Elementary School Curriculum Research Articles

An Analysis of Inclusiveness in Teaching Citizenship Education (Civic Education) in Primary Schools: A Case Study of Curriculum Implementation and Inclusive Practices

This research aims to analyze inclusivity in the teaching of Civic Education (PKn) in elementary schools, with a focus on the implementation of inclusive curriculum and practices. This research uses a case study approach to understand inclusivity in the context of Citizenship Education in elementary schools. The aim of this research is to analyze inclusivity in Civics teaching in elementary schools through case studies of the implementation of inclusive curriculum and practices and understand the extent to which inclusivity is implemented in the Civics teaching curriculum and practices in elementary schools. This research is a case study research with a qualitative approach to gain an in-depth understanding of inclusivity in Civics teaching in elementary schools. This approach will allow researchers to explore the perceptions, experiences, and practices in a more holistic context. Data collection uses observation, interviews, and documentation. The research subjects were principals, teachers, and students at SDN Pakel, SDN Wirosaban and SDN Giwangan. The data analysis technique uses data triangulation. The results of this research reveal variations in the implementation of Civics inclusiveness in elementary schools. Factors such as teacher understanding, available resources, and school support play an important role in achieving inclusivity. SDN Giwangan shows a strong commitment to inclusivity by providing additional support for students who need it, while SDN Pakel and SDN Wirosaban still face obstacles in creating a truly inclusive learning environment. This research provides insight into the challenges and opportunities in realizing inclusivity in citizenship education and provides a basis for further improvements in efforts to create a more inclusive learning environment for all students.

Analysis of the 2022 Revised Technology Curriculum for Elementary and Middle Schools in South Korea

이 연구의 목적은 교육과정 설계의 원리에 따라 구성된 초등학교와 중학교 2022 개정 기술과 교육과정과 2015 개정 기술과 교육과정의 내용 요소를 비교 분석하여 기술교육의 기초자료를 제공하는 데 있다. 이를 위하여 개정된 2022 기술과 교육과정의 문헌을 분석하는 방법을 사용하였다. 초등 실과의 기술교육 내용과 중학교의 기술·가정에서의 기술교육 내용을 2015 개정 교육과정과 2022 개정 교육과정을 비교하여 유지, 변형, 이동, 축소/삭제, 신설의 차원에서 분석하였으며, 분석 결과에 따른 결론을 제시하면 다음과 같다. 첫째, 초등학교에서 개정된 교육과정에서 축소와 삭제가 크게 나타난 주제는 정보통신이었다. 프로그래밍 도구를 사용하여 기초적인 프로그래밍 과정을 체험하며, 간단한 프로그램을 설계하여 문제를 해결하는 프로그램을 만드는 과정에서 순차, 선택, 반복 등의 구조를 이해하도록 하였으나 이러한 내용이 디지털 기술과 기기의 활용으로 대체되었다. 둘째, 초등과 중등의 기술교육 연계성 차원에서 신설된 내용으로는 건설기술과 인공지능이었다. 건설기술은 성취기준 하나의 수준에서 개요를 이해할 수 있도록 하였으며, 인공지능의 성취기준은 5개로 대폭 강조되었다. 셋째, 발명과 지식 재산에서는 기존의 발명과 문제해결에서 발명 사고기법과 특허의 개념으로 변형되고 신설되었다. 넷째, 수송기술에서는 초등학교에서는 수송수단에 초점을 두어 선택과 집중을 하였으며, 중학교에서는 물류 시스템을 강조하여 신설되었다. 다양한 재료를 활용하여 수송 수단을 구상하고, 제작하는데 중점을 두었으며, 친환경 에너지를 적용한 다양한 수송 수단의 시제품을 만들어 수송기술의 가치를 인식하도록 하였다. 다섯째, 로봇 단원에서는 로봇 융합기술을 강조하도록 변화되었다. 여섯째, 초등학교에서 건설기술의 주제가 신설되어 초등학교와 중학교와의 연계성을 강화하였다. 일곱째, 정보통신에서, 초등학교는 내용이 축소되고 기존의 소프트웨어에서 디지털 기술로 변화되었다. 마지막으로, 생명기술 관련 주제는 생명 연장을 위해 의공학의 발전과 신약 개발에 관한 내용으로 신설되었다.

