Journal of Curriculum Studies Research
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Enhancing Historical Thinking and HOTS through Digital Learning Materials: An Inquiry-Based Approach Using Primary Sources for High School Students
No full textThe insufficient capabilities of high school students in Historical thinking skills (HTS) and Higher order thinking skills (HOTS) present a significant issue, primarily attributed to traditional teaching methods that prioritize memorization over critical analysis, particularly in history education. Consequently, this study aims to evaluate how well digital teaching materials that use Inquiry-Based Learning by Primary Sources (IbLPS) can improve high school students' Historical thinking skills (HTS) and Higher order thinking skills (HOTS). A quasi-experimental research design featuring pre-tests and post-tests was employed, involving 300 students from six high schools in Surakarta, Indonesia, selected through stratified random sampling. Data were collected using validated instruments for HTS and HOTS, with analysis conducted via multiple linear regression. The analyzed data show that students' thinking skills improved significantly, with 72% of the differences in HOTS explained by how often they used primary sources, participated in discussions, and used digital teaching materials. The study concludes that the integration of digital resources with an inquiry-based approach substantially enhances students' critical and historical thinking abilities. It is expected that using primary sources in digital learning will encourage students to think more deeply and critically about history, making it important to include this approach in history teaching programs
Integrating Prophetic Metaphors into the Development of Islamic Education Curriculum
No full textThis study explores how prophetic metaphors derived from the sayings and practices of Prophet Muhammad (PBUH) can inform the development of Islamic education curriculum. These metaphors reflect both conceptual and spiritual dimensions of teaching and learning, offering culturally and theologically grounded insights for curriculum design. Using a qualitative approach and Conceptual Metaphor Theory (CMT), the study analyzed selected hadiths related to education. Identified metaphors were categorized into transmissive, constructivist, and moral-spiritual orientations, and interpreted for their curricular implications. Findings reveal that prophetic metaphors frame teaching and learning through vivid imagery such as teaching as nurturing, learning as a journey, teaching as reflection, and learning as inner struggle. These metaphors embody values central to Islamic educational philosophy, including compassion, critical thinking, lifelong learning, and God-consciousness. Integrating such insights can enrich curriculum development by aligning pedagogical approaches with Islamic ethical and epistemological foundations. Although limited to textual analysis, this study offers a foundation for further exploration of how prophetic metaphors might inform instructional practices in contemporary Islamic education. Future research may apply these insights in school or university settings to assess their impact on learners. By bridging classical Islamic sources with contemporary educational theory, this study contributes to the discourse on faith-integrated pedagogy and curriculum development. It presents an original framework that supports the creation of spiritually rooted, learner-centered curricula designed to cultivate both knowledge and character in alignment with prophetic guidance
Investigating Emerging Technologies for Curriculum Delivery in a Rural South African University through the Lens of Diffusion of Innovation
No full textThis study explores the access and adoption of emerging technologies for curriculum delivery in a rural South African university through the diffusion of innovation lens. It explores how first-year undergraduate students at the selected rural university experience the integration of digital tools into their learning experiences. Located in the rural higher education context, the research focuses on the interplay between the access of emerging technologies and the persisting digital divide. Qualitative design data collection was done using semi-structured interview questions with 20 students from four faculties, namely Education; Humanities and Social Sciences; Science and Agriculture; and Commerce and Law. The study adopts Diffusion of Innovation Theory as the theoretical framework that underpins how learners encounter, adopt and interpret technological innovations for curriculum delivery. Results reveal patterns of adoption based on the constraints of limited digital infrastructure, old devices, and a non-existent support structure. Part of the students’ comments included dependency on informal peer learning, with frustration dealing with inconsistent connectivity and training access. This interaction is also urgent for context-specific technology orientation programs and needs for strategic infrastructure development and pedagogical models which are inclusive and sensitive to rural realities in the fight to narrow the digital divide
Understanding the Importance of Numerical Context in the Transition from School to University Mathematical Writing
