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