2022 개정 교육과정 초등학교 체육과 표현 영역의 신체활동 예시와 용어 정리 탐색

This study aimed to explore the physical activity examples and terminologies in the expression areas of the 2022 Revised Curriculum Elementary School Physical Education. This research employed a literature review methodology, specifically exploring “physical activity examples” and “physical education curriculum terms” presented at the conclusion of the revised 2022 elementary school curriculum. The results of this study are as follows. In the realm of physical activity examples, fundamental movements encompass locomotor activities such as walking, running, jumping on one foot, alternating jumping, following one foot, skipping, and sliding. Nonlocomotor movement expressions include activities like balancing, shifting the center of gravity, jumping with two feet, landing, extending, folding, twisting, turning in place, shaking, shaking, and more. Additionally, manipulative movement expressions, such as throwing, rolling, catching, hitting, bouncing, lifting, and turning, are essential components. It is necessary to modify basic movement expressions into creative rhythm expressions and include abstract expression, imitative expression, and tool-based expressions. Expressive activities include creative dance, Korean folk dance, folk dance of other countries, line dance, dance sports, and street dance. Additionally, the glossary should provide detailed explanations for every movement mentioned in the physical activity examples. In particular, it is necessary to present detailed descriptions of various locomotor movement expressions. As a follow-up study, it also recommends detailed, easy-to-understand explanation and research on the core idea, goal, and achievement standard of the curriculum.

2022 개정 초등학교 교육과정의 진로연계교육 내용 분석

This study analyzes the content of career linkage education in the 2022 revised elementary school curriculum and draws implications for its improvement and implementation. To this end, a literature analysis was conducted on the revised curriculum overview, subject-specific curriculums, and the creative experiential activity curriculum documents, focusing on the elementary school level. The key findings are as follows: First, regarding career education, the definition of career linkage education in the 2022 revised curriculum summary requires revision to more clearly reflect career education. There is a need to place a greater emphasis on strengthening career education and fostering connections across school levels. Second, except for a few elementary school subjects, the majority lack sufficient reflection on career linkage education content. The science curriculum includes a separate section (unit) titled ‘Science and My Career’ while the Korean language curriculum includes specific career-linked education methods guided by consideration of achievement standards. However, the English, Art, and Music curriculum briefly deals with career linkage education only in the context of teaching and learning without reflecting it as an achievement standard. Mathematics, social studies, and physical education curricula barely reflect career linkage education. Third, reflecting the career linkage education contents in each elementary school subject primarily emphasized strengthening career exploration and career education. Fourth, the content of the career linkage education regarding connections between school levels was specified to be implemented in the autonomous activity section of the creative experiential activities curriculum. These findings highlight the need for a greater emphasis on career education within the concept of career linkage education in future revisions. Moreover, the findings underscore the need for developing effective career linkage education class materials that can be used in schools. Therefore, the study recommends improving career linkage education and follow-up research.

THE ROLE OF SCHOOL PRINCIPAL IN OVERCOMING TEACHERS’ OBSTACLES TO DEVELOP THE INDEPENDENT CURRICULUM IN AN ELEMENTARY SCHOOL

