Curriculum Teacher Research Articles

Analysis of Needs Training Design Assistance in Developing Teaching Modules in the Freedom of Learning Curriculum for Primary Schools Teachers at the Kuningan Regency Education Office, West Java

This study aims to provide a basis need analysis for the curriculum module provision, training form and training time of elementary school teachers in Kuningan regency, West Java and understand the needs of the their' participation in new curriculum training. Sixty teachers in Kuningan regency were selected for a group interview. Based on the interview results, the researchers designed a questionnaire. They were from the same school levels in Kuningan regency that applied freedom of learning curriculum. It made us decided to use or adopt cluster random sampling method. They were surveyed through a web questionnaire. In total, 80% of the respondents believe that the self-opening aspect of the module needs to be carried out in four items. Secondly, for the explorative concept within the module, it was found that 70% respondents showing their believe that it was crucial to include further explanation and discussion. Next, on the collaborative space, it showed that 85% respondents found to be agree on the items of grouping and discussion and presentation within the module. Fourthly, it was found that 85% respondents shared their agreement on the guided reflection aspect in the module. In the new freedom of learning curriculum, it is found that the elementary school teachers in Kuningan regency have proper understanding within the module. It shows that they have identified the components within the module should cover those six crucial aspects.

THE EFFECTIVENESS OF USING GEOGEBRA AND GRAPES ON STUDENTS’ ACHIEVEMENT IN THE TEACHING AND LEARNING OF MATHEMATICS IN SECONDARY SCHOOLS IN BOMET COUNTY, KENYA

Mathematics teaching and learning are crucial to the future of Kenya’s knowledge economy and deserve a special focus in our education system. The objective of the study was to determine the effectiveness of using Grapes and GeoGebra on students’ learning of graphs as compared to the traditional approach. This study was guided by Technology Acceptance Model (Davis, 1989). Technology Acceptance Model (TAM) explains computer-usage behavior that relates to reasons why some people use computers and their attitudes towards them. This study adopted Solomon four group experimental research design. The respondents were selected using both stratified and simple random sampling. Data was collected through the use of students’ questionnaires, pre-test and post-test. Analysis of data was done using both descriptive and inferential statistics. For descriptive statistics, frequency tables, means and percentages were used. Anova, t-test and Multiple Regression Analysis were employed for the inferential statistics. The study found out that the students who were taught using Grapes and GeoGebra performed much better than those who were taught using the conventional method. It is recommended that ICT integration in the teaching of Mathematics should be included in the curriculum of pre-service teachers at the university level.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0069/a.php" alt="Hit counter" /></p>

An Investigation of Students’ Perception of Assessment for Learning in Integrated Science: A Case Study of Potsin T. I. Ahmadiyya Senior High School

This study sought to investigate students’ perceptions of assessment for learning and the teaching strategies teachers employ in teaching integrated science. The students were sampled using stratified sampling techniques The sample for this study consisted of 215 senior high school third-year students. Students’ perceptions about assessment for learning were checked using Assessments Experience Questionnaires. The questionnaires were analyzed using descriptive statistics. The study found that students have a positive perception of assessment for learning. However, it emerged from the study that students are not assessed adequately in integrated science as prescribed in the science syllabus. Per the responses from the students, the teacher-centered approach seemed to dominate the teaching of integrated science instead of the student-centered approach as prescribed in the science syllabus. It is recommended that there should be proper supervision to ensure that students are well-assessed during the teaching and learning of integrated science. Again, this study for teaching integrated science implies that a specific teaching method (student-centered) or approach should be prescribed in the integrated science curriculum for teachers to use to improve students’ academic success in integrated science.

