Teachers’ Perspectives On Curriculum Change In Ptimary Schools: A Qualitative Study And Systematic Literature Review

Tantri Ayu Ariyanti, Candra Utama

Abstract


Changes in the curriculum in the education system in Indonesia are carried out to adapt learning to the times and the needs of students. This study aims to analyze the perspective of elementary school teachers on curriculum changes, identify the challenges faced, and adaptation strategies carried out in their implementation. This study uses a descriptive qualitative approach through interviews with one elementary school teacher and a review of relevant scientific articles published in 2020-2024. The results of the study show that teachers view curriculum changes as important to improve the quality of learning and the relevance of education. However, teachers also consider that too frequent changes without sufficient training and socialization can confuse and hinder the learning process. The adaptation strategies carried out include understanding the curriculum structure, participating in training, and collaborating with peers (teachers). In conclusion, the success of curriculum changes is greatly influenced by the readiness of teachers and their active role in the implementation process. Teachers have an important role as the main implementers in the field that must be optimally empowered. Thus, the government and educational institutions must provide continuous support, such as training, mentoring, and the involvement of teachers in policy planning, so that the process of curriculum change can run more effectively and according to the needs in the field.

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References


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ISSN: 2987-2448