Curriculum Organization for Elementary School Mathematics Learning to Optimize The Potential (Fitrah) of Learners
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Published:
Dec 31, 2023
Keywords:
Curriculum organisation, Mathematics learning, Learner potential, Primary school
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Abstract
Phobia in learning mathematics is one of the factors that influences the high school dropout rate among elementary school children. Curriculum organization is intended to encourage students in learning to be able to develop according to their interests, talents, potential and natural needs. The aim of this research is to collect and analyze the phenomenon of proper curriculum organization in elementary school mathematics learning to optimize students' potential. The research approach used is qualitative. With field research at Islamic elementary schools in Sleman Regency, Special Region of Yogyakarta. This research shows that the implementation of the mathematics learning curriculum in international Islamic elementary schools aims to integrate Islamic values in learning, focus on developing critical and creative thinking skills, and optimize student potential through subject integration. The positive impacts include a more comprehensive understanding of mathematical concepts and the development of students' natural potential. However, constraints such as limited time and research scope, as well as potential data limitations due to not using quantitative methods, need to be considered for more effective research and implementation in the future.
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Curriculum Organization for Elementary School Mathematics Learning to Optimize The Potential (Fitrah) of Learners. (2023). JIP Jurnal Ilmiah PGMI, 9(2), 145-156. https://doi.org/10.19109/jip.v9i2.21175
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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite
Curriculum Organization for Elementary School Mathematics Learning to Optimize The Potential (Fitrah) of Learners. (2023). JIP Jurnal Ilmiah PGMI, 9(2), 145-156. https://doi.org/10.19109/jip.v9i2.21175
References
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Fadli, M. R. (2021). Memahami desain metode penelitian kualitatif. Humanika, 21(1), 33–54. https://doi.org/10.21831/hum.v21i1.38075
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Hasan, A., Devianti, A. I., & Nulhakim, L. (2022). Analisis Organisasi Kurikulum dan Struktur Kurikulum Sekolah Dasar. Jurnal Pendidikan Dan Konseling, 4(6), 1349–1358. https://journal.universitaspahlawan.ac.id/index.php/jpdk/article/view/9840
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Kalogeropoulos, P., Russo, J., & Roche, A. (2023). How grade levels shape underperforming elementary student preferences about learning mathematics in the classroom. International Journal of Mathematical Education in Science and Technology, 54(8), 1380–1392. https://doi.org/10.1080/0020739X.2022.2158143
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Kunwar, R., Education, M., & Campus, M. M. (2020). Mathematics Phobia : Causes ,. 8(8), 818–822.
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Lexy J. Moleong. (2018). Metodologi penelitian kualitatif (Edisi revi). PT Remaja Rosdakarya. https://opac.perpusnas.go.id/DetailOpac.aspx?id=1133305
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Martin-Requejo, K., González-Andrade, A., Álvarez-Bardón, A., & Santiago-Ramajo, S. (2023). Implicación de las funciones ejecutivas, la inteligencia emocional y los hábitos y técnicas de estudio en la resolución de problemas matemáticos y el cálculo en la escuela primaria. Revista de Psicodidáctica, 28(2), 145–152. https://doi.org/10.1016/j.psicod.2023.06.003
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Ow-Yeong, Y. K., Yeter, I. H., & Ali, F. (2023). Learning data science in elementary school mathematics: a comparative curriculum analysis. International Journal of STEM Education, 10(1), 8. https://doi.org/10.1186/s40594-023-00397-9
Ozsoy, G., Doğan Temur, Ö., & Desoete, A. (2022). Typical and Atypical Mathematics Learning: What Do We Learn From Recent Studies. Lnternational Electronic Journal of Elementary Education. https://doi.org/10.26822/iejee.2022.238
Panthi, R. K., & Belbase, S. (2017). Reflections on issues of teaching and learning mathematics in the context of Nepal. European Journal of Educational and Social Sciences, xx(x)(June), 1–22.
