.png)
.png)
Parallel curriculum model: An evaluation on students’ academic achievement and motivation in profession of education course
Abstract
A suitable teaching model and strategy are essential to enhance student motivation and learning in the classroom, following the semester program evaluation meeting results in the biology education department for the 2023/2024 academic year. The Parallel Curriculum Model (PCM) is a curriculum framework designed to provide appropriately challenging and differentiated learning experiences that increase intellectual engagement. This experimental design study explores PCM’s impact on student learning outcomes, identifies the PCM parallel group with the highest achievement, and assesses its effect on student motivation. The participants included 78 students enrolled in the Profession of Education course. Academic avhievement was evaluated through case analysis-based pre- and post-test essays, analyzed using t-tests, while motivation was measured with the ARCS motivation model, then categorized by levels. Findings reveal that PCM positively influenced student performance, and motivation levels were high. This suggests that using PCM as a teaching strategy can be an effective alternative to enhance students’ academic success. Moreover, incorporating ARCS motivation principles into curriculum design can contribute to more dynamic learning environments and improved academic results.
Abstrak. Model dan strategi pengajaran yang tepat sangat penting untuk meningkatkan motivasi dan pembelajaran siswa di kelas, sebagai tindak lanjut dari hasil evaluasi program semester di departemen pendidikan biologi tahun akademik 2023/2024. Parallel Curriculum Model (PCM) adalah kerangka kurikulum yang dirancang untuk memberikan pengalaman belajar yang menantang dan terdiferensiasi secara tepat, yang dapat meningkatkan keterlibatan intelektual siswa. Penelitian dengan desain eksperimen ini bertujuan untuk mengeksplorasi dampak PCM terhadap hasil belajar siswa, mengidentifikasi kelompok paralel PCM dengan pencapaian tertinggi, serta menilai pengaruhnya terhadap motivasi siswa. Partisipan dalam