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Journal articles on the topic 'Curriculum implementation'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Ni, Laurentius, Ambros Leonangung Edu, and Ingrida Santiana. "Implementation of Independent Learning Curriculum in Elementary Schools." Jurnal Riset Multidisiplin dan Inovasi Teknologi 3, no. 01 (2025): 60–72. https://doi.org/10.59653/jimat.v3i01.1243.

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This research aims to: 1) Describe curriculum, curricular, co-curricular, and extra-curricular planning in implementing the independent learning curriculum at SDK Pagal I, Cibal District. (2) Describe the implementation of the curriculum, curricular, co-curricular, and extra-curricular in implementing the independent learning curriculum at SDK Pagal I, Cibal District. (3) Describe the evaluation of the curriculum, curricular, co-curricular, and extra-curricular in implementing the independent learning curriculum at SDK Pagal I, Cibal District. Through an in-depth case study approach, this rese

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Laurentius Ni, Ambros Leonangung Edu, and Ingrida Santriana Nice. "Implementation of the Merdeka Curriculum in Elementary Schools (Case Study at SDK Pagal I, Cibal District, Manggarai, East Nusa Tenggara, Indonesia)." JIMAD: Jurnal Ilmiah Mutiara Pendidikan 2, no. 4 (2024): 103–19. https://doi.org/10.61404/jimad.v2i4.341.

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This research aims to: 1) Describe the curriculum planning, curricular, co-curricular, and extracurricular activities in the implementation of the Merdeka Curriculum. 2) Describe the implementation of the curriculum, curricular, co-curricular, and extracurricular activities in the implementation of the Merdeka Curriculum. 3) Describe the evaluation of the curriculum, curricular, co-curricular, and extracurricular activities in the implementation of the Merdeka Curriculum. This study adopts a case study approach to explore the issue in depth using qualitative methods. The techniques employed in

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Olson, Ardis L., Jerold Woodhead, Roger Berkow, Nancy M. Kaufman, and Susan G. Marshall. "A National General Pediatric Clerkship Curriculum: The Process of Development and Implementation." Pediatrics 106, Supplement_1 (2000): 216–22. http://dx.doi.org/10.1542/peds.106.s1.216.

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Objective. To describe a new national general pediatrics clerkship curriculum, the development process that built national support for its use, and current progress in implementing the curriculum in pediatric clerkships at US allopathic medical schools. Curriculum Development. A curriculum project team of pediatric clerkship directors and an advisory committee representing professional organizations invested in pediatric student education developed the format and content in collaboration with pediatric educators from the Council on Medical Student Education in Pediatrics (COMSEP) and the Ambul

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Veryawan, Veryawan, Rabitah Hanum Hasibuan, Anisaturrahmi Anisaturrahmi, et al. "Analysis of the implementation of the Merdeka curriculum with Pancasila-profiled learners in early childhood education." Aṭfālunā Journal of Islamic Early Childhood Education 6, no. 2 (2023): 81–95. http://dx.doi.org/10.32505/atfaluna.v6i2.6517.

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Merdeka curriculum is interpreted as a learning design that provides learning opportunities for children to learn with freedom and creative thinking, creating a generation of lifelong learners following the values of Pancasila. This research aims to analyze the implementation of the Merdeka curriculum with Pancasila-profiled learners in early childhood education. This research uses a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) with three steps: planning, conducting, and reporting the review. The procedure through stages is

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Neureuther, Brian D. "Implementation Of Enterprise Resource Planning In Business Curriculums." Review of Business Information Systems (RBIS) 9, no. 4 (2005): 7–12. http://dx.doi.org/10.19030/rbis.v9i4.4439.

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SAP, the most pervasive enterprise resource planning software package in the world, is currently being used in several universities across the US. The use of this software varies from institution to institution, primarily by the degree in which it permeates the business curriculum. From a personal perspective, the author seeks to examine why SAP is fully integrated in some curriculums and why it is sporadically used in other curriculums. The question of how SAP can be successfully implemented into the business curriculum is addressed and explained.

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NWABUAKU, Louis. "Understanding Curriculum Theory and Practice: A Commentary on David Pratt's (1980) Assertion on Curriculum Implementation as a Great Barrier Reef." International Journal of Research in Education and Sustainable Development 5, no. 3 (2025): 1–7. https://doi.org/10.5281/zenodo.15111408.

