Curriculum Experts Research Articles

Emotional Intelligence Dimensions as Correlates of Adjustment among First Year Students of University of Ibadan

Adjustment of freshmen in the higher institution depends on a variety of factors which can have both positive and/or negative influence on their ability to stay focused, motivated and succeed in the school system. Parents, Counsellors Teachers, Curriculum experts and other significant stakeholders have also expressed considerable concern about the level of adjustment of the students especially among the first year students. Some freshmen easily adjust irrespective of the enormous challenges that they encounter while some find it difficult to cope and eventually dropped out of the school. This study, therefore, sought to investigate emotional intelligence dimensions as correlates of adjustment among first year students of University of Ibadan. The study adopted a descriptive survey research design of correlational type. A total of two hundred (200) first year students of University of Ibadan were selected using simple random sampling techniques. Three research questions were raised and answered for the study. Validated and standardized instruments were used to collect the data. Data collected were analysed using the Multiple Regression Analysis and Pearson Product Moment Correlation at 0.05 level of significance. The findings showed that there was significant relationship between self–awareness (r =.704, p<0.05), self-regulation (r =.143, p<0.05), motivation (r =.682, p<0.05), empathy (r =.472, p<0.05) and social skills (r =.700, p<0.05) in relation to adjustment of first year students of University of Ibadan. The independent variables jointly accounted for 52.4% variance in predicting adjustment of first year students of University of Ibadan. In term of contribution to adjustment; self–awareness (β = .428, p<0.05) and social skills (β = .740, p<0.05) had significant positive relative contribution to adjustment of first year students of University of Ibadan. Self-regulation (β = -.091, p>0.05) and motivation (β = -.249, p>.0.05) had no significant relative contribution to adjustment while empathy (β = -.237, p<.0.05) had negative significant relative contribution to the adjustment of first year students at University of Ibadan. Based on the findings, it was recommended that the school management should guide, inform, and advice students by giving good and fantastic orientation programs to the newly admitted students as this would foster excellent adjustment to their new environment. Also, the service of an Emotional Intelligence coach can be employed by parents, school management and even the students, to learn assertive skills, setting boundaries and act of maintaining harmony. Students should also be encouraged to use the right emotional intelligence skills at different situations they find themselves for their proper adjustment in their newly found environment. Keywords: Adjustment, Emotional Intelligence, Self–awareness, Emotional Intelligence, Motivation, Empathy, Social skills

Pragmatic Approach to Use of Mastery Learning Model in Implementation of Social Studies Curriculum for Achievement of Sustainable Development Goal-4 in Nomadic Schools in Maiadua, Katsina State, Nigeria

Acquisition of quality education for all is one of the basic concerns of societies in the world. This desire is anchored on universal protocol agreement contained in sustainable development goal four (quality education for all). The paper is therefore an attempt to investigate pragmatic approach to use of mastery learning model in implementation of social studies curriculum for achievement of sustainable development goal-4 in nomadic schools in maiadua, katsina state, Nigeria. A descriptive research design involving pre-test and post-test was used for the study. The population of the study was 78 headmasters in the 78 primary schools in the Local government area. Sample for the study was all the 78 headmasters who were purposively selected by virtue of their leadership positions in the schools. A Researcher designed questionnaire was used in data collection. The instrument was validated by two experts in test and measurement and one curriculum expert who were of the rank of senior lecturer and above. Reliability of the instrument was ensured by administering the instrument twice to 30 headmasters in Kurfi local government at interval of two weeks. The data collected was analysed using Pearson moment correlation coefficient. The coefficient of 0.67 was obtained which show that the instrument was reliable. Two objectives with corresponding research questions and hypotheses were raised and formulated respectively to guide the study. The research questions were answered using descriptive statistics: frequency count and percentage, while the hypotheses were tested using chi-square statistic at 0.05 level of significance. The findings of the study revealed that: headmasters’ perception of mastery learning was positive as most of them responded positive to the items on the instrument, they had knowledge of mastery learning instructional model in implementation of Social studies curriculum in Nomadic schools in maiadua, Katsina State, Nigeria, they attempted to put to use knowledge of mastery learning in implementation of Social Studies curriculum in Nomadic schools Katsina State, Nigeria, however they lacked the modern technique used in achievement of the instructional model. Based on the findings the following recommendations were made: deliberate effort should be made to improve the skills of teachers on the acquisition and use of mastery learning instructional strategy by ministry of education through organization of workshops and conferences for the teachers in basic schools. Mastery learning instructional strategy should be given prominence in teacher education programmes in higher tertiary institutions to enable the pre-service teachers acquire necessary knowledge and skill on the strategy and fresh graduates from Colleges of Education employed in nomadic schools should be sensitized on the benefits of mastery learning instructional strategy by school administrators using symposium and other available means to avoid attrition.

