Teacher Professional Development Research Articles

EDUCATIONAL PROGRAMMES OF MICROQUALIFICATIONS AS AN EFFECTIVE TOOL FOR IMPLEMENTING THE PRINCIPLE OF CONTINUITY OF EDUCATION IN THE PROFESSIONAL ACTIVITY OF A MODERN UNIVERSITY TEACHER

The article analyses the introduction of educational programmes of microqualifications as an effective tool for implementing the principle of continuing education in the professional activities of university teachers. Special attention is paid to how microqualifications contribute to the development of competences and adaptation of teachers to the changing requirements of the educational environment. Examples of their use in the practice of higher education institutions are presented, and the impact on improving the quality of teaching and competitiveness of staff is assessed. The relevance of the study is conditioned by rapid changes and new challenges faced by the system of higher education in Kazakhstan. In the conditions of reforming the educational system of the country and the growth of international competition, the integration of microqualification programmes as a strategic approach to the continuous professional development of teachers is of particular importance. The aim of the study is to identify the key challenges and prospects for the development of microqualifications based on the analysis of global and regional educational trends. The paper uses the methods of strategic analysis, as well as comparative-historical approach, which allowed to identify opportunities and threats affecting the development of this system in Kazakhstan. Special attention is paid to the strengths and weaknesses of educational programmes, as well as their compliance with modern standards. As a result of the study, recommendations for successful integration of microqualifications into the strategies of HEIs are proposed. Special attention is paid to the creation of strategic partnerships, continuous monitoring of changes in the educational environment and ensuring the high quality of programmes in accordance with international standards. Prospects for the development of microqualifications in Kazakhstan include the development of supra-subject competences and a balance between digital and traditional teaching methods to meet the needs of the target audience and ensure professional development of teachers.

Employment Skills in Tertiary Work-Based Learning: A Multiple-Stakeholder Investigation into China’s “3 + 1” Programs

Rapid economic development and globalization have reshaped the labor market, demanding a highly skilled and adaptable workforce. Tertiary education institutions worldwide have increasingly incorporated work-based learning into their curricula to close the gap between academic knowledge and practical skills. In China, the “3 + 1” programs, combining three years of academic study with one year of practical training, have emerged as a prominent work-based learning model. Despite the strategic importance of these programs, critical gap in consensus remains regarding the specific employment skills that should be imparted, leading to unemployment or underemployment of graduates and employer dissatisfaction. This qualitative study explores the employment skills expected from students in China’s “3 + 1” programs and identifies factors contributing to effective program organization. Through insights gathered from in-depth interviews with multiple stakeholders, including 28 students, educators, and employers, the study highlights the importance of industry-academia collaboration, curriculum relevance and flexibility, professional development for educators, enhanced work placement quality, and effective feedback mechanisms. The findings suggest that these strategies can promote effective work-based learning, equipping graduates with the essential skills emphasized by multiple stakeholders in the study, such as technical proficiency, problem solving, effective communication, teamwork and cooperation, adaptability and agility, digital literacy and technological skills, innovation and creativity, and initiative and proactivity. The study offers implications for both educational institutions and policymakers aiming to improve graduate employability, particularly by enhancing the quality of the “3 + 1” programs through the effective integration of academic studies and industrial training.

The Role of School’s Principal and Peer Observation in Improving the Professional Quality of Teachers

This research aims to investigate the role of observation by school principals and colleagues in improving the professional quality of teachers in the education environment.This research examines the role of principal and peer observations in improving the professional quality of teachers using the review article writing method.Research conducted by researchers at SD N 163 Palembang shows that observations by the principal and colleagues contribute to improving the professional quality of teachers. Observation is the same as supervision, only the name has changed in the Independent Curriculum. Observations or direct observations from other people to provide feedback can be carried out by the Principal and colleagues so that the professional quality of teachers can be improved. The principal acts as a leader and director in the teacher evaluation and self-development process, while colleagues provide social support and constructive feedback. This research makes a new contribution by exploring the role of observation by school principals and colleagues in an integrated manner in the context of increasing teacher professionalism. This approach highlights the importance of collaboration and support between school members in teacher professional development. Important implications for educational management practice, emphasizing the need to develop observation systems that are oriented towards continuous learning and holistically increasing teacher professionalism.

