Bridging the official and teacher-intended curriculum through action research
DOI:
https://doi.org/10.17509/curricula.v5i2.570Keywords:
action research, official curriculum, teacher-intended curriculumAbstract
A persistent challenge in curriculum implementation is the gap between educational policies and classroom teaching practices, particularly in how teachers translate the official curriculum into contextualized instructional plans at the teacher-intended stage. This study aims to analyze how action research can strengthen teachers’ roles in bridging this translation process. This study employs a literature review using a descriptive-analytical approach, drawing on scholarly sources from academic databases related to curriculum, teacher professionalism, and action research. The findings indicate that through cycles of planning, action, and reflection, action research supports teachers in identifying learning problems, making data-informed instructional decisions, and adapting teaching strategies to students’ needs. In this way, the translation of the curriculum becomes more contextual and responsive to classroom realities. However, its effectiveness depends on institutional support, collaboration, and opportunities for continuous professional learning. Therefore, action research helps address the gap between policy and practice while supporting teachers’ professional capacity in curriculum decision-making.
Abstrak
Salah satu tantangan yang persisten dalam implementasi kurikulum adalah kesenjangan antara kebijakan pendidikan dan praktik pembelajaran di kelas, terutama dalam proses guru menerjemahkan kurikulum resmi menjadi rancangan pembelajaran yang kontekstual pada tahap teacher-intended curriculum. Penelitian ini bertujuan untuk menganalisis bagaimana action research dapat memperkuat peran guru dalam menjembatani proses penerjemahan tersebut. Penelitian ini menggunakan metode studi kepustakaan dengan pendekatan deskriptif analitis yang bersumber dari berbagai database ilmiah terkait kurikulum, profesionalisme guru, dan action research. Hasil kajian menunjukkan bahwa melalui siklus perencanaan, tindakan, dan refleksi, action research membantu guru mengidentifikasi permasalahan pembelajaran, mengambil keputusan berbasis data, serta menyesuaikan strategi pembelajaran sesuai dengan kebutuhan murid. Dengan demikian, proses penerjemahan kurikulum menjadi lebih kontekstual dan responsif terhadap kondisi di kelas. Namun, efektivitasnya bergantung pada dukungan kelembagaan, kolaborasi, serta peluang pengembangan profesional yang berkelanjutan. Oleh karena itu, action research berkontribusi dalam menjembatani kesenjangan antara kebijakan dan praktik pembelajaran serta mendukung kapasitas profesional guru dalam pengambilan keputusan kurikulum.
Kata Kunci: kurikulum resmi; kurikulum yang direncanakan guru; penelitian tindakan
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