Optimizing mathematical proficiency: Integrating Cambridge and national curricula in mathematics education

Optimasi kemampuan matematika: Integrasi kurikulum Cambridge dan nasional dalam pendidikan matematika

  • Yuli Dwi Purnamawati Universitas Negeri Jakarta
Keywords: Cambridge curriculum, curriculum integration, mathematics education


As the primary education institution, ‘School X’ needs to plan a comprehensive and efficient curriculum. This comprehensive study critically evaluates the integration of the Cambridge and National Curricula, with a special emphasis on mathematics. Data collection techniques included interviews, observations, case studies, open questionnaires, and documentation. Open questionnaires conducted with teachers revealed their understanding of the integration of the Cambridge and National curricula. The methodology combines a detailed SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis with a case study approach. Surveys of both teachers and parents at the school capture a wide range of perspectives on the effectiveness, challenges, and benefits of integrating these curricula in mathematics. The impact of this integration on student performance, teacher efficacy, and educational equity in mathematics is also explored. The study's results, focusing on improved curriculum management, dedicated teacher development in mathematics, and ongoing assessment of mathematical competencies. This provides a foundational framework for effective curriculum management in a globally adaptive educational environment, specifically focusing on mathematics.


Download data is not yet available.

Author Biography

Yuli Dwi Purnamawati, Universitas Negeri Jakarta

Jl. R. Mangun Muka Raya No.11, RT.11/RW.14, Rawamangun, Kec. Pulo Gadung, Kota Jakarta Timur, Daerah Khusus Ibukota Jakarta 13220, Indonesia


Aryaningsih, S., & Rejokirono, R. (2022). Manajemen Integrasi Kurikulum International Middle Year Curriculum (IMYC) dan Kurikulum Nasional dengan Perspektif Inklusi di SMP Tumbuh Yogyakarta. Media Manajemen Pendidikan, 5(1), 54–66. http://jurnal.ustjogja.ac.id/index.php/mmp

Bogdan, R., & Taylor, S. J. (1990). Looking at the Bright Side: A Positive Approach to Qualitative Policy and Evaluation Research. Qualitative Sociology, 13(2), 183–192.

Colwill, I., & Peacey, N. (2001). Planning, Teaching and Assessing the Curriculum for Pupils with Learning Difficulties: Curriculum Guidelines to Support the Revised National Curriculum. British Journal of Special Education, 28(3), 120–122. www.nc.uk.net/ld.

Cross, A., & Board, J. (2014). Creative Ways to Teach Primary Science. Open University Press.

Fogarty, R., & Pete, B. M. (2009). How to Integrate the Curricula (3rd ed.). Corwin, A SAGE Company.

Fuad, N. (2015). Manajemen Berbasis Sekolah. Lembaga Pengembangan Pendidikan Universitas Negeri Jakarta.

Hasanah, U. (2019). The Integration Model of 2013 Curriculum and Cambridge Curriculum in Elementary Schools. Al Ibtida: Jurnal Pendidikan Guru MI, 6(2), 144–158. https://doi.org/10.24235/al.ibtida.snj.v6i2.4939

Humble, N., & Mozelius, P. (2019). Teacher Perception of Obstacles and Opportunity in the Integration of Programming in K-12 Settings. Proceeding of EDULEARN19 Conference, 350–356.

Nafisah, N. F. (2018). Implementasi Kurikulum Cambridge di Sekolah Dasar Internasional Al-Abidin Surakarta dan Sekolah Dasar Integral Walisongo Sragen. Profetika, 19(2), 154–162. https://scholar.

Namugenyi, C., Nimmagadda, S. L., & Reiners, T. (2019). Design of a SWOT Analysis Model and its Evaluation in Diverse Digital Business Ecosystem Contexts. 23rd International Conference on Knowledge-Based and Intelligent Information & Engineering Systems, 159, 1145–1154. https://doi.org/10.1016/j.procs.2019.09.283

Nasbi, I. (2017). Manajemen Kurikulum: Sebuah Kajian Teoritis. Jurnal Idaarah, 1(2), 318–330.

Nasution, S. (2015). Kurikulum dan pengajaran. Bumi Aksara.

Oliva, P. F. (1988). Developing the Curriculum (2nd ed.). Scott, Foresman/Little, Brown College Division.

Purnomo, Moch. (2015). Integrasi Kurikulum Cambridge dalam Kurikulum 2013 pada Mata Pelajaran Matematika Sekolah Menengah Pertama (Perspektif Pengembangan Prosedur). Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika UMS, 246–254.

Rissanen, I. (2021). School Principals’ Diversity Ideologies in Fostering the Inclusion of Muslims in Finnish and Swedish Schools. Race Ethnicity and Education, 24(3), 431–450. https://doi.org/10.1080/13613324.2019.1599340

Samiee, A., Shahtalebi, B., & Abedi, A. (2022). A Comparative Study of Creativity Education in Primary Schools of England &Finland: Lessons for Iran. Iranian Journal of Comparative Education, 5(2), 1813–1830. https://doi.org/10.22034/IJCE.2022.285444.1308

Sari, D. P., & Mundilarno, M. (2020). Penerapan Manajemen Program Kelas Bilingual Cambridge Primary Curriculum Framework. Media Manajemen Pendidikan, 2(3), 419–431. http://jurnal.ustjogja.ac.id/index.php/mmp

Sinaga, L., Berliani, T., & Nugroho, P. J. (2021). Manajemen Kurikulum Cambridge di SMPS Golden Christian School Palangka Raya. Equity in Education Journal (EEJ), 3(1), 30–40. https://e-journal.upr.ac.id/index.php/eej

Tyler, R. W. (2013). Basic Principles of Curriculum and Instruction. In The Curriculum Studies Reader E2 (2nd ed., pp. 60–68). Routledge. https://doi.org/https://doi.org/10.4324/9780203017609

Widjanarko, J., & Budiyono, B. (2018). Implementasi Kurikulum Cambridge dalam Pembelajaran Matematika. JPGSD, 6(6), 1030–1039.

How to Cite
Purnamawati, Y. D. (2024). Optimizing mathematical proficiency: Integrating Cambridge and national curricula in mathematics education. Math Didactic: Jurnal Pendidikan Matematika, 9(3), 552-567. https://doi.org/10.33654/math.v9i3.2485
Abstract viewed = 24 times
PDF downloaded = 52 times