Pendampingan penyusunan perangkat pembelajaran proyek untuk menunjang Profil Pelajar Pancasila

This training aims to train how to prepare project learning tools to support the development of the Pancasila Student Profile in the Curriculum for science teachers who are members of MGMP Sains in the West Region, Tasikmalaya Regency. The problems that are usually faced by science teachers in implementing project learning are in the preparation of student’s worksheets and the application of syntax, especially the syntax of essential questions. Schools with “mandiri belajar” status allow for implementing project learning in intracurricular based on basic competencies in the National Curriculum to be implemented in the classroom so that science teachers need to carry out refresher activities by participating in this training activity. In addition, the methods and techniques for implementing this project's learning model were also trained on science teachers. The methods used are training and mini-workshops. The training was held on the first day, followed by workshops on the preparation and development of project learning tools on the second day. The results or achievements of this activity are presented descriptively by showing that the ability of science teachers in compiling learning tools in the form of lesson plan and students worksheet respectively are as follows: 1) the suitability of the basic competence and the project model 89.5% and 78.9%, 2) the suitability of the project theme 92.1% and 84.2%, 3) the accuracy of the project learning syntax 68.4% and 63.2%, and 4) the suitability of the students worksheet questions 78.9% and 84.2%

Culturally sustaining pedagogy in an outdoor environmental science education program to support high school students’ identities as Indigenous people and scientists

This collaboration between the Nez Perce Tribe and the University of Idaho aimed to address the unique needs and perspectives required for Tribal Natural Resources Management (TNRM). TNRM involves the governance and caretaking of the land and waters, emphasizing the recognition of cultural significance, sovereignty, self-determination, and traditional knowledge systems. A workforce development program was created, focusing on Fisheries, Forestry, and Fire Management, while being grounded in Indigenous knowledge, Indigenous STEM identities, and culturally sustaining pedagogy. The philosophical foundations of the program emphasized the importance of integrating Indigenous knowledge and learning approaches alongside technical skills. By broadening the conceptions of “what counts” in science, students were encouraged to recognize the value of Indigenous knowledge and develop a sense of responsibility toward caring for the Land and waters. Data collected from the program revealed its success in helping students connect Indigenous ways of knowing to their understanding of STEM. Students found meaning in Indigenous knowledge as a means to perpetuate Nimiipuu lifeways, while also recognizing the utility of Western STEM. The involvement of Elders and Native professionals as teachers in the STEM curriculum highlighted the importance of intergenerational knowledge transmission. By combining Indigenous ways of knowing with technical skills, the program successfully laid the groundwork for students to become future leaders in Tribal Natural Resources Management, equipped with the necessary cultural, environmental, and scientific expertise to caretake Lands and waters effectively.

Analysis of Chemical Representations in the Physical Sciences Textbooks for Grade 12 Learners in South Africa

Textbooks play a prominent role in the teaching and learning of chemistry. It is the major organiser and the intended curriculum teachers adapt for their instructional practices. Although chemistry is abstract in nature, the use of visuals or images in textbooks to depict chemical phenomena at different levels remains a meaningful approach to help facilitate students’ understanding of chemistry. Therefore, this study analysed chemical representations in the chemistry components of the Physical Sciences textbooks for grade 12 learners in South Africa. Three textbooks were selected and analysed using the five criteria developed by Gkitzia, Salta and Tzougraki (2011). The findings revealed that the chemical representations in the textbooks were largely at the macroscopic and hybrid levels, with surface features that are ambiguous or explicit and representations that are unlinked to text. In addition, there were few sub-microscopic, multiple, and mixed representations in the textbooks. An interesting result is that a majority of the chemical representations had appropriate captions. The implications of these findings for textbook authors or publishers were discussed.

POLICY ANALYSIS OF SCHOOL PRINCIPALS IN PREPARING THE IMPLEMENTATION OF THE INDEPENDENT LEARNING CURRICULUM IN ELEMENTARY SCHOOLS (EP 7: DRIVING SCHOOL PROGRAM)

As a leader in an educational institution, the principal is one of the determining factors that can encourage schools to realize the vision, mission, goals, and objectives through various programs that are implemented in a planned manner. Therefore, this study will analyze the principal's policy in preparing for the implementation of the independent curriculum at Palembang 104 Public Elementary School and what efforts are made by the principal to make it easier for teachers to develop and apply the independent curriculum. This study used a qualitative research method based on field research or field research. The research was conducted at SDN 104 Palembang and the research objects were the principal and teachers. The obstacles to preparing for the implementation of the independent curriculum, such as inadequate facilities, teacher readiness, and education regarding the independent curriculum for teachers. Regarding the statement from the Ministry of Education and Culture that SDN 104 Palembang does not have to wait for all the teachers to be ready, because its implementation in elementary schools is only recommended for grades 1 and 4. The facilities are not difficult, schools and parents can take part in determining the material to be focused on students, and parents can help if such facilities are not available at school.

