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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 2 Documents
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Search results for , issue "Vol. 4 No. 2 (2026): March: Curriculum Development, Teaching and Learning" : 2 Documents clear
Analysis of Occupational Safety and Health Culture Through Students’ Awareness of Workplace Hazards: A Study of Clause 7.3 of ISO 45001:2018 Kadek Adi Mahendra
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 4 No. 2 (2026): March: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/curriculum.v4i2.304

Abstract

Laboratory environments in higher education institutions present significant occupational hazards, yet systematic safety management remains largely underdeveloped, particularly in specialized facilities such as the Highway Engineering Laboratory. This study aims to analyze the safety culture through the level of OSH awareness among Civil Engineering students at the Highway Engineering Laboratory of Universitas Lampung based on Clause 7.3 of ISO 45001:2018. A quantitative descriptive method was employed, with data collected from 150 students of the 2023 cohort using a total sampling technique and an 11-item Likert-scale questionnaire across five dimensions: OSH policy awareness, contribution to OSH, benefits of OSH performance, implications of non-conformance, and SOP observance. The results indicate an overall mean awareness score of 2.41 (Low), with the lowest scores recorded in OSH Policy Awareness (2.11) and SOP Observance (2.19), attributable to the confirmed absence of a formal OSH policy and documented SOP in the laboratory. These findings conclude that the laboratory has not fulfilled the foundational requirements of ISO 45001:2018, necessitating immediate development of formal safety documentation and structured OSH orientation programs
Teachers’ and Students’ Perceptions of Ai and Deep Learning Intergration in English Instruction at Junior High School Ismi Islamia R Iswari
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 4 No. 2 (2026): March: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/curriculum.v4i2.305

Abstract

This study aims to examine teachers’ and students’ perceptions of Artificial Intelligence (AI) and deep learning integration in English instruction at junior high schools. AI and deep learning are expected to serve as learning-support technologies by providing additional resources, adaptive feedback, and more guided practice, while teachers continue to guide learning strategies. The research employed a descriptive quantitative design using questionnaire data collected from English teachers and junior high school students. The questionnaire items measured participants’ understanding of AI and deep learning concepts, perceived usefulness of AI features (such as learning resources, feedback, grammar checking, and speaking practice), perceived ease and readiness to use AI tools, perceived challenges or limitations, and perceived expectations for teacher support and classroom integration. Data were analyzed using descriptive statistics, including frequency counts, percentages, and mean scores, with potential comparative analysis between teacher and student perceptions. The findings indicate that AI-assisted deep learning positively supports all four English language skills reading, writing, speaking, and listening through faster assistance in comprehension, grammar and writing corrections, engaging speaking practice with instant feedback, and listening support using transcripts and adjustable exercises. However, several negative impacts were also identified, including students’ overreliance on AI that may reduce independent learning, the possibility of AI outputs that do not align with context or students’ proficiency level, challenges related to device and internet/audio quality, and concerns about alignment with curriculum objectives if AI use is not properly guided. Overall, the study suggests that AI integration can enhance learning effectiveness and motivation, but requires appropriate teacher direction, careful tool selection, and alignment with curriculum competencies to maximize benefits and minimize limitations

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