Changes during the transition period from the 2013 curriculum to the independent curriculum have caused several obstacles for the school community, including the teachers who need to adjust their competencies to the latest curriculum. Therefore, the school principal plays a crucial role in overcoming these obstacles. The purpose of this study is to reveal the role of school principal in overcoming teachers’ obstacles in developing the independent curriculum in elementary schools. This research used a case study method through a qualitative approach with Ngupasan State Elementary School as the location of the study. The subjects of this study were the principal, the teachers, and some students. The data collection techniques consisted of observation, interviews, and documentation. To obtain valid data, a data validity test was carried out through data triangulation by using the technical triangulation and source triangulation. The data analysis technique consisted of data reduction, presentation, and verification. The results of this study show that, to overcome teachers’ obstacles in developing the independent curriculum in elementary schools, the principal acts as a decision maker, mentor, liaison, director, leader, and coordinator with such efforts as a) making bold and firm decisions or decisions by deliberation, b) accepting the opinions/input/suggestions from each teacher, c) providing guidance and direction for teachers who have difficulty in teaching, d) serving as a liaison with the school committee, e) giving solutions, motivation, and support for teacher performance, f) focusing on school programs that are derived from the school's vision and mission, g) helping teachers with independent training to learn the PMM application (Platform Merdeka Mengajar), h) carrying out evaluations once a quarter, and i) coordinating facilities, infrastructure, and the needs of teachers and students. Based on these findings, elementary schools that encounter obstacles in developing the independent curriculum, especially in the teacher aspect, should be able to make the abovementioned efforts to allow optimal implementation of the independent curriculum.

Pancasila as Juridical Basis in the Merdeka Curriculum in Primary Schools

Education in elementary schools has a central role in forming students' character and independence. The Merdeka Curriculum as an innovation in the field of education in Indonesia emphasizes student independence and the development of their potential. However, its implementation requires a deep understanding of the legal aspects of education. The juridical basis is key in ensuring the conformity of the Merdeka Curriculum with the applicable legal framework. The aim of this study is to explores the role of juridical foundations in implementing the Merdeka curriculum in elementary schools. This research was designed using qualitative methods using a library research approach (literature review). The research results show that the Pancasila educational philosophy has to become the main foundation in the national education system. Pancasila recognizes the truth of knowledge that comes from revelation, reason and experience. As a regulatory norm that must be upheld, Pancasila is a guideline in the legal order in Indonesia. A deep understanding of Pancasila values is very important in realizing education that reflects its basic principles. It is hoped that the consistent application of the Pancasila educational philosophy can encourage the realization of Indonesian human development in accordance with the values reflected in Pancasila as the state philosophy and ideology.

Principles in Elementary School Curriculum Development

This research focus to investigates the key principles of the development curriculum in elementary school (SD). The factors such as relevance, holistic, participatory, and conformity with educational stardads are the main focus in designing an effective curriculum. Furthermore, the reaserch also highlighta the flexibility, interconnectedness between the subjects, and problem - solving orientation as crucial elements in developing a curriculum that is responsive to student needs. Moreover, active learning approaches, formative and summative assessments, and the use of educational technology are integrated to ensure a comprehensive learning experience. The research objective is to make a contribution to the development of an elementary school curriculum that is more adaptive and supports student's comprehensive development

Policy Analysis of the Implementation of Merdeka Curriculum in Elementary School

Merdeka Curriculum is a government effort to revamp primary education, facilitate more relevant, creative, and innovative situation for students. However, despite its promising concept, the Merdeka Curriculum in elementary schools still faces various challenges. One of the main issues is the lack of understanding and preparedness among schools and teachers regarding curriculum changes. This study aimed to analyze the implementation of the Merdeka Curriculum policy in elementary schools. The data analysis in this study utilizes quantitative descriptive analysis techniques. Research participants consist of teachers, principals, and staff at elementary school. The data collection technique in this study also conducted through interview, and observation is to conduct surveys by distributing questionnaires that have passed validation. The results of the research with the number of respondents were two school principals and two class teachers with a percentage of 66.68% in the very good category, then 33.32% in the good category, and no one got the adequate or poor categories for each element. The conclusion in this research is that the independent curriculum can be implemented well and needs to be improved. The significant implications of this research contribute to a deeper understanding of the policy implementation process and provide valuable insights for policymakers, school principals, teachers, and stakeholders. It recommends in further efforts to overcome the challenges faced and optimize the benefits of the Merdeka Curriculum in elementary schools.

