Indonesian Senior High School Geography Teacher’s Understanding of Written Curriculum
DOI:
https://doi.org/10.47750/pegegog.14.01.11Keywords:
teachers’ understanding, cognitive process, curriculum gapsAbstract
The implementation of recent geography curriculum in the classroom requires further reviews This study aims to identify Indonesian geography teachers’ understanding of the written geography curriculum at senior high school comprises cognitive process terminology, the meaning of concepts in topics, and the organization of topics. The content analysis method is applied to interpret the meaning of qualitative data in order to answer the research question. The findings of this study are: (a) teachers’ understanding of terms engaging students in cognitive activities is limited to lower-order thinking, (b) the majority of teachers do not really understand that the purpose of the use of the active learning methods is to foster thinking, and (c) most teachers perceive the topics merely as a collection of fragmented or unconnected concepts and skills. To sum up, geography teaching and learning do not move considerably from traditional inventory and fact-based approaches that focus on “what” and “where.” Furthermore, this study found that problems in the written curriculum contribute to the teachers’ difficulties in understanding topics and learning activities. It is concluded that the gaps exist between the written curriculum and the taught curriculum of what teachers actually deliver in the classroom and between the written curriculum and the recommended curriculum that states the goals of education that ought to be achieved. This study suggests aligning these senior high school geography curricula.
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