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All Journal FIKRI : Jurnal Kajian Agama, Sosial dan Budaya AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM JMIE (Journal of Madrasah Ibtidaiyah Education) Jambura Journal of Educational Management El-Izdiwaj: Indonesian Journal of Civil and Islamic Family Law Tadbiruna: Jurnal Manajemen Pendidikan Islam QOSIM: Jurnal Pendidikan, Sosial & Humaniora Journal of Studies in Academic, Humanities, Research, and Innovation International Journal of Educatio Elementaria and Psychologia Jurnal Mappesona
Asep Kusmawan
Institut Agama Islam Al-Ma’arif Way Kanan, Lampung, Indonesia
Religion Humanities Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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THE RELATIONSHIP BETWEEN TEACHER INVOLVEMENT IN CURRICULUM DEVELOPMENT AND STUDENT LEARNING OUTCOMES Asep Kusmawan; Rashid Rahman; Nina Anis; Opan Arifudin
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i1.1890

Abstract

Teacher involvement in curriculum development plays a critical role in shaping effective teaching strategies and fostering meaningful learning experiences. However, limited participation of teachers in curriculum design processes often results in less relevant and engaging instructional practices, potentially impacting student learning outcomes. This study examines the relationship between teacher involvement in curriculum development and student achievement in elementary schools. A correlational research design was employed, involving 120 elementary school teachers and their corresponding student groups. Data were collected using teacher participation surveys, curriculum alignment evaluations, and student learning outcome assessments. The findings revealed a significant positive correlation between teacher involvement in curriculum development and student learning outcomes. Teachers who actively participated in designing curriculum elements tailored to their students’ needs demonstrated higher effectiveness in instructional delivery, resulting in improved academic performance and engagement among students. The research concludes that increasing teacher involvement in curriculum development is essential for enhancing student learning outcomes and recommends integrating collaborative curriculum design practices at the institutional level.
Co-Authors Amiruddin Amiruddin Anis Refimuti Anton Apriadi Arpandi Arpandi David Anggara Deka Meuthia Novari Farid Fauzan Subhki Fauzan Afrizal Khairunnisya Makbulloh, Deden Millah, Nadiya Ihda Muhamad Dani Habibi Nina Anis Nurul Hikmah Opan Arifudin Praptiningsih Praptiningsih Rashid Rahman Rasiti Rio Dimas Prasetya Ruslaini Rusyati Prihatin Septian Nur Ika Trisnawati Siti Wakidi Yahya AD, Yahya