Group Based Learning And Academic Achievement Of Upper Basic 2 Students’ In Pre-Vocational Studies In Umuahia North Local Government Area Of Abia State

The study assessed the effect of Group based instructional strategy on upper basic two (junior secondary school two) students’ achievement in Prevocational studies in Umuahia North Local Government of Abia State. The study adopted a quasi-experimental control design; specifically the pre-test post-test non-equivalent control group design was used. Two research questions were posed, and one hypothesis formulated to guide the study which was carried out in a Government co-education school in Umuahia North Council Area in Umuahia Education Zone of Abia State. Eighty-seven (87) JSS two students were used for the study. The study is a quasi- experimental study which employed pretest posttest control design and a 2x2 factorial design. Instrument used for data collection was Pre-vocational Studies Achievement Test (PSAT) developed by the researchers. PSAT was validated by three experts and the reliability coefficient using Kuder Richardson (KR-20) was found to be 0.81. Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) statistics was used to test the hypothesis at 0.05 significance level. The result revealed a significant factor on students’ achievement in Pre-vocational studies. Thus, it was confirmed that students taught Pre-vocational studies using Group based instructional strategy performed better than those taught using the lecture method. The result also revealed that gender was not a factor in achievement of students in Pre-vocational studies. It was recommended among other things that efforts should be made by curriculum experts to incorporate Group based instructional strategy, teaching strategy into the teaching of pre-vocational studies.
 

혁신학교의 IB 프로그램 공교육 도입에 대한 교사의 경험 사례 분석

In this study, we sought to explore how the characteristics related to agency, collegiality, and teacher identity experienced by teachers in innovative schools affect the process of introducing and operating IB schools of interest. For this purpose, five teachers with experience working in innovative schools were selected from two IB schools of interest in the Gyeonggido Office of Education, and focus groups and in-depth interviews were conducted. The research results are as follows. First, innovative school teachers actively and subjectively utilize the cultural, structural, and material resources of the currently given IB public education introduction to create a new curriculum model in order to achieve future educational goals according to their own educational beliefs in light of their innovative school experience. was responding. Second, in operating an IB-interested school, teachers review and revise how the vision and mission of the IB are connected to the vision and mission of our school through the school's collective learning, and in the process of setting the school's educational goals. Teachers were putting into practice the goal of improving the school curriculum through a professional learning community. The expertise of the school group was improving as the professional learning community operated external instructor training, observed certified school classes, set school vision and goals, and implemented frameworks. Teachers at schools interested in IB recognized the IB policy as one of the processes of finding the direction of change and the essence of education that school education should pursue, based on the direction and perspective of education that innovation schools have thought about and practiced. In the process, teachers were redefining their identity as experts in curriculum, instruction, and evaluation.

SAFEGUARDING INNOCENCE: DEVELOPING CURRICULUM OF ISLAMIC SEXUAL EDUCATION IN EARLY CHILDHOOD

<div>Article 15 of Law No. 35/2014 affirms the right of every child to be protected from various forms of exploitation, including sexual crimes. A well-structured and age-appropriate Islamic sexuality education curriculum plays an important role in shaping a healthy understanding of children's physical, emotional, and social interactions. This research reviews the development of a sexuality education curriculum using the Dick and Carey development model in an Early Childhood Education (ECE) or Kindergarten B unit that refers to the Merdeka Curriculum. This curriculum includes four learning domains, namely intellectual skills, verbal information, psychomotor skills, and attitudes, which are in line with the Learning Outcomes of religious values and character, identity, and the basics of literacy and Steam. The learning design process begins with goal identification through performance analysis and needs assessment, then designing learning objectives that address specific challenges. The curriculum contains two themes, namely Showing Appropriate Reactions to Verbal Harassment and Inappropriate Touching which has 13 learning outcomes and Maintaining Cleanliness and Hygiene of Sensitive Body Parts which has 5 learning outcomes. The media needed to support learning include videos, picture storybooks, cards, snakes and ladders games, puppets, and songs. The appropriate methods are storytelling, socio-drama, interactive games, and discussions. The product was validated by material and curriculum experts. After revision, the values achieved showed improvement,</div><div>with the Curriculum and Learning Evaluation Expert Assessment increasing from 3.06 to 3.74, reflecting increased suitability and effectiveness. The Early Childhood Sexuality Education Material Content Expert Assessment progressed from 3.08 to 3.67, highlighting improved inclusivity and accuracy.</div>

