International Journal of Curriculum Development, Teaching and Learning Innovation
International Journal of Curriculum Development, Teaching and Learning Innovation is a high-quality specialist journal that publishes articles from the broad spectrum of Curriculum Development, Teaching and Learning Innovation. Its primary aim is to communicate clearly, to an international readership, the results of original auditing research conducted in research institutions and/or in practice.
Articles
51 Documents
<![CDATA[Effect of demonstration method on learning success ]]>
<![CDATA[Philippe Tohon Loiser]]>;
<![CDATA[Wanye Endne]]>
<![CDATA[ International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 1 No. 1 (2022): November: Curriculum Development, Teaching and Learning ]]>
Publisher : <![CDATA[Trigin Institute ]]>
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DOI: 10.35335/curriculum.v1i1.51
<![CDATA[The purpose of teaching carried out in the classroom according to Mager is to focus on student behavior or performance as a type of out put that exists in students and can be observed and shows that these students have carried out learning activities. Thus the alternative hypothesis formulated has been able to know the truth in this research so that it can be taken as a conclusion from this study, namely that "The demonstration method applied in learning has had a real influence, in the sense that it can be relied upon as a good method for teaching. As one of the alternative learning methods that can activate students, the demonstration method can be applied in the classroom which is expected to increase the level of thinking and experience of students, especially if students are expected to practice about a material that is understood.]]>
<![CDATA[Contextual learning in the education unit level curriculum faces obstacles ]]>
<![CDATA[Titus Do Amar]]>;
<![CDATA[Sarma Haning]]>
<![CDATA[ International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 1 No. 1 (2022): November: Curriculum Development, Teaching and Learning ]]>
Publisher : <![CDATA[Trigin Institute ]]>
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DOI: 10.35335/curriculum.v1i1.52
<![CDATA[This study examined Indonesia's education unit level adoption of the Contextual Teaching and Learning approach and its supportive and limiting elements. In the Education Unit Level Curriculum, Contextual Teaching and Learning works well. To make learning more relevant and the Education Unit Level Curriculum implementation successful, implementation must be context-based. The Unit Level Curriculum must match students, educators, learning media, the environment, and their natural traits. Because this must follow the method to attain educational goals. Thus, Contextual Teaching and Learning depends on the Education Unit Level Curriculum. To support and balance each other, the Unit Level Curriculum socialization process for instructors must function properly. If the Education Unit Level Curriculum implementation goes successfully, the Contextual Teaching and Learning approach will be the same]]>
<![CDATA[Teacher-student verbal communication and student learning ]]>
<![CDATA[Hardi Yunius bin Kasim]]>;
<![CDATA[Kayame de Joseph]]>
<![CDATA[ International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 1 No. 1 (2022): November: Curriculum Development, Teaching and Learning ]]>
Publisher : <![CDATA[Trigin Institute ]]>
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DOI: 10.35335/curriculum.v1i1.53
<![CDATA[Teachers and students communicate through curiosity and attention. In social psychology, the instructor communicates and the pupil receives. Teaching-learning involves students getting teaching materials in various forms and teachers offering them in a dialogic style at a given time and location. Teacher-student contact is essential for effective teaching and learning. Teachers and students exchange psychological messages. Student learning achievement is multifaceted. Teachers' verbal communication skills affect student learning. Verbal communication—spoken or written—uses symbols or words. Teachers require solid language skills and a vast vocabulary to speak verbally because kids cannot understand specific words alone. This study seeks to understand how teacher verbal communication is implemented, how student learning is affected, and how. The association between verbal communication (variable X) and student learning success (variable Y) is researched using a quantitative descriptive method using a correlational study type, Product Moment (r). This strategy examines how components are connected.]]>
<![CDATA[How the active learning method affects students' desire to learn ]]>
<![CDATA[Agueda Eustaqio]]>;
<![CDATA[Mauli da Gorráitz]]>;
<![CDATA[Sarmento Calos Lora]]>
<![CDATA[ International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 1 No. 1 (2022): November: Curriculum Development, Teaching and Learning ]]>
Publisher : <![CDATA[Trigin Institute ]]>
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DOI: 10.35335/curriculum.v1i1.58
<![CDATA[Researchers found that a mean score of 12.24 was achieved when measuring the level of student enthusiasm to learn while using an active learning strategy. Students whose education follows the traditional model report an average (mean) level of motivation to learn of 11.2. The "t" test's calculations led to the following results: t count = 3.49, and t table = 2.01 for the price. If the number of students taught using an active learning strategy is larger than the number of students taught using a traditional learning approach, then Ho might be rejected. Therefore, this study has successfully demonstrated that the active learning technique, as opposed to the conventional learning approach, increases student learning motivation.]]>