Full text linkThe transition from secondary school to university mathematics poses challenges for students, impacting their readiness and performance. The study explores the discrepancies in students' understanding and application of numerical context in mathematical discourse during this transition. The 2019 drop in mathematics enrollment and performance in South Africa prompted the investigation, revealing that even high-achieving students face difficulties in first-year university mathematics. The research delves into the significance of numerical context in students' mathematical writing, aiming to bridge the gap between school and university mathematics. Using a social theory of learning and Seo's model for analyzing mathematical texts, the study analyzes students' written expressions during the transition. Results highlight the inconsistency and conflation of numerical context in students' responses to mathematical tasks. The findings suggest that students struggle to adapt to the specific numerical contexts defined in university mathematics, leading to errors and misconceptions in their problem-solving processes. The paper emphasizes the importance of understanding and addressing these challenges in mathematical writing, as success and high achievement in mathematics depend on students' ability to effectively communicate their understanding. The study calls for increased attention to numerical context in mathematical communication, urging educators to focus not only on content but also on the construction of mathematical genres to enhance students' transition from school to university mathematics
Subjective Well-Being of Students with Disabilities in Kazakhstan: An Exploration of Practice
No full textThis study aims to examine the factors that mediate the impact of physical disabilities on the subjective well-being of learners with disabilities in Kazakhstan. Classified as descriptive research, the study sample consists of students from four to eight Kazakh language classes in Almaty, Kazakhstan, totaling 76 male and female students. Subjective vitality is considered one of the indicators of subjective well-being. The data show that the meaningfulness of life has the strongest correlation with the Vt-d scale. The study findings also reveal that personal efforts, an active role in one's own situation, and a desire for self-development serve as the foundation for harmonious personal development and subjective well-being. An analysis of variance reveals a statistically significant effect of disability on life satisfaction; however, the vast y majority of differences appear at the trend level and/or are caused by the combined impact of gender and disability factors. The study's findings enable the development of recommendations for educational policymakers and specialists working in the disability assistance system
The Sustainability of Curriculum Reform and Implementation Through Teacher Participation: Evidence from Social Studies Teachers
Full text linkGlobally, there is a movement toward curriculum development and reform as states, governments, and education departments work to provide future-focused curricula to address the demands and difficulties of the 21st century. Despite public knowledge that curriculum reform and implementation are universal trends infested with intractable challenges, little is understood about why the participation of teachers in reform activities from design through implementation should be considered essential. This paper, a part of earlier work, reports on a qualitative case study examining how teachers made sense of their participation in curriculum reform and implementation activities. Twelve teachers representing six primary schools in Zimbabwe were interviewed in Focus Group Discussions and semi-structured interviews to gather data. Using the sense-making theory as a lens, thematic analysis of qualitative data suggests that teacher participation in curriculum reforms enables teachers to be co-designers, which in turn improves ownership of the innovations, leading to an improved implementation fidelity of the new curriculum as teachers are provided with the authority to go through the implementation process with a comparable level of rigor as policymakers. These insights could inform curriculum design and development policy, potentially improving curriculum implementation worldwide. The study implores policymakers to rope in teachers as potent fountains of curriculum content and as partners in curriculum design and development. The study contributes to scholarship on policy formulation and implementation in educational settings
Analysis of the Relationships Between University Students' Laboratory Self-Efficacy Beliefs, Science Process Skills and Achievement in Chemistry Courses
Full text linkIt is a widely accepted view among educators that chemistry education should include objectives to develop scientific thinking, laboratory competences and science process skills in addition to chemistry. The aim of this study is to investigate the relationships between laboratory self-efficacy beliefs and science process skills of chemistry department students and their chemical technology course achievement. The study was conducted in the autumn term of the 2023-2024 academic year in the chemistry departments of three universities in Kazakhstan. The study, which was conducted with relational survey model on the basis of quantitative research paradigm, included 198 students studying in chemistry departments. The data of the study were collected with 'Laboratory self-efficacy beliefs scale' and 'Science process skills scale'. The participants' laboratory self-efficacy beliefs were above moderate, and their science process skills were at a moderate level, according to the study's conclusions. Chemistry department students' laboratory self-efficacy and science process skills did not differ by gender. Correlation analyses revealed significant and positive relationships between students' achievement in chemical technology course and their laboratory self-efficacy beliefs and science process skills in the chemistry department. Regression analyses revealed that the participant students' science process skills, in particular, significantly predicted their performance in the chemical technology course
Technology for Creating a Language Learning Environment for Teaching English
