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[Strategies for counseling the dangers of smoking for health for students ]]>
<![CDATA[Sormin, Rosmin]]>
<![CDATA[ International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 2 No. 1 (2023): November: Curriculum Development, Teaching and Learning ]]>
Publisher : <![CDATA[Trigin Institute ]]>
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DOI: 10.35335/curriculum.v2i1.147
<![CDATA[This activity is a form of application in the Teacher Professional Education Program carried out by teachers throughout Indonesia. Based on the results of surveys, interviews and observations found student problems about the number of students who smoke and also obtained from the background of many families who smoke. Cigarettes not only affect the smoker but also those around the smoker who also get smoke from cigarettes. The high rate of smoking will also have an impact on the high rate of smoking-related diseases. Smoking habits can increase a person's chances of developing several diseases such as heart disease, cancer and lung disease and can even lead to death. Providing counseling to students of class XII IPA 3 SMA Negeri 1 Garoga about the dangers of smoking can reduce students' desire to smoke. The existence of this counseling will form a good attitude and action in maintaining personal health]]>
<![CDATA[Efforts to overcome student absenteeism ]]>
<![CDATA[Bayowe, Meilan]]>
<![CDATA[ International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 2 No. 1 (2023): November: Curriculum Development, Teaching and Learning ]]>
Publisher : <![CDATA[Trigin Institute ]]>
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DOI: 10.35335/curriculum.v2i1.148
<![CDATA[This research was conducted based on the fact that there were many students who came late to school and the increasing number of student attendance. Therefore, the counseling teacher tries to reduce the tardiness and attendance of these students by conducting individual counseling services. To further maximize the expected results using an individual counseling approach electrical techniques. The subjects of this study were 5 students in class VIII. The benefits of the expected that students who are absent and late coming to school every day can increase the frequency of their absence to be present every day. besides that it can also be used as a reference in providing individual counseling services, and peers as observers. The results showed that the implementation of service actions was carried out in two cycles, where each cycle consisted of four stages, namely; (a) planning, (b) implementation, (c) observation, and (d) reflection. After analyzing the results after the implementation of individual counseling with electrical techniques, there was a reduction in the frequency of absenteeism of class VIII students. From the results of the research, it is suggested that the counseling teacher should record and monitor students who are late coming to school, because there are still class teachers and counseling teachers who are indifferent to the students' indiscipline.]]>
<![CDATA[Examining the Impact of Problem-Based Learning on Critical Thinking Among Junior High School Students ]]>
<![CDATA[Nur Amanda]]>;
<![CDATA[Wahyuningsih]]>
<![CDATA[ International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 2 No. 2 (2024): March: Curriculum Development, Teaching and Learning ]]>
Publisher : <![CDATA[Trigin Institute ]]>
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DOI: 10.35335/curriculum.v2i2.161
<![CDATA[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.]]>
<![CDATA[Exploring the Impact of Game-Based Learning on English Language Proficiency: Student Engagement, Educator Perceptions, and Implementation Challenges ]]>
<![CDATA[Henriques]]>;
<![CDATA[Oliveira]]>
<![CDATA[ International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 2 No. 2 (2024): March: Curriculum Development, Teaching and Learning ]]>
Publisher : <![CDATA[Trigin Institute ]]>
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DOI: 10.35335/curriculum.v2i2.162
<![CDATA[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.]]>
<![CDATA[Enhancing Argumentative Essay Writing Skills in Junior High School Students through Mind Mapping ]]>
<![CDATA[Lalo Daeng]]>;
<![CDATA[Fransiska Enre]]>
<![CDATA[ International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 2 No. 2 (2024): March: Curriculum Development, Teaching and Learning ]]>
Publisher : <![CDATA[Trigin Institute ]]>
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DOI: 10.35335/curriculum.v2i2.163
<![CDATA[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.]]>
<![CDATA[The Impact of Extracurricular Arts Education on Creativity Among High School Students ]]>
<![CDATA[Liben Prazna]]>;
<![CDATA[Filiyana Isy]]>
<![CDATA[ International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 2 No. 2 (2024): March: Curriculum Development, Teaching and Learning ]]>
Publisher : <![CDATA[Trigin Institute ]]>
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DOI: 10.35335/curriculum.v2i2.164
<![CDATA[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.]]>
<![CDATA[Investigating the Impact of Implementing an Independent Curriculum on Problem-Solving Skills in Chemical Engineering Education ]]>
<![CDATA[Adrian Calvari]]>
<![CDATA[ International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 2 No. 2 (2024): March: Curriculum Development, Teaching and Learning ]]>
Publisher : <![CDATA[Trigin Institute ]]>
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DOI: 10.35335/curriculum.v2i2.165
<![CDATA[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.]]>
<![CDATA[Islamic Religious Education Program Evaluation in High Schools: Assessing Student Engagement and Curriculum Effectiveness ]]>
<![CDATA[Atthallah]]>;
<![CDATA[Olivia Safana]]>
<![CDATA[ International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 2 No. 2 (2024): March: Curriculum Development, Teaching and Learning ]]>
Publisher : <![CDATA[Trigin Institute ]]>
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DOI: 10.35335/curriculum.v2i2.166
<![CDATA[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.]]>
<![CDATA[Enhancing Chemistry Education through Problem-Based Learning: Analyzing Student Engagement, Motivation, and Critical Thinking ]]>
<![CDATA[Arsyad, Muhammad]]>;
<![CDATA[Guna, Saut]]>;
<![CDATA[Barus, Sebastian]]>
<![CDATA[ International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 2 No. 3 (2024): July: Curriculum Development, Teaching and Learning ]]>
Publisher : <![CDATA[Trigin Institute ]]>
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DOI: 10.35335/curriculum.v2i3.178
<![CDATA[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.]]>
<![CDATA[Analysis of cohesive devices in greta thunberg’s speech ]]>
<![CDATA[Situmorang, Sarnauli]]>;
<![CDATA[Anggraeni, Diana]]>;
<![CDATA[Sigalingging, Bob M]]>
<![CDATA[ International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 2 No. 3 (2024): July: Curriculum Development, Teaching and Learning ]]>
Publisher : <![CDATA[Trigin Institute ]]>
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DOI: 10.35335/curriculum.v2i3.180
<![CDATA[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.]]>
