Role of Teacher Competence to Implement the Independent Curriculum

Ruaya, Pao P.; Kang, He Xi; Reader, Stephen; Hidayat, Taufik

doi:10.58291/ijsecs.v1i2.48

Cited by 7 publications

(4 citation statements)

References 16 publications

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“…The implementation of an independent curriculum in ECCE settings requires competent teachers who can effectively deliver the curriculum to meet the educational goals and ideals (Pratikno et al, 2022). The role of teacher competence is crucial in the successful implementation of the independent curriculum (Pratikno et al, 2022;Ruaya et al, 2022) Teachers, as professional educators, have the responsibility to guide, motivate, and teach students according to the needs and demands of the curriculum (Nurhayati, 2018;Nurhayati & Rakhman, 2017). Their competence in delivering the curriculum effectively contributes to achieving the expected educational goals and ideals.…”

Section: Literature Reviewsmentioning

confidence: 99%

Improving Early Childhood Character Education through Role Playing Methods Ages 3-4 Years at Play Group Aisyiyah Sang Surya Babadan Ponorogo

Mustaqimah,

Cahyono,

Rusdiani

2024

JURNAL INDRIA

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Penelitian ini bertujuan untuk menyelidiki strategi yang digunakan oleh kepala sekolah Pendidikan Anak Usia Dini (PAUD) di Kecamatan Arcamanik, Bandung, untuk meningkatkan kompetensi guru dalam Kurikulum Merdeka. Dengan menggunakan pendekatan kualitatif dan metode studi kasus, observasi dan wawancara semiterstruktur dilakukan terhadap kepala sekolah dari 10 institusi PAUD, dilengkapi dengan tinjauan dokumen-dokumen relevan dan catatan institusional. Data dianalisis secara tematik, dengan mengacu pada penelitian pendidikan terkini untuk mengkontekstualisasikan temuan dalam teori dan praktik pendidikan yang lebih luas. Temuan menunjukkan beragam strategi yang digunakan oleh kepala sekolah, termasuk penyediaan sumber daya pendidikan, pengembangan profesional yang berkelanjutan, pembelajaran kolaboratif, dan pemanfaatan layanan pendukung dan platform. Strategi-strategi ini bervariasi dalam kesesuaiannya dengan penelitian pendidikan terkini, mencerminkan konteks unik dari masing-masing institusi.

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Section: Literature Reviewsmentioning

confidence: 99%

Improving Early Childhood Character Education through Role Playing Methods Ages 3-4 Years at Play Group Aisyiyah Sang Surya Babadan Ponorogo

Mustaqimah,

Cahyono,

Rusdiani

2024

JURNAL INDRIA

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“…Teachers also understand that in implementing the Curriculum there must be character values in each subject as outlined in the Pancasila student profile, project-based learning, namely the Project for Strengthening Student Profiles, Pancasila, conducting creative and innovative learning, and applying learning assessment principles. This is relevant to research conducted by Ruaya et al (2022) that theoretically teachers understand the nature of the independent curriculum and its assessments. However, in its application teachers still need a lot of learning to become more skilled and easier to apply it.…”

Section: Input Evaluationmentioning

confidence: 99%

“…Applying industrial practices in vocational schools encourages and prepares students to have self-confidence, work readiness, and a strong mentality in facing industry world. The implementation of this activity is to train students to improve skills in terms of knowledge, skills, disciplinary attitudes, and analyzing problems in the industrial world (Marisa, 2021; P-ISSN: 2797-2674 E-ISSN: 2830-2486 Ruaya et al, 2022). During the implementation of the Merdeka Curriculum in odd semesters, vocational schools in Yogyakarta experienced several obstacles.…”

Section: Process Evaluationmentioning

confidence: 99%

Evaluation Implementation of the Independent Curriculum With the Cipp Model in Vocational High Schools