WILL NOVEL EDUCATION POLICY STIMULATE BUSINESS MANAGEMENT OPPORTUNITIES IN BANGLADESH: A CRITICAL ANALYSIS AND LESSONS TO BE LEARNED FROM THE UNITED STATES

The purpose of this study is to understand how the novel education policy, which is to be implemented in 2025 in Bangladesh, will foster business management opportunities and the probable lessons from the United States. This study conducted a mixed methodology analysis followed by a purposive sampling method. 200 students from primary to higher secondary levels and 20 teachers were selected. We also conducted Four Focus Group Discussions with curriculum experts who were directly involved with developing this method in Bangladesh. An exclusive interview with the President of Hyundai Motors Asia assisted in exploring the context in-depth. The study revealed a positive response from students, ranging from prospective career opportunities to rising interests to implement their acquired knowledge, eradicating the fear of science as well as emphasizing becoming small business entrepreneurs and believing in stimulating business opportunities. Further research is encouraged to assess the impacts of this educational reform in diverse employment sectors in-depth.
 Keywords: Education Policy; Business Management; Bangladesh; United States

Developing Application Main Condensate Water System as a Learning Media

An innovation of learning media through application is the answer to the learning challenges in the digitalization era as well as the impact of the COVID-19 pandemic. In this study, the main condensate water system is transformed into a learning media application for simulating the work process, distribution flow, and operation of the main condensate water system on board a ship. This study applied a research and development method using a five-stage research model known as “Mantap”. The study was started by conducting an initial study and followed by model development through designing the basic concept of the application. Validation and effectiveness assessments were then conducted to determine whether the application was valid and applicable enough as learning media. The study revealed that the application visualized using Adobe Animate is valid as a learning media. It gained a validity score of 3.25 from the visual design expert and 3.5 from the curriculum experts. Besides, the application was assessed to be effective as a learning media by receiving a validity score of 3.69 from the Marine Engineering students.

Construction of an Evaluation Index System for The Implementation of The New Curriculum Standards (2022 Edition) Of Physical Education and Health Curriculum for Middle Schools in Guangdong Province

Background and Aim: As a trailblazer in China's reform and development, Guangdong Province conducted research on the quality evaluation index system for implementing PE and health curriculum during the early stages of new curriculum standards implementation, which holds significant practical implications for advancing curriculum reform and development. The aim of this study is twofold: (1) To establish a comprehensive quality evaluation index system for the implementation of the new curriculum standard (2022 edition) for PE and health in middle schools in Guangdong Province; (2) To develop a high-quality implementation and development strategy for the new curriculum standard of PE and health. Materials and Methods: The primary research tool employed in this study is an expert questionnaire survey. The subjects of the study were selected using a stratified sampling method, which included experts in school PE curriculum and teaching theory, teaching and research personnel, as well as school PE team leaders. Drawing upon qualitative interview results, CIPP model theory, and relevant literature policies, a preliminary evaluation index system was established. This evaluation index system was constructed using the Delphi method and encompasses summarized content along with development suggestions. Results: The study presents the construction of a quality evaluation system for the implementation of PE and health curriculum in middle schools in Guangdong Province, consisting of four primary indicators, twelve secondary indicators, and forty-seven tertiary indicators. Additionally, it reveals that under the new curriculum standards for the 2022 edition, the macro-level evaluation system for assessing the implementation quality encompasses four aspects: curriculum background, resources, implementation process, and outcomes. Conclusion: The quality evaluation index system for the implementation of PE and health curriculum in middle schools in Guangdong Province is both reasonable and feasible, making it an effective tool for managing and evaluating such curricula. Furthermore, this system can serve as a valuable reference point for future curriculum reform and development.

Developments in rehabilitation psychiatry within the RANZCP and the creation of a mental health rehabilitation curriculum.