Full text linkThe study aims to examine methods for developing technology to bridge the learning gap between rural and urban schools by adapting to changes in the educational environment and meeting the demands of modern education. It describes the design of a technology and a method for creating a language-focused educational environment based on the factors mentioned. This method uses a structured approach to describe business processes, enabling subject matter experts to present situations as an organized sequence of events while simultaneously detailing objects directly related to the process. The study surveyed 1,926 teachers from urban and rural schools across several regions in Kazakhstan, with an average participant age of 39.9 years. It used a mixed-methods approach, combining quantitative and qualitative analysis, and processed data through MS Excel and Statistica/R software. Data collection was conducted using Google Forms on the Google Cloud Platform. As a result of the research, the authors propose psycho-pedagogical technology "5F" to bridge the learning gap between rural and urban schools. The technology is based on evaluating five functions of building a language educational environment in urban and rural schools. The five functions are "Problem and conflict assessment", "Analysis of the school’s educational system organization", "Development of an action plan", "Implementation of the project solution based on a tutorial", "Marketing of project results". These functions were identified during the decomposition of the language learning environment and its interaction with the external environment. This technology adapts to changes in the educational environment, meets modern education requirements, and effectively identifies and addresses real-world problems and tasks related to language teaching and learning in specific schools. This study also provides insights into the language educational environment in Kazakhstan, highlighting significant disparities between urban and rural schools in assessing language preparation, resource availability, and the integration of technology. The findings of the study demonstrate that reliance on personal test materials rather than standardized assessments raises concerns about the objectivity and validity of language proficiency evaluations
Postgraduate Students’ Perceptions on the Benefits Associated with Artificial Intelligence Tools on Academic Success: In Case of ChatGPT AI tool
No full textPostgraduate students in developing nations, such as South Africa, are increasingly leveraging artificial intelligence tools like ChatGPT to elevate their academic success in the era of the fourth industrial revolution. This study aims to explore postgraduate students' perceptions of the benefits associated with the utilisation of artificial intelligence tools, with a specific focus on ChatGPT, in their academic success in South Africa’s historically disadvantaged universities. Employing a qualitative approach, the study aims to gain a deeper understanding of postgraduate views on this subject. The sample size comprised 10 postgraduate students pursuing master's degrees within the two selected South Africa’s historically disadvantaged universities, selected through purposive sampling. Semi-structured interviews were conducted to gather insights from the postgraduate students. Thematic analysis was employed to analyse the collected data. The study's findings shed light on the significant advantages of incorporating ChatGPT in students' academic journey with special focus on research success. The study found that ChatGPT proves beneficial for postgraduate students, with some utilising the AI tool to refine their research topics before submission to their supervisors. Moreover, ChatGPT assists postgraduate students in identifying grammatical errors and paraphrasing their academic writing, contributing to the enhancement of their writing skills. In light of these findings, the study recommends the immediate development of an innovative AI ethical use policy in South Africa’s historically disadvantaged universities. This policy should emphasise ethical guidelines for postgraduate students when utilising AI tools, such as ChatGPT to ensure responsible and effective integration into their academic success
Dyslexic Learners Appropriated in the South African Schooling Environment: A Legal and Philosophical Analysis
Full text linkLearning is more difficult for students with dyslexia, a learning disability that affects 10% of the population. South African dyslexic students face various challenges, including inadequate help and limited access to assistive technology. Their challenges highlight the key laws and regulations protecting dyslexic learners. The goal of laws and regulations is to ensure that these learners receive the necessary accommodations and support. This article addresses these concerns by offering solutions and outlining helpful tools. It has been proven that these tools help dyslexic learners enhance their reading and writing skills and promote their independence. Creating an inclusive learning environment is crucial for fostering positive attitudes toward dyslexia. Increased awareness of this learning problem is needed among educators, parents, and policymakers. This theoretical study was based on the theory of successful intelligence, which made it possible to investigate how students characterise their mastery of the process of becoming teachers and immersing themselves in a curriculum that promotes inclusivity with a psychological-spectrum disease such as dyslexia. The study emphasizes the significance of multi-stakeholder collaboration in improving educational practices for dyslexic learners, despite its theoretical limitations that prevent empirical measurement of tools' impact on learning. This way, dyslexic learners can receive the necessary help and adaptations to succeed