Welcoming the Emancipated Curriculum: Has the Teachers Been

Technology Literate?

Reri Seprina Anggraini

, Rian Rafiska

, Eline Yanty Putri Nasution

Anggi Desviana Siregar

and Rini Syevyilni Wisda

Jurusan Tadris Matematika, Institut Agama Islam Negeri Kerinci,

Kapten Muradi Street Sumur Gedang Pesisir Bukit, Sungai Penuh, Indonesia

Jurusan Perbankan Syariah, Institut Agama Islam Negeri Kerinci,

Kapten Muradi Street Sumur Gedang Pesisir Bukit, Sungai Penuh, Indonesia

Jurusan Tadris Kimia, Institut Agama Islam Negeri Kerinci,

Kapten Muradi Street Sumur Gedang Pesisir Bukit, Sungai Penuh, Indonesia

Jurusan Manajemen Pendidikan Islam, Institut Agama Islam Negeri Kerinci,

Kapten Muradi Street Sumur Gedang Pesisir Bukit, Sungai Penuh, Indonesia

Keywords: Emancipated Curriculum, Technology, Mathematics.

Abstract: One of the numerous changes that have taken place in education since the COVID-19 pandemic is the

alteration of the curriculum, namely The 2013 Curriculum, the Curriculum in Special Circumstances, and the

Emancipated Curriculum. Teachers must innovate in the classroom when using the Emancipated Curriculum.

Information technology is a crucial instrument for innovation in learning. Teachers must be able to produce

content using materials for independent learning. The Emancipated Curriculum requires teachers to be more

technologically literate. Especially in the regarded as challenging and abstract field of mathematics. The goal

of this study was to evaluate teachers' abilities to facilitate mathematics instruction using technology when

implementing the Emancipated Curriculum. A descriptive qualitative research methodology is employed.

Through interviews and giving questionnaires to math teachers, data was gathered. The Miles approach is

used in data analysis, which involves gathering data, verifying it, and generating conclusions. The findings

indicate that: 1) geogebra is one of the applications that the mathematics teacher has used to teach; 2) not all

teachers are literate at utilizing technology to aid students' study of maths; 3) there are not enough resources

and infrastructure in place to support the use of technology in math learning.

1 INTRODUCTION

The learning curriculum underwent several

adjustments during the COVID-19 period to improve

student proficiency in academic subjects. A

curriculum is a collection of subjects and educational

programs offered by a school that includes lesson

plans to be taught to pupils throughout the course of

one level of education. The 2013 Curriculum and the

Curriculum in Special Conditions are the curricula

used (Kemendikbud, 2022).

https://orcid.org/0000-0003-3674-5939

https://orcid.org/0000-0002-3756-9693

https://orcid.org/0000-0001-5526-2778

https://orcid.org/0000-0003-4223-0640

https://orcid.org/0000-0002-1795-8325

It needs to be modified because the 2013

Curriculum and the Curriculum in Special Conditions

have failed to stop learning loss. During the COVID-

19 pandemic, learning shifted from being offline to

being online (DeCoito & Estaiteyeh, 2022). As a

result, the Minister of Education, Culture, Research,

and Technology developed a curriculum in the

framework of learning recovery based on the

diversification principle in line with the

circumstances of the educational unit, regional

potential, and pupils. The in question curriculum is

the Emancipated Curriculum, which makes use of the

218

Seprina Anggraini, R., Raﬁska, R., Nasution, E., Siregar, A. and Wisda, R.

Welcoming the Emancipated Curriculum: Has the Teachers Been Technology Literate?.

DOI: 10.5220/0012198800003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 218-223

ISBN: 978-989-758-669-9; ISSN: 2975-9676

National Education Standards and helps students

create Pancasila student profiles to achieve the

country's educational objectives.

