Indonesian teachers’ perception on classroom management: A sequential exploratory study on the process and problems

Abstract

This study investigated classroom management, the implementation process and problems experienced by teachers in Indonesian schools in accordance with the latest 2013 Indonesian curriculum (K-13). This study was a mix-method study with a sequential exploratory approach. The main data were obtained qualitatively from thirty interview sessions with 15 teachers followed by quantitative data collection, survey with 452 teachers. The sites of the study were fifteen national senior high schools of one province located in the southern part of Indonesia. To assess the trustworthiness or reliability and validity of the study, we did triangulation, member checking and reflexivity in the qualitative phase and content validity and measured the survey Cronbach Alpha in the quantitative phase. The findings informed teaching standards, rules and procedures, classroom condition and situation, and timetable or schedule as the theme of the study in relation to the implementation process of K-13 in the research sites. Problems such as large class, teachers’ lack of technology competence, and schools’ lack of facilities as well as lack of discipline were elaborated. Furthermore, policy recommendations are proposed based on the findings of the study.

Twenty Years of Change : A Systematic Literature Review of Indonesian Teachers’ Responses to Curriculum Change

“…Such as acknowledging the benefits of the new curriculum in making the student more motivated during K-13 (Arrafii, 2021) and showing enthusiasm for potential creativity and autonomy offered by Kurmer (Mustofa et al, 2023). Teachers also show a willingness to collaborate with peers to develop lesson plans (Saito et al, 2006) and positively engage in implementing curricula such as K-13 (Rusman, 2015;Gunawan, 2017;Muazza et al, 2019;Werdiningsih et al, 2022).…”

“…The development of learning materials with evolving curricula and incorporation of higher-order thinking skills has also been a hurdle. Covering how to break down indicators to instruction, utilizing learning media, and adapting materials to students' comprehension level (Basalama, 2010;Damayanti, 2022;Pratiwi, 2020;Muazza et al, 2019).…”

“…Although most teachers recognized the importance of authentic assessment, many struggled with developing rubrics, unfamiliar scoring systems, and facilitating formative peer assessment (Utomo, 2005;Arrafii, 2021). Digital proficiency, particularly in resource-limited areas, and the lack of competence in digital technologies have also posed significant obstacles (Reza et al, 2023;Alliyah, 2023;Muazza et al, 2019;. Finally, teachers express a lack of clear guidance, often resulting in schools copying curricula without customizing them to their context (Utomo, 2005;Chodijah, 2012) and difficulties in tailoring lesson objectives like CP, TP, and ATP in the Merdeka curriculum to match students' needs (Damayanti & Muhroji, 2022).…”

An Investigation into the Link between English Teachers’ Classroom Management and English Achievement at one Islamic Senior High School

“…Classroom management plays an important role in student's achievement (Habibi et al, 2018;Muazza et al, 2019;. Djigic and Stojiljkovic (2011) stated that classroom management refers to creating safe and stimulating learning environment.…”

Evaluating impact of the education foundation law in management system of the private Indonesian Islamic school

“…The qualified school requires a professional teacher who works according to their fields [17] besides the facilities. Muazza et al [18] addressed the issue of lack of educational facilities in the private madrasa. Active intervention from the governing boards to the teachers has led to the occurrence of frequent cases improperly firing teachers or put extra pressure on the teachers.…”