<![CDATA[The relationship between educational priorities and students' religious attitudes ]]>
<![CDATA[Awwalina Khairunnisa]]>
<![CDATA[ International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 1 No. 1 (2022): November: Curriculum Development, Teaching and Learning ]]>
Publisher : <![CDATA[Trigin Institute ]]>
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DOI: 10.35335/curriculum.v1i1.59
<![CDATA[The family's function, particularly how parents care for their children at home, has a significant impact on how youngsters develop their religious spirit. The attention of parents and the roles of each parent should complement one another in order to create a whole and harmonious family that can best carry out religious orders. If parents don't pay attention to their kids and miseducate them, kids will be readily swayed by things that are bad. Based on Islamic religious principles given in the Koran and the Prophet's sunnah, Islamic religious education shapes a person's physical and spiritual qualities. It is anticipated that both facets will develop in harmony in order to prevent a disconnect between spiritual and material requirements. Selfishness will be avoided if a person leads a balanced life. The goal of this study is to ascertain the extent to which parental involvement in the delivery of Islamic religious education and its relevance to students' religious attitudes are related. This study employs the descriptive analytic method and uses interviews and questionnaires as its data sources. Data analysis, a crucial step in the scientific method, is done to use the study that has been done on the sampled pupils to provide a response to the research question. By analyzing the data, it can be concluded that parents give their children's religious education a lot of thought, which has an impact on the religious attitudes of students who behave well. In addition, the school fulfills its responsibility as an educational institution by offering lessons and extracurricular activities that can help students develop their religious attitudes, as can be seen from interviews with the school.]]>
<![CDATA[Systematization of literature review: discovery learning model in science learning ]]>
<![CDATA[Suharyat, Yayat]]>;
<![CDATA[Santosa, Tomi Apra]]>;
<![CDATA[Zulyusri, Zulyusri]]>;
<![CDATA[Ichsan, Ichsan]]>;
<![CDATA[Aprilisia, Sanju]]>
<![CDATA[ International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 1 No. 2 (2023): March: Curriculum Development, Teaching and Learning ]]>
Publisher : <![CDATA[Trigin Institute ]]>
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<![CDATA[The development of the 21st century has affected the world of education. Current education students must be led to learn more creatively and actively. This study aims Furthermore, a teacher is able to encourage learning motivation in learning science. Science learning is a compulsory subject in schools. In learning science, students must think more critically and scientifically. It aims to enable students to solve scientific problems. However, students are still less active in learning, student learning outcomes are low and student motivation in learning science is low. So, teachers are expected to be able to adopt a learning model that can make students more active and motivated in learning. The learning model of discovery learning is a learning model that supports the quality of student learning in science learning. This research is a type of systematic literature review research. The research data comes from analysis of national or international journals that have links with discovery learning models in science learning. Data collection was carried out by direct observation by observing related journals. Data search through the Google Scholar, ScienceDirect, Wiley, Eric and Springer databases. The keywords used in tracing data sources are discovery learning models, science learning and learning. The analysis technique is descriptive qualitative analysis with the PRISMA model. The results of the study concluded that the discovery learning learning model was able to improve learning outcomes and motivation in learning. Furthermore, the discovery learning learning model becomes a learning model that is able to support the quality of students in learning science. In addition, this learning model is able to make students more active in learning.]]>
<![CDATA[The effectiveness of portfolio assessment based problem based learning on mathematical critical thinking skills in elementary schools ]]>
<![CDATA[Darmiyati, Darmiyati]]>;
<![CDATA[Sunarno, Sunarno]]>;
<![CDATA[Prihandoko, Yogi]]>
<![CDATA[ International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 1 No. 2 (2023): March: Curriculum Development, Teaching and Learning ]]>
Publisher : <![CDATA[Trigin Institute ]]>
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DOI: 10.35335/curriculum.v1i2.65
<![CDATA[This study aims was determine the effectiveness of the problem-based learning model based on portfolio assessment on the ability to critical thinking in mathematics. The research sample was 120 elementary school students in South Kalimantan. sampling was used multistage cluster sampling technique. This research was a quasiexperimental research. Data analysis was performed used a two-way ANACOVA test. The results showed that (1) Problem based learning had an influence on students' critical thinking skills in mathematics because the Fcount obtained was 6.351 compared to F table (0.05< 1.115), which was 3.93. (2) it was said that there was a significant influenced between the interaction of learning models and assessment techniques on students' critical thinking skills in mathematics because the Fcount obtained was 25.669 compared to Ftable (0.05< 1.115), namely 3.93. (3) it was not true that the portfolio assessment technique has a significant effect on students' mathematical critical thinking skills. The Fcount obtained was 1.476 compared to Ftable (0.05>1.115), which was 3.93. Judging from the value of sig. (0.227) > α (0.05)]]>