Analisis Kurikulum pada Sistem Pendidikan Sekolah Dasar di Indonesia dan Jepang

Indonesia and Japan have different elementary school curriculum structure policies. This research aims to analyze the structure and implementation of the Japanese curriculum which has been proven to be effective in producing outcomes. The research method used is a literature review with a comparative descriptive study type of research. The data used in this research was obtained from primary and secondary library sources to obtain information and descriptions of research that had been conducted previously. Next, the data obtained is collected, analyzed and concluded to obtain results regarding the literature study. The results of the analysis carried out found similarities and differences in the structure of elementary school education in Indonesia and Japan. This can be assessed from educational policies, learning methods, curriculum structure and character development contained in the curriculum.

Artificial Intelligence and Curriculum Prospects for Elementary School

The research aims to investigate Artificial Intelligence (AI) and curriculum prospects for elementary school education. The study focused on identifying specific areas within curriculum where AI can be incorporated and assessed the prospects of AI which may enhance leaning experiences for elementary school students. Descriptive research design was used. Quantitative approach adopted for data collection. There were 70 participants including school leadership and teachers from elementary schools by using convenient sampling. AI and curriculum are interdependent variables. The study showed that the broad thoughtful opportunities and challenges associated with AI in elementary education. Results of the depicted that majority of the respondents agreed with the idea of introducing AI into curriculum which is helpful for the literacy of AI education. Results reflected that curriculum modification are needed continuously according to need of modern era. AI can monitor the usefulness of curriculum and identify specific areas. AI made a significant addition in optimization of contents, teaching methods and facilitates multimodal teaching style to increase the creativity, and innovation and problem solving skills. AI education in elementary school curriculum can better train students for 21st century and increase job opportunities for students through AI and technology integration in education.

Konsep Kecerdasan Buatan (Artificial Intelligence) Dalam Manajemen Kurikulum SD / MI

Entering the era of Industrial Revolution 4.0 and the current era of Society 5.0, requires schools to upgrade and evolve so that they can produce great Human Resources and be ready to face this increasingly advanced era. A primary school education is important to prepare for this. Elementary school curriculum management must be planned and developed following the very rapid developments of the times and seeing student development. The curriculum leads to the course of the learning process in order to measure student learning outcomes. Artificial Intelligence is artificial intelligence technology to help humans survive, so it needs to be applied in the world of education as preparation for students to recognize and utilize technology in everyday life. Using the Narrative Literature Review method, this article describes the concept of curriculum management in artificial intelligence-based elementary schools through studying four relevant literature. In learning, Artificial Intelligence technology can act as a Tutor System, Intelligent Tutor, learning tools/media, and a guide for creating curriculum and education policies. The results of this research provide an overview of the concept of an Artificial Intelligence-based elementary school curriculum, so that it can serve as a guideline in SD/MI curriculum management activities.

Construction of an E-Module for Online Learning of Natural Science Using an Ethnoscientific Approach

Purpose: The aim of this research was to create an online scientific learning module at SMP Kota Padang using an ethnoscience method. Analysis, design, development, implementation, and evaluation are the five phases of the ADDIE development paradigm, which is used in this research and development (R&D) project. Students from SMP Kota Padang's class VII served as the study's subjects. Theoritical Framework: The idea behind ethnoscience learning is to include culture into the curriculum of elementary, middle, and high schools by developing learning experiences and environments that support it. Methodology: This study was conducted in Padang City Middle School. Interviews, tests to gauge the media's effectiveness, questionnaires to assess the media's suitability, and documentation were the methods utilized in this study to collect data. Result and discussion: E-module creation that was web-based has undergone testing of viability and efficacy. Several phases of the tryout implementation were completed, including individual trials, small group trials, field testing with large groups, and review with media and material specialists. An extremely valid category with an average of 94% is the outcome of expert validation. Students' assessments of the practicality test, however, place it in the very practical category, averaging 89%, 90%, and 88% across three schools. Next, it was discovered that there was a significant difference between the experimental group and the control group in the three schools regarding the usage of web-based E-Modules in scientific learning with an ethnoscience approach. Conclusion: As a result, the web-based E-Module for science instruction using an ethnoscience method falls into the legitimate, useful, and efficient category.