An Exploration of Students’ Common Misconceptions in the Subject of Chemistry at Secondary Level

Ideas, things, or actions that support us comprehend the worlds around us are referred to as concepts. Students' misunderstandings are frequently deep-rooted, instruction-resistant barriers to scientific concept acquisition that persist even after instruction. Misconceptions are components of a larger knowledge system that contains a number of interrelated ideas that students use to make sense of their lives, and they are particularly frequent in courses that are abstract in nature. The current study explored misconceptions of three basic concepts which are present in the textbook of grade 9th and literature also supported that most of the misconceptions are found in these topics. Atomic structure, compound structure, and chemical bonding are examples of these ideas. The sample included 15 chemistry students. A semi-structured interviews were conducted to collect data. The interview transcripts were transcribed. Different misconceptions were explored about these topics. Teachers should include strategies for resolving misconceptions in their curriculum into their teacher's curriculum, and according to the study's results, instructors should be given the tools they need to recognize their students' misconceptions and adopt remedial teaching techniques.

Teaching Religion in a Secular Swedish School System

Following my two-month research as an international Ugandan researcher in Sweden, I present an argument that the introduction of a non-confessional Religious Education in Sweden in 1919 and an objective and neutral education since 1962 had a key intention of de-linking teaching of religion from religious foundation bodies, in particular, the dominant Church of Sweden (Lutheran) and rendering it educational instead of confessional. In this paper, I will argue that, despite the subsequent birth of a secular Swedish society and the onset of a multicultural society, there was - and there continues to be a justification for the teaching of religion in schools. In my interview with two experts on Religious Education from the National Agency of Education, two teachers of Religious Education and eight students, they all responded positively to the question of the continued teaching of religion in secular Swedish society. However, in the paper, I will argue that there was or there is an inability of the curriculum and the teachers in some respects to do justice to the integrity of different religions. Based on earlier research and interviews, I’ll argue that despite the good intentions of having a neutral and objective multi-faith Religious Education (RE) curriculum in place, some textbooks and teachers’ approaches raise questions on fairness to all religions. In particular, the interviews indicate that there are signs of “Immigrophobia” among some students, teachers and sections of the community. Notwithstanding, I will argue that since the findings reveal an overwhelming support for multi-faith RE by a secular population and being mindful of the increased multi-cultural society and signs of Immigrophobia6, it is imperative that a careful choice of text-books, especially on religions, other than Christianity, is done and special attention given to RE teachers to address the concept of fairness to all religions.

‘New localism’ in Australian schools: Country as Teacher as a critical pedagogy of place

This article reports on phasetwo of our school-based Country as Teacher research, focusing on teacher’s learning and experiences through their efforts to enact Country as Teacher curriculum and pedagogy with students in ACT schools. Cultivating their own practices of reciprocal Relating with Country (Phase 1, see Spillman, Wilson, Nixon & McKinnon, 2022) prepares teachers to enact Country as Teacher with students. A yarning circle focus group and semi-structured interviews were again used to unpack teacher’s reflections and learnings regarding their attempts to enact Country as Teacher curriculum and pedagogies through units of work. Due to major disruptions in schooling caused by a long COVID lockdown, during Term Three 2021, participation in data collection for Phase 2 of the Country as Teacher research was on a voluntary basis. Thirteen of the original twenty-six teachers offered to participate. Despite the COVID disruptions, many teachers felt that the high levels of student engagement with Country as Teacher, expressions of wellness through these experiences, and the emergence of inquiry approaches, conferred ‘permission’ to continue enacting these pedagogies in their day-to-day teaching and learning, even when perceived not to be a direct enactment of the Australian Curriculum. This flagged a clear theme in the qualitative data, of teacher’s growing desire to enact a ‘moral imperative’, to ‘do it for the students’. Teacher’s own experiences Relating with Country were also deemed essential to the motivation and courage necessary to enact Country as Teacher pedagogies. This formative research suggests that high levels of student engagement motivated teachers to reinterpret systemic accountabilities and imperatives. We propose that in this way, among others discussed below, Country as Teacher operated as a ‘critical pedagogy of place.’

