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<p>Curriculum transitions pose significant challenges for educators, necessitating continuous adaptation of instructional methodologies to align with evolving educational frameworks. This study examines the influence of teaching experience and school demographics on teachers’ adaptability to curriculum changes, focusing on the Competency-Based Curriculum (KBK), School-Based Curriculum (KTSP), Curriculum 2013, and the Merdeka Curriculum in Lombok Barat, Indonesia. The study explores the correlation between teaching experience and curriculum adaptation, assesses variations in implementation across different school settings, and identifies key challenges educators face during curriculum transitions. Using a mixed-methods approach, the research integrates quantitative survey data and qualitative interviews with middle school teachers who have undergone multiple curriculum reforms. The findings indicate that while 78.9% of teachers effectively implement teaching according to the curriculum, only 29.6% can adequately prepare instructional materials, revealing a significant gap between curriculum planning and practical execution. Additionally, 4.2% of teachers demonstrate competence in material preparation but struggle with implementation, while 2.8% are unable to prepare materials yet successfully deliver lessons, highlighting a reliance on external resources. Experienced teachers (&gt; 10 years) predominantly adhere to structured curricula such as KBK and KTSP, facing difficulties in transitioning to modern, flexible frameworks, whereas younger teachers (3–5 years) show greater adaptability. To bridge these gaps, targeted professional development programs, structured mentorship initiatives, and context-sensitive resource allocation are essential. A phased curriculum reform approach, supported by institutional backing and policy interventions, will foster a resilient and adaptive teaching workforce, ensuring equitable and effective curriculum implementation.</p>

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Curriculum transitions and teacher adaptability: examining experience, school demographics, and pedagogical challenges in Indonesia

  • 期刊论文

  • 发表日期：

    2026年2月17日

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  • Wildan,
  • Rahmat A. Kurniawan,
  • Emilia Fatriani

摘要

Curriculum transitions pose significant challenges for educators, necessitating continuous adaptation of instructional methodologies to align with evolving educational frameworks. This study examines the influence of teaching experience and school demographics on teachers’ adaptability to curriculum changes, focusing on the Competency-Based Curriculum (KBK), School-Based Curriculum (KTSP), Curriculum 2013, and the Merdeka Curriculum in Lombok Barat, Indonesia. The study explores the correlation between teaching experience and curriculum adaptation, assesses variations in implementation across different school settings, and identifies key challenges educators face during curriculum transitions. Using a mixed-methods approach, the research integrates quantitative survey data and qualitative interviews with middle school teachers who have undergone multiple curriculum reforms. The findings indicate that while 78.9% of teachers effectively implement teaching according to the curriculum, only 29.6% can adequately prepare instructional materials, revealing a significant gap between curriculum planning and practical execution. Additionally, 4.2% of teachers demonstrate competence in material preparation but struggle with implementation, while 2.8% are unable to prepare materials yet successfully deliver lessons, highlighting a reliance on external resources. Experienced teachers (> 10 years) predominantly adhere to structured curricula such as KBK and KTSP, facing difficulties in transitioning to modern, flexible frameworks, whereas younger teachers (3–5 years) show greater adaptability. To bridge these gaps, targeted professional development programs, structured mentorship initiatives, and context-sensitive resource allocation are essential. A phased curriculum reform approach, supported by institutional backing and policy interventions, will foster a resilient and adaptive teaching workforce, ensuring equitable and effective curriculum implementation.