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<em>This paper presents a critical discourse that is essential for understanding David Pratt's 1980 assertion that curriculum implementation functions as a significant barrier, akin to a great barrier reef. It employs an explanatory approach to explore the relationship between curriculum theory and practice, as well as how perceptions of curriculum implementation may hinder the realization of effective curriculum designs and innovations. Additionally, the paper offers guidelines to overcome the obstacles posed by misguided implementation ideologies, which can impede the achievement of goals se

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Yanti, Yus Meri. "Implementation of the Independent Learning Curriculum for Students." PPSDP International Journal of Education 3, no. 2 (2024): 354–65. http://dx.doi.org/10.59175/pijed.v3i2.253.

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Independent Curriculum is a curriculum with diverse intra-curricular learning where students can have enough time to deepen their competencies. Teachers can choose various learning tools based on students’ learning needs and interests. The implementation of the independent learning curriculum aims to revolutionize the education system by encouraging student-based learning and increasing educational flexibility. This paper discusses the impact of the independent learning curriculum on students, focusing on learning outcomes, student engagement, and the role of teachers. Through a qualitative re

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Yunitasari, Dukha, I. Wayan Suastra, and I. Wayan Lasmawan. "Implementation challenges of merdeka curriculum in primary schools." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 11, no. 4 (2023): 952. http://dx.doi.org/10.33394/j-ps.v11i4.8079.

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The aim of this study is to explain the implementation challenges of merdeka curriculum in primary school. The 47 articles were identified to discuss the understanding of merdeka curriculum, to know the merdeka curriculum challenges, and to overcome the challenges. The implementation of the Merdeka Curriculum in Indonesian primary schools presents a number of obstacles, including teacher comprehension of the curriculum, habituation, quality of education, implementation of specific subjects, and teacher preparedness. To ensure a correct understanding of the curriculum and the formation of appro

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Daud, Darmawan, Muhammad Nasir, and Moh Salehudin. "Manajemen Pengembangan Kurikulum Pesantren Mu’Adalah (Studi Kasus Pada Satuan Pendidikan Mu’allimin Pondok Pesantren Trubus Iman Tanah Grogot)." Journal on Education 6, no. 4 (2024): 20732–47. http://dx.doi.org/10.31004/joe.v6i4.6187.

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The policy on developing the mu'adalah pesantren curriculum as outlined in the Regulation of the Minister of Religious Affairs of the Republic of Indonesia number 31 of 2020 emphasizes the importance of being tailored to the characteristics of each pesantren. Management, which consists of planning, implementation, and evaluation, is a crucial aspect of this process. This has a significant impact on the students. The management of the mu'adalah pesantren curriculum development at Trubus Iman Islamic Boarding School focuses on planning, implementation, and evaluation. The Planning of the Mu'adal

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Hunkins, Francis P., and Allan C. Ornstein. "Curriculum Innovation and Implementation." Education and Urban Society 22, no. 1 (1989): 105–14. http://dx.doi.org/10.1177/0013124589022001011.

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Vladimir, Guțu. "The Specifics of School Curriculum Management at Institutional Level." Journal of Educational Theory and Practice DIDACTICA PRO... 19, no. 6 (118) (2019): 6–10. https://doi.org/10.5281/zenodo.3583224.

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The article is dedicated to the problem of curriculum management at institutional level, the emphasis being placed on identifying the organizational, psychological, and methodological conditions for an efficient implementation of the school curriculum. The article also details the types of managerial and pedagogical activities pertaining to curriculum implementation and provides valuable suggestions for managers and teachers in this respect. For the first time, a concept of continuous monitoring of the functionality of the curriculum is proposed, which is to be fulfilled by having the teachers

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Arias, Luz Dary, Emma Campo, and Julieta Zuluaga G. "APROPOS OF ACCREDITATION: COURSEBOOK EVALUATION AND CULTURE IMPLEMENTATION IN FLC." Revista Folios, no. 13 (May 7, 2017): 103. http://dx.doi.org/10.17227/01234870.13folios103.111.

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For more than four years, the Language Department of Universidad PedagogicaNacional engaged in the process of designing a new curriculum for theundergraduate language programs. In 1998, the Department finished designing thenew curriculum for those programs in order to get their official accreditation.Nowadays, after the new curriculum has been accredited, the teacher staff isworking on the design of the programs for each “espacio académico”. taking intoaccount some pedagogical, psychological, sociological and curricular referents.

