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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. 3 (2024): July: Curriculum Development, Teaching and Learning" : 6 Documents clear
Enhancing Chemistry Education through Problem-Based Learning: Analyzing Student Engagement, Motivation, and Critical Thinking Arsyad, Muhammad; Guna, Saut; Barus, Sebastian
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 2 No. 3 (2024): July: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/curriculum.v2i3.178

Abstract

This research investigates the implementation and outcomes of Problem-Based Learning (PBL) in chemistry education, focusing on its impact on student engagement, motivation, and critical thinking skills. Employing a mixed-methods approach, the study combines quantitative surveys and qualitative interviews to provide a comprehensive analysis of PBL experiences from both student and instructor perspectives. The findings reveal that PBL significantly enhances student performance by fostering a deeper understanding of chemical concepts and improving problem-solving abilities. Additionally, PBL increases student motivation and interest in chemistry through active participation and real-world problem-solving. However, the study also identifies challenges in PBL implementation, including resource constraints, the need for instructor training, and student resistance to the new learning model. Addressing these challenges is crucial for maximizing the benefits of PBL. This research contributes to the growing body of literature on innovative teaching strategies in science education and offers practical insights for educators and policymakers seeking to enhance the effectiveness of chemistry instruction.
Analysis of cohesive devices in greta thunberg’s speech Situmorang, Sarnauli; Anggraeni, Diana; Sigalingging, Bob M
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 2 No. 3 (2024): July: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/curriculum.v2i3.180

Abstract

Cohesive devices are essential for creating a well-structured text. They have multiple purposes and should be handled with clarity to avoid misunderstandings and maintain their comprehensibility. This study highlights cohesive devices in Greta Thunberg’s speech entitled Blah Blah Blah delivered at the Pre-COP26 Youth4Climate 2021 event, utilizing theories by Halliday and Hasan (1976), Scinto (1983), and Hartnett (1986). The research examines the types and functions of grammatical and lexical cohesion in Thunberg’s speech, as well as the cohesiveness degree in the speech text. Using a qualitative descriptive research design, the study discovers 55 sentences that comprise different coherent devices. The results showed grammatical cohesion (references, substitutions, and conjunctions) and lexical cohesion (repetitions, synonyms, superordinate, and collocations). The most common type of grammatical cohesion observed is personal reference, which serves to prevent redundancy and develop connections within the text. The primary kind of lexical cohesion identified is repetition, which serves to highlight key terms and ensure the continuity of the theme. The speech demonstrates a very high level of grammatical cohesiveness and medium level of lexical cohesiveness.
Women’s language analysis used by female characters in mulan movie Anggreani, Sarah; Anggraeni, Diana; Wulansari, Dini
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 2 No. 3 (2024): July: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/curriculum.v2i3.181

Abstract

Women’s language and its features have been a subject of linguistic study for decades. This research explores the women's language features used by female characters in the 2020 movie "Mulan," directed by Niki Caro. Utilizing Robin Lakoff's (1975) framework of women's language features and Judy Pearson's (1985) theory on the functions of these features. The purposes of this study are to identify the specific women's language features in the Mulan movie and to examine the functions of women's language features. The study employs a descriptive qualitative method, analyzing the film's script and dialogues to extract relevant data. The results indicate that there are 8 women's language features which are hedges and fillers, intensifiers, tag questions, super polite forms, emphatic stress, empty adjectives, hypercorrect grammar and rising intonation on decralative. The functional analysis revealed 5 functions of women's language features which are expressing uncertainty, getting responses, softening utterances, initiating discussions, and expressing feelings and opinions. This study contributes to the understanding of women's language in contemporary media, highlighting how female characters in "Mulan" use specific linguistic features to navigate their interactions and express themselves
Factors Influencing Student Achievement in High School: A Mixed-Methods Approach Rusadi, Hennitha Laila Sari
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 2 No. 3 (2024): July: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/curriculum.v2i3.188