Embracing Computational Thinking as an Impetus for Artificial Intelligence in Integrated STEM Disciplines through Engineering and Technology Education 


 The scope and versatile nature of engineering and technology education as a discipline provide a platform for the integration of computational thinking (CT) into STEM education, accomplishing the goal of bringing not only computer science principles into the K-12 education but also the fundamentals of machine learning (ML) and artificial intelligence (AI) into the curriculum. Today, it is commonplace to say that artificial intelligence and machine learning technologies impact the workplace and continue to revolutionize as well as create new demands for solving daily world challenges. This article discusses the integration of computational thinking practices of decomposition, pattern recognition, algorithmic thinking, and abstraction as key to problem-solving practices that may enhance the development of AI and ML capabilities in high school students. The intent of this article is to contribute to ongoing discussions among educators, employers, parents, and all those concerned with how best to prepare a citizenry that is digitally revolutionized. Implications are offered for the assessment of CT integrated within STEM, curriculum, pedagogy, and professional development for STEM teachers.

Challenges and Strategies for Implementing the Activator School Program

The implementation of school drive programs still needs to be improved. This study discusses the challenges and strategies involved in implementing the Activator School Program. In this study, mixed-methods research was used. The study included six principals and thirty elementary school teachers from Surakarta, Indonesia. To collect data for this study, questionnaires, interviews, observations, and documentation were used. The data analysis techniques used were descriptive statistics for quantitative analysis. Meanwhile, for qualitative analysis, the research used the Miles and Huberman method, that is, data reduction, data display, and conclusion drawing. The findings of this study include the challenges and obstacles to the implementation of the activator school program, educators' inability to control teachers' level of digital technology mastery, a lack of socialization related to the curriculum of the activator school program, and an lack of educational facilities that support the activator school program. Strategies to ensure that the implementation of the activator school program runs smoothly include socialization and assistance to teachers and principals regarding the programs, curriculum, improvement and mentoring of teachers in mastering digital technology, particularly information and technology mastery, provision of adequate facilities for schools serving as the activator school program, and enhancement of educational quality.

Analysis of Character Education Values on the Learning Achievement of Elementary School Teacher Candidates

An elementary school teacher should have good character first to be able to educate the character of his students. The education curriculum for prospective Indonesian elementary school teachers in Indonesia should include character education in order to produce character-educated graduates. The Association of Lecturers of Education for prospective Indonesian Elementary School Teachers has formulated learning outcomes according to the current curriculum. It is necessary to evaluate the formulation of Learning Outcomes adopted by all prospective Indonesian Elementary School Teacher Education study programs. The purpose of this study is to reveal the content of character values ​​in the formulation of learning outcomes for Indonesian elementary school teacher candidates in Indonesia, their suitability with the cognitive approach in character education, and suitability with the socio-cognitive approach in character education. This research is a content analysis research with a qualitative approach through four stages, namely data acquisition, data reduction, inference, and data analysis. The object of this research is the educational learning achievement formula book for prospective Indonesian elementary school teachers published in 2015. The unit of analysis is the character values contained in the educational learning achievement formula book for prospective Indonesian elementary school teachers. The results showed that there were 11 values ​​out of a total of 16 target values ​​in character building at the tertiary level, namely obedience to worship, responsibility, discipline, work ethic, independence, synergy, justice, critical, creative and innovative, compassion and concern, and nationalism, apart from that the formulation of learning outcomes is also in accordance with the cognitive approach in character education which has been listed on the general skills aspect which corresponds to Level 6 of moral development (Kohlberg's cognitive approach), besides that the formulation of learning achievements is in accordance with the approach socio-cognitive in character education has been listed on the affective aspect.