<![CDATA[Improving children's critical thinking skills in elementary school through the development of problem based learning and HOTS models ]]>
<![CDATA[Radiansyah, Radiansyah]]>;
<![CDATA[Sari, Raihanah]]>;
<![CDATA[Jannah, Fathul]]>;
<![CDATA[Prihandoko, Yogi]]>;
<![CDATA[Rahmaniah, Nahdia Fitri]]>
<![CDATA[ International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 1 No. 2 (2023): March: Curriculum Development, Teaching and Learning ]]>
Publisher : <![CDATA[Trigin Institute ]]>
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DOI: 10.35335/curriculum.v1i2.66
<![CDATA[The purpose of this research is to find learning model steps that are able to develop critical thinking skills, as well as to analyze students' learning outcomes. The combination of Problem Based Learning (PBL) and Higher Order Thinking Skills (HOTS) model steps is a learning strategy that is expected to be implemented effectively. The method used in this research is Research and Development. The research stages can be broken down as follows: (1) the preparation stage, (2) the Problem Based Learning and HOTS Model Development stage, (3) the model effectiveness analysis stage. The results of the research on the development of the Problem Based Learning and HOTS Model obtained an increase in students' critical thinking skills of 42.50, and learning outcomes with an average score of 86.14. Students' critical thinking gain of 0.75 is included in the high category. The conclusion from the research results is that the Problem Based Learning and HOTS models are effectively implemented in learning at SDN Kertak Hanyar, in other words can improve critical thinking skills, and student learning outcomes. As a follow-up to the results of this study, a wider dissemination of the steps of the Problem Based Learning and HOTS model will be carried out to teachers at Banjar Regency elementary schools]]>
<![CDATA[Influence of principal management, work climate on teacher performance through teacher work motivation ]]>
<![CDATA[Noorhapizah, Noorhapizah]]>;
<![CDATA[Suriansyah, Ahmad]]>;
<![CDATA[Abidin, Muhammad]]>
<![CDATA[ International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 1 No. 2 (2023): March: Curriculum Development, Teaching and Learning ]]>
Publisher : <![CDATA[Trigin Institute ]]>
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DOI: 10.35335/curriculum.v1i2.68
<![CDATA[This study looked at how primary school teachers in Awayan Subdistrict were affected by the work environment, work motivation, and performance of principal management. The correlation method is used in this quantitative study. The populace was 156 instructors and 112 respondents were taken as the examination test utilizing relative arbitrary inspecting method. A questionnaire instrument was used for data collection, and descriptive analysis, the classical assumption test, multiple linear regression analysis, and path analysis were used for data analysis. The outcomes showed that the variable relapse esteem was a positive number like the relapse coefficient of head the executives execution on educator execution (X1-Y) of 0.583, the relapse coefficient of head the board execution on instructor work inspiration (X1-Z) of 0.533, the relapse coefficient of work environment school on instructor execution (X2-Y) of 0.412, the relapse coefficient of work environment on work inspiration (X2-Z) of 0.659, the relapse coefficient of instructor work inspiration on instructor execution (Z-Y) of 0.532, the relapse coefficient of head the board execution by implication through educator work inspiration on instructor execution (X1-Z-Y) of 0.284 and the relapse coefficient of work environment in a roundabout way through educator work inspiration on instructor execution (X2-Z-Y) of 0.351.]]>
<![CDATA[The role of principal leadership in improving education quality ]]>
<![CDATA[Palangda, Listriyanti]]>;
<![CDATA[Rawis, Joulanda AM]]>;
<![CDATA[Tambingon, Henny N.]]>;
<![CDATA[Kambey, Joseph]]>
<![CDATA[ International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 1 No. 2 (2023): March: Curriculum Development, Teaching and Learning ]]>
Publisher : <![CDATA[Trigin Institute ]]>
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DOI: 10.35335/curriculum.v1i2.74
<![CDATA[This writing has the main objective of knowing the leadership role of the principal in improving the quality of education. The quality of education is our hope in facing the exchange of life that in several sectors, especially in the field of education sector for a better future. In order to realize quality education, this needs to be done leadership role in educational institutions. One of them is the principal because of that is a pioneer who drives all changes towards quality education. The research method used is the qualitative method. The data collection techniques used were observation, interviews, documentation and data triangulation, while the informants in this study were the principal, deputy principal and two teachers. The results showed that the principal of SMP 5 Tondano had carried out his role well in terms of quality planning, quality control and quality improvement of education at SMP 5 Tondano.]]>