Improving Mathematics Education through Teacher Professional Development: A Tanzanian Perspective

This study aimed to explore mathematics teachers’ perceptions of professional development. The study involved two public secondary schools in Ilala Municipality, Dar es Salaam. This was a qualitative study based on case study design. The study involved fourteen (14) participants that were selected purposefully. Two (2) heads of the schools, two (2) Academic Teachers, two (2) heads of mathematics departments, and eight (8) mathematics teachers were equally involved from both schools. Interviews, focus group discussions, surveys, and document analysis methods were used in data collection. Both interviews and focus group discussion were audio-recorded by using a protected smartphone with password to ensure data security. The documents reviewed includes; school policies, school calendars, and mathematics departmental meetings’ minutes. The data collected were analysed thematically to identify and interpret key themes. The data analysis was based on the following steps: transcription, data reduction, presentation, and discussion of findings. Fictitious names were used for names of people and schools to ensure confidentiality and anonymity. The study revealed that teachers perceived professional development as formal programs to improve teachers’ quality that were time-consuming and costly, while informal professional development programs were overlooked by teachers and other educational stakeholders. The study recommends that, in order to improve teachers’ quality as intended in professional development, there is a need to raise awareness for both formal and informal professional development programs among teachers and a learning community as a whole.

AI 디지털교과서 도입과 활용에 관한 중등수학교사의 인식 조사 연구: 학습자 맞춤 교육 실현을 위한 과제

This study explores mathematics teachers' perceptions of the adoption and utilization of AI digital mathematics textbooks and provides implications for both the development of AI digital textbooks and teacher education. A survey was conducted in November 2023 with 130 secondary school mathematics teachers to analyze their perceptions regarding (1) understanding and necessity of AI digital textbooks, (2) key features, (3) application in mathematics instruction, and (4) teacher professional development. The results reveal that while secondary mathematics teachers recognize the necessity of adopting AI digital textbooks, there is a significant gap in their understanding and experience with the core functionalities. There is a strong demand for features such as learning diagnostics and dashboard to support adaptive learning, along with expectations for student-centered adaptive learning and emotional support. However, concerns were also raised about decreased interactivity and challenges in lesson preparation due to changes in the educational environment. Based on these findings, the study suggests the need for enhanced teacher professional development to deepen teachers’ understanding and support practical implementation, as well as functional improvements to AI digital textbooks to ensure their effective and practical adoption in educational settings.

Innovative research of comprehensive practice classroom teaching of Chinese reading

The innovative research of comprehensive practical classroom teaching of Chinese reading shows that teachers should pay attention to cultivating students 'interest in reading in the teaching process, improve their information screening and integration ability, and introduce diversified teaching strategies to stimulate students' learning initiative and creative thinking. Through the continuous innovation of teaching methods, we can enrich the reading practice activities, and provide students with a broader space for exploration and thinking. Classroom teaching is an important link in the field of education, and it has a key influence on students' learning effect and development. With the rapid change of society and the reform of education system, the traditional classroom teaching model faces many challenges. Therefore, it is of great theoretical and practical significance to study the innovation of comprehensive practical classroom teaching of Chinese reading and improve the teaching effect. First of all, the innovation of the comprehensive practical classroom teaching can promote the improvement of the quality of Chinese education. Through the exploration and application of the comprehensive practice innovation strategy of different Chinese reading, it can better meet students' learning needs, stimulate their interest and initiative in learning Chinese, and improve the effect and quality of Chinese learning. Secondly, the innovation of comprehensive practical classroom teaching of Chinese reading can promote the professional development of Chinese teachers. Teachers are the main implementers and organizers of classroom teaching, and their teaching ability and level are directly related to the quality and effect of classroom teaching. Studying the practical innovation of classroom teaching can help teachers to continuously improve their teaching ideas, teaching methods and teaching skills, and improve their professional quality and teaching level. In addition, the innovation of studying the comprehensive practical classroom teaching of Chinese reading can also promote the in-depth progress of educational reform. Education reform needs to learn from and introduce new educational ideas, teaching methods and teaching means, and all of these need to be verified and implemented through practical innovation. By studying the innovation of comprehensive practical classroom teaching of Chinese reading, it can provide practical experience and theoretical support for the promotion of educational reform.