Abstract

Abstract This study investigates the multifaceted factors influencing student achievement in high school through a comprehensive mixed-methods approach. Integrating quantitative data analysis and qualitative insights, the research aims to deepen understanding of how socioeconomic status (SES), school environment, and individual characteristics interact to shape academic outcomes. Quantitative analyses of standardized test scores, GPAs, and school records reveal significant correlations between SES and academic performance, highlighting disparities influenced by economic resources and family support systems. Qualitative findings from interviews and focus groups underscore the impact of school environment factors such as class size and teacher quality and individual traits like motivation and mental health on student achievement. The study advances educational research by integrating diverse methodologies to provide a nuanced perspective on the contextual nuances and interactions influencing student success. Findings contribute actionable insights for educational practice and policy, advocating for targeted interventions to enhance educational equity, support socio-emotional well-being, and foster inclusive learning environments conducive to academic excellence for all students.
The Influence of Interactive Learning Media on Students' Learning Interest in Biology Subjects in Junior High Schools Mariati, Suriani Lela
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 2 No. 3 (2024): July: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/curriculum.v2i3.189

Abstract

This research investigates the influence of interactive learning media on students' learning interest in biology subjects within junior high schools. Utilizing a mixed-methods approach, the study combines quantitative assessments of academic performance through pre-tests and post-tests with qualitative data from student interviews and teacher focus groups. The findings reveal that students exposed to interactive learning tools, such as simulations and virtual labs, exhibit significantly higher levels of engagement and motivation compared to those taught through traditional methods. Enhanced comprehension of complex biological concepts and improved academic outcomes are notable results of this engagement. Furthermore, qualitative insights highlight the role of interactive media in fostering collaborative learning environments and empowering students to take an active role in their education. The study underscores the implications for educational practice and policy, advocating for the integration of interactive learning media into biology curricula and the necessity of professional development for educators. These findings contribute to the growing body of evidence supporting the effective use of technology in enhancing student learning experiences, ultimately promoting a deeper interest in science education among junior high school students. Interactive Learning Media; Student Engagement
Strategy improving students' understanding of multiplication concepts through abacus props abacus 100 beads class 2 sd negeri 0119 banjar raja Hasibuan, Muhammad Asyhari; Harahap, Nurhalimah; Mutiah, Era
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 2 No. 3 (2024): July: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/curriculum.v2i3.202

Abstract

Muhammad Asyhari Hasibuan. "Strategy to Increase Students' Understanding of the Concept of Multiplication Using a 100-Bead Abacus Teaching Aid for Class II SD Negeri 0119 Banjar Raja." Thesis, Madrasah Ibtidaiyah Teacher Education Study Program (PGMI). STAI Barumun Raya Sibuhuan. 2023. This research aims to determine (1) understanding of the concept of multiplication of class II students at SD Negeri 0119 Banjar Raja. (2) a strategy to increase students' understanding of the concept of multiplication using a 100-bead abacus teaching aid for class II SD Negeri 0119 Banjar Raja. The type of research used is Classroom Action Research (PTK) which consists of 2 cycles, each cycle consisting of planning, implementation, observation and reflection. This research was carried out in class II of SD Negeri 0119 Banjar Raja. The data sources in this research were divided into two, namely (1) primary data from class II students at SD Negeri 0119 Banjar Raja, (2) secondary data, namely class II teachers at SD Negeri 0119 Banjar Raja. . Data collection techniques in this research were obtained through interviews, observation, written tests and documentation. The data analysis technique in this research is a qualitative data analysis technique. Based on the research results, it can be concluded that (1) The understanding of the concept of multiplication of class II students at SD Negeri 0119 Banjar Raja is still below the KKM, it can be seen that 1 student or 6.67% has a "very good" understanding of the concept of multiplication. 2 students or 13.33 % understanding of concepts in multiplication "good", 3 students or 20.00% understanding of concepts in multiplication "fair", 8 students or 53.33% understanding of concepts in multiplication "Poor", 1 student or 6.67% understanding of concepts in multiplication "very less". (2) After using the 100-bead abacus teaching aid, students' understanding of the concept of multiplication in cycle I has begun to increase, namely 4 students or 26.67% who have a "very good" understanding of the concept of multiplication. 9 students or 60.00% understand the concept of multiplication." good”, 1 student or 13.33% understand the concept in multiplication “fairly”, there are no students understanding the concept in multiplication “Not enough”, there are no students understanding the concept in multiplication “very poor”. The second cycle students' understanding of the concept of multiplication has increased, namely 12 students or 80.00% who have a "very good" understanding of the concept in multiplication. 3 students or 20.00% have a "good" understanding of the concept in multiplication, no understanding of the concept in "fair" multiplication. , there are no students who understand the concept of multiplication "Not enough", there are no students who understand the concept of multiplication "very less".Keywords: Mastery Learning Learning Model, Student Learning Outcomes

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