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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 51 Documents
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The Impact of Integrating Outdoor Education-Based Learning in the Elementary Education Curriculum on Students' Emotional Intelligence Ahmad, Endang Putri; Chalid, Hasan
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 3 No. 2 (2025): March: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/curriculum.v3i2.213

Abstract

This research examines the impact of integrating outdoor education-based learning into the elementary education curriculum on students' emotional intelligence (EI). Emotional intelligence, which includes key competencies such as self-awareness, empathy, emotional regulation, and social skills, plays a critical role in students' academic success and overall well-being. Outdoor education provides an experiential learning environment that promotes these emotional competencies through hands-on, nature-based activities. By engaging with their environment and peers in non-traditional settings, students have opportunities to develop critical social-emotional skills that are essential for personal and academic growth. Through a mixed-methods approach, this study explores the experiences of elementary students participating in outdoor learning activities, focusing on how these activities impact their emotional intelligence. Findings indicate a positive relationship between outdoor education and the development of emotional intelligence, highlighting improvements in areas such as emotional regulation, empathy, and interpersonal relationships. However, challenges related to logistics, teacher preparedness, and the inclusivity of outdoor activities are identified as potential barriers to fully realizing the benefits of outdoor education. This research contributes to the growing body of literature supporting the integration of outdoor learning in school curricula as a strategy for enhancing emotional intelligence and social-emotional development. The study's findings emphasize the need for further investigation into long-term impacts, as well as the development of teacher training programs to facilitate effective outdoor learning experiences. Future research should also focus on exploring how diverse student populations respond to outdoor education and how different types of outdoor activities can foster specific emotional intelligence competencies.
The Influence of the Cooperative Script Method on Students' Short Story Writing Ability Marzuki, Nayla Alfia
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 3 No. 2 (2025): March: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/curriculum.v3i2.214

Abstract

This research examines the impact of the Cooperative Script method on students' short story writing abilities. The Cooperative Script method, a collaborative learning strategy, was implemented with a group of secondary school students to enhance their creativity, narrative skills, and overall writing quality. The study involved an experimental group (n=30) that participated in the Cooperative Script method and a control group (n=30) that received traditional writing instruction. Data were collected through pre- and post-intervention writing assessments, which were evaluated based on creativity, structure, and language use. The results indicate a significant improvement in the writing abilities of students in the experimental group, demonstrating that collaborative learning fosters creativity and enhances narrative skills. These findings suggest that the Cooperative Script method can be an effective tool for improving short story writing skills, promoting peer interaction, and fostering a more engaging and supportive learning environment. However, the study's limitations, including a small sample size and short intervention duration, indicate the need for further research to explore the long-term effects and broader applicability of this approach in various educational settings.
Analysis of the Use of the Cooperative Integrated Reading and Composition (CIRC) Method in Improving Elementary School Students' English Reading and Writing Skills Dewinna, Riecha Fizha
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 3 No. 2 (2025): March: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/curriculum.v3i2.215

Abstract

This research focused on evaluating the effectiveness of the Cooperative Integrated Reading and Composition (CIRC) method in improving English reading and writing skills among elementary school students at SDN 194 Sukajadi, Bandung. The study employed a quasi-experimental design, comparing the performance of students exposed to CIRC with those taught using traditional methods. Data was collected through pre- and post-tests measuring reading comprehension and writing proficiency. Results indicated significant improvements in reading and writing skills among students using CIRC, attributed to increased student engagement, active collaboration, and peer interactions. The CIRC method proved particularly effective in fostering critical thinking, enhancing reading comprehension, and promoting organized writing. These findings suggest that CIRC can be an effective instructional approach for enhancing language skills in elementary education, offering valuable insights for educators seeking to improve language learning outcomes.
Incorporating algorithms into mathematics syllabus Orhani, Senad
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 3 No. 2 (2025): March: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/curriculum.v3i2.232