Primary, T. C. (2018). Cambridge Primary and Lower Secondary curricula and the National Curriculum for England. Cambridge University Press & Assessment 2023, September 2015.
Quintero, M., Hasty, L., Li, T., Song, S., & Wang, Z. (2022). A multidimensional examination of math anxiety and engagement on math achievement. British Journal of Educational Psychology, 92(3), 955–973. https://doi.org/10.1111/bjep.12482
Sania Alfaini, Afifah Vinda Prananingrum, Rizqina Elok Hidayati, F. R. (2021). Kajian Teoritis Organisasi Dan Pengembangan Kurikulum. Jurnal Hurriah: Jurnal Evaluasi Pendidikan Dan Penelitian, 2(3), 28–40. https://media.neliti.com/media/publications/457178-none-6a4e4814.pdf
Sekretariat KSPSTK. (2023). Tantangan Dalam Penerapan Kurikulum Merdeka. Direktorat Kepala Sekolah, Pengawas Sekolah, Dan Tenaga Kependidikan. https://kspstendik.kemdikbud.go.id/read-news/tantangan-dalam-penerapan-kurikulum-merdeka
Sonnenschein, S., Gursoy, H., & Stites, M. (2022). Elementary School Children’s Home Learning Environments: Mathematics, Reading, Science, and Written Language. Education Sciences, 12(5), 313. https://doi.org/10.3390/educsci12050313
Strickey. (2021). The importance of curriculum. Teach With Mrs T. https://www.teachwithmrst.com/post/the-importance-of-curriculum
Sugiana, A. (2018). Proses Pengembangan Organisasi Kurikulum di Indonesia. EL-HIKMAH: Jurnal Kajian Dan Penelitian Pendidikan Islam, 12(1), 91–103. https://doi.org/10.20414/elhikmah.v12i1.229
Sulaiman, S. (2013). Pola Modern Organisasi Pengembangan Kurikulum. Jurnal Ilmiah Didaktika, 14(1), 60–73. https://doi.org/10.22373/jid.v14i1.489
UNESCO. (2022). Glossary Curriculu Terminology. UNESCO. ibe.unesco.org/en/glossary-curriculum-terminology/c/curriculum-plural-curricula
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Van Steenbrugge, H., Valcke, M., & Desoete, A. (2010). Mathematics learning difficulties in primary education: Teachers’ professional knowledge and the use of commercially available learning packages. Educational Studies, 36(1), 59–71. https://doi.org/10.1080/03055690903148639
William & Mary. (2023). The importance of curriculum development in enhancing teaching and learning. William & Mary School and Education. https://counseling.education.wm.edu/blog/the-importance-of-curriculum-development-in-enhancing-teaching-and-learning
Arikunto, S. (2011). Prosedur Penelitian (Edisi Revi). Rineka Cipta. https://opac.perpusnas.go.id/DetailOpac.aspx?id=217760
Baderiah. (2018). Buku Ajar Pengembangan Kurikulum. In Lembaga Penerbit Kampus IAIN Palopo.
Black, K., Haese, M., Humphries, M., Black, K., Humphries, M., Hons, B. S., & Ed, D. (2010). IGCSE Cambridge International Mathematics.
Cambridge Assessment Group. (2020). Curriculum framework: Cambridge primary Mathematics 0845. Cambridge University Press & Assessment 2023, September 2021. www.cambridgeinternational.org/primary
Cambridge Curriculum. (2020). What is the Cambridge Primary Mathematics Curriculum Framework ? 2–5.
Castro Miguez, L. A. (2021). Continuous Training of Mathematics Teachers to Attend Populations in Contexts of Diversity. IEEE Revista Iberoamericana de Tecnologias Del Aprendizaje, 16(4), 355–364. https://doi.org/10.1109/RITA.2021.3137367
Chori Miftahul Kosidatul Natus, Ari Anshori, M. A. (2023). Integrasi Kurikulum 2013 Dan Kurikulum Cambridge (Studi Kasus Di SD Muhammadiyah 1 Ketelan Surakarta). Universitas Muhammadiyah Surakarta.