This paper describes the initial development of a mental health rehabilitation curriculum for Australian mental health settings and for psychiatrists and trainees wishing to develop specialist skills in mental health rehabilitation. Members of the Section of Social Cultural and Rehabilitation Psychiatry (SSCRP) established an expert working group under the auspices of the RANZCP. Existing college training resources were reviewed, and a gap analysis was conducted to guide development of new training modules. A tiered curriculum structure was created that allows a staged development of rehabilitation knowledge, skills and attitudes required to be a specialist in mental health rehabilitation. An introductory module was developed to establish the principles of modern mental health rehabilitation. Most of the curriculum was based on existing resources that are relevant to rehabilitation practice. Finalisation of a draft for review was undertaken with the assistance of the RANZCP education project advisors and curriculum experts. As a national body responsible for training psychiatric registrars and maintenance of training for psychiatrists, the RANZCP is well situated to train the specialist medical mental health workforce required to lead rehabilitation services in Australia. The RANZCP mental health rehabilitation curriculum will provide a platform to train the skilled workforce that will enable these services to be fully realised.

Revolutionizing Education: Enhancing Numeracy Skills with the Innovative Monster Math Game

The development of Information Communication and Technology (ICT) has an impact on the education. But teacher still use conventional methods. Therefore, this research aims to develop educational game media using the Construct 2 to improve the literacy numeracy skills of third grade elementary school students that are valid, practical, and effective. This development research refers to the ADDIE. The results of the development were applied to class III students at SD Negeri Janti for the 2022/2023 academic year. The development product is the Monster Math Game. The research instruments are validation sheets, questionnaires, and literacy numeration questions. The validity test was obtained from 3 experts, namely Curriculum Expert, Material Expert, and Media Expert. Results form Curriculum Expert at 87.5%, Material Expert at 86.4%, and Media Expert at 89.3%. So, it can be concluded that the Monster Math Game is very feasible to use to improve the literacy numeracy skills of Class III Elementary School. The results of the practicality test from educators were 89.3% and the practicality tests from students were 94.15%. From these results, it can be concluded that the Monster Math Game is very practical to use. The results of the effectiveness test through the t-test obtained the results of the sig value. (2-tailed) of 0.000 which means the sig. (2-tailed) < 0.05, so there is a significant difference between the results of the pre-test and post-test, it’s means that the Monster Math Game product is effective in improving the literacy numeracy skills of class III elementary school.

Teaching Materials of Theme Aku Cinta Indonesia to Support the Quality of Learning

The Independent Curriculum changes learning orientation, so teachers must adapt. This research aims to develop teaching materials on the theme I Love Indonesia. This type of research is Research and Development (RnD) research using the ADDIE method. Data was collected using a questionnaire via Google Forms at the analysis stage. The subjects involved in this research were 13 kindergarten teachers at the analysis stage, 6 validators, 2 class teachers, 2 school principals, teaching materials expert lecturers, and curriculum expert lecturers at the feasibility test stage. Data collection methods use observation and questionnaires. The data collection instrument uses a questionnaire. The data analysis technique in this research is qualitative and quantitative descriptive data analysis technique. The research results are I Love Indonesia, comprising the sub-themes of Culture and Natural Wealth. The Culture subtheme contains sub-subthemes such as physical culture. Behavioral Culture and Idea Culture. The sub-subtheme of Natural Wealth contains Water and Land. It was concluded that 100% of respondents needed developing teaching materials on the theme I Love Indonesia for educators in quality learning using the Independent Curriculum. 100% of class teachers understand the guidelines for developing teaching materials on I Love Indonesia.

From Theory to Practice: Ralph W. Tyler's Perspective on the Curriculum Transformation

This study aims to analyze the curriculum transformation that occurs at Darussalam Gontor Modern Boarding School from the perspective of Ralph W. Tyler, a curriculum expert who put forward the theory of curriculum objectives, emphasizing the importance of setting clear goals in curriculum development. This study uses a qualitative approach that focuses on collecting data through in-depth interviews and participatory observation. Research respondents consisted of administrators, educators, and students of Darussalam Gontor Modern Boarding School who were involved in curriculum transformation. Data analysis uses pattern matching, explanation building, and time-series analysis. The validity of the findings is ensured through construct validity, reliability and credibility criteria. The results of the study show that Darussalam Gontor Modern Islamic Boarding School has carried out a substantial transformation in its curriculum development process. This transformation is based on identifying the needs of students and society, as well as re-evaluating the desired goals of Islamic education. Implementation of curriculum transformation is carried out through adjustments to curriculum content, teaching approaches, and improving evaluation. It examines the curriculum transformation at Darussalam Gontor Modern Boarding School from the point of view of Ralph W. Tyler, a well-known curriculum expert. Applying Tyler's theory of curriculum objectives, this study emphasizes the importance of setting clear goals in curriculum development. This perspective provides a unique framework for analyzing the curriculum transformation process.

