Transformation of Primary Education: Curriculum Implementation to Improve The Quality Of Learning

Futihat Amini, Erni Yuniar, Lukmanul Hakim, Atin Fatimah

Abstract


The quality of elementary education in Indonesia remains uneven, with many schools struggling to implement innovative curricula due to limited resources, high administrative burdens, and insufficient teacher training. This study investigates how curriculum implementation influences learning quality in elementary schools and explores the role of teachers in overcoming barriers to innovation. Using a qualitative case study method, the research involved 60 participants from 20 elementary schools in Serang City, including classroom teachers, subject teachers, and principals. Data collection was conducted through in-depth interviews, participatory observations, and document analysis. The findings showed that most schools have begun implementing innovative methods such as project-based learning, thematic approaches, and technology integration. Teachers served as facilitators, innovators, and agents of change, although their effectiveness varied depending on institutional support and training. This study recommends enhanced infrastructure, reduced administrative loads, and continuous professional development to ensure successful curriculum transformation. The results offer insights for policymakers and educational institutions seeking to improve  the learning outcomes in primary education.

Keywords


Educational Transformation; Curriculum Implementation; Elementary Schools; Learning Quality

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References


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DOI: http://dx.doi.org/10.21043/elementary.v13i1.31388

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