Analysis of the Implementation of the Independent Curriculum in Elementary Schools in Indonesia

This research is a systematic literature review on implementing the Independent Curriculum in Elementary Schools in Indonesia. The method used in this study is qualitative, with data collection techniques using the library research method. The results of this systematic literature review research: The implementation of the Independent Curriculum was introduced to provide flexibility to schools in designing curricula that align with local needs and student development. In its implementation, the Pancasila student profile strengthening project is a co-curricular activity and does not need to be mapped to achieve Learning Outcomes. Then, the principles of the Pancasila student profile strengthening project are holistic, contextual, student-centered, and exploratory.

문헌분석을 통한 특수학교와 일반학교 통합학급 음악교육 요구에 관한 동향 분석

Objectives This study investigates whether the steady demand for special music education has been reflected in the field and improved in order to cultivate the knowledge, skills, and attitudes required in a rapidly changing society, and discusses the direction of practical and specific support through analysis of trends in special music education needs.
 Methods In order to suggest the direction in which music education in special education should move, music edu-cation needs are extracted based on literature related to music education by disability area and school level in spe-cial schools and general schools, and trends in music education needs are analyzed according to analysis standards. This is a literature analysis that quantifies the analyzed data by category and then expresses it as a final ratio to suggest the direction in which music education should move based on the results of music education de-mand trends.
 Results In the case of sensory disabilities, teacher expertise showed the highest rate in the areas of admin-istrative and financial support, and middle school courses in special schools for developmental disabilities also showed the highest rate of teacher expertise in the areas of administrative and financial support. The elementary school curriculum was found to have the highest demand rate in terms of motivation to learn textbook content, and teacher expertise was found to have the second highest rate. In the unclassified category, motivation was emphasized in terms of textbook content and song lyrics in the educational content area, and demands for univer-sality and specificity were also consistently appearing. Integrated classes in general schools also recognized the need for teacher expertise in administrative and financial support, and particularly emphasized the need for spe-cial education teachers to have expert music knowledge. In addition, the universality and specificity of each area are emphasized, and it was found that the rate of students' learning motivation was quite high. You must be able to use it right away. In addition, by referring to the songs included in the music textbook of the common curricu-lum, we pursue universality and specificity at the same time, and further secure the diversity of genres to motivate students by allowing them to experience the content system of all music, including singing, instrumental music, appreciation, and daily life. You will have to do it.
 Conclusions Since it is virtually difficult to cultivate teachers' administrative tasks and special education and music education expertise at the same time, experts with both music and special education expertise are selected at the national, provincial and provincial offices of education, and school level to develop textbooks and teacher guide-lines to provide training in the field.

초등학교 2022 개정 교육과정과 IB PYP의 비교 분석

Objectives This study aims to explore the direction of IB PYP application in elementary schools in Korea and its historical implications for the operation of elementary school curriculum by comparing IB PYP with the revised curriculum of elementary schools in Korea.
 Methods For the study, major IBO publication data were collected from March 2023, and in order to select the analysis areas and items of IB PYP and Korea's curriculum, the contents were extracted and classified based on common factors, and consisted of two areas and nine detailed items.
 Results The vision and Principles of the 2022 revised curriculum and the IB curriculum were generally similar, and the functions in the human image and the IB learner profile, core competencies and ATL were very closely linked. It was also similar in that they emphasized integrated education centered on transdisciplinary topics using core concepts, conceptual understanding, and core ideas.
 Conclusions This study confirmed that the connection and similarity between the 2022 revised curriculum and the IB PYP elements were high, providing the basis for the application of IB PYP in elementary schools in Korea. The possibility of improving the unit school curriculum by applying the direction of IB PYP to the development of school curriculum in Korea was confirmed.

PENGEMBANGAN MATERI PELAJARAN SENI MUSIK DI SD DALAM RANGKA LITERASI MANUSIA UNTUK MENDUKUNG KURIKULUM OBE (OUTCOME BASE EDUCATION) BERBASIS CASE METHODE

This article discusses strategies for developing music teaching materials that do not only focus on artistic aspects, but also consider human literacy as a key element in the learning process. Learning the art of music is not only a place to develop artistic skills, but also as a means to improve students' reading, writing and critical thinking abilities. In the context of the OBE Curriculum, the Case Method approach is used to present contextual and relevant learning. Case studies in learning the art of music not only cover technical aspects, but also relate them to real situations that allow students to apply their knowledge in the context of everyday life. The research results show that the development of music art teaching materials that combine human literacy and the Case Method can increase learning effectiveness. Students not only master musical arts skills, but also develop a deeper understanding of the relationship between musical arts and everyday life. This research contributes to the development of the music arts curriculum in elementary schools by strengthening the integration of human literacy in music arts learning.