The Unique Qualities of Junior Cycle Visual Art Education in Ireland

AbstractThe aim of this paper is to ascertain the main subject qualities in Junior Cycle (JC) Visual Art (VA) in The Republic of Ireland, and whether these qualities are unique to the subject. The context of JC VA education is outlined through the exploration of its values, aims and objectives as well as investigating the subject's unique qualities. A mixed methods research approach was used to analyse three years of Department of Education Subject Inspection Reports for VA to explore the qualities of VA education. Seven published JC Subject specifications, including the VA specification were analysed using word frequency measurements with the aim of exploring the qualities of JC VA and whether these qualities are unique to the subject. Semi‐structured interviews were also held to explore the issues arising and aim to capture some of the thoughts of VA curriculum experts, school leaders and VA teachers. Through the analysis of word frequencies, it can be concluded that the VA specification highlights creativity, problem‐solving, collaboration and reflecting as dominant qualities in VA education and similarly, the Inspection Reports present the same findings. However, it is important to note that these qualities are also found in other subject areas though not as strongly or frequently. The interview process highlighted similar findings concluding that VA education “lends itself” to the above qualities however the subject cannot claim them as solely unique to the VA classroom.

Curriculum reform in African higher education: solving society’s problems and meeting its needs

Higher education is often regarded as a crucial driver of development in Africa. Notably, the curricula in African higher education institutions are central to the discourse of development and the production of graduates who are sufficiently critical to challenge the historical, political, economic and social status quo in Africa. Curriculum experts in Africa have called for revisiting the purpose and the content of higher education curricula in Africa, and embracing an indigenous knowledge system that not only brings about development in nations themselves or the continent as a whole, but which also enhances human capacity. This paper argues that it is important for higher education institutions to embrace a curriculum that is synchronised to the particularities of African societies. One way to achieve this is by reforming the curriculum to reflect the realities and needs of the African continent, rather than providing a mere replica of the Western model. This paper also argues that curriculum reform is inevitable if the university is to fulfil this important role. This paper aims to answer the pertinent question; In what ways are Africa’s higher education curricula solving societal problems and meeting societal needs? This paper is guided by the theory of critical pedagogy developed by Paulo Freire and is developed through a review of the literature. The findings show that curriculum reform that promotes indigenous knowledge systems in Africa is imperative for meeting some of the needs of the African continent.

Reframing curriculum for religious education

ABSTRACT This article arises out of work undertaken within the After Religious Education project. It synthesizes the curriculum expertise of established researchers, with the expertise of current teachers of RE in England. A question drives our shared interests: how should we approach curriculum development in RE and how do we justify the approach taken? The article proceeds in three steps. First, we elaborate, contextualize, and justify this question by introducing varied approaches to the curriculum production in RE. We argue that these approaches lack a foundational influence from general didactics: an understanding of subject matter that is informed by distinctively educational theory. Addressing this omission, the second step presents an alternative approach to RE established on the ‘Bildung/didactic’ tradition, and the specific general didactic analysis of Klafki. Third, we explore this approach in relation to two teaching contexts, modelling these applications, and the principles they exemplify. We demonstrate the value of synthesizing theoretical and practical expertise for RE theory and practice.

Analysis of Pakistan Studies Curriculum for Secondary Classes in the Context of Civic Education

The present study is aimed at exploring the content about civic education in the enacted curriculum of Pakistan studies for secondary classes in the province of Punjab Pakistan. The objectives of the study are to examine the content about civic education in the curriculum of Pakistan studies at secondary school level and to explore the content about political dimension of civic education in the curriculum of Pakistan Studies for secondary classes. Civic education is backbone of a societal life. There are very few studies available to determine the extent of civic education in the curriculum, In Pakistan there is compulsory or separate subject to instill civic education in the young generation. CE is imparted through the curriculum of Pakistan studies therefore content analysis of Pakistan studies textbooks for grades IX-X, and structured interview protocol was used to collect data from curriculum experts. Pakistan studies curriculum provides multidimensional civic education to the learners.

