THE INFLUENCE OF TEACHERS’ SELF-EFFICACY AND MOTIVATION ON THE 2024 NATIONAL CURRICULUM IMPLEMENTATION
Abstract
The purpose of this study was to find the relationship between teacher self-efficacy and teacher motivation towards the implementation of the 2024 National Curriculum in Indonesia. The study used quantitative descriptive. The sample in this study were teachers who teach at various school levels from various districts in Aceh Province. The data collection process was carried out on 226 data sets which were analyzed by correlation analysis using SPSS. Qualitative information was analyzed through content analysis using Nvivo 12 to support quantitative information. Based on the results of the data analysis, it was revealed that there was a moderate correlation between teacher self-efficacy and self-motivation. However, teacher self-efficacy and motivation did not have any influence on teacher implementation of the 2024 National Curriculum. In addition, the factors that influence the implementation of the new curriculum and the challenges faced are also further disclosed.
Downloads
References
Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86–95. https://doi.org/10.1177/088840649401700203
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W. H. Freeman and Company.
Chen, Y. L., & Wu, W. C. (2018). The impact of teacher self-efficacy on teacher motivation: A case study of senior high school teachers in Taiwan. Journal of Education and Learning, 7(5), 188–197.
Darling-Hammond, L., & Bransford, J. (Eds. ). (2005). Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. Jossey-Bass.
Febrianningsih, R., & Ramadan, Z. H. (2023). Kesiapan Guru dalam Pelaksanaan Kurikulum Merdeka Belajar di Sekolah Dasar. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(3), 3335–3344. https://doi.org/10.31004/obsesi.v7i3.4686
Fullan, M. (2016). The New Meaning of Educational Change (5th ed.) (5th ed.). Teachers College Press.
Gordon, D., Blundell, C., & Bourke, T. (2023). Teacher self-efficacy and reform: a systematic literature review. The Australian Educational Researcher, 50(3), 801–821.
Gouëdard, P., Pont, B., Hyttinen, S., & Huang, P. (2020). Curriculum reform: A literature review to support effective implementation. Organisation for Economic Co-Operation and Development .
Heale, R., & Twycross, A. (2015). Validity and reliability in quantitative studies. Evidence-Based Nursing, 18(7), 66–67.
Herta, N., & Wulandari, B. A. (2024). Peran Guru Penggerak Dalam Implementasi Kurikulum Merdeka Di Sekolah Dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 9(2), 81–93.
Hidayat, R., & Widodo, A. (2019). Teacher readiness in implementing curriculum 2013 in elementary school. Journal of Primary Education, 77–84.
Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774-786.
Hussain, M. S., Khan, S. A., & Bidar, M. C. (2022). Self-efficacy of teachers: A review of the literature. . Multi-Disciplinary Research Journal, 10(1), 110–116.
Isna, N. (2021). A Study of Teacher Development Program on Transfer of Learning in Indonesia. Texas A&M University.
Jannah, M., & Isna, N. (2024). The Impact of Curriculum Change on Students’ Learning Motivation. Experimental Student Experiences, 3(3), 660–666.
Jannati, P., Ramadhan, F. A., & Rohimawan, M. A. (2023). Peran Guru Penggerak Dalam Implementasi Kurikulum Merdeka Di Sekolah Dasar. Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah, 7(1), 330–345. http://dx.doi.org/10.35931/am.v7i1.1714
Kemenristekdikbud. (2023). Hampir 70 persen satuan Pendidikan sudah menerapkan kurikulum Merdeka.
Killion, J. (2015). Professional Learning that Makes a Difference. Learning Forward.
Nevenglosky, E. A. (2018). Barriers to effective curriculum implementation . Walden University.
Ningrum, A. R., & Suryani, Y. (2022). Peran Guru Penggerak dalam Kurikulum Merdeka Belajar. AR-RIAYAH: Jurnal Pendidikan Dasar, 6(2), 219–232. https://doi.org/10.29240/jpd.v6i2.5432
OECD. (2018). Effective Teacher Policies: Insights from PISA. OECD Publishing.
Palestina, R. L., Pangan, A. D., & Ancho, I. V. (2020). Curriculum implementation facilitating and hindering factors: The Philippines context. International Journal of Education, 13(2), 91-92. doi: 10.17509/ije.v13i2.25340
Prasetyo, A., & Wulandari, D. (2021). The relationship between teacher self-efficacy and motivation on the implementation of curriculum reform in Indonesia. Ournal of Education and Practice, 9(3), 567–578.
Putwain, D. W., & von der Embse, N. P. (2018). Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress. Educational Psychology, 39(1), 51–64. https://doi.org/10.1080/01443410.2018.1500681
Rahmi, S., Sari, Y., & Huda, A. A. (2020). The role of school principal’s leadership and teacher professionalism in curriculum implementation. International Journal of Instruction, 13(2), 65–78.
Ramli, A. (2017). School climate and teacher’s motivation in implementing the national curriculum in secondary schools. Journal of Education and Learning (EduLearn), 11(4), 513–520.
Rohmah, Z., Hamamah, H., & Juningsih, E. (2024). “I know this is good, but I am confused”: English teachers’ self-efficacy in implementing the Emancipated Curriculum. Studies in English Language and Education, 11(2), 11. https://doi.org/10.24815/siele.v11i2.34804
Sari, M. A., & Dewi, P. (2022). Peer collaboration and its influence on teachers’ pedagogical competence in curriculum implementation. European Journal of Educational Research, 11(1), 123–135.
Susanto, H. (2018). The challenges of curriculum implementation in Indonesian schools: A case study. Journal of Educational Studies, 5(2), 112–125.
Swanson, R. A., & Holton, E. F. (2005). Research in organizations: Foundations and methods in inquiry. Berrett-Koehler Publishers.
Syahputra, Y., & Sari, D. (2013). Teachers’ challenges in implementing 2013 curriculum: A case study in elementary school. Journal of Education and Human Development, 8(3), 102–110.
Yukamana, H. (2020). The Role of Teachers’ Beliefs in the Implementation of Curriculum Reform Initiative in the Indonesian Education System Context. Northern Arizona University.
Abstract views: 212
PDF downloads: 56
1_(1)1.png)
