International Baccalaureate Curriculum Research Articles

The Implementation of the International Baccalaureate Curriculum of the Industry Era 4.0

This study aims to investigate the implementation of the International Baccalaureate Curriculum for Industry 4.0 Middle Years Program at Al-Firdaus Islamic High School Surakarta by examining how well the objectives and philosophy of the International Baccalaureate Curriculum are in line with the vision and mission of the school. This research uses a qualitative method with a phenomenological approach. Data were obtained from observations and interviews with the principal of the high school, the coordinator of the middle school program, and subject teachers. Data sources used primary and secondary data. The sampling techniques used were snowball sampling and data analysis, with data reduction, data presentation, and conclusion. The implementation of the International Baccalaureate Curriculum is well implemented and successful under the direction of the International Baccalaureate Organization, which continues to provide solutions and assistance to the demands of the Industrial Age 4.0 for the success of fostering international insights and helping students reflect on themselves based on their interests, identity, culture, respect for the environment, values, and multicultural experiences at school.

Informal Game Play in the Classroom: Utilisation and Integration of the Metalanguage of Games

This paper discusses a case study of a 28 children in a middle years (11-15 year old) classroom and the use of the "third space" between the classroom and the home as an area of play for consolidation of both the learning at school and the informal learning of the games played at home. The research aims to look at whether the third space could be a vehicle to enable participants who have identified themselves as competent in the gaming world to link those learning strategies to classroom learning and therefore transfer that success to the classroom. The research took place at an International Baccalaureate school in Perth, Western Australia and utilises the third space as a gaming server and Discord chatrooms. Data was collected from the servers, questionnaires, researcher observations, game walkthrough videos and through interviews with the participants. Being an International Baccalaureate school the children take part in a “cognitive curriculum” which is part of the metacognitive learning of the International Baccalaureate. The participants were applying these strategies to their reflections on their action within the server and these reflections then informed their further participation within the “informal” game. In this way it could be theorised that children who were skilled “shapeshifters” could be at an advantage both communicating within the collaborative group work and moving between the informal and formal spaces. The analysis of the data focuses on the ways in which the students unpacked, utilised and discussed the formal classroom learning whilst participating in the Java Minecraft server game space. The metalanguage of learning and building competence in digital games informally through play outside of the school appears to link well to the metalanguage of the International Baccalaureate curriculum. The paper investigates whether linking children’s understanding and use of the gaming metalanguage to the International Baccalaureate metalanguage enables children to traverse the metalanguage of the classroom more successfully. The analysis of the data is utilised threefold in this presentation to: Identify that there is a linkage between gaming language and International Baccalaureate curriculum elements make these links apparent and show how they would apply in the classroom.

Exploring the Long-Term Effects of the IB Curriculum on Students' Academic Achievement: A case study of International Maarif Schools Erbil

This study examines International MaarifSchool Erbil pupils' long-term academic performance under the International Baccalaureate (IB) curriculum. The study examines the IB's PYP, MYP, and DP. Examine how these IB curriculum elements affect students' academic performance over time. The quantitative study used 89 international instructors from International MaarifSchools in Erbil. The independent variable, IB Curriculum, has three dimensions (PYP, MYP, and DP), while the dependent variable, Students' Academic Attainment, is collected online. The study demonstrates positive relationships between the IB curriculum dimensions (PYP, MYP, and DP) and students' academic achievement through correlation and regression analysis. Results show that the IB program helps students succeed academically. The report also emphasizes excellent implementation and ongoing professional development for teachers to successfully administer the IB curriculum. The study sheds light on how the IB curriculum affects student performance. The findings confirm International MaarifSchools Erbil's IB curriculum and emphasize teacher training and parental involvement. The report also proposes evaluating and improving curriculum delivery and assessment techniques. This study shows that the IB curriculum improves students' academic performance and lays the groundwork for future research on its long-term benefits. These findings can help schools improve their curriculum and foster kids' holistic development.

