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International Journal of Curriculum Development, Teaching and Learning Innovation
Published by Trigin Institute
ISSN : 29855314     EISSN : 29855349     DOI : https://doi.org/10.35335/curriculum
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
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Search results for , issue "Vol. 2 No. 2 (2024): March: Curriculum Development, Teaching and Learning" : 6 Documents clear
Examining the Impact of Problem-Based Learning on Critical Thinking Among Junior High School Students Nur Amanda; Wahyuningsih
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 2 No. 2 (2024): March: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/curriculum.v2i2.161

Abstract

Problem-based learning (PBL) has gained traction as a pedagogical approach aimed at fostering critical thinking skills among students. This research explores the influence of PBL on the critical thinking ability of junior high school students. Employing a quasi-experimental design, our study compares the critical thinking performance of students engaged in PBL with those receiving traditional instruction. Quantitative analysis reveals significant differences in post-test scores, with students in the PBL group demonstrating higher levels of critical thinking ability. Qualitative insights further illuminate the transformative impact of PBL on student engagement, collaboration, and enjoyment of learning. The findings underscore the efficacy of PBL in promoting critical thinking skills and have practical implications for educators seeking to enhance student learning outcomes. By integrating problem-based learning into the curriculum and providing support and scaffolding to students, educators can create learning environments that empower students to become critical thinkers and lifelong learners capable of navigating the complexities of the modern world.
Exploring the Impact of Game-Based Learning on English Language Proficiency: Student Engagement, Educator Perceptions, and Implementation Challenges Henriques; Oliveira
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 2 No. 2 (2024): March: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/curriculum.v2i2.162

Abstract

This research explores the impact of game-based learning on English language proficiency, student engagement, educator perceptions, and implementation challenges. Through a mixed-methods approach, including pre- and post-intervention language assessments, interviews, and focus group discussions, the study investigates the effectiveness of game-based pedagogy in enhancing language learning outcomes. Quantitative analysis of assessment scores reveals significant improvements in both receptive and productive language skills among participants engaged in game-based learning activities. Qualitative data illuminate heightened levels of student engagement and motivation, as well as positive perceptions of game-based pedagogy among educators. However, challenges such as inequities in access to technology resources and the need for professional development for educators are identified. The findings underscore the transformative potential of game-based learning in fostering English language proficiency and inform theory, practice, and policy in language education. By leveraging these insights, stakeholders can work collaboratively to enhance language learning outcomes and promote innovation and inclusivity in English language education.
Enhancing Argumentative Essay Writing Skills in Junior High School Students through Mind Mapping Lalo Daeng; Fransiska Enre
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 2 No. 2 (2024): March: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/curriculum.v2i2.163

Abstract

This research investigates the efficacy of integrating mind mapping into the writing curriculum for junior high school students to enhance argumentative essay writing skills. Grounded in principles of student-centered learning and cognitive psychology, the study adopts a quasi-experimental design to compare the outcomes of students exposed to mind mapping with those receiving traditional writing instruction. Quantitative analyses of pre-test and post-test scores reveal significant improvements in argumentative essay writing proficiency among students in the intervention group, indicating the effectiveness of mind mapping in facilitating the organization and synthesis of ideas. Additionally, qualitative analyses highlight positive shifts in students' attitudes towards writing and enhanced critical thinking abilities following exposure to mind mapping instruction. These findings underscore the transformative potential of mind mapping as a pedagogical tool for fostering student engagement, creativity, and academic achievement in the digital age. The implications for teaching practices and curriculum development in junior high schools are discussed, emphasizing the importance of leveraging innovative instructional approaches to meet the diverse needs and learning styles of students. Overall, this research contributes valuable insights to the ongoing discourse on writing instruction and underscores the significance of integrating technology-rich learning experiences to empower students as effective communicators and critical thinkers in the 21st century.
The Impact of Extracurricular Arts Education on Creativity Among High School Students Liben Prazna; Filiyana Isy
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 2 No. 2 (2024): March: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/curriculum.v2i2.164

Abstract

This research investigates the influence of extracurricular arts and culture programs on high school students' creativity. Through a mixed-methods approach combining quantitative analyses and qualitative insights, we explore the transformative potential of arts education in shaping students' cognitive, socio-emotional, and personal development. Our findings reveal significant differences in creativity scores between students participating in arts programs and their non-participating peers, indicating a positive association between engagement in arts education and creative thinking skills. Longitudinal tracking of participants over time demonstrates the sustained effects of arts programs on students' creative development, highlighting the long-term benefits of extracurricular arts and culture programs. Qualitative insights gleaned from interviews provide rich narratives that illuminate the socio-emotional dimensions of arts education, including feelings of empowerment, self-expression, and belonging among participants. Integrating quantitative analyses with qualitative insights offers a comprehensive understanding of the mechanisms underlying the impact of arts education on creativity. While our research contributes valuable insights into the transformative power of extracurricular arts and culture programs, it is essential to acknowledge limitations such as potential selection bias and reliance on self-report measures. Addressing these limitations through methodological refinements and replication studies will be crucial for advancing our understanding of the complex relationship between arts education and creativity.
Investigating the Impact of Implementing an Independent Curriculum on Problem-Solving Skills in Chemical Engineering Education Adrian Calvari
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 2 No. 2 (2024): March: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/curriculum.v2i2.165

Abstract

This research investigates the impact of implementing an independent curriculum on student problem-solving skills within the chemical engineering department. The study employs a quasi-experimental design, comparing pre- and post-test scores of students exposed to the traditional curriculum with those of students experiencing the independent curriculum intervention. Quantitative analysis reveals a significant improvement in problem-solving skills among students in the independent curriculum group, as indicated by higher post-test scores compared to their peers in the traditional curriculum group. Qualitative data further support these findings, highlighting the empowering effect of the independent curriculum on student learning experiences and attitudes towards education. However, unexpected challenges and unintended consequences associated with the implementation of the independent curriculum are also identified, underscoring the need for ongoing reflection, adaptation, and support mechanisms. The findings of this research have important implications for curriculum design, pedagogical practice, faculty development, and institutional policy in chemical engineering education, providing insights into effective strategies for fostering critical thinking, creativity, and practical problem-solving skills among students.
Islamic Religious Education Program Evaluation in High Schools: Assessing Student Engagement and Curriculum Effectiveness Atthallah; Olivia Safana
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 2 No. 2 (2024): March: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/curriculum.v2i2.166

Abstract

This research evaluates the effectiveness and impact of the Islamic Religious Education (IRE) Program in high schools, focusing on its influence on students' religious knowledge, values, and attitudes. A mixed-method approach was employed, combining quantitative surveys with qualitative interviews and observations. The evaluation revealed strong student engagement and participation in the program, with positive impacts on religious knowledge and values. Pedagogical approaches such as cooperative learning and multimedia resources were effective in enhancing students' learning experiences. However, opportunities for improvement were identified in curriculum content, teacher competence, and community engagement. These findings have critical implications for policy development, educational practice, and future research in Islamic religious education. By addressing these implications, stakeholders can work towards enhancing the quality, relevance, and inclusivity of religious education programs, ultimately fostering students' holistic development within the Islamic tradition.

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