Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Indonesian Journal of Research and Educational Review (IJRER)
Erni Ekafitria Bahar
Department of Mathematics Education, Universitas Muhammadiyah Makassar, Indonesia
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Adaptive Curriculum Development Management Framework: A Systematic Literature Review on Student Needs and Teacher Competence Erni Ekafitria Bahar; Syamsiarna Nappu; Nursakiah Nursakiah; Ikhbariaty Kautsar Qadry; Sitti Rahma Tahir
ETDC: Indonesian Journal of Research and Educational Review Vol. 6 No. 1 (2026): September - December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v6i1.5190

Abstract

Curriculum quality is central to educational effectiveness, yet research on curriculum management, student needs, teacher competence, and adaptive education has largely developed in isolation. This study systematically examines how curriculum development management grounded in students' learning needs and teachers' professional competencies can be integrated within an adaptive education framework. Following the PRISMA 2020 guidelines, a Systematic Literature Review (SLR) was conducted. From an initial pool of 847 records, 32 peer-reviewed articles retrieved from major international databases (Scopus, Web of Science, ScienceDirect, Springer, Wiley, PubMed) and nationally accredited SINTA journals met the inclusion criteria and underwent thematic analysis. Four interrelated themes emerged: (1) student needs analysis as the foundation of curriculum planning; (2) teacher competence as the core driver of adaptive implementation; (3) Universal Design for Learning (UDL) as the primary design framework; and (4) responsive, data-informed evaluation and feedback mechanisms. Synthesizing these dimensions, this study proposes the Integrative Conceptual Framework of Adaptive Curriculum Management (KIMKA). The framework conceptualizes a dynamic, cyclical model that positions students need as a continuous reference point, treats teachers as active co-developers, and frames evaluation as an ongoing reflective practice. The primary novelty lies in this holistic, non-linear conceptualization, offering key theoretical and practical implications for educational leaders, policymakers, and practitioners—particularly in advancing inclusive curriculum reform such as Indonesia's Kurikulum Merdeka.
Co-Authors Ikhbariaty Kautsar Qadry Nursakiah Nursakiah Sitti Rahma Tahir Syamsiarna Nappu