Assessment Evaluation Using Solo Taxonomy for Measuring Levels of Critical Thinking Skills: PYP International Baccalaureate Case Study

This study aims to evaluate and document learning outcomes using the SOLO taxonomy model as an indicator of learning outcomes. Higher order thinking skills towards critical thinking elements. This research uses case studies with mixed methods qualitative and quantitative research methods with documentation research instruments of data analysis. The research sample was conducted in 2 4th grade elementary schools in Jakarta which implemented the IB (International Baccalaureate) curriculum by using the results of the SOLO taxonomy assessment. Data collection is done by interview method, analysis of the researched data documentation on critical thinking skills using the SOLO Taxonomy framework in the learning process and the level of assessment descriptors as scores or grading student report card assessments. The SOLO taxonomy descriptor level of the highest level of thinking skills is Extended Abstract with an assessment descriptor value of 5 and the lowest descriptor value of 3 (multi-structural) for reporting learning outcomes based on the achievement of student learning outcomes on understanding the concept of knowledge. Stages of students' critical thinking from not knowing to the level of understanding of concepts/learning outcomes related to real life. So it can be concluded that the results of this case study research can be used as an evaluation of the reporting of learning outcomes on critical thinking skills in the learning process and documentation of reporting assessments of learning at the elementary school level. The higher the students' critical thinking skills in understanding the concept of learning outcomes, the students reach the Higher Order Thinking Skills stage or the high-level skills needed in 21st century learning in solving real-life cognitive problems.

A critical analysis of the language policy of an International Baccalaureate curriculum school in Abu Dhabi

A critical analysis of the language policy of an International Baccalaureate curriculum school in Abu Dhabi

일본의 교육개혁과 그 모습 - 국제 바칼로레아의 도입에 근거하여 -

The International Baccalaureate(IB) is one of the education reform projects that Japan has been promoting since 2013 according to the socalled national strategy for education rebuilding. As one of Japan's educational reform projects, this study looked at the background of introduction, including why the IB curriculum, and the progress of IB from the present point of view. In addition, this study tried to look back at the aspects of Japan's education reform policy from a critical point of view from the problems revealed here. As a result, the introduction of IB, which aims to foster global talent who is fluent in English led by the Cabinet of Japan, can raise questions from a critical perspective that it is an education policy that leads to a new level of educational gap. In particular, the introduction of IB to a small number of schools under the pretext of educational reform should not be overlooked that it may transform into a systematic 21st century-style elite education through public education.

An analysis of International Baccalaureate – English Language Curriculum for Middle Year Program

The IB Curriculum, which was initially founded in Switzerland, is used globally. Many schools in Indonesia also apply this curriculum, and the number keeps growing. This paper will present the results of a study aiming to investigate the ideology, model, and elements of the International Baccalaureate (IB) curriculum, specifically the English (Language Acquisition) curriculum for the Middle Year Program (secondary school). The study has been given shape by the theory of curriculum development. The study employed a case study research design, especially text analysis. The results show that the English IB curriculum applies a learner-cantered ideology with collaborative learning to build students’ communicative skills. It also has been influenced by a deductive model proposed by Tyler. Moreover, the elements also confirm Tyler’s rationale, consisting of objectives, the content, learning activities or learning experiences designed to achieve the objectives various types of assessments and evaluations.

The Implementation of National Curriculum 2013 and International Baccalaureate (Study at Sampoerna Academy Medan)

This study aims to determine the implementation of National Curriculum 2013 and the International Baccalaureate curriculum and to compare student learning outcomes, especially in the field of Indonesian language studies at Sampoerna Academy Medan. The results shows that there are differences in learning outcomes in the field of Indonesian language studies using National Curriculum 2013 and the International Baccalaureate. The difference in the level of ability of students in the field of Indonesian language studies is indicated by the average learning outcomes of Indonesian language studies with National Curriculum 2013 which is lower than the International Baccalaureate curriculum. The findings of this study indicate that the use of both National Curriculum 2013and the International Baccalaureate has an impact on student learning outcomes at Sampoerna Academy Medan. This difference is due to differences in assessment standards, learning activities, communication both oral and written as well as the values ​​of cultural and character development of each curriculum applied in schools.

