Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal UNNES International Conference on ELTLT Indonesian Journal of Educational Management and Leadership Jurnal Pendidikan Progresif
Negara, Kartika Yoga Eka Pratiwi
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Junior high school principals’ perspectives in underdeveloped area on independent curriculum implementation in Indonesia Negara, Kartika Yoga Eka Pratiwi
Indonesian Journal of Educational Management and Leadership Vol. 3 No. 2 (2025): Indonesian Journal of Educational Management and Leadership (in Press)
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/ijemal.v3i2.1442

Abstract

Purpose − Educational disparities in underdeveloped areas of Indonesia present significant challenges for policy implementation, including the recent introduction of the Independent Curriculum. This study explores how junior high school principals in these regions perceive and implement the curriculum, focusing on their understanding, the obstacles they encounter, and the strategies they adopt. Method − A qualitative research design was employed, with data collected through semi-structured interviews involving principals from several underdeveloped regions. Thematic analysis was conducted to identify recurring patterns and insights. Findings − The findings reveal three major areas of concern: teacher competence, school infrastructure, and parental involvement. Principals reported difficulties in implementing student-centred learning due to limited teacher training, challenges in integrating technology, and increased administrative workloads. Infrastructural limitations, such as unreliable internet access and a shortage of textbooks, further hinder curriculum delivery. Additionally, many parents are unable to support their children's learning due to work demands and unfamiliarity with the curriculum content. In response, principals have initiated various strategies, including providing internet quota assistance, conducting internal teacher training, and collaborating with local organizations. This study highlights the crucial role of school leadership in adapting national educational policies to local contexts. It underscores the need for targeted support systems and infrastructure development and calls for future comparative research across different regional contexts to inform more equitable curriculum implementation.
Aligning Teacher and Student Perceptions on the Implementation of the Merdeka Curriculum in English Language Teaching in Kayong Utara Negara, Kartika Yoga Eka Pratiwi
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores the perceptions of both English teachers and junior high school students regarding the implementation of the Merdeka Curriculum in Kayong Utara, a rural district in Indonesia. Utilizing a quantitative approach, data were collected through two Likert-scale questionnaires distributed to 21 teachers and 250 students across several schools. The instruments were designed around seven key indicators: clarity of instruction, teaching method effectiveness, learning engagement, relevance of materials, feedback and assessment, learning independence, and classroom atmosphere. Descriptive statistical analysis revealed generally positive perceptions from both groups, particularly in terms of instructional clarity and classroom climate. However, the findings also indicated several perception gaps. Teachers tended to underestimate the effectiveness of their teaching methods and feedback practices, while overestimating students’ autonomy and the relevance of materials. Correlational analysis showed moderate alignment between teacher and student responses, suggesting the need for greater feedback mechanisms and contextual alignment in teaching strategies. This study highlights the importance of professional development and support systems in ensuring the success of a flexible, student-centered curriculum in under-resourced regions.
EFL Pre-Service Teachers’ Experiences in Implementing Differentiated Instruction during Teaching Practice Program Rahmani, Eka Fajar; Riyanti, Dwi; Negara, Kartika Yoga Eka Pratiwi
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

EFL Pre-Service Teachers’ Experiences in Implementing Differentiated Instruction during Teaching Practice Program.  This study explores the experiences of pre-service English teachers (PETs) in implementing Differentiated Instruction (DI) during their teaching practice in Indonesian junior and senior high schools. Using a qualitative descriptive approach, data were collected from 17 PETs who had completed their teaching practice, focusing on how they differentiated content, process, product, and the learning environment to meet diverse student needs. The findings reveal that PETs employed strategies such as scaffolding, flexible grouping, and offering multiple forms of assessment to address the range of linguistic competencies and learning styles among students. However, they also faced challenges, including time management, balancing diverse needs, student resistance to flexible grouping, assessing different products, limited resources, and maintaining student engagement. Despite these obstacles, PETs viewed DI as a valuable approach that enhanced their teaching effectiveness, though they recognized the need for more training and resources to implement it successfully. This study provides insights into the challenges and benefits of DI in pre-service teacher education, particularly within Indonesia’s Merdeka Curriculum. The implications suggest that teacher education programs should integrate more extensive DI training to better equip future teachers for diverse classroom dynamics. Limitations include the small sample size and focus on a specific context, which may limit generalizability. Future research should explore DI across different regions and school settings with larger samples. Keywords: differentiated instruction, pre-service teachers, ELT, teaching practice.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202490
Co-Authors Dwi Riyanti Eka Fajar Rahmani