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Doojung Kim and 김소영. "A study on curriculum implementation standards: influencing factors and curriculum implementation standards, Korea’s curriculum implementation practices and tasks for their improvement." Journal of Education & Culture 23, no. 2 (2017): 37–59. http://dx.doi.org/10.24159/joec.2017.23.2.37.

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Fachru Abdul Rahman and Ika Kartika. "Pengembangan Kurikulum Pesantren Muadalah." Jurnal Dirosah Islamiyah 7, no. 1 (2025): 127–36. https://doi.org/10.47467/jdi.v7i1.6457.

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The regulations for the development of the muadalah Islamic boarding school curriculum contained in the Regulation of the Minister of Religion of the Republic of Indonesia number 31 of 2020 emphasize the importance of maintaining the characteristics of each Muadalah Islamic boarding school. development consisting of planning, implementation and evaluation is a crucial aspect in this process. This research method uses a qualitative approach with triangulation data collection techniques. The research location is at the Rafah Islamic Boarding School. The results of this research indicate that the

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Widiatsih, Asri, Untung Triono, and Nostalgianti Citra P. "Implementasi Program Pembelajaran Berbasis Budaya Lokal Melalui Hidden Curriculum." Journal of Education and Instruction (JOEAI) 4, no. 2 (2021): 338–42. http://dx.doi.org/10.31539/joeai.v4i2.2823.

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This study aims to describe the implementation of local culture-based learning through the Hidden Curriculum at SMP Negeri 1 Sumberbaru Jember. The approach in this research is qualitative research, with case studies. Meanwhile, the object of this research is SMP Negeri 1 Sumberbaru, Jember Regency. The data collection technique uses observation, interview, and documentation techniques with data analysis using qualitative data analysis procedures consisting of: data condensation, data presentation, and inference/verification. The results showed that the implementation of local culture-based le

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Ding, Yiran, and Lijie Lv. "Are Students Satisfied with the Current School-Based Curriculum of Chinese Traditional Culture? A Survey of 120 Elementary and Middle Schools in China." Best Evidence in Chinese Education 6, no. 2 (2020): 863–79. http://dx.doi.org/10.15354/bece.20.ar079.

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The school-based curriculum is one of the crucial ways of Chinese traditional culture education. Therefore, it is essential to discuss the current elementary and middle school students’ satisfaction with the traditional cultural school-based curriculum. A survey of the curriculum satisfaction of 120 elementary and middle schools in China with a traditional cultural school-based curriculum found that students’ satisfaction with these curriculums is generally average. However, students believed that the quality of the curriculum is still low. Its main manifestations were passive satisfaction, co

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Firmansyah, Haris, and Thomi Sastra Atmaja. "Transformative Curriculum: Concepts, Implementation, and Challenges in History Education." Jurnal Pendidikan Progresif 15, no. 2 (2025): 1220–35. https://doi.org/10.23960/jpp.v15i2.pp1220-1235.

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Transformative Curriculum: Concepts, Implementation, and Challenges in History Education. Objectives: This study is designed to investigate the Transformative Curriculum's concept and implementation in the field of history education, as well as to pinpoint the obstacles that teachers and students face when implementing it in secondary schools. This research offers a comprehensive analysis of the Indonesian secondary education system's interpretation, practice, and challenge of Transformative Curriculum, unlike previous studies that primarily concentrated on curriculum theory or case studies in

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Mo, Haiwen, and Fengjuan Luo. "A Study of the Construction of English Hidden Curriculums at Primary Schools in China." English Language Teaching 12, no. 9 (2019): 66. http://dx.doi.org/10.5539/elt.v12n9p66.

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The hidden curriculum is an important part of curriculums, and constructing the primary school English hidden curriculum is helpful for the implementation of the new National English Curriculums, the development of students&rsquo; key competencies and the reform of basic English teaching in China. However, according to the survey conducted with 40 primary school leaders, 60 primary school English teachers as well as 300 primary school students, the hidden curriculum is always ignored in primary school English teaching in China. Schools should meticulously design the educational environment

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Latip, Abdul, and Aristo Hardinata. "Implementation of STEM-Robotics as High School Intra-curricular." THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING 3, no. 1 (2020): 11. http://dx.doi.org/10.21043/thabiea.v3i1.6770.