Teachers’ conceptions of English assessment in International Baccalaureate Curriculum – Secondary Level

Assessment as an essential part of teaching and learning might be perceived differently by teachers, whereas teachers' conception of assessment influences strategies and implementation of assessment. The International Baccalaureate curriculum is one of the international curricula widely used with its own assessment principles and implementation. This research aims to explore how teachers in IB secondary schools perceive English assessment in IB curriculum. By implementing a mixed-method approach, six teachers from five different IB secondary schools and two teachers from one IB secondary school participated in the questionnaire and interview. From the data, this research revealed that teachers perceive English assessment in IB curriculum as a valid and reliable means to improve teaching and learning, school accountability, and student accountability. The teachers also believe IB curriculum objectives have been well embedded in the English assessment process. Although the teachers have a positive perception of the assessment process in IB curriculum, several challenges are found, primarily in giving an authentic and personalized assessment. To solve the challenges, the teachers collaborate and share about the assessment practices they conducted in classes. Further research can be done to explore the perception of English assessment in IB curriculum from the students' point of view.

Tensions with international mindedness: teaching in the international baccalaureate program

PurposeInternational mindedness (IM) is a core element of International Baccalaureate (IB) programs. Implementation of IM varies with the type of international school and where the IB school is situated. This article seeks to understand the tensions that three teachers experienced while teaching the IB Diploma Program history curriculum.Design/methodology/approachFor this study, three IB teachers examined their experiences teaching the history curriculum. This article offers relevant research on the difficulties in implementing IM and the following tensions: (1) situating the IB curriculum; (2) with hegemonic privilege and (3) in high-stakes testing.FindingsIM can be integrated into the history curriculum to make the history curriculum relevant for the global community. While each interviewee enjoys teaching in the IB program and believes the IB history curriculum offers opportunity for IM, they also feel the history curriculum would benefit from modification. Each interviewee's points of view bring a relevancy and an authenticity for why tensions exist when teaching IB diploma history.Originality/valueThere is a gap of research in how and to what extent teachers implement IM into the IB high school history curriculum. Further, teachers' views regarding the IB history curriculum and whether the history curriculum facilitates one's teaching IM is largely anecdotal. Thus, this study is unique in its offering three interviews by IB high school history teachers on IM and the tensions they feel when teaching about and attempting to implement IM.

The Impact of Implementing the International Baccalaureate Primary Years Programme on Students' Self-efficacy Beliefs

The holistic approach of the International Baccalaureate (IB) programmes encourages students to become active, compassionate and life-long learners. The IB defines its international education programmes through a learner profile that consists of ten attributes; inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective [33]. For students to reach all IB learners profile attributes they need to be self-regulated learners [36]. Students’ self-efficacy beliefs are one of the components of self-regulated learning [15], and a key component of social cognitive theory [4]. Self-efficacy beliefs also contribute to students’ academic achievements, motivations and learning [41]. The Primary Years Programme (PYP) is the IB curriculum framework for children aged 3-11 that offers an inquiry-based, transdisciplinary curriculum framework building conceptual understandings. By learning through inquiry PYP students use their initiatives and take responsibility for their own learning [33]. This approach in learning claims to build students’ self-efficacy that contributes to self-regulation [36]. The paper presents an inductive qualitative study capturing the impact of implementing the IB PYP on students’ self-efficacy beliefs. The study was conducted in an IBPYP candidate school in Alexandria (second largest city in Egypt), which had been implementing the PYP for two years. Data was collected through four focus group discussions from different stakeholders; leaders, teachers, students and parents. The study findings revealed the perspectives of the different stakeholders about the reasons behind students’ self-efficacy beliefs. The study resulted in an interpretation of a spiral for the different aspects of PYP pedagogy that relate and integrate to support students’ self-efficacy beliefs. The study resulted also in identifying specific aspects in school culture that support students’ self-efficacy beliefs. The findings of the study will be beneficial to students, teachers, leaders, syllabus designers, and policy makers in IBPYP schools.

Obtaining customer satisfaction by managing customer expectation, customer perceived quality and perceived value

There is a need in the community which is realized by volunteering the community to pay some costs to get the quality education offered, also supported by government regulations that encourage the existence of international schools in each region, as well as the influence of globalization. The existence of these international standard schools using Cambridge or International Baccalaureate curriculum has brought big changes in managing schools as an educational institution. Education management is a necessity for schools today to be able to manage schools that focus on customer desires and satisfaction, without overriding the main values in education. Therefore, Structural Equation Modelling (SEM) is employed to spot the arena of this study; Customer Expectation and Customer Perceived Quality mediated by Customer Perceived Value will affect customer satisfaction. The model is expected to provide the model for education institutions how to manage customer satisfaction in-line with delivering quality education.

