A COMPARATIVE STUDY OF INDONESIAN AND AUSTRALIAN PRIMARY SCHOOL MATHEMATICS CURRICULUM

Article Sidebar

Download/Lihat PDF
Published Jan 15, 2024
DOI https://doi.org/10.37081/ed.v12i1.5304

Main Article Content

Rilla Gina Gunawan
Institut Agama Islam Negeri Kerinci
Eri Rozika
Dinas Komunikasi, Informatika dan Statistik Kota Sungai Penuh
Rusdinal Rusdinal
Universitas Negeri Padang
Nurhizrah Gistituati
Universitas Negeri Padang
Azwar Ananda
Universitas Negeri Padang

Abstract

Education policies certainly vary from country to country. To achieve the main goal of education, the Indonesian and Australian governments should work to improve the quality of education in their respective countries by conducting possible curriculum comparisons with other countries. The main objective of this study is to compare the primary school mathematics curriculum in Indonesia and Australia. What are the parallels and differences between the paradigms embedded in the Australian and Indonesian curricula? The research also aimed to find information that would allow a more thorough comparison of the two countries' education systems and mathematics curricula. Mathematics curricula and textbooks from both countries were analyzed for this study, making document analysis the main methodological choice. The research method used was a comparative analysis using qualitative techniques conducted to highlight the similarities and differences between the two. Results show that the Australian mathematics curriculum follows the guidelines set by the National Mathematics Standards Teacher Council of the United States, New Zealand, Finland and the United Kingdom. The topics covered outline the curriculum to be presented to students i.e. Comprehension, fluency, problem solving and reasoning are all addressed as part of the skillset. It is different with Indonesia which is currently using the 2013 curriculum. The 2013 curriculum which is often called Kurtila is a competency-based curriculum. Competency-based curriculum is a curriculum designed to help students learn and practice the skills and knowledge covered in the SKL.

Article Details

How to Cite
[1]
R. Gunawan, E. Rozika, R. Rusdinal, N. Gistituati, and A. Ananda, “A COMPARATIVE STUDY OF INDONESIAN AND AUSTRALIAN PRIMARY SCHOOL MATHEMATICS CURRICULUM”, JURNAL EDUCATION AND DEVELOPMENT, vol. 12, no. 1, pp. 401-407, Jan. 2024.
Issue
Vol 12 No 1 (2024): Vol 12 No 1 Januari 2024
Section
Artikel
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

References

Areaya, S. (2008). Policy formulation curriculum development and implementation in Ethiopia. (No Title).
Babadoğan, C., & Olkun, S. (2006). Program development models and reform in Turkish primary school mathematics curriculum. International Journal for Mathematics Teaching and Learning, 1(1), 1–6.
Cai, J., & Howson, G. (2013). Toward an international mathematics curriculum. Third International Handbook of Mathematics Education (pp. 949-974). New York: Springer.
Erbay, F., TOKLU, D. A., Kuset, Ş., & Siddik, H. (2021). Comparison of Pre-School Education Curricula of Turkish Republic of Northern Cyprus (TRNC), England, Finland, Southern Cyprus and India. Participatory Educational Research, 8(3), 385–401.
Fitri, Y. F., Yudhi, P. Y., & Rosmiyati, R. R. (2022). Analisis kebutuhan bahan ajar matematika berupa video pembelajaran dengan pendekatan kontekstual pada pembelajaran daring. PYTHAGORAS: JURNAL PROGRAM STUDI PENDIDIKAN MATEMATIKA, 11(1), 7-18.
Huntly, I., Kaiser, G., & Luna, E. (2012). International comparisons in mathematics education. Routledge.
Ilyas, M., Ma’rufi, M., & Nisraeni, N. (2015). Metodologi Penelitian Pendidikan Matematika. PUSTAKA RAMADHAN.
Kassaye, W. (2013). Curriculum development and research in Ethiopia. In International handbook of curriculum research (pp. 161–182). Routledge.
Kurniasih, S. (2014). Strategi–Strategi Pembelajaran. Alfabeta: Bandung, 64.
Muhtadi, D., Junaedi, I., & Mulyono, M. (2021). STUDI KOMPARATIF KURIKULUM MATEMATIKA SEKOLAH MENENGAH INDONESIA DAN TURKI. Journal of Authentic Research on Mathematics Education (JARME), 3(2), 126–133.
Pendidikan, B. S. N. (2006). Panduan Penyusunan KTSP Jenjang Pendidikan Dasar dan Menengah. Jakarta: BSNP.
Porter, A. C., & Smithson, J. L. (2001). Defining, developing, and using curriculum indicators.
Putra, K. W. B., Wirawan, I. M. A., & Pradnyana, G. A. (2017). Pengembangan e-modul berbasis model pembelajaran discovery learning pada mata pelajaran “sistem komputer” untuk siswa kelas x multimedia smk negeri 3 singaraja. Jurnal Pendidikan Teknologi Dan Kejuruan, 14(1).
Sari, S. M., Yulia, P., & Rusliah, N. (2023). Aspek etnomatematika pada anyaman bambu Desa Bunga Tanjung Kabupaten Kerinci. PYTHAGORAS: JURNAL PROGRAM STUDI PENDIDIKAN MATEMATIKA, 12(1), 36-48.
Soekardjo, M., & Sugiyanta, L. (2018). Analisis Strategi Pembelajaran Matematika Kurkulum 2013 Dalam Rangka Meningkatkan Nilai Pisa Matematika. JKKP (Jurnal Kesejahteraan Keluarga Dan Pendidikan), 5(1), 42–64.
Subharani, B., & Selvi, T. (2014). Sujithra.(2014). Curriculum–An overview. Journal of Nursing and Health Science (IOSR-JNHS), 3 (2), 48–50.
UNESCO, I. B. E. (2013). Glossary of curriculum terminology. Geneva: UNESCO IBE. http://www. ibe. unesco. org/fileadmin/user_upload ….
Yıldırım, A., & Şimşek, H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri: Ankara, 366 s. Seçkin Yayınları.
Zhao, D., & Zhao, D. (2016). Chinese Students’ Higher Achievement in Mathematics. Springer.