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The study aim to describe STEM-Robotic implementation as an intra-curricular in regular curriculum. STEM-Robotics is usually implemented as an extracurricular program in many schools. In the 2019/2020 school year, Edu Global Senior High School Bandung implemented STEM-Robotics as an intra-curricular for the ten-grade science program. STEM-Robotic implementation as an intra-curricular based on the challenges of 21st-century learning that lead to innovative creative learning and skills development. The method in this study is descriptive qualitative research method through the observations, ques

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Last Name, Mamosa Thaanyane, Joseph Thabana, and First Name Last Name. "Exploring Curriculum Implementation in Response to Labour Markets." International Journal of Science and Research (IJSR) 8, no. 4 (2019): 1537–41. http://dx.doi.org/10.21275/art20196907.

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Azmi, Chairul, Hadiyanto Hadiyanto, and Rusdinal Rusdinal. "National Curriculum Education Policy "Curriculum Merdeka And Its Implementation"." International Journal of Educational Dynamics 6, no. 1 (2023): 303–9. http://dx.doi.org/10.24036/ijeds.v6i1.437.

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The Merdeka Curriculum is a curriculum introduced by the Ministry of Education, Culture, Research, and Technology in 2021 as an effort to improve the education system in Indonesia. In the era of globalization, the demands on students' abilities are not only limited to academic abilities, but also life skills abilities, creativity, and innovation. The Merdeka curriculum is designed to meet these demands and help students be prepared for future challenges. Improvement of the national curriculum Previously, the national curriculum in Indonesia has undergone several revisions and adjustments, but

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Taufik Akasahtia, Lukman. "تطبيق منهج ٢٠١٣ في تحسين مخرجات التعلم اللغة العربية للصف الثامن ب ( القدوس) في المدرسة الثانوية مزرعة الصبيان جغال". Al-Mubin; Islamic Scientific Journal 6, № 1 (2023): 111–20. http://dx.doi.org/10.51192/almubin.v6i01.424.

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Curriculum is a container that determines education’s course. For the implementation of the 2013 curriculum stressed competence, knowledge, and skill. Mts Mazroatussibyan Cengal al school implementing the 2013 curriculum in arabic studies. The implementation of curriculum 2013 is expected to increase student’s learning results because this curriculum is essentially centered on students. Teacher only as facilitators and mediators and motivators for student’s, so that students have the spirit of learning and getting better results. The purpose of this study is to describe the implementation, the

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Lubis, Syibrina, and Maya Priyadi. "IMPLEMENTATION OF THE INDEPENDENT LEARNING CURRICULUM IN ELEMENTARY SCHOOL." SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 12, no. 4 (2022): 356–61. http://dx.doi.org/10.24114/sejpgsd.v12i4.40962.

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This research is to obtain information about the implementation of the independent learning curriculum in elementary schools. The method used in this writing is to use a literature study by reviewing several journals that are relevant to the topics discussed qualitatively. The steps taken by the author to collect reading material in this article, are (1) collecting data relevant to the topic discussed (2) analyzing the reading material that has been obtained and concluding the main topics regarding the implementation of the merdekalearning curriculum in elementary school. The implementation of

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Cheung, Derek, John Hattie, Robert Bucat, and Graham Douglas. "Students’ Perceptions of Curriculum Implementation." Curriculum and Teaching 11, no. 1 (1996): 49–60. http://dx.doi.org/10.7459/ct/11.1.05.

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Shafie, Osma, Fauziah Ab Rahim, and Sarimah Shaik Abdullah. "PRE-SCHOOL CURRICULUM: IMPLEMENTATION CHALLENGES." Practitioner Research 3 (July 31, 2021): 121–39. http://dx.doi.org/10.32890/pr2021.3.6.

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Early Education is vital for the continuous learning of children. Preschool teachers play their role and are also responsible for implementing teaching and learning, using the National Preschool Curriculum and Assessment Standard Document (DSKP KSPK). However, there are constraints in the implementation of the DSKP KSPK. This article aims to present the challenges faced by pre-school teachers in teaching and learning in pre-schools. The challenges faced include external and internal factors. External aspects involve the nation’s policy and leadership, trust and societal culture and school admi

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Huntley, Mary Ann. "Brief Report: Measuring Curriculum Implementation." Journal for Research in Mathematics Education 40, no. 4 (2009): 355–62. http://dx.doi.org/10.5951/jresematheduc.40.4.0355.