Not all schools are currently mandated to use the

Emancipated Curriculum. This is adjusted for

educational units recognized as implementing the

Emancipated Curriculum, known as the Driving

School for public schools and the Center for

Vocational High Schools of Excellence for vocational

schools, as well as for the readiness of schools to

carry out its implementation (Kemendikbud, 2022).

Independence in the Emancipated Curriculum's

implementation is both independent and reflective.

The Emancipated Curriculum's learning approach

aims to realize students' holistic and contextual

learning. For kids to learn more meaningfully and

practically than only by memorization. The revised

curricula mandated that teachers change their

teaching methods from being teacher-centered to

becoming more student-centered. It is advised that

teachers transition from their position as the primary

source of learning to that of facilitators and observers

(Rahimi & Alavi, 2017).

The transformation of the educational system and

the promotion of national competitiveness is a

difficult, protracted task that calls for a

comprehensive, multifaceted strategy (Price, 2015).

Because the challenges we confront in our world are

so complicated, it takes the fusion of many different

disciplines, ideas, and abilities to address them

(Roehrig et al., 2021). Mathematics is one of the

disciplines covered in school. Given that mathematics

contains many parts that are relevant to other topics,

including chemistry, physics, and economics,

education providers should regularly examine

mathematics curriculum development initiatives

(Wilkins, 2015).

The background of the challenging and

monotonous mathematics course in school is

frequently mentioned. This motivates educators to

experiment so that instruction can be enjoyable and

well-received by students (Arnold & Sangrà, 2018).

Given that their classmates are more adept at the

material than they are, the difficulties encountered

frequently stem from the failure to apply the principle

of continuity in the subject matter contained in

mathematics. This results in students losing interest

in learning, developing psychological disorders, and

developing cognitive disorders (Karakolidis et al.,

2021; Yeh et al., 2019). Due to the multiplicity of

impacting factors, the subject matter needs to be

innovative.

It is possible to innovate in math education by

using technology-based learning resources to make

lessons more meaningful. The study and ethical use

of employing appropriate technological processes

and resources to promote learning and improve

performance are known as educational technology.

The use of technology can encourage resolving these

issues in line with the government's objective of

creating the Emancipated Curriculum to prevent

learning loss after the pandemic is not too

widespread. The advancement of information and

communication technologies can be used as teaching

resources to facilitate learning (Tyler-Wood et al.,

2018). A seamless learning process can be supported

by communication technology in the form of print

and electronic media, including television, numerous

Android applications, and laptops (Anggraini et al.,

2022).

The pandemic era is a phase of transition from the

Industrial Revolution 4.0 to the Society 5.0 era

(Tempelaar et al., 2012). Era Society 5.0 combines

humans and technology. Humans are technology's

primary focus, and vice versa. It was introduced in

Japan at the start of 2019 in the Society 5.0 period,

which is based on technological advancement.

Because of this, the field of education in Indonesia

has been significantly impacted by technological

advancements in the era of Society 5.0. The

effectiveness of the nation's human resources—

specifically, the calibre of its teachers or educators—

determines how well it will be able to meet the

demands of Society 5.0.

Teachers must possess a variety of abilities and be

able to adjust to emerging technologies and global

concerns, particularly as information and

communication technologies advance. Teachers can

use a variety of technological teaching tools,

including podcasts (non-streaming audio broadcast),

infographics, PowerPoint, motion graphics, Google

Forms, Quiz, and others. With the aid of a variety of

educational resources, including text, images, audio,

video, simulations, etc., this technology enables

students to get lessons from the comfort of their

homes (learn anywhere and anytime) (Useche et al.,

2022) Therefore, instructors must implement the use

of teaching material technology in the Emancipated

Curriculum.

The shift from the industrial revolution era 4.0 to

the establishment of the Society 5.0 era after the

pandemic period aims to make it simpler for pupils to

acquire and comprehend the offered information, so

that students themselves might benefit from it when

coping with technological advancements.