Analisis Kebutuhan Bahan Ajar Matematika Berpendekatan Problem Based Learning (PBL)

Teaching facilities used by students so far have not provided initiative in the learning process. This study aims to analyze the need for teaching materials according to the problem based learning (PPL) method. This research is a qualitative research with descriptive qualitative research type. The research subjects were class VII junior high school students. Research data was collected through interviews and observation. The results of the study show that: (1) All curriculum contents are in accordance with KI, KD (2) Teachers and students do not understand the contents of the curriculum (3) Teachers and students are interested in teaching materials in the PBL Approach (4) Teachers and students need to learn with the PBL PBLroach because it makes students actively participate in the learning process in class. Therefore, teaching materials with a PBL PBLroach are needed.

Challenges of ICT Integration in Teachers’ Education: A Case Study of the College of Education, University of Liberia

Innovation in education does not simply change teaching yet, in addition, the learning structures. The readiness of students in the present day necessitates that educators integrate ICTs into scholarly activities which will additionally place learners in the situation for the twenty-first-century arrangements. It encourages students to participate and facilitates their learning. It is necessary to include ICT in teachers’ training programs because it adds quality to the program and motivates the preservice teachers to use ICT. The research was conducted at the College of Education, the most elevated teacher training institution in Liberia. The study was planned to explore the difficulties of ICT integration in teachers’ education, prescribe schemes to reduce the difficulties, and lastly strengthen the overall integration process. The mixed method was used in this study, with 27 respondents completing the survey and interview questionnaires. The data was gathered using closed-ended questionnaires for the teachers and open-ended questionnaires for administrators. The study utilized both descriptive statistics and thematic data analysis approach to analyze the data. The study results identify the lack of ICT infrastructures and equipment, such as computers, institutional internet facility, projectors, etc., lack of support for teachers, inadequate experience in teaching with ICT, and inadequate ICT training, as major challenges hindering ICT incorporation in teachers’ education. Therefore, teacher training programs/ institutions should be adequately equipped with ICT infrastructures which are essential for the teacher’s empowerment to apply ICT in training. Recommendations were made to include ICT as a center subject in the curriculum of teachers’ colleges in Liberia since it is a huge factor in Liberia’s vision 2030.

Strategy of the School’s Principal in Improving Teacher’s Performance for Curriculum Independence

The goal of this study was to identify and evaluate the supporting and impeding elements in the implementation of the principal’s strategy to enhance teacher teaching performance utilizing the autonomous curriculum at SMK Aisyiyah Palembang. This study uses descriptive qualitative research to obtain trustworthy information regarding the procedures used in data collection using observation, interviews, and documentation. The administrators and instructors at SMK Aisyiyah Palembang served as the study’s informants. According to the study’s findings, the principal has tried to enhance teachers’ abilities to teach utilizing the autonomous curriculum, specifically through education and training. implementation of a private curriculum for teachers and school administrators. Mentoring programs and independent curriculum training were also implemented in addition to the aforementioned technique. In this study, there were additional challenges like the creation of ATP, Teaching Modules, and the somewhat complex methods or media that needed to be used, as well as a lack of infrastructure to support them in the form of learning media, student handbooks, teacher handbooks, and assessments on the independent curriculum. beginning with formative and summative evaluations.

Penerapan Kurikulum Merdeka Pada Mata Pelajaran PendidikanAgama Islam Di Sekolah Menengah Atas

The purpose of this study was to describe the implementation of an independent curriculum in Islamic religious education subjects at SMA Negeri 1 Ulakan Tapakis. This study uses a qualitative description method with a phenomenological approach. The results of this study indicate that Islamic religious education teachers apply problem-based learning strategies and use audiovisual learning media. When it comes to assessing learning, teachers give assignments, tests and tutoring. Obstacles to implementing an independent curriculum include difficulties in preparing lesson plans to determine the learning media used by teachers, learning strategies and use of media that are not updated, and difficulties accessing the internet. Efforts to implement an independent teacher curriculum use aspects of attendance, skills, and activity assessment, and teachers are trained to implement an independent curriculum. The Impact of Self-Implementation of the Curriculum on Islamic Studies in SMA Negeri 1 Students at Ulakan Tapakis understand PAI material better and students become more involved in learning