SUPLEMEN MATERI AJAR IPA DALAM MEMPERMUDAH PEMAHAMAN MATERI PELAJARAN DI KELAS IV SDN 1 KOTA BESI HULU

This study aims to produce teaching material supplements that can improve learning outcomes on Theme 3 Caring for Living Beings. Methods used research and development. The teaching materials for the animal and plant subtheme in my home environment refer to the 2013 curriculum for grade IV students of SDN-1 Kota Besi Hulu developed with excellent quality and are suitable for use in learning grade IV elementary school which refers to the 2013 curriculum. The validation of the 2013 curriculum experts obtained an average of 4.13 class IV-A teachers obtained an average of 4.43 from class IV-B teachers and from 10 grade IV students obtained an average score of 4.49. The average score of teaching material products is 4.43 with excellent categories in terms of aspects: goals and approaches, design and organization, content, caps, and methodology.

Guidelines for Developing Provision of Additional English Courses: A Case Study of Schools under the Secondary Educational Service Area Office, Nonthaburi

The objectives of this survey research were to: 1) study the current state of additional English course management in schools under the Secondary Educational Service Area Office Nonthaburi in Thailand; 2) study and compare the opinions of teachers and students towards the appropriateness of the current state of additional English course management; and 3) propose guidelines for the provision of additional English course management. The informants in this research included 18 heads of the foreign language learning group and 3 experts in curriculum and English language teaching. The study sample included 87 teachers and 120 high school students. The research instruments included an additional English course management form, an opinion questionnaire, and a semi-structured interview. Data analysis determining frequency, mean, standard deviation, t-test and content analysis was performed. The findings revealed: 1) overall, 60 English additional courses were offered at various schools, grouped into 5 categories according to the focus of the course, and arranged in descending order as follows: English for daily communication (33 courses), English for continuing education (10 courses), English for careers (10 courses), English for pleasure (5 courses), and others (2 courses); 2) in general, teachers and students rated each school’s additional course management as appropriate at the high level and teachers and students’ opinions were significantly different at the .05 level of significance; and 3) guidelines for the provision of English additional course management included support for teachers’ knowledge on course development, allocation of a curriculum consultant, improvements to course management practices, and additional focus on learners’ needs when developing the course.

Designing Semester Insturctional Plan of Reading Course at English Education Department

This study to design Semester Instructional Plan and instructional materials of reading courses for English Education Department (further glossed by EED), UIN Sultan Maulana Hasanuddin Banten. To design good Semester Instructional Plan and develop reading materials, this study used Research and Development method by utilizing ADDIE Model. Meanwhile, to gather data this study was used a variety of instruments such as distributed questionnaire to students, conducted interviews, analyzed curriculum document of EED, did consultation to curriculum experts and literacy practitioners. In terms of developing Semester Instructional Plan and instructional materials, this study also referred to manual guideline of developing curriculum from RISTEKDIKTI and learning outcomes in Indonesia Nasional Qualification Framework. The results of this study reveal that in designing Semester Instructional Plan of reading courses, the lecturer must determine learning outcomes which refer to the regulations in National Standard of Higher Education. Moreover, reading strategies and instructional materials at each reading course should be arranged gradually by paying attention to students’ language development and thinking level in order students acquire some reading skills and facilitate them to be skilled readers.

Implementation of Curriculum Development Based on KTSP Principles at SD Negeri Cibiru 06 Cileunyi Bandung City

This type of research is qualitative research using inductive data analysis because this research seeks to determine curriculum development at SD Negeri Cibiru 06 Cileunyi. The method used in collecting data is observation, interviews, and documentation. The main roles in the development of the KTSP are the principal, teachers, and school committee. Curriculum development involves the government, universities, curriculum experts, and various walks of life. The results of this study are goal orientation, relevance, efficiency, flexibility, continuity, balance, integration, and quality. In the implementation of the curriculum at SD Negeri Cibiru 06 Cileunyi the following principles are applied: 1) Implementation of the curriculum is based on the potential, development, and condition of students to acquire competencies that are beneficial to students. 2). The curriculum is implemented by adhering to the five pillars of learning. 3) Implementation of the curriculum allows students to use the service. 4). The curriculum is delivered in an atmosphere of student-educator relations that provides power and strength, builds enthusiasm and initiative, and provides examples and role models going forward. 5). The curriculum is implemented using a multi-strategic and multimedia approach, learning resources, and technology. 6) The curriculum is carried out with optimal content of all learning materials, utilizing natural, social and cultural conditions as well as local wealth for educational success. 7) The curriculum which contains all elements of professional competence, local content, and self development is carried out with a balance, linkage, and continuity that is reasonable and appropriate between classes and levels of education