Integrating Contemporary Art in the PYP IB Curriculum to Open Dialogues About Cultural Diversity in Norway

What does it mean to open dialogues about cultural diversity using art in an international school in Norway? In the context of a changing Europe, cultural prejudices, sense of otherness as well as cultural and language barriers represent a challenge for educators. That is why, placing a special focus on progressive education, literacy and the humanities are key to designing a student-centered International Baccalaureate (IB) curriculum which is also inspired by the United Nations Sustainable Goals. What makes Norway’s private schools unique in comparison to other private schools that implement the IB curriculum is that a state-approved private school is 85% publicly financed. Within this context, Fagerhaug International School (in the region of Trondelag), has welcomed students coming from a wide variety of cultural and social backgrounds worldwide, and used art as a subject to integrate dissimilar cultures by opening dialogues about global issues, such as immigration. This means that many students in Norway can have access to quality public education within a multicultural environment whereby the community is enriched. The school can act as a cultural and political institution open to addressing local and global challenges to help shape a comprehensive model of the society. In this paper, three case studies are analyzed by using the theoretical approach of Diversity Pedagogy (Hernández Sheet, 2005) along with themes from theories related to democratic education (Freire, 2005). The article discusses the role of contemporary art in the teaching-learning process of art as a subject within Scandinavian socialism in the context of evolving Europe.

Impact of COVID on Online Teaching Platform: Study on IB Curriculum in Bangladesh

The sudden upsurge of Covid 19 pandemic has caused an immense effect in all the sectors throughout the world. Likewise, the education sector is no exception. Many countries around the world have decided to keep the educational institutions closed as an attempt to stop the pandemic from spreading. As a result of the outbreak of this pandemic the government of Bangladesh has declared a general holiday since March 23, 2020. In this scenario, most of the educational institutions have called off their on-campus activities and chose online platforms to continue their academic activities. Although the virtual classes initially began at only a few private institutions, the number started to rise gradually. There is an increase in the number of learners and institutions using the internet to continue the learning journey as the days are passing by. This paper aims to discuss the problems and prospects of online teaching in Bangladesh presenting a comparative picture between the mainstream education and International Baccalaureate curriculum applying during pandemic lockdown. This paper uses Abdul Kadir Molla International School to present a partial picture of the online teaching scenario in Bangladesh. The paper discusses some challenges such as unavailability of digital devices, unstable internet connection, lack of teachers training etc. Some queries, concerns and thoughts along with some recommendations are put before your discussion.

IB DP 수학 내용 및 교수・학습 특징에 근거한 고등학교 수학교육의 방향

International Baccalaureate (IB) is a well-known international curriculum developed by the International Baccalaureate Organization (IBO) in 1968. IB’s purpose is to nurture global talent with creativity and international minds and so many countries globally such as France, Spain, and Japan have adopted the IB curriculum. This study analyzed mathematics contents and teaching and learning approaches of the IB DP which is a high school level curriculum and interviewed a mathematics teacher working for an IB DP school. As a result, the IB DP comprises a higher level of mathematics contents compared with the Korean mathematics curriculum, but guides teachers to provide conceptually-focused lessons by controlling the difficulty level of assessment items Additionally, the IB DP emphasizes inquiry-based teaching and learning approaches, use of technology, connections of mathematics and other subjects, and the consistency of teaching and learning and assessment. Based on the results, we suggest the direction of high school mathematics education in regard to mathematics contents, teaching and learning methods, and the consistency of teaching and learning methods and assessments.