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Using curriculum-specific tools for measuring fidelity of implementation is an essential yet often overlooked aspect of examining relationships among textbooks, teaching, and student learning. This “Brief Report” describes the variety of ways that curriculum implementation is measured and argues that there is an urgent need to develop curriculum-sensitive tools for analyzing classroom practice. The report outlines the use of the Concerns-Based Adoption Model (CBAM) theory to develop analytical tools for measuring implementation of two middle-grades reform mathematics curricula: Connected Mathe

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Tumposky, Nancy Rennau, and John Adams. "Staff Development and Curriculum Implementation." Educational Forum 51, no. 2 (1987): 185–95. http://dx.doi.org/10.1080/00131728709339280.

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Ferguson, Amy, Jiyeon Kim, M. Jawad Javed, Elizabeth Kramer, and Huaping Wang. "Implementation of Pediatric EBM Curriculum." Academic Pediatrics 14, no. 4 (2014): e12. http://dx.doi.org/10.1016/j.acap.2014.05.050.

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Hipkins, Rosemary, Bronwen Cowie, Sara Tolbert, and Pauline Waiti. "Designing for empowering curriculum implementation." New Zealand Annual Review of Education 28 (July 7, 2023): 38–48. http://dx.doi.org/10.26686/nzaroe.v28.8273.

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International advocacy for future-focused curriculum design often centres on the idea of “competencies” or “capabilities” as potentially transformative constructs for high-level curriculum frameworks. This trend is exemplified by the addition of “key competencies” to the 2007 New Zealand Curriculum. Despite good intentions, this structural change appears to have made minimal difference to the learning that many students experience, or to the assessment practices used to evaluate that learning. With a Curriculum Refresh currently underway, now is an opportune moment to revisit the use of compet

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Renzales, Jenede. "MATATAG Curriculum and Its Implementation." International Journal of Open-access, Interdisciplinary and New Educational Discoveries of ETCOR Educational Research Center (iJOINED ETCOR) 4, no. 1 (2025): 669–78. https://doi.org/10.63498/nxz2st245.

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Abstract Aim: This study aimed to determine the readiness of basic education schools in implementing the MATATAG Curriculum of the Department of Education. It specifically examined the level of readiness in three aspects: Orientation and Capacity Building, Teaching and Learning Process, and Funding Requirements. Methodology: A descriptive research design was employed to measure school readiness factors using a survey instrument and statistical analysis. An evaluative design was used to determine significant differences in readiness levels across the three school resources. The study involved 6

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Lestariningsih, Nanik, and Mukhlis Rohmadi. "Tantangan dan Evaluasi dalam Implementasi Kurikulum Merdeka Pada Sekolah di Kota Palangka Raya." Edu Cendikia: Jurnal Ilmiah Kependidikan 5, no. 01 (2025): 1–11. https://doi.org/10.47709/educendikia.v5i01.5517.

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Government policy in education is implemented by implementing an independent curriculum at all school levels. How prepared schools are to implement the independent curriculum needs to be known in terms of readiness, implementation, challenges and the future of the implementation in elementary and secondary schools in Palangka Raya. The objectives of this study include (1) challenges in implementation, (2) describing the implementation of the independent curriculum in schools, and (3) evaluation after the implementation of the independent curriculum. The method used in this study was a survey a

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Masaong, Abd Kadim, Nur Luthfi Ardhian, and Sitti Roskina Mas. "Exploring the Potential of Independent Curriculum Implementation for Madrasah: An In-depth SWOT Analysis." International Journal of Management Studies and Social Science Research 06, no. 01 (2024): 39–48. http://dx.doi.org/10.56293/ijmsssr.2024.4805.

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: The purpose of this study is to examine the implementation of the Independent Curriculum at the AlIshlah Integrated Ibtidaiyah (MIT) Madrasah in Gorontalo City. Through a SWOT analysis, the study aims to identify the curriculum's strengths, weaknesses, opportunities, and threats. This research is essential as it can provide valuable insights for schools and madrasas to enhance their implementation of the Independent Curriculum. The study utilized a qualitative approach, with key informants and documents serving as sources of primary and secondary data, respectively. The collected data was an

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Olatunbosun, Emmanuel Ogunseemi, and Kayode Idowu Ezekiel. "Best Practices in Curriculum Implementation Through the Experiential Learning Cycle." European Journal of Theoretical and Applied Sciences 1, no. 3 (2023): 324–27. https://doi.org/10.59324/ejtas.2023.1(3).32.

