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

Abstract

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.

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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

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Published
2024-01-21
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
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