Factors affecting school performance: Does a mixed curriculum make a difference?

Abstract

This article reports on a study that attempts to fill the gap of research focusing on school performance measurements, especially those which involve curriculum types. It established the factors that measured school performance using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) and analyzed any differences in the performance of schools adopting national curriculum and those adopting mixed curriculum in Greater Jakarta. From 29 items, eight invalid items were dropped, and the EFA identified eight factors, which were categorized into social-emotional learning, school participation, relationship, physical-mental health, physical safety, emotional safety, academic growth, and discipline. Then, the scale was validated using data collected from 684 secondary students using CFA. Chi-square goodness-of-fit test was not statistically significant. However, other indices such as Incremental Fit Index, Comparative Fit Index, Tucker-Lewis Index, Root Mean Squared Error of Approximation, and Standardized Root Mean Square Residual were within acceptable limits, indicating that the eight EFA factors had been validated. Moreover, this study found that schools with mixed curricula had higher performance than those with a national curriculum. Nevertheless, it cannot be generalized because the linear regression shows that the p-value was higher than 0.05 (0.164).

Application of Spiritual Intelligence-Based Curriculum: A Case Study of Boarding School MAN 2 Kudus

“…Thus, the curriculum should be able to plan learning activities, subject matter, and learning that can improve student achievement. The other side of the curriculum also aims to create competencies that can answer the needs that exist in the environment, both at the local, national, and international levels (Akuba et al , 2021).…”

“…According to Dewi in Akuba et al (2021), the quality of the curriculum plays an important part in students' academic achievement. In more detail, it is explained by Tedeco et al that the curriculum, the series of Learning Implementation Plans, and the subject matter that are implemented in schools must be able to answer and improve student learning outcomes.…”

A Semiotics Analysis of the Interior Design of an Indonesian Elementary and Junior High School Classroom

“…It is natural for learning process studies to be generally concerned with issues concerning the education system, curriculum, teaching methods, policies, and teacher competencies instead of taking classroom design as an issue. For example, curriculum studies by Harmanto et al (2018) and Akuba et al (2021), learning methods studies by Harjali (2017) and Nur'Afifah and Man (2018), certification policy studies by Malkab et al (2015) and teacher competence studies by Tirayoh and Rawis (2019), Kurniawati et al, (2012) and Setiawan et al (2018) examines such aspects. At the same time, in daily learning activities, teachers, school principals, students and other related parties never discuss classroom design.…”