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The aim of teaching is to learn, and more importantly to relate what is learnt with real world experience. Therefore, this paper explores best practices for curriculum implementation using the experiential learning cycle for effective classroom interactions. It discusses: the curriculum; the curriculum implementation; experiential learning cycle to show the impact of Engagement, Exploration, Integration; evaluation to enhance classroom interactions; how can the experiential learning cycle support curriculum implementation; benefits of curriculum implementation.

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SORIANO, BEVERLY M. "TEACHERS’ PERSPECTIVES ON THE IMPLEMENTATION OF INSTRUCTION UNDER THE MATATAG CURRICULUM." Cognizance Journal of Multidisciplinary Studies 5, no. 6 (2025): 1–10. https://doi.org/10.47760/cognizance.2025.v05i06.001.

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This literature-based inquiry explores the perspectives of teachers on the implementation of instruction under the newly introduced MATATAG Curriculum in the Philippines. As a major educational reform, the MATATAG Curriculum aims to decongest the previous K to 12 frameworks, strengthen foundational learning, and realign instruction with national development goals. The review synthesizes existing research and policy literature on curriculum implementation, instructional leadership, and teacher readiness. Findings from the literature highlight that teachers’ perceptions significantly affect the

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Krasniqi – Cakaj, Igballe, Besa Krasniqi, and Burbuqe Kurtaj – Bajrami. "Developmental Approach in Natural Sciences: Difficulties and Opportunities in Curriculum Implementation." Journal of Education and Development 9, no. 2 (2025): 1. https://doi.org/10.20849/jed.v9i2.1492.

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The reform of the educational system requires a developmental approach in the implementation of the curriculum. The aim of the research is to present aspect in the teaching of natural sciences, to identify the challenges and innovative opportunities during the practical implementation of the curriculum. The research is both quantitative and qualitative. It was conducted with 240 participants, including teachers (educators, trainers, coordinators) and principals, across 60 pre-university schools in Kosovo. For data collection, questionnaires with ready-made and comment answers were used, as wel

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Al, Wahaibi Suad, Khalfan Al-hijji, and Hussain Raja Maznah Raja. "DIGITAL CITIZENSHIP IN K-12: INTERNATIONAL MODELS AND LESSONS FOR OMAN." International E-Journal of Advances in Social Sciences (IJASOS) 10, no. 30 (2024): 420–29. https://doi.org/10.5281/zenodo.14604317.

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<strong>Abstract:</strong> As the world becomes more and more digital, global societies are struggling for ways to teach students how to be responsible digital citizens. Digital Citizenship (DC) encompasses the responsible use of technology including privacy, online safety and ethical behavior. This paper offers a comparative analysis of the implementation of DC education in six countries; Australia, South Korea, U.S., Finland, Estonia and Qatar. It aims to derive lessons and insights for Oman, a country that has no formal DC curriculum yet. It sheds light on the key components of DC curriculu

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Kicha, Leni, Tini Mogea, and Nihta V. F. Liando. "Development, Implementation, Evaluation, and Comparation Toward ELT Curriculum (A Case in Indonesia)." Edumaspul: Jurnal Pendidikan 7, no. 2 (2023): 3529–43. http://dx.doi.org/10.33487/edumaspul.v7i2.6978.

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The study aims to shed light on the multifaceted landscape of English Language Teaching (ELT) curriculum in the context of its development, implementation, evaluation, and comparative analysis. The first phase of the study delves into the developmental aspect of ELT curriculum, examining the underlying theories, methodologies, and best practices that inform its construction. Through content analysis, and document review, the research seeks to uncover the pedagogical innovations, curricular adaptations, and the development of ELT curriculum. In the subsequent phase, the study investigates the p

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Matorevhu, Alois, and Havatidi Madzamba. "The hidden curriculum and its role in curriculum innovation implementation." Journal of Research in Instructional 2, no. 2 (2022): 163–74. http://dx.doi.org/10.30862/jri.v2i2.96.

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The hidden curriculum comprises unspoken or implicit values, behaviors, procedures, and norms in an educational setting. This can be an alternative to empowering attitudes, values, and non-cognitive skills, for example, politeness, honesty, hard work, cooperation, and tolerance in students during the implementation of curriculum innovations.. An alignment between the intended/official curriculum innovation implementation and the implemented curriculum innovation encourages the positive manifestation of the hidden curriculum. Negative manifestation of the hidden curriculum due to misalignment

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Brown, Stacy A., Kathleen Pitvorec, Catherine Ditto, and Catherine Randall Kelso. "Reconceiving Fidelity of Implementation: An Investigation of Elementary." Journal for Research in Mathematics Education 40, no. 4 (2009): 363–95. http://dx.doi.org/10.5951/jresematheduc.40.4.0363.