The Strategy in Developing International Baccalaureate (IB) High Level Thinking Abilities in Primary School Mathematics Learning (PYP)

This study aims to improve the learning process and develop high-level thinking skills of students through the learning process using the International baccalaureate curriculum in 5 th grade students at Siti Hajar Islamic Elementary School. This research is classroom action research (PTK) and carried out in three cycles, where each cycle consists of planning, action, observation and reflection. The aspects observed in each cycle are the activities of students and teachers, as well as the process of learning mathematics in class. The research subjects were 48 students consisting of 24 male students and 24 female students. The analysis of research on students' high-level thinking skills in mathematics learning using the Solo Taxonomy assessment which consists of 4 levels of high-level thinking, namely: (Unstructured, Multi-structural, Relational, and Extended Abstract). From the results of cycle 1, the percentage of students who reached the extended abstract level was 13.33%, in the second cycle, the level of thinking of students at the extended abstract level was 67.53% and in the third cycle the percentage of students who reached the level of extended abstract thinking was 77.33. Based on the indicators of success in the third cycle, the learning process of using the International baccalaureate curriculum in 5 th grade students at Siti Hajar Islamic Elementary School has proven to improve students' high-level thinking skills in mathematics learning. Keywords: International Baccalaureate Curriculum, HOTS, Solo Taxonomy DOI : 10.7176/JEP/10-33-07 Publication date: November 30 th 2019

In Search of the Characteristics IB Educational System and Backward Design

International Baccalaureate(IB), which is spreading around the world, transcends the boundaries of the specific subject. It focuses on the international perspective and emphasizes working together with others through fusion and harmony. It teaches creative and practical ability to solve complicated problems. We need people who can work with others to solve the problem with their own personality. Through education, students can grow into either passive and trapped thinkers, or active and open minded thinkers. To become a person of the capabilities and skills who is required by the present age, he must be able to access a lot of information and use what he has learned. Thus, the purpose of this study is to explore the characteristics of curricula meanings of IB educational System and its implications. The main reason of this study is to explore the signification of IB curriculum, the relevance of IB educational system and backward design by analyzing the previous educational implications and the discussions.

IB 교육과정을 활용한 다문화국제혁신학교 교육과정 설계 방향 탐색

IB 교육과정을 활용한 다문화국제혁신학교 교육과정 설계 방향 탐색

Implementasi Pendekatan Transdisciplinary dan Model Inquiry dalam Pembelajaran Social Studies Berbasis International Baccalaureate

This study describes social learning studies with trandisciplinary approaches and models of inquiry-based learning through strengthening the international baccalaureate curriculum. The theory underlying the birth of this study include the study of the social sciences, learning model, basic education, transdiciplinary and especially international baccalaureate curriculum studies as a scholarly study that is currently being developed as the excellent schools. The method used in this research is qualitative descriptive, which is an approach that seeks to get information from various viewpoints, especially current events, so as to complement the data source to be used as a study that provide significant impact on the development of knowledge, in this case the learning sciences social studies in primary schools in particular. The findings of this research is the implementation of the field approach to transdisciplinary, and a model of inquiry in learning social studies based on the curriculum of international baccalaureate and it is addressed through a review of the comprehensive thus produced that: (1) implementation approach transdiciplinary in social studies based international baccalaureate in class IV Bandung Independent School has been done by teachers whose benefit krikulum still looks too dense; (2) the implementation of social studies learning process by using inquiry-based model of international baccalaureate in Bandung Independent School fourth grade visible is optimal; (3) development process by using pedekatan transdisciplinary learning and social learning model of inquiry in the form of impact studies provide good results in student assessment.

Using Microanalysis to Examine how Elementary Students Self-regulate in Math: A Case Study

The purpose of this descriptive study was to examine how high, average, and low achieving elementary students engage in self-regulation in math. Participants were nine elementary students and their teachers from three different public schools who incorporated the International Baccalaureate Curriculum. Using a microanalytic methodology, students were asked a series of forethought, performance, and self-reflection process items about specific math problem solving. It was hypothesized that high achievers would display more self-regulated learning processes than either average or low achieving students. To provide a more detailed picture of self-regulatory functioning among the different math achievers, a case study of fifth grade students from each achievement level is also presented. Students’ reports of self-regulation were also compared with teacher ratings. Results also revealed that high achievers surpassed average achievers, who in turn surpassed the low achieving student in self-regulation. The results were discussed in terms of Zimmerman's social cognitive model of self-regulation. Implications, limitations, and future research are presented.