Coşkun Yaşar, G., & Aslan, B. (2021). Curriculum Theory: A Review Study. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 11(2), 237–260. https://doi.org/10.31704/ijocis.2021.012
Fadli, M. R. (2021). Memahami desain metode penelitian kualitatif. Humanika, 21(1), 33–54. https://doi.org/10.21831/hum.v21i1.38075
Fenty Setiawati. (2022). Dampak Kebijakan Perubahan Kurikulum terhadap Pembelajaran di Sekolah. Braz Dent J., 33(1), 1–12.
Firdaus, C. B. (2019). ANALISIS FAKTOR PENYEBAB RENDAHNYA MINAT BELAJAR. 02(01), 191–198.
Gafoor, K. A., & Kurukkan, A. (2015). Learner and teacher perception on difficulties in learning and teaching mathematics: Some implications. National Conference on Mathematics Teaching- Approaches and Challenges, 232–243. https://files.eric.ed.gov/fulltext/ED568368.pdf
Gardesten, M., & Palmér, H. (2023). Students’ participation in mathematics in inclusive classrooms: a study of the enacted mathematical and relational knowing of teachers. Mathematical Thinking and Learning, 1–21. https://doi.org/10.1080/10986065.2023.2258485
Hasan, A., Devianti, A. I., & Nulhakim, L. (2022). Analisis Organisasi Kurikulum dan Struktur Kurikulum Sekolah Dasar. Jurnal Pendidikan Dan Konseling, 4(6), 1349–1358. https://journal.universitaspahlawan.ac.id/index.php/jpdk/article/view/9840
Igarashi, T., & Suryadarma, D. (2023). Foundational mathematics and reading skills of Filipino students over a generation. International Journal of Educational Development, 96, 102688. https://doi.org/10.1016/j.ijedudev.2022.102688
Kalogeropoulos, P., Russo, J., & Roche, A. (2023). How grade levels shape underperforming elementary student preferences about learning mathematics in the classroom. International Journal of Mathematical Education in Science and Technology, 54(8), 1380–1392. https://doi.org/10.1080/0020739X.2022.2158143
Karalı, Y. (2022). Difficulties Classroom Teachers Encounter in Teaching Mathematics: A Phenomenological Study. International Journal of Progressive Education, 18(5), 75–99. https://doi.org/10.29329/ijpe.2022.467.5
Kelanang, J. G. P., & Zakaria, E. (2012). Mathematics difficulties among primary school students. Advances in Natural and Applied Sciences, 6(7), 1086–1092.
Kunwar, R., Education, M., & Campus, M. M. (2020). Mathematics Phobia : Causes ,. 8(8), 818–822.
Lestari, T. (2021). Pengaruh Implementasi Kurikulum 2013 Terhadap Perkembangan Belajar Siswa. Universitas Muhammadiyah Sidoarjo, 2013–2016.
Lexy J. Moleong. (2018). Metodologi penelitian kualitatif (Edisi revi). PT Remaja Rosdakarya. https://opac.perpusnas.go.id/DetailOpac.aspx?id=1133305
M. Silva, J., H. Hunt, J., & Welch-Ptak, J. (2023). From (and for) the Invisible 10%: Including Students With Learning Disabilities in Problem-Based Instruction. Journal for Research in Mathematics Education, 54(4), 260–278. https://doi.org/10.5951/jresematheduc-2020-0117
Martin-Requejo, K., González-Andrade, A., Álvarez-Bardón, A., & Santiago-Ramajo, S. (2023). Implicación de las funciones ejecutivas, la inteligencia emocional y los hábitos y técnicas de estudio en la resolución de problemas matemáticos y el cálculo en la escuela primaria. Revista de Psicodidáctica, 28(2), 145–152. https://doi.org/10.1016/j.psicod.2023.06.003
Masykur. (2020). Teori Dan Telaah Pengembangan Kurikulum Kirim. AURA.