Additionally, the topic of using this technology—

specifically, digital technologies in education—was

also covered at the G20 forum. This suggests that one

Welcoming the Emancipated Curriculum: Has the Teachers Been Technology Literate?

219

of the most crucial things to do is to use technology

in education.

Everyone had to learn to adapt to these rapid

changes in life's many spheres, including schooling,

which included using digital technological tools.

During the pandemic, there has been an incredible

acceleration in the employment of digital

technologies in the field of education. Technology

was brought up as a top issue at the 2022 G20 on

Education and Culture meeting for this reason. The

foundation of this research is based on information

that is currently in circulation, both with regard to the

replacement of Emancipated Curriculum and the use

of technology in education. Teachers are undoubtedly

involved in the use of technology, both as users and

as creators of technology-based learning materials.

The goal of this study was to evaluate teachers'

abilities to facilitate mathematics instruction using

technology when implementing the Emancipated

Curriculum.

2 METHOD

The research method used is descriptive qualitative

research. The subjects of this study were mathematics

teachers at SMA Negeri 2 Kerinci which is a

Mobilizing School and has implemented the

Emancipated Curriculum in grades X and XI. The

sampling technique used was purposive sampling, in

which researchers deliberately chose individuals to be

research informants. The sample used in this study

amounted to 6 people. Data collection was carried out

through interviews and questionnaires. The

questionnaire is given via google form. The data

collection carried out aims to determine the teacher's

ability to create and use technology as a learning

medium. Data analysis uses the Miles method,

namely data collection, verification, and concluding.

3 FINDING AND DISCUSSION

Based on the results of interviews and questionnaires

that were distributed to math teachers at SMA Negeri

2 Kerinci, the following results were obtained:

Figure 1: Use of Technology-Based Learning Media.

Figure 2: Types of Technology Ever Used.

Based on Figure 1 it is known that there are still

17% of teachers who have never used technology-

based learning media in learning mathematics.

Mathematics teachers who have used technology-

based learning media have a percentage of 50%.

Next, the question arises what types of learning media

have been used by mathematics teachers in learning?

The results of the questionnaire in Figure 2 show that

the most technology-based learning media used by

mathematics teachers is PowerPoint.

Figure 3 and Figure 4 illustrate that most

mathematics teachers admit that they have

participated in training on the use of technology-

based learning media several times, but of the 83% of

teachers who have attended training, not all of them

apply the results of the training in mathematics

learning activities. Only 50% or half of the number of

mathematics teachers apply the results of the training.

17%

50%

33%

Have you ever taught using technology-

based learning media in teaching?

Never

Sometimes

Often

Technology used

If you have ever used technology-based

learning media in teaching, what kind of

technology did you use?

Geogebra

Powerpoint

Handphone

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Figure 3: Participate in Training Activities on the Use of

Technology-Based Learning Media.

Figure 4: Applying Training Results in Learning

Mathematics.

Figure 5: Making Learning Media.

Figure 5 demonstrates that half of the teachers who

were observed and interviewed said they used other

people's media instead of creating their own. This

indicates that, despite their best efforts, teachers do

not investigate their capacity to develop

technologically based learning medium to overcome

the challenges and abstraction of mathematical

content in learning. Teachers have tried to use

technology- based learning media in learning

mathematics even though the media used Most

teachers do not create their own content from learning

media independently but instead use templates that

have been made by others. This is supported by

Figure 6 which shows that teachers are still not fully

able to use technology-based learning media in

learning. In addition, the inadequate facilities and

infrastructure in schools also make it difficult for

teachers to be able to apply technology-based

learning media to the fullest in mathematics learning.

Figure 6: Barriers to Using Technology-Based Learning

Media.

The Emancipated Curriculum has differences

from the 2013 Curriculum and the Curriculum in

Special Circumstances. This can be seen from the

basic framework of the formulation of the curriculum.

