized in this research. The sample in this study consisted of 68 students through two classes for sample, known as classes for experimental and control was got by technique of purposive sampling. The instruments used in this research were valid and reliable tests. Based on the research results obtained that the price of t is outside of H0's acceptance region, allowing H1 to be accepted at a real level of 0.05. This indicates that students receiving treatment have different learning results in physics. Thus the conclussion that there is an impact of SSCS learning model on physics learning outcomes of students who are given treatment.

Artificial Intelligence as an opportunity or a curriculum trajectory in the 21st century? Towards embracing unfamiliar discourses

This theoretical paper contributes to the ongoing debate on Artificial Intelligence (AI) in relation to curriculum and implementation in post-colonial South Africa. We contend that AI, as perceived, conceived, and implemented within the curriculum space, presents an ambivalent terrain marked by fear, uncertainty, and anxiety among stakeholders, as its presence has interfered with the everyday work of educational practitioners. Cognizant of this problem, we locate our theorisation within the framework of Sustainable Learning Environments and address two questions: (1) What are the opportunities of AI in relation to the curriculum in post-colonial South Africa? (2) What challenges are faced in the implementation of AI, especially in rural contexts where technological opportunities are not equivalent to those in urban areas? In this paper, we highlight that while AI tools like ChatGPT may appear daunting for integration into teaching and learning—potentially undermining educators' authority and raising ethical concerns—there is an urgent need to rethink and restructure teacher education. This restructuring should align with the evolving demands of an AI-enhanced curriculum and address the shifting expectations in educational contexts.