Elementary teachers' beliefs and practices pertaining to freedom of learning curriculum reform policy: A qualitative study

Abstract

This study examines elementary school teachers’ beliefs and practices pertaining to the ‘freedom-of-learning’ curriculum reform policy in Indonesia. With regard to teachers’ beliefs, this study explored current topics and discussed the challenges that teachers, schools, and the government must address to when preparing to implement reforms. We conducted interviews and discussions with six elementary school teachers from six schools and enrolled participants based on their past or current experience in coordinating school curriculum frameworks and managing school curricula. Responses differed between 1) teachers who were skeptical of and resistant to the new policy, and 2) teachers who felt that the new policy was crucial and were enthusiastic about it provided specific conditions were met. However, both groups of teachers were not yet ready to accept this new policy. Based on these findings, this study recommended the following for teachers, schools, and curriculum policymakers: (1) The ongoing driving teacher program must be implemented effectively and, in a manner, different from prior programs. (2) The socialization of the freedom-of-learning curriculum reform policy must be conceptualized and systematic such that teachers develop a clear understanding of the policy. (3) During the implementation of reforms, the government should not only focus on technical implementation but also on fundamental changes in mindset.

Principals' Perceptions Pertaining to the Policy Engagement of Driving Organizations (NGOs) in Advancing Education Quality: Curriculum Reform Study

“…School principals accentuate another pivotal aspect: their conviction that the policy comprehensively defines their roles, interests, authority, and obligations as they spearhead the implementation of the "merdeka belajar" policy. This policy hinges on participatory leadership as its cornerstone for success (Mustofa et al, 2023). Principals perceive this policy as a deliberate endeavor to foster and empower their leadership, extending not solely to school principals but also encompassing teachers as educational leaders both within and beyond the confines of the school environment.…”

“…The principal articulates the challenges encountered within education thus far, primarily highlighting the disparity between educational needs and the available resources. Notably, teachers contend with a multitude of administrative requisites necessitated by government regulations, which inevitably curtails the time available for them to translate their ideas into action and nurture their creative capacities (Mustofa et al, 2023). "The Ministry of Education is intensifying its efforts to enhance the caliber of teachers" is a sentiment that underscores the situation.…”

Principals' managerial role in realizing the ideal curriculum and learning: The case of remote areas schools in Indonesia

“…The school principal is responsible for the implementation of learning activities in accordance with the regulations implemented by the government, while teachers are responsible for achieving the quality of learning through careful planning of learning activities and helping students to achieve through the indicators of learning success as follows: (1) students have a high level of curiosity, (2) students consistently participate in learning activities, (3) students understand the development of science and have the skills to find sources of information that support learning activities, (4) students are able to manage information and build knowledge that they master, (5) students are able to use the knowledge that has been obtained to solve a problem, (6) students can communicate their knowledge to the people around them, and (7) students have awareness and independently take the initiative to participate in learning activities (Lee & Chiu, 2017;Tassabehji, Hackney, & Popovič, 2016). The scope of managing curriculums and learning in supporting efforts to improve the quality of learning and achieving learning objectives includes managerial activities related to curriculum conditioning, including: (1) implementation of the cu rriculum, (2) preparation of educational calendars, (3) distribution of teaching tasks and preparation of teaching schedules, (4) planning, implementing, assessing, analyzing final learning outcomes, and following up, as well as improving the quality of learning through supervision activities, (5) preparation of academic regulations, (6) determining the learning load of students including the learning system applied and the learning load that must be taken by students, (7) selection of learning strategies, and (8) monitoring and evaluation (He et al, 2015;Mustofa, Lin, & Chen, 2023).…”

Twenty Years of Change : A Systematic Literature Review of Indonesian Teachers’ Responses to Curriculum Change

“…The phrase "Ganti Menteri, Ganti Kurikulum" ("New Minister, New Curriculum") captures the widely held perception that such change is often politically motivated in educational policy, which leads to instability and frustration among educators, affecting their ability to adapt and effectively implement new curricula (Catherine & Prabowo, 2022;MOECRT, 2022b;Alhamuddin et al, 2020). Once these curriculum changes were introduced, Indonesian teachers often faced challenges adapting to new practices (Mahdiannur et al, 2022;Fifani et al, 2023), often without adequate support (Mustofa et al, 2023). This lack of support and doubts about the reasons behind these policy changes sometimes made teachers wary and skeptical (Yip et al, 2022;Mustofa et al, 2023).…”

“…Once these curriculum changes were introduced, Indonesian teachers often faced challenges adapting to new practices (Mahdiannur et al, 2022;Fifani et al, 2023), often without adequate support (Mustofa et al, 2023). This lack of support and doubts about the reasons behind these policy changes sometimes made teachers wary and skeptical (Yip et al, 2022;Mustofa et al, 2023).…”