If the 2013 Curriculum and the Curriculum in Special

Circumstances have a main foundational design that

is the goal of the National Education System and

National Education Standards, then in the

Emancipated Curriculum the main basic design

besides the goals of the National Education System

and National Education Standards also aims to

develop a profile of Pancasila students in students

(Fatmiyati, 2022).

17%

83%

Have you attended training or similar

activities on the use of technology-

based learning media?

Never

Several times

Often

17%

33%

50%

If you have attended the training, have

you applied the results in the

mathematics learning process?

Never

Sometimes

Yes, according

to class

conditions

50%

17%

33%

If you use learning media in teaching

mathematics, do you make the media

yourself?

No (using what

someone else

has created)

Sometimes

make their own

Yes

67%

33%

What are the obstacles experienced in

using learning media?

Learning media available in schools are not

supportive

Teachers are not fully able to use learning

media in teaching

Prefer teaching using conventional methods

Welcoming the Emancipated Curriculum: Has the Teachers Been Technology Literate?

221

The results of the interviews conducted explained

that teachers who have taught for decades (more than

20 years) are still not used to using technology-based

learning media, because this is still new and requires

carefulness to learn how to use it. The implementation

of learning in the implementation of the Emancipated

Curriculum is in the form of differentiated learning

(Nurcahyono & Putra, 2022). He admitted that he had

participated in training activities to create

technology-based learning media that could support

the explanation of the material being taught.

However, because the training activities are carried

out only once, so if after the training is finished, the

teacher encounters obstacles when applying the

knowledge gained, it is the reason he does not use the

learning media and chooses to teach as usual. This is

in line with previous research that one of the ways for

the successful use of technology is to carry out

teacher training (Tyler-Wood et al., 2018).

Another acknowledgment came from math

teachers with a lower teaching period of 5-10 years.

They say that the use of technology-based learning

media is very effective and efficient in learning,

because this is still a new thing and has not been used

to learning, so students feel more interested and

curious about the procedures for using these learning

media. It's just that their lack of knowledge about

various technology-based learning media is the cause

of the type of learning media used is still minimal.

The use of PowerPoint in learning is still in the

form of briefly presenting material in the form of

slides. The math teacher should also be able to insert

questions in the form of multiple-choice questions by

directly determining the answer choices for these

questions. So that when students are allowed to

answer, the results of the assessment will appear.

Whether the student's answer is correct or not. If it is

correct, the student gets a score of 100. However, if it

is not correct, the math teacher will direct students to

a summary of the material that can help students

answer the question. The idea of making technology-

based learning media, especially in learning

mathematics is widely shared by several content

creators on various search engines platforms such as

Google and YouTube. However, of course, this is not

100% necessarily causing teachers to be able to make

technology-based learning media self-taught, so

assistance is needed by experts who better understand

ways of making and using technology-based learning

media themselves.

Especially for making technology-based learning

media, not only talking about the teacher's ability to

use the media but also talking about the facilities and

infrastructure owned by the school. More than 50%

of mathematics teachers stated that school facilities

and infrastructure for tools related to the procurement

of technology-based learning media in schools were

still inadequate. This means that there is a balance

between the teacher's knowledge of how to use and

create technology-based learning media and the

existence of adequate facilities and infrastructure.

When asked questions about the readiness of

teachers to apply the Emancipated Curriculum, the

answers obtained indicated that all mathematics

teachers felt ready to implement them. This might be

considered by the government in order to maximize

this readiness by balancing the skills of teachers and

facilities and infrastructure in using technology-based

learning media in schools.

4 CONCLUSIONS

Based on the research that has been done, the

conclusions are obtained:

1. GeoGebra is one of the applications that

mathematics teacher has used to teach;

2. not all teachers are literate in utilizing technology

to aid students' study of maths;

3. there are not enough resources and infrastructure

in place to support the use of technology in math

learning.

ACKNOWLEDGEMENTS

Thank you to the Department of Tadris Mathematics

and SMA Negeri 2 Kerinci for providing the

opportunity and time for us to carry out this research.

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