The Role of Teachers' Beliefs in the Implementation of Curriculum Reform Initiative in the Indonesian Education System Context
General Material Designation
[Thesis]
First Statement of Responsibility
Yukamana, Hanni
Subsequent Statement of Responsibility
Ross, Vicki
.PUBLICATION, DISTRIBUTION, ETC
Name of Publisher, Distributor, etc.
Northern Arizona University
Date of Publication, Distribution, etc.
2020
PHYSICAL DESCRIPTION
Specific Material Designation and Extent of Item
193
DISSERTATION (THESIS) NOTE
Dissertation or thesis details and type of degree
Ph.D.
Body granting the degree
Northern Arizona University
Text preceding or following the note
2020
SUMMARY OR ABSTRACT
Text of Note
Curriculum reform implementation is portrayed as being influenced by teachers' internal factors, such as their beliefs regarding the reform. The purpose of the research was to understand the role that teachers' beliefs play in the implementation of curriculum reform through an analysis of teacher practices in public senior high schools located in Palembang, South Sumatera province, Indonesia. The research examined teachers' beliefs and congruency between the beliefs with the reform's philosophy. The study explored how teachers' beliefs impact teachers' implementation of curriculum reform. The investigation was approached through multiple case study methodology by selecting four senior high school teachers from different public schools. Each teacher participant was the subject of an individual case to account for the varied teaching contexts. Data were gathered from interviews, classroom observations, video-recorded teaching sessions, teachers' lesson plans, and students' deidentified classroom assignments. This study identified the complex relationship between teachers' beliefs and their teaching practices. Three types of teachers' beliefs derived from the theoretical framework of the study appeared to affect teacher participants' practices as they attempted to implement the Indonesian 2013 Curriculum reform agenda into their classrooms. Research findings revealed congruency and incongruency between teachers' beliefs and the underpinning philosophy of the curriculum reform influenced the reform implementation. Results confirmed the role that teachers' beliefs play in the implementation of curriculum reform initiative in the context of the Indonesian education system. Implications for teachers, schools, and policymakers, as well as future research, were discussed.