Nurrahman,

Saputri,

Nugraha

et al. 2023

JAB

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This research is evaluation research using the CIPP model which aims to evaluate the implementation of the Independent Curriculum in Vocational Schools especially in accounting majors with a focus on the achievements of context, input, process and product. The resource persons in this study consisted of school principals, deputy principals, teachers and students who were taken using purposive sampling techniques. Data collection techniques through observation, interviews and documentation. Analysis techniques. The data used is descriptive analysis. The research results show that: (1) Aspects evaluation of the curriculum implementation context in the form of suitability to school criteria, content standards, the school's vision, mission and goals are sufficient to support the implementation of the Independent Curriculum; (2) The input evaluation aspect in the form of readiness, understanding, preparation and infrastructure is quite ready even though there are components of facilities and infrastructure that need to be further optimized; (3) The evaluation process aspect in the form of implementing the Independent Curriculum has not been optimal because there are still teachers who still use old techniques in learning, have not implemented assessments, have not implemented the Pancasila Student Profile Strengthening Project, and the infrastructure is not yet optimal; (4) The product evaluation aspect of the implementation of the Independent Curriculum is quite good, seen from the positive impact provided in the form of increasing learning outcomes and student activity in learning as well as motivation and achievement in participating race. The conclusion from the research results is that the evaluation of the implementation of the Independent Curriculum in Vocational Schools is quite good because it can be seen from the increase in student learning outcomes. Apart from that, there are several recommendations such as mentoring, improving infrastructure, improving the quality of education, improving learning assessments, carrying out evaluations, and conducting needs analysis.

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“…Previous studies (Bi et al, 2023;Stollman, 2018) extensively explored many factors directly influencing the adoption of differentiated instruction (DI) strategies, including knowledge of the model (Lavania & Mohamad Nor, 2021), social construction of culture (Kinyanjui et al, 2015;Moulin-Stożek, 2019), teacher competence (Hanafi & Setiyani, 2021;Ruaya et al, 2022), transformative leadership skills of school principals (Et.al, 2021;Hoogeboom & Wilderom, 2019;Manik, 2016), and the availability of digital learning facilities (Caldera et al, 2021;Ghazi et al, 2021Ghazi et al, , 2022Nosova et al, 2019;Øvrelid & Bygstad, 2019). Accordingly, DDI implementation in Indonesia is primarily influenced by critical factors namely teacher knowledge and the availability of digital resources, both of which are mediated by teacher mindset.…”

Section: Introductionmentioning

confidence: 99%

Unlocking Classroom Potential: Exploring the Mediating Role of Teacher Mindset on Embracing Differentiated Instruction

Hasanah,

Al Ghazy,

Suyatno

et al. 2023

IJLTER

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Differentiated Digital Instruction (DDI) is a viable solution to cater to students' personalised learning needs in 21st-century education. Despite the numerous benefits associated with this model, not every teacher has the capability or willingness to adopt it, primarily because of its perceived complexity. This research examines the direct and indirect relationship between teacher knowledge about digital differentiated learning and the availability of digital infrastructure in schools on implementing digital differentiated learning through the mediating role of teacher mindset through structural equation modelling. This study was conducted among junior high school teachers in West Sumatra, Indonesia. A simple random sampling technique was used for data collection. The collection and sample size consisted of 161 participants. The data analysis process was carried out using SmartPLS 4 Structural Equation Modelling (SEM) analysis. These findings contribute to the idea that the teacher's mindset is a mediator between digital differentiated learning and the availability of digital infrastructure for implementing digital differentiated learning. This research is helpful for school principals to prioritise developing teacher mindsets first before instructing the implementation of digital differentiated learning in schools. As this study highlighted the importance of this subject, it also emphasised the need for further exploration of additional factors regarding the implementation of the digital differentiated instruction model.

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Role of Teacher Competence to Implement the Independent Curriculum

Cited by 7 publications

References 16 publications

Improving Early Childhood Character Education through Role Playing Methods Ages 3-4 Years at Play Group Aisyiyah Sang Surya Babadan Ponorogo

Improving Early Childhood Character Education through Role Playing Methods Ages 3-4 Years at Play Group Aisyiyah Sang Surya Babadan Ponorogo

Evaluation Implementation of the Independent Curriculum With the Cipp Model in Vocational High Schools

Unlocking Classroom Potential: Exploring the Mediating Role of Teacher Mindset on Embracing Differentiated Instruction

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