Masykur, R. (2019). Telaah Kurikulum. In CV. Anugrah Utama Raharja.
Mayo Clinic Staff. (2023). Children’s health. Mayo Clinic. https://www.mayoclinic.org/healthy-lifestyle/childrens-health/in-depth/learning-disorders/art-20046105?p=1
Ow-Yeong, Y. K., Yeter, I. H., & Ali, F. (2023). Learning data science in elementary school mathematics: a comparative curriculum analysis. International Journal of STEM Education, 10(1), 8. https://doi.org/10.1186/s40594-023-00397-9
Ozsoy, G., Doğan Temur, Ö., & Desoete, A. (2022). Typical and Atypical Mathematics Learning: What Do We Learn From Recent Studies. Lnternational Electronic Journal of Elementary Education. https://doi.org/10.26822/iejee.2022.238
Panthi, R. K., & Belbase, S. (2017). Reflections on issues of teaching and learning mathematics in the context of Nepal. European Journal of Educational and Social Sciences, xx(x)(June), 1–22.
Primary, T. C. (2018). Cambridge Primary and Lower Secondary curricula and the National Curriculum for England. Cambridge University Press & Assessment 2023, September 2015.
Quintero, M., Hasty, L., Li, T., Song, S., & Wang, Z. (2022). A multidimensional examination of math anxiety and engagement on math achievement. British Journal of Educational Psychology, 92(3), 955–973. https://doi.org/10.1111/bjep.12482
Sania Alfaini, Afifah Vinda Prananingrum, Rizqina Elok Hidayati, F. R. (2021). Kajian Teoritis Organisasi Dan Pengembangan Kurikulum. Jurnal Hurriah: Jurnal Evaluasi Pendidikan Dan Penelitian, 2(3), 28–40. https://media.neliti.com/media/publications/457178-none-6a4e4814.pdf
Sekretariat KSPSTK. (2023). Tantangan Dalam Penerapan Kurikulum Merdeka. Direktorat Kepala Sekolah, Pengawas Sekolah, Dan Tenaga Kependidikan. https://kspstendik.kemdikbud.go.id/read-news/tantangan-dalam-penerapan-kurikulum-merdeka
Sonnenschein, S., Gursoy, H., & Stites, M. (2022). Elementary School Children’s Home Learning Environments: Mathematics, Reading, Science, and Written Language. Education Sciences, 12(5), 313. https://doi.org/10.3390/educsci12050313
Strickey. (2021). The importance of curriculum. Teach With Mrs T. https://www.teachwithmrst.com/post/the-importance-of-curriculum
Sugiana, A. (2018). Proses Pengembangan Organisasi Kurikulum di Indonesia. EL-HIKMAH: Jurnal Kajian Dan Penelitian Pendidikan Islam, 12(1), 91–103. https://doi.org/10.20414/elhikmah.v12i1.229
Sulaiman, S. (2013). Pola Modern Organisasi Pengembangan Kurikulum. Jurnal Ilmiah Didaktika, 14(1), 60–73. https://doi.org/10.22373/jid.v14i1.489
UNESCO. (2022). Glossary Curriculu Terminology. UNESCO. ibe.unesco.org/en/glossary-curriculum-terminology/c/curriculum-plural-curricula
UNESCO Institute for Statistics. (2023). Number of out-of-school children of primary school age. UNESCO Institute for Statistics. http://data.uis.unesco.org/index.aspx?queryid=3822
Van Steenbrugge, H., Valcke, M., & Desoete, A. (2010). Mathematics learning difficulties in primary education: Teachers’ professional knowledge and the use of commercially available learning packages. Educational Studies, 36(1), 59–71. https://doi.org/10.1080/03055690903148639
William & Mary. (2023). The importance of curriculum development in enhancing teaching and learning. William & Mary School and Education. https://counseling.education.wm.edu/blog/the-importance-of-curriculum-development-in-enhancing-teaching-and-learning