IMPROVING UNDERSTANDING OF FRACTION ADDING CALCULATION OPERATIONS FOR CLASS III STUDENTS OF SDN PARAKANTIGA

<em><span>Fractional numbers are very important in everyday life, therefore fractions have been studied since grade 3 of elementary school. This is stated in the basic competencies of the syllabus for class 3 elementary school curriculum 2013 point 3.2 about explaining the presentation of whole numbers and simple fractions. However, based on observations made by the author, there are still many grade 3 elementary school children who do not understand fractions. Based on the initial ability test, only 11 students were able to work on the problem, namely 45.83%, while the remaining 13 students, namely 54.17%, still did not meet the KKM. Because of that, a research was made on Improving Understanding of Mathematics Learning Materials for Operations to Calculate Addition of Fractions Using Teaching Aids. In research using this visual aid successfully increased students' understanding of fractions. This can be seen from the results of student learning in pre-action, cycle I, and cycle II which have increased. The average value of students in the pre-action reached 64.14 and experienced an increase of 10.42 in the first cycle of 74.58 then experienced an increase in the second cycle of 13.32 to 87.9. Student completeness in the pre-action reached 20.83% and experienced an increase in cycle I by 16.67% to 37.5% then in cycle II it experienced an increase in returns of 62.5% to 100%.</span></em>

A Study on the Characteristics of Integrated Curriculum and Teaching Models for Chinese Elementary Schools

A Study on the Characteristics of Integrated Curriculum and Teaching Models for Chinese Elementary Schools

The Effect of Fly Swatter Game Toward Students’ Vocabulary Mastery

Vocabulary mastery is a crucial foundation for elementary students studying any language, including English. The typical problems that cause students to lack vocabulary are that they easily become bored when the teacher explains things, that they believe acquiring language only entails understanding its meaning, and that they exclusively acquire vocabulary from their textbooks. On the other hand, many studies show that using games can improve vocabulary mastery, but most studies on this teaching method are not conducted with elementary students, especially considering that previously, English was not a compulsory subject in the elementary school curriculum as far as the Indonesian EFL context is concerned. To fill this gap, this study examines whether the use of this method has an impact on the vocabulary mastery of elementary students. The study was an-experiment study involving 26 students from a state elementary school in Tabanan Regency, Bali. Using descriptive and inferential (paired t-test) statistics, this study concluded that the use of the fly swatter game had a significant effect on the students' vocabulary mastery which was indicated by a significant increase in student scores after being given the teaching treatment using the fly swatter game. Regarding this result, it is suggested that elementary school teachers consider using the fly swatter game when teaching vocabulary to their students.

PERAN KEPALA SEKOLAH UNTUK MENGATASI HAMBATAN GURU DALAM PENGEMBANGAN KURIKULUM MERDEKA DI SEKOLAH DASAR

The change in the transition period from the 2013 curriculum to the independent curriculum makes several obstacles experienced by the school community, one of which is the teacher in adjusting his competence to the latest curriculum. So that the principal plays a very important role in overcoming these obstacles. The purpose of this study is to reveal the role of the principal to overcome teacher obstacles in developing an independent curriculum in elementary schools. This research uses a case study method through a qualitative approach with Samirono State Elementary School as the location of this research. Data collection techniques were obtained through observation, interviews, and documentation. In an effort to obtain valid data, the data validity test was carried out through data triangulation. Data analysis techniques used were data reduction, data presentation, and data verification. The results of this study show that the role of the principal to overcome teachers' obstacles in developing an independent curriculum in elementary schools is as a decision maker, mentor, liaison, director, leader, and coordinator.