Diskurser om att lära sig läsa och skriva som vuxen

This article investigates discourses about basic literacy learning for adult second language learners in the program Swedish for Immigrants (SFI), study path one, which is for students with little or no prior schooling. The study has its theoretical basis in nexus analysis, which here means that literacy education is studied as a social act through these three discourses: discourses in place, historical bodies, and interaction order. These are investigated through the analysis and study of current policy documents, teacher interviews, and classroom observations. Current documents emphasize that the design of teaching programs should be functional. This corresponds with teachers’ views about how literacy education forms part of general education in Swedish and how it has clear ties with what students perceive they need on an everyday basis. At the same time, the shortcomings pointed out in audits and reports that look at procedures to adapt teaching to individual needs correspond with the findings of the observation and interview data in the present study. There is a clear need for improvement both in this area and in the teaching of the alphabet, which does not have a prominent place in current policy documents and which appears to be taught separately. Currently, knowledge about the early literacy development of adult second language learners is not a formal requirement in teacher education, and only one of the 24 teachers in this study claims to have such knowledge. Usually, the acquisition of knowledge about early literacy development is included in the training of primary school student teachers and is foremostly in the teaching of first language learners. This study, however, shows the need for increased knowledge about initial literacy development for adults as part of the professional development of SFI teachers.

Features of the formation of professional competence of a future foreign language teacher through simulation games

The article emphasizes the importance of using the simulation-game method for the formation of professional competence of future foreign language teachers and describes its effective developmental impact. The principles and methods of the simulation game that contribute to the professional growth of students are considered. The authors of the article emphasize the necessity of professional development of future foreign language teachers and reveal the potential of simulation tasks. It is noted that learning through simulation game allows to achieve two goals at the same time. In addition, the authors note that the use of simulation games gives the learning process an interesting and practically oriented character, contributes to the development of students' universal competencies such as cooperation and critical thinking, which increases their competitiveness in the labor market. In the article the authors describe in detail the main stages of the simulation game method and offer a number of optimal linguistic and content tasks for the development of professional competencies. Based on the above, the authors conclude that it is necessary to introduce the simulation game as an effective method of teaching foreign languages in higher education institutions when training future teachers. The purpose of this article is to analyze the potential of using imitation tasks to improve the effectiveness of foreign language teaching. The main objective of the article is to describe the rules and principles of the method of imitation games, as well as to formulate the didactic foundations for the use of such games in the training of future foreign language teachers. On the basis of the studied theoretical sources and their own experience of using imitation games, the authors offer a set of tasks for teaching a foreign language that meets the requirements of language teaching methodology.

Teacher Professional Development Through Writing Scientific Papers

Objektive: This research aims to develop teacher professionalism through the writing of scientific papers. Theoretical Framework: Professional teachers will be reflected in the implementation of the service of tasks characterized by the presence of expertise, both in materials and methods. In addition, it is also shown through his responsibility in carrying out all his devotion. Professional teachers should be able to bear and carry out their responsibilities as teachers to their learners, parents, society, nation, state, and religion. Professional teachers have personal, social, academic, moral, and spiritual responsibilities. Method: The design used in this research is descriptive qualitative. The data sources are 139 Indonesian language teachers from the Gorontalo Province. The research data consists of scientific papers written as part of the development of teacher professionalism, with the sources being 139 teachers. Data analysis is based on three processes, namely data reduction, data display, and verification, focusing on scientific papers to develop teacher professionalism. Results and Discussion: The teacher is one of the components of education in schools that has an important and strategic role. Among a number of competencies of professional teachers, the most important thing we emphasize is competence in learning management. A profession is a skill and authority in a certain position that requires certain competencies (attitudes, knowledge, and skills) specifically obtained from intensive academic education. In relation with that compiling scientific work is one of the forms of teacher professional development activities. Writing scientific papers for teachers is actually a basic necessity for developing their profession. Furthermore, the development of the ability to write scientific papers for teachers will have two main impacts, namely (a) teachers earn additional income from writing scientific papers if they are published in the mass media and win competitions and (b) teachers’ insight and understanding of the world of education and learning more deeply and comprehensively. Research Implications: This research has implications for increasing teacher professionalism through the writing of scientific papers. Teachers' ability to correctly write scientific papers significantly impacts their professionalism in teaching. Teachers will have better teaching skills if their scientific writing skills are also good. Additionally, teachers will serve as exemplary role models for their students in scientific writing. Originality/Value: This research significantly contributes to the improvement of teacher professionalism. Teachers with previously low professionalism can be continuously improved through their ability to write scientific papers. Gradually but surely, the persistent training in scientific writing will lead to increased professionalism. This professionalism is

Professional Growth Pathways for Primary School Teachers in Multi-grade Environment: Challenges and Solutions

The main objective of the current research was to investigate the professional development of teachers in public schools who teach in classes with several grade levels. Professional development is a crucial aspect of effective multi-grade teaching. Multi-grade teaching is believed to have a substantial influence on both instruction and learning. A descriptive research method was used for the study. The study population consisted of 200 government school instructors, from which a sample of 496 teachers was randomly chosen using simple random sampling. The selection was made from public schools in the Ziarat area of Balochistan, Pakistan. The data were subjected to analysis using factor analysis,ANOVA,and chi-square test. The research findings suggest that instructors with expertise and pedagogical abilities achieve higher levels of teaching and learning outcomes in multi-grade classes. The study suggested that the administration should arrange training programs to augment the pedagogical knowledge and proficiency of instructors in schools.

ВИКОРИСТАННЯ ІНФОРМАЦІЙНО-ЦИФРОВИХ ТЕХНОЛОГІЙ ДЛЯ ПОКРАЩЕННЯ МЕНЕДЖМЕНТУ ЯКОСТІ ОСВІТИ В ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

The article explores the role of information and digital technologies (IGT) in the formation of quality education management in secondary educational institutions. The author notes that in the modern world, the development of IGT has a significant impact on all areas of life, including education. The implementation of IGT in secondary educational institutions can contribute to improving the quality of education by enhancing the organization of the learning process, providing access to information resources, increasing student motivation for learning, and ensuring effective communication among all participants in the educational process. The article investigates the application of Deming’s recommendations, known as one of the pioneers in quality management, to educational institutions, particularly schools. An analysis of Deming’s fundamental principles and recommendations, such as a focus on continuous improvement, a systematic approach, leadership commitment, problem-solving based on facts and data, and promoting collaboration and interaction, is conducted. The article emphasizes the importance of quality management systems that help educational institutions effectively manage the quality of education, such as the PDCA methodology and Lean approaches. The author examines specific steps for implementing the IGT utilization strategy in education, including the creation of an integrated information-analytical system, the implementation of an electronic reporting system, the use of electronic textbooks and educational materials, providing access to electronic resources, organizing remote learning, involving students in active participation, and supporting the professional development of teachers. Overall, the article elucidates the importance and role of IGT in shaping the quality management of education in secondary educational institutions. The integration of IGT into the educational process contributes to improved learning organization, the creation of favorable conditions for student development, enhanced communication efficiency, and expanded access to information resources.

Impact of English Teaching on Students’ Academic Performance at Higher Secondary School Level

The current study investigated the diverse dimensions of English teaching that influence students' academic performance at the higher secondary level, with a focus on refining teaching methodologies and tackling challenges in English learning experiences. Using a methodical research approach, the study focuses on the critical role that teachers play in English instruction for both students and teachers from government higher secondary schools in the Dir Lower area of KP. The use of a quantitative research strategy, in conjunction with a pilot study and a specially created questionnaire, guarantees the validity of data gathering and analysis. Through the use of SPSS software, data analysis can yield a wealth of information on students' perceptions and experiences with learning English. The results emphasize the value of good teaching strategies, the advantages of integrating technology, and the necessity of continual professional development for teachers. Regression analysis also shows a significant relationship between better academic achievement and improved English teaching methods. The recommendations of the study supported various efforts to enhance vigorous teacher training with improved and latest technology. The study has provided very useful information for the development and improvement of instructional strategies for English teachers at upper secondary schools.

Effects of Hands-on Laboratory Experiment on Students’ Skills Achievement in Physics in Day Secondary Schools in Rwanda: A Case of Gicumbi District

This research investigated the effect of a hands-on laboratory experiment on students’ skills achievement in physics in day secondary schools in Gicumbi district, Rwanda. Specifically, this research examined the hands-on laboratory practices that affect students’ skills and achievement in physics in day secondary schools in Rwanda, analyze the level of students’ skills achievement in physics that is due to the hands-on laboratory experiment in day secondary schools in Rwanda, and establish the relationship between the hands-on laboratory experiment and students’ skills achievement in physics in day secondary schools in Rwanda. The study adopted a descriptive survey design with a mixed approach. The targeted population of the study consisted of 72 headteachers, 5416 students, and 1750 teachers, making the total population of 7238, selected across Gicumbi district. The researcher used purposive sampling techniques to choose physics teachers and students and simple random sampling to choose schools and headteachers, a descriptive and correlational research design was used in combination with a mixed methodology. Quantitative data were collected using questionnaires, while qualitative data were acquired using interviews. The findings were analyzed through descriptive statistics such as frequency, percentage, mean, and standard deviation, as well as inferential statistics such as correlation and regression analysis. The findings revealed that 72.2% of students felt confident in applying theoretical knowledge to practical experiments, showcasing the effectiveness of structured hands-on practices. However, 67.6% expressed dissatisfaction with the clarity of laboratory activities, indicating a need for improvement. Additionally, 78.1% of students reported increased confidence in performing physics calculations after lab experiments, while 60% felt their understanding of complex concepts could be enhanced through hands-on activities. Furthermore, 75% of students believed practical experiments helped them retain physics concepts better than theory alone, and 87% of teachers agreed that regular exposure to laboratory activities boosts student performance in assessments. Collectively, these findings highlight the need to enhance hands-on laboratory practices to improve student engagement and achievement in physics. The research recommends curriculum developers to create structured hands-on activities aligned with theoretical concepts and incorporate diverse instructional strategies. NESA needs to integrate practical assessments into evaluations, while the Ministry of Education should allocate resources for improving laboratory facilities and provide professional development for teachers.

