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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 56 Documents
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Innovation in Numeracy Literacy through Educational Board Games: An Innovation in Elementary Mathematics Learning Motinggo, Yoserizal
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 3 No. 3 (2025): July: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

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Abstract

This research investigates the use of educational board games as an innovative approach to improve numeracy literacy learning in elementary schools. The problem addressed in this study is the low level of numeracy skills and limited motivation among students in learning mathematics. The objective is to evaluate the effectiveness of integrating board games into classroom instruction to enhance both academic and socio-emotional outcomes. The study employed a qualitative-descriptive design with classroom implementation. Data were collected through observations, student performance assessments, and teacher feedback to analyze the impact of board game based learning. The results show that students demonstrated notable improvements in numeracy skills, including counting, arithmetic operations, and problem-solving. Moreover, the use of board games increased motivation, participation, and positive attitudes toward mathematics. Collaborative play further supported the development of social interaction and problem-solving abilities, enriching the overall learning process. In conclusion, educational board games are an effective and engaging method for enhancing numeracy literacy while fostering student motivation and collaborative skills. This research highlights their potential as a sustainable innovation in elementary education, contributing to both academic success and holistic student development.
The Influence of Islamic Civilization on The World of Education Siregar, Hotnida; Matondang, Nur Azizah; Nasution, Abdusima
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 4 No. 1 (2025): November: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

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Abstract

This study aims to examine the influence of Islamic civilization on the development of education from the classical period to the heyday of the Umayyad and Abbasid dynasties. The study was conducted through library research by analyzing various relevant literature related to the history of Islamic civilization, education systems, and the contributions of Muslim scientists. The results of the study show that Islamic civilization played an important role in shaping the foundations of comprehensive education, including strengthening philosophical foundations, integrating religious and rational sciences, and developing the ethics and character of students. During the Umayyad Dynasty, educational institutions developed through kuttab, mosques, literary assemblies, palace education, and bādiah. Meanwhile, during the Abbasid Dynasty, madrasas emerged as formal educational institutions, as well as Bait al-Hikmah as a center for libraries, observatories, research, and translation. In addition, Muslim scientists made significant contributions to various fields of science such as medicine, astronomy, philosophy, Islamic law, and mathematics, which became the basis for the development of world science. In conclusion, Islamic civilization has had a significant influence on the world of education through educational institutions, learning systems, and scientific works that have contributed to the advancement of global knowledge
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
Educational System Alignment and English Proficiency: A Comparative Inquiry into Indonesia, Singapore, Malaysia, and the Philippines Andika Guruh Saputra; Angely Christia Sumendap; Sukarno Sukarno
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 4 No. 3 (2026): July: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/curriculum.v4i3.307

Abstract

This study addresses the persistent gap in English proficiency between Indonesia and several Southeast Asian countries despite the widespread provision of English instruction in schools. Previous studies have often examined language policy, curriculum, pedagogy, and exposure as separate factors, providing limited understanding of how these elements interact within an educational system. Therefore, this study investigates how these components collectively influence English learning outcomes. Using a conceptual and comparative analytical approach, the study synthesizes secondary data and relevant literature to explain differences in English proficiency across Southeast Asian contexts. The findings indicate that proficiency is shaped less by the length of instruction than by the alignment of educational components. In Indonesia, English is primarily treated as a school subject, resulting in limited exposure and few opportunities for meaningful language use. In contrast, countries such as Singapore, Malaysia, and the Philippines integrate English into content learning through bilingual or English-medium instruction, supported by communicative curricula and interactive teaching practices. This alignment promotes sustained exposure and authentic language use in academic and social settings. The study contributes a system-alignment perspective that explains proficiency differences beyond individual educational factors. The findings imply that improving English outcomes requires stronger coherence among language policy, curriculum, pedaggy, and exposure opportunities rather than simply increasing instructional time.
System Alignment and English Proficiency: A Comparative Conceptual Analysis of English Language Education in New Zealand, the Netherlands, and Indonesia Angely Christia Sumendap; Andika Guruh Saputra; Sukarno Sukarno
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 4 No. 3 (2026): July: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/curriculum.v4i3.311

Abstract

This study employs a comparative conceptual analysis to examine how language policy, curriculum design, pedagogy, and language exposure shape English proficiency outcomes in New Zealand, the Netherlands, and Indonesia, representing English-dominant, high-performing non-native English-speaking, and EFL contexts respectively. Drawing on peer-reviewed literature, policy documents, curriculum frameworks, and international proficiency reports, the study introduces system alignment as a conceptual framework referring to the coherence among policy, curriculum, pedagogy, assessment, and language exposure in supporting meaningful language use. The findings indicate that New Zealand demonstrates the highest level of alignment through immersive exposure and integrated educational practices, while the Netherlands achieves strong alignment through communicative teaching, CLIL implementation, and extensive societal exposure to English. In contrast, Indonesia exhibits weaker alignment due to the limited functional role of English, form-focused instruction, and restricted opportunities for authentic language use. The study argues that English proficiency is better explained by system alignment than by instructional time alone, contributes to SLA and comparative education scholarship by highlighting the importance of system-level conditions in language learning, and suggests that English education reform in Indonesia requires coordinated improvements in policy, curriculum, pedagogy, and language exposure rather than isolated reforms

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