Administrators’ Perception of Teacher-educators’ Exhibition of Pedagogical Skills and Implementation of Early Childhood Education Curriculum in Primary Teachers’ Colleges in Eastern Uganda

The major intention of this study was to assess the perception of college administrators on the extent to which Teacher-educators exhibit the required pedagogical Skills to be emulated by their trainees to the expectations of the Ministry of Education and Sports in Uganda. The authors of this paper were motivated by the notion that Teacher-educators ought to exhibit desirable pedagogical Skills as a mentorship strategy to their trainees. There is a persistent public outcry about the pseudo-trained graduates from Primary Teachers’ Colleges (PTCs) in Uganda. The objectives of this study were threefold, namely: (1) identify the pedagogical Skills stipulated in the ECE curriculum for teacher trainees in PTCs; (2) establish the extent to which teacher-educators facilitate their trainees to acquire the required pedagogical Skills in the ECE curriculum; and (3) find out the challenges associated with Teacher-educators’ competencies to exhibit pedagogical Skills in PTCs in Eastern Uganda. A phenomenology research design was adopted with a qualitative approach. Thirty-eight informant interviews and nineteen focus group discussion schedules were conducted with participants who included; Principals, Deputy Principals, the Director of Studies and an ECE Official from Kyambogo University. The key findings indicated that the Primary Teacher Education (PTE) curriculum of 2012 stipulates pedagogical Skills to be exhibited by Teacher-educators to their trainees; however, teacher-educators experienced the inability to exhibit desirable pedagogical Skills for their trainees to emulate. It was difficult for the Teacher-educators to offer what they never possessed. The greatest challenge reported by the majority of the participants was inadequate funding and yet ECE is a practical learning area and limited access to opportunities for Continuous Professional Development (CPD) courses for capacity building was yet another concern. It was therefore, recommended that Teacher-educators be trained to acquire desirable competencies in exhibiting pedagogical Skills so as to mentor and support their trainees. If the quality of teacher education is to be realised as expected, Teacher-educators’ CPDs on pedagogical Skills are crucial. Trainees are expected to tap into the vast experience of their Teacher-educators through mentorship as emphasised by the Vygotsky social-cultural theory.

Curriculum making and learning instruction about the local community at the lower-elementary level: A case study of ‘living environment studies’ teachers in western Japan

ABSTRACT This interpretive qualitative study examines how teachers in western Japan approach curriculum making and learning instruction in lower-elementary living environment studies (LES) education. LES aims to develop children’s awareness of their relationship with and connection to their environments. Semi-structured interviews were conducted with six LES teachers with experience teaching in various localities from a certain prefecture of the Chugoku region, to explore the influences behind their approaches to curriculum making. Results reveal that LES curriculum making involves aligning children’s interests and concerns with the environment of the community they live in. Insights for designing curriculums in lower-elementary education are presented.

An Investigation into the Attitude Toward Special Education Curriculum and Teaching of Special Education Teachers: The Data from China’s Guangdong Province

To further understand the curriculum and teaching attitude of teachers in special education schools in Guangdong Province, this study adopted a stratified whole-group unequal probability sampling method and selected 768 teachers from special education schools in Guangdong Province’s 21 cities for a questionnaire survey. The data on special education teachers’ attitudes towards special education curriculum and teaching were selected. Descriptive statistics, one-sample t-test, independent sample t-test, and one-way analysis of variance (ANOVA) were used to analyze the data and compared with the data of special education teachers’ attitudes towards special education curriculum and teaching in the National Survey of Special Education Teacher Professional Development (NSETPDS). The results indicated that the cognitive response of special education teachers in Guangdong Province to the special education curriculum and teaching attitude is positive (M=1.81, SD=0.51), significantly higher than that of the national special education teachers. The emotional response and general attitude were positive but significantly lower than that of the national special education teachers. The attitude of male special education teachers toward the special education curriculum and teaching was significantly higher than that of female special education teachers. Special education teachers with more than 20 years of teaching experience had a more positive attitude towards special education curriculum and teaching than those with 1-5 years of teaching experience. Based on the analysis of the research results, some suggestions are put forward to provide a basis for the professional development of teachers in Guangdong Province.