Inquiry into Teachers' and Parents' Experiences of Radio-Based Instruction and Modular Distance Learning in Early Childhood Education

This study examines the perspectives and experiences of educators and caregivers regarding radio-based instruction (RBI) and modular distance learning (MDL) in early childhood education. Semi-structured interviews with 10 parents and 6 kindergarten teachers in the Bay Sub-Office, Laguna, Philippines revealed significant challenges in access to technology, parental involvement, and socio-emotional development of learners. The findings underscore the need for clear instructional guidance and accessible resources. The study concludes that guardians’ participation, engagement, instructional clarity, and material accessibility are crucial for effective remote learning. As a result, the RADIO model and a comprehensive course outline were developed to address these needs, emphasizing resilience, collaboration, and inclusivity. Recommendations include enhancing technological infrastructure to ensure equitable access, implementing customized parental education programs, integrating socio-emotional learning (SEL) into the curriculum, providing targeted professional development for educators, and establishing continuous research and evaluation mechanisms to adapt strategies effectively. These recommendations foster an inclusive and dynamic educational ecosystem, enhance early childhood education and ensure quality remote learning experiences.

EFL teachers’ perceived productive skills for effective teacher professional development program

Indonesian EFL teachers’ English competency has been in the spotlight due to their unsatisfactory achievement. This reality has been observed during their practices in the classroom. This article aims at reporting the results of Indonesian EFL teachers’ perception of their productive English skills, speaking and writing. A mixed method was employed by focusing on introspective method. Quantitative data were obtained through a closed-ended questionnaire filled in by 206 secondary school teachers and analysed using SPSS software. Ten randomly selected teachers were interviewed to confirm the quantitative data. The findings show that EFL teachers’ speaking and writing skills are at a moderate level (68.62-71.70) and (67.83-71.18), respectively. Interview results indicate a low intensity of spoken English use in the classroom, which is less than 50%. This occurred for two main reasons: the students’ low ability to understand teachers’ talk/explanation and the teachers’ declining speaking ability. Meanwhile, only 2 of 10 teachers taught writing by following the steps of the writing process. However, at the interview session, the teachers rated themselves for speaking from 6-9 and for writing from 5-9. All teachers agreed that training to improve their English proficiency was highly important; this could be realised through the MGMP program. The results of these data will be used to develop a prototype of the Competency Test for Indonesian English Teachers (CTIET) to develop EFL teachers’ sustainable English proficiency.

Influence of Professional Learning Communities (PLCs) on Teacher Professional Development (TPD) in Basic Schools in the Tamale Metropolis

Purpose: This study aimed to examine the influence of professional learning communities (PLCs) on teacher professional development in basic schools in the Tamale Metropolis. Methodology: The study employed a qualitative research approach. A case study design was employed, and 20 teachers, head teachers, and school improvement support officers (SISO), were interviewed. This study used a self-constructed semi-structured interview (SSI) guide to collect data. Thematic analysis was used to analyze the data. Findings: The study revealed that professional learning communities significantly enhance skills, knowledge, and collaborative learning in teachers’ professional development. Unique contribution to theory, practice, and policy: The study recommends proactive measures, urging educational authorities, particularly the Ghana Education Service, to enhance awareness and understanding of the need for organizing professional learning communities among basic school teachers in the Tamale metropolis.

