Data-Driven Implementation of Independent Curriculum Management for Adventist Junior High School
Description
The study hypothesized that the successful management and implementation of the Independent Learning Curriculum at Unklab Adventist Junior High School would involve structured planning, organization, execution, and oversight processes. Furthermore, it posited that with adequate teacher understanding and training, the curriculum could effectively meet its goals of fostering student autonomy, critical thinking, and holistic development. The data comprises interview responses, observation records, and document analyses from various stakeholders, including school leaders, curriculum coordinators, teachers, students, and the school committee. Data were collected through a multi-stage process: in-depth interviews exploring the roles and responsibilities in curriculum management; observations of planning, organizing, implementation, and supervision activities; and analysis of public and private documents like curriculum plans and teacher evaluations. The data reveal that curriculum planning aligns with the Independent Learning principles, but gaps remain in teacher readiness and resource allocation. Teachers demonstrated a foundational understanding of curriculum goals but expressed a need for further training to enhance their facilitative role. Notably, while the principal and curriculum coordinators have instituted clear organizational practices, these practices face challenges due to occasional resource limitations and the need for ongoing supervision. Interpretation and Use of Data The findings suggest that structured management of curriculum activities supports alignment with educational goals, though practical challenges—like teacher training gaps—impede full implementation. This data is valuable for educators, administrators, and policymakers aiming to understand the practical dynamics of curriculum management in the Indonesian context. The data can be used to guide teacher development programs and inform resource allocation strategies that facilitate effective curriculum adaptation and sustained learning outcomes.