Biology Teachers’ Perspective on Change of Curriculum Policy: A Case for Implementation of “Independent” Curriculum

Authors

Kintan Limiansi, Universitas Negeri YogyakartaFollow
Suranto Aw, Universitas Negeri YogyakartaFollow
Paidi Paidi, Universitas Negeri YogyakartaFollow
Caly Setiawan, Universitas Negeri YogyakartaFollow

Abstract

Curriculum change is one way of adapting education in the face of various scientific and technological developments. These changes lead to different views from numerous educational actors, one of which is teachers. This study aims to explore biology teachers' perspectives on curriculum change in Indonesia. A qualitative phenomenological study with semi-structured interviews explored the biology teachers' perspectives. The interview results were analyzed using the thematic analysis method with ATLAS.ti 22 software to determine themes. The results showed four themes from biology teachers' perspectives on curriculum change, which are (1) the factors affecting independent curriculum implementation; (2) the teachers' concerns; (3) the teachers' efforts; (4) the support systems needed by teachers. Biology teachers' perspectives show that teachers experience various problems and concerns but still strive to implement learning according to the curriculum. Synergistic support from schools, colleagues, government, educational colleges, and parents of students is needed for the successful implementation of an independent curriculum.

Keywords

teacher's perspective, independent curriculum, phenomenology, thematic analysis

Author Bio(s)

Kintan Limiansi is a Biology Education Study Program lecturer, Universitas Negeri Yogyakarta, Indonesia. She was appointed as a lecturer in 2019 and continues her studies in the Doctoral Program in Educational Research and Evaluation, Universitas Negeri Yogyakarta, Indonesia. Her research interests are in biology education, learning assessment and evaluation, and curriculum. She can be contacted via email: kintan.limiansi@uny.ac.id or kintanlimiansi.2021@uny.ac.idSuranto is a senior lecturer at the Doctoral Program in Educational Research and Evaluation, Universitas Negeri Yogyakarta, Indonesia. He completed his doctoral studies at the Doctoral Program in Educational Research and Evaluation, Universitas Negeri Yogyakarta, Indonesia. He was appointed as Senior Lecturer in 1987. His research interests are in the areas of educational evaluation and communication science. He can be contacted via email: suranto@uny.ac.id

Paidi is a senior Biology Education Study Program lecturer, Universitas Negeri Yogyakarta, Indonesia. He completed his doctoral studies in Biology Education at the State University of Malang. He was appointed as a Senior Lecturer in 1993. His research interests are in the areas of biology curriculum and learning, biology learning strategies, and evaluation of biology learning processes and outcomes. He can be contacted via email: paidi@uny.ac.id

Caly Setiawan is a senior lecturer from the Faculty of Sport Science, Universitas Negeri Yogyakarta. He completed his PhD in Sport Pedagogy at the University of Northern Colorado. He also works in the field of qualitative research pedagogy with a main interest in post-structuralism method development. He is a certified trainer for ATLAS.ti, a qualitative data analysis software based in Germany. He can be reached via email: csetiawan@uny.ac.id.

Acknowledgements

The first author would like to thank the Ministry of Education, Culture, Research, and Technology (KEMENDIKBUDRISTEK), the Center for Higher Education Funding (BPPT), Education Fund Management Institution (LPDP) of the Republic of Indonesia, and Indonesian Education Scholarship (BPI) for funding in the first author’s study doctoral and this research.

Publication Date

9-10-2023

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2023.6204

Recommended APA Citation

Limiansi, K., Aw, S., Paidi, P., & Setiawan, C. (2023). Biology Teachers’ Perspective on Change of Curriculum Policy: A Case for Implementation of “Independent” Curriculum. The Qualitative Report, 28(9), 2620-2638. https://doi.org/10.46743/2160-3715/2023.6204

ORCID ID

0000-0003-3534-886X