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English teacher’s readiness of Independent Curriculum Implementation: A Single Case Study

Kamila, Aina (2025) English teacher’s readiness of Independent Curriculum Implementation: A Single Case Study. Skripsi, Tarbiyah dan Keguruan.

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AWAL.pdf

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ABSTRACT.pdf

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ABSTRAK

This study aims to explore the cognitive readiness of an English teacher at MIN 11 Banjar in implementing the Independent Curriculum and to identify the challenges encountered during the process. The research focuses on four indicators of cognitive readiness: understanding of curriculum principles, development of teaching modules, utilization of learning resource, and implementation of assessment. The research employed a qualitative case study approach involving one English teacher as the subject. Data were collected through interviews and classroom observations and were analyzed descriptively. The findings reveal that the teacher demonstrated moderate cognitive readiness. She showed a basic understanding of curriculum principles, attempted to use varied learning resource, and conducted assessment practices. However, the teacher encountered significant challenges, particularly in independently developing contextual modules, adapting learning resource to student needs, and designing authentic assessments. These difficulties were attributed to limited training, lack of technical support, and insufficient practical experience. The study concludes that while the teacher shows commitment and willingness to implement the curriculum, her cognitive readiness still needs improvement, especially in planning and executing instruction based on the curriculum's flexibility and student-centered approach. Further training and mentoring are recommended to enhance teachers’ cognitive competencies in curriculum implementation

Item Type: Skripsi
Subjects: L Education > L Education (General)
Divisions: Fakultas Tarbiyah dan Keguruan > Tadris Bahasa Inggris
Depositing User: Yoe Oden
Date Deposited: 30 Jun 2025 02:50
Last Modified: 30 Jun 2025 02:50
URI: http://idr.uin-antasari.ac.id/id/eprint/29134

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