Abstract

In the digital age, developing algorithmic thinking skills has become particularly important for preparing students for the challenges of the 21st century. This study examines the potential of including algorithms and coding basics in mathematics syllabus, with the aim of improving students’ logical, analytical, and creative skills. Despite the increasing reliance on technology and automation in modern industries, many school curricula still focus on conventional mathematical problem-solving techniques without incorporating computational approaches that are essential for future careers in science, technology, engineering, and mathematics (STEM). The paper is based on theoretical and experimental research that addresses the integration of algorithms with traditional mathematical topics, such as algebra, geometry, and calculus, explaining how these approaches can help develop complex problem-solving skills. The research includes an analysis of international educational practices where algorithms have been successfully integrated into mathematics courses, including the use of tools such as Python, Scratch, and pseudocode to teach the concept of functions, data structures, and various algorithmic models. Furthermore, the study highlights the benefits of such teaching in fostering interdisciplinary thinking in fields such as computer science, engineering, and the natural sciences. The results show that students exposed to algorithms not only demonstrate a deeper understanding of mathematical concepts but also develop skills to address practical problems in a structured and innovative manner. This study also provides recommendations for teachers and curriculum designers for the effective implementation of algorithms in teaching, while maintaining a balance between traditional mathematics and contemporary technologies. In conclusion, incorporating algorithms into mathematics syllabus is an important step towards preparing the next generation for the digital and automated world, empowering students with skills that are essential for academic and professional success. The research has wide-ranging implications for education, pedagogy, and workforce development. By integrating algorithms into mathematics curricula, students develop skills that are essential for the digital economy, leading to more engaging learning experiences and improved academic performance. The study contributes both theoretically and practically to educational research and provides a solid foundation for future educational reforms in STEM disciplines
Efforts to improve the quality of agricultural education graduates as preparation for entering the workforce Haryanta, Dwi; Bahtiar, Reza Syehma; Popiyanto, Yudha
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 3 No. 2 (2025): March: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/curriculum.v3i2.241

Abstract

Food self-sufficiency, food security, and food sovereignty are terms that have recently become very popular as they are all related to the sustainability of human life. To ensure food availability, agriculture must continue to be developed and managed by skilled and professional workers. Agricultural education institutions are obliged to prepare graduates who possess the necessary competencies required by the agricultural business and industry sectors. This manuscript aims to provide an overview of the issues surrounding the provision of professional personnel in agricultural development (food production) and the efforts needed to address these challenges. The analysis and conclusions are based on previously published journal articles. Efforts to improve the quality of agricultural education graduates as preparation for entering the agricultural workforce must begin with fostering interest and motivating students in agricultural faculties to develop careers in agriculture. Educational institutions can take the following steps: (1) Enhancing the curriculum with learning activities related to technical skills in agriculture, (2) Increasing the competence and professionalism of lecturers in agriculture, and (3) Developing partnership networks between educational institutions and the agricultural business or industrial sectors, especially for student internships
Implementation of 2013 curriculum in history learning Rampun, Gina Julyesta; Bahri
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 3 No. 2 (2025): March: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/curriculum.v3i2.242

Abstract

The purpose of this study is to analyze the content of history lessons in the 2013 curriculum for the Senior High School level or equivalent and understand the role of historical studies as an important part of the 2013 curriculum. The method used in this research is library research, which not only searches for sources relevant to the research topic, but also collects data for writing. The results of the research show that history has two main branches in Indonesian history (compulsory) which is followed by all specialization majors (IPA and IPS), as well as the specialization history branch (IPS) which has a broader scope. Both groups of history, compulsory and specialization, in the development of competency standards in the previous curriculum, have become core competencies that show an increase in the goal of achieving competence
Unleashing Potential: The Role of Merdeka Curriculum in Transforming English Education Fitriani, Fitriani
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 3 No. 3 (2025): July: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigated the implementation of the Merdeka Curriculum in 10th-grade English classes in Musi Banyuasin, focusing on its impact on teaching techniques, assignment workload, and curriculum adaptability. Using a qualitative approach, data were collected through classroom observations and semi-structured interviews with English teachers. Findings indicated that interactive teaching methods, such as group discussions and Q&A sessions, enhanced student engagement, aligning with the curriculum’s objectives. However, teachers reported that the high volume of assignments led to “assignment fatigue” among students, impacting motivation and learning effectiveness. Additionally, teachers faced challenges in adapting lessons to the curriculum’s flexible framework, highlighting a need for support in curriculum adaptation. The study concluded that while the Merdeka Curriculum shows promise in fostering active, student-centered learning, adjustments in assignment volume and enhanced teacher training are essential for optimal implementation. These insights contribute to understanding the practical applications of the Merdeka Curriculum and suggest areas for improvement in English language education.
The Effectiveness of Online Collaborative Learning through Digital Platforms in Enhancing Students’ Communication Skills Shanzey, Puspawati; Zaheera, Zaheera
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 3 No. 3 (2025): July: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research investigates the effectiveness of online collaborative learning using digital platforms in enhancing students’ communication skills, a core competency in 21st-century education. Communication skills are increasingly vital for academic success and professional readiness, making it essential to explore innovative pedagogical strategies that foster interaction in digital learning environments. Drawing on theories such as Vygotsky’s social constructivism and collaborative learning theory, this study examines how structured online collaboration contributes to the development of students’ ability to express ideas, negotiate meaning, and engage in constructive dialogue. The methodology employed a mixed-method approach, combining surveys, classroom observations, and interviews with students engaged in collaborative tasks via digital platforms. The results indicate that online collaborative learning significantly improves communication skills by promoting active participation, reflective practices, and peer-to-peer interaction. Furthermore, challenges such as unequal participation and technological barriers can be mitigated through scaffolding, role assignments, and clear communication guidelines. These findings align with previous studies while offering new insights into the role of reflective learning and instructional design in digital collaboration. The study contributes to both digital pedagogy and educational policy by highlighting the need for professional development programs for teachers, the integration of collaborative learning into curricula, and equitable access to digital resources. Ultimately, the research affirms that online collaborative learning is an effective pedagogical strategy not only for improving academic outcomes but also for equipping students with essential communication skills required in modern education and the global workforce.
Analysis of the Utilization of Artificial Intelligence (AI) Technology in the Implementation of the Merdeka Belajar Curriculum Kaneishia, Jiya
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 3 No. 3 (2025): July: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study analyzes the utilization of Artificial Intelligence (AI) technology in the implementation of the Merdeka Belajar curriculum in Indonesia. The emergence of AI in education has been recognized globally as a catalyst for personalized learning, efficiency, and innovation, yet its integration within the Indonesian context remains underexplored. Drawing on a qualitative descriptive approach, this research examines the current level of AI adoption, teachers’ and students’ perceptions, as well as the success stories, challenges, and barriers that shape its implementation. The findings reveal that AI aligns strongly with the principles of Merdeka Belajar, particularly in promoting independent learning, creativity, and critical thinking. Teachers view AI as a tool that reduces administrative tasks and supports differentiated instruction, while students appreciate its role in providing personalized feedback and learning pathways. However, significant obstacles persist, including infrastructural inequalities, low digital literacy, policy fragmentation, and ethical concerns related to data privacy and algorithmic bias. Comparison with previous studies shows that while global literature emphasizes the transformative potential of AI, the Indonesian context highlights localized barriers that require urgent attention. This research concludes that AI can play a vital role in advancing Merdeka Belajar, provided that its adoption is supported by stronger infrastructure, comprehensive training, clear policies, and ethical guidelines.
The Effectiveness of the AI-Based Flipped Classroom Learning Model in Enhancing Students’ Digital Reading Literacy Syahputra, Muhammad Arya
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 3 No. 3 (2025): July: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates the effectiveness of the AI-based flipped classroom learning model in enhancing students’ digital reading literacy. Digital literacy has become an essential skill in the 21st century, requiring learners to comprehend, analyze, and critically evaluate information from diverse online sources. Previous studies have shown that the flipped classroom can promote active learning and engagement, while artificial intelligence (AI) offers personalized learning pathways and real-time feedback to support individual progress. This research combines both approaches to examine their impact on students’ ability to navigate digital texts. Using a quasi-experimental design, two groups of students were compared: one learning through an AI-supported flipped model and the other through traditional methods. Data were collected through pre-tests, post-tests, classroom observations, and student feedback surveys. The results reveal that students in the AI-based flipped classroom showed significantly greater improvements in digital reading literacy, including higher comprehension, critical thinking, and evaluative skills, compared to their peers in the traditional classroom. The findings suggest that the integration of AI features, such as personalization and immediate feedback, strengthened self-regulated learning, while the flipped structure optimized classroom time for collaboration and higher-order thinking. This study concludes that AI-based flipped learning represents an effective and innovative pedagogical strategy for improving digital reading literacy, with important implications for curriculum design, pedagogy, and teacher roles in the digital era.

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