Unearthing Vulnerability and Resilience of Novice EFL Teachers in Shaping Their Professional Identity

This study explored the experiences of novice English as a Foreign Language (EFL) teachers in both formal education (FE) and non-formal education (NFE) settings, with a focus on professional identity development. It examined how these experiences contribute to the formation of their professional identity with the research question: What is the impact of vulnerability and resilience on the professional identity development of novice EFL teachers in both FE and NFE settings? This qualitative research adopted a descriptive narrative approach. Data collection was through interviews and literature review. The data collected was analysed through the use of coding and triangulation techniques. Four novice EFL teachers, two of the FE teachers and two of the NFE teachers were selected to participate in this research. The findings identified four impacts of vulnerability and resilience on professional identity development of novice EFL teachers; 1) self awareness, 2) adabtability to challenges, 3) institutional support, and 4) professional commitment.

Innovative Research on Teaching Reform of Digital Platform Courses in the Context of Enterprise Demand

This study provides an in-depth analysis of the teaching reform of digital platform courses in the context of enterprise demand, focusing on the significant impact of the teaching reform of digital platform courses on improving students digital literacy, adjusting the professional settings to be closer to the market and enterprise demand, and enhancing teachers informational teaching ability. The results of the study show that the curriculum teaching reform measures effectively improve students competitiveness in employment and learning ability, and at the same time enhance teachers teaching ability in the information technology era. The core of the teaching reform lies in the seamless matching of educational contents with market demands through the optimization of professional settings and the innovation of teaching contents. In addition, the professional development of teachers and the updating of their educational concepts have become key parts of this reform, so as to effectively meet the challenges of education in the digital era.

Developing Physical Education Curricula Within the Framework of Digital Transformation to Achieve Sustainable Development

The importance of the study is due to improving the quality of learning and enhancing interaction and participation in the educational process. Achieving personalized and effective learning in the field of physical education. Enhancing self-learning and enabling students to better discover and develop their mathematical skills. The study aims: The goal of developing physical education curricula in the era of “artificial intelligence” is to improve the learning process and enhance students’ sports performance. Analysis of individual performance through the use of advanced technology and artificial intelligence. Study methodology: The researcher used the descriptive survey method and the experimental method due to its suitability to the nature of the study. Study design: The study was designed by collecting data through questionnaires in a way that allows for the collection of appropriate data to test the hypothesis. Data collection methods: Through interviews, questionnaires are distributed to specialists in developing curricula and methods of teaching physical education to most physical education teachers and in the Department of Curricula and Methods of Teaching Physical Education and in Arab and foreign countries. Their number is (80) experts in curricula and methods of teaching physical education. Communication was made via Academic communication sites ((Research Gate - Academy Gate - Google Scholar - sci space ai) The conclusions were that there were statistically significant differences between the means in favor of the experimental group. The effect size values were high, which indicates a significant positive impact of the smart system in improving the scientific and methodological nature of physical education. This indicates the effectiveness of using smart teaching systems in teaching physical education. It can be concluded that the effectiveness of using modern curriculum design methods in improving the curriculum design skills of students of the College of Physical Education. There is a need to develop similar training programs to develop the curriculum design skills of teachers and curriculum designers. The recommendations were: Adopting smart teaching systems and multimedia in teaching physical education courses due to their effectiveness Developing training programs to develop curriculum design skills among teachers and curriculum designers in physical education colleges. Reducing the number of students in classes and training teachers on an ongoing basis. Involving faculty members in developing physical education curricula and training teaching assistants. Paying attention to the continuous professional development of physical education teachers. Conducting further studies to measure the effectiveness of other strategies in improving the quality of teaching physical education courses

Evaluative Study of the Implementation of the Independent Curriculum in Physical Education Elementary School Level Using the CIPP Model

This research aims to evaluate the use of the Independent Curriculum in Physical Education Learning at the elementary school level using the CIPP (Context, Input, Process, Product) model approach. This research uses a qualitative case study approach in 12 public elementary schools in Mojogedang District, Karanganyar Regency, Indonesia. Data was obtained through observation, semi-structured interviews, and document analysis. The significance of this research is Penjas learning at the elementary school level. The main focus of this research lies in the need to ensure the effectiveness of implementing the Merdeka Curriculum. As a result of this research, it was found that there were significant variations in the implementation of the Independent Curriculum between schools. Although the context aspect highlights the importance of developing students holistically, there are differences in the ideal concept and its implementation. Input evaluations show significant differences in school readiness, especially in teacher capabilities and resource availability. Product evaluation shows various differences in efforts to develop student competencies. The results of this research conclude that a more differentiated and contextual implementation strategy is needed, as well as getting sustainable support in teacher professional development and improving educational infrastructure.