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Recent research on mathematics reforms in the United States indicates that the reforms are not yet widely implemented. Generally, this claim results from looking at the extent to which teachers use curricular materials or engage in particular classroom practices. This article moves beyond disparate questions of use and practice to examine interactions between teachers and curricula as evidenced by their enactments of whole-number lessons from a Standards-based curriculum. Specifically, we analyze videorecorded 1st- and 2nd-grade classroom lessons in terms of students' opportunities to reason a

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Caswell, Jo. "Intent, implementation, impact." Early Years Educator 23, no. 1 (2021): 18–19. http://dx.doi.org/10.12968/eyed.2021.23.1.18.

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Settings are assessed on the quality of education they provide, which is their curriculum. This article explains what is meant by ‘curriculum’ and how leaders can be instrumental in designing a framework of learning tailored specifically for the children in their setting.

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Hakim, Abdul, and N. Hani Herlina. "Manajemen Kurikulum Terpadu di Pondok Pesantren Modern Daarul Huda Banjar." Jurnal Penelitian Pendidikan Islam 6, no. 1 (2018): 111. http://dx.doi.org/10.36667/jppi.v6i1.157.

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This article is the result of research at Pondok Pesantren Modern Daarul Huda, Banjar City, West Java Province. The results of the research show that: (1) Integrated curriculum planning includes the program of faith development, noble character, science, nationality and nationality, art, entrepreneurship and technical skills, dakwah and community, leadership and management, teacher training, gender equality education, and health, tahfidz al-Qur'an; (2) curriculum structure consists of intra-curricular curriculum, co-curricular and extracurricular; (3) the implementation of integrated curriculu

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Januartini, Dwi, Theresia Ratna Sari, and Tahrun Tahrun. "An Analysis of the Merdeka Curriculum's Implementation at Madrasah Ibtidaiyah." Jurnal Basicedu 8, no. 4 (2024): 2968–77. http://dx.doi.org/10.31004/basicedu.v8i4.8317.

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The Indonesian government implemented the learner-centered Merdeka Curriculum to overhaul the country's educational system. This curriculum is being used at MI Hijriyah II Palembang, a well-known Islamic elementary school in Palembang. The purpose of this study is to evaluate the Merdeka Curriculum's implementation at MI Hijriyah II Palembang, with an emphasis on its advantages, disadvantages, opportunities, and threats. In order to collect data for this qualitative study, semi-structured interviews, observations, and document analysis were used in conjunction with a case study design. Teacher

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Prencesita, P. Alot, and Z. Andal Ed. D. Edilberto. "Implementation of Kindergarten Curriculum and the Pupil's Acquisition of Basic Competencies." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH 2, no. 07 (2023): 639–45. https://doi.org/10.5281/zenodo.8171176.

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The term kindergarten came from a German origin that means “children’s garden. It serves as a transition period from home or preschool to formal education. The main purpose of kindergarten is to provide foundation for the child’s wholistic development. In Kindergarten program, children are engaged in different activities that are age appropriate. These activities are designed to promote the physical, cognitive, emotional and social development of children . Many research have shown that during the early years, rapid brain development occurred forming the foundation for future

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Andi Asrifan and Anita Candra Dewi. "Indonesian Curriculum Issues: Teacher Implementation and Student Perception of K13 in ELT." Journal of Learning and Development Studies 3, no. 3 (2023): 27–33. http://dx.doi.org/10.32996/jlds.2023.3.3.2.

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The 2013 Indonesian curriculum is contentious. The government mandated that all schools follow the 2013 curriculum in 2015, but in December 2014, the Ministry of Education altered the requirement to return to KTSP. Indonesia's frequent curriculum changes affect teaching and learning and education stockholders. This study examined the implementation of the 2013 curriculum in English teaching practice, the challenges teachers and students face, and students' perceptions of ELT practice related to the 2013 curriculum. This study uses descriptive qualitative research. English teachers and students

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Lathif, Rusli. "Comparative Study of Curriculum 2013 Implementation and Independent Learning Curriculum on Islamic Religious Education Learning at SMAN 2 South Tangerang City." Scientia 2, no. 1 (2023): 426–30. http://dx.doi.org/10.51773/sssh.v2i1.188.

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According to Law No. 20 of 2003, a curriculum is a set of plans and arrangements regarding the objectives, content and learning materials, as well as the methods used as guidelines for organizing activities to achieve certain educational goals. The curriculum's function in education is to create lesson plans, design and compile learning materials and objectives, as well as to ensure that learning is carried out effectively. To make learning effective, it is necessary to have the best formula in terms of curriculum content and substance. It will be relatively simple to implement when the curric

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Kalaimathi, S. Ani Grace, Nalini Sirala Jagadeesh, Kandasamy Muthugounder, and Sharadha Ramesh. "Effectiveness of Nursing Curriculum Implementation Support Program for Academic Heads." Journal of Datta Meghe Institute of Medical Sciences University 20, no. 1 (2025): 155–59. https://doi.org/10.4103/jdmimsu.jdmimsu_817_24.

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Abstract Background: The Indian Nursing Council revised the undergraduate nursing curriculum to be competency-based, credit-based semester system with electives to uplift and standardize nursing education in India. This study aimed to evaluate the effectiveness of the Revised Undergraduate Nursing Curriculum Implementation Support Program for academic heads and to explore the challenges in its implementation. Methods: A multimethod design was used, a preexperimental quantitative design and a descriptive qualitative design to assess the feasibility and utility of the curriculum. Three hundred a

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Msomi, XA Mabusela MS Ntshangase TC. "Confronting Challenges Of Implementing Accounting Curriculum In A Context Of Curriculum Change In Selected South African Township Secondary Schools." Multicultural Education 9, no. 3 (2023): 1. https://doi.org/10.5281/zenodo.7707139.

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<em>This study engaged on the persistent challenges encountered by Accounting teachers oncurriculum implementation due to the ever-evolving curriculum since the introduction of a democratic state in South Africa. This study was underpinned by Piaget’s theory of cognitive development, transformation theoryand Maslow’s theory of motivation. The study utilised a qualitative case study design. Through purposive sampling, seventeen Accounting teachers and five principals were selected from seventeen township secondary schools which represented (10%) of secondary schools offering Account

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Vladimir, Guțu. "The 2019 National Curriculum: Conceptual, Methodological, and Managerial Implications." Journal of Educational Theory and Practice DIDACTICA PRO... 19, no. 4-5 (116-117) (2019): 3–9. https://doi.org/10.5281/zenodo.3520997.

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This article is dedicated to presenting the value axes of the curriculum reform for general education, to characterize the conceptual foundations and methodological orientations of curriculum development, the emphasis being placed on the teleological, content- and process-based approach towards the school curriculum. At the same time, the stages of curricular reform in the Republic of Moldova, starting with the 1990s, are described retrospectively, as well as innovative approaches to the developed curriculum.

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Laili, Nur, and Faiqotur Rizkiyah. "The Implementation of Cambridge Curriculum in English Learning at SMP Lazuardi Tursina." ELT-Lectura 11, no. 2 (2024): 189–203. http://dx.doi.org/10.31849/elt-lectura.v11i2.21209.

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In Indonesian schools, the curriculum is crucial for teaching-learning process. As a means of improving student competencies and educational quality, certain Indonesian schools are starting to implement overseas curricula, such as Cambridge. However Indonesian schools have different approaches to implementing the Cambridge curriculum. The purpose of this research is to investigate how the Cambridge Curriculum is being used at SMP Lazuardi Tursina for English language instruction. A qualitative strategy using a case study design is the methodology used. Data were gathered using curriculum-relat

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Lo, Joe Tin-Yau, and Sum-Cho Po. "The Development of Interdisciplinary Liberal Studies Curriculum in Hong Kong: Perspectives and Problems." International Journal of Educational Reform 18, no. 3 (2009): 224–49. http://dx.doi.org/10.1177/105678790901800304.

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The introduction of liberal studies is a new curriculum reform initiative in Hong Kong starting in 2009. It is a kind of formal interdisciplinary curriculum built on decades of experiences garnered from the implementation of various integrated subjects with similar nature. Through the method of documentary analysis that brings all official policy papers, curriculum guides/documents, stakeholders’ feedback, and prior research into critical scrutiny, this article aims to analyze the phylogeny of formal interdisciplinary curriculum in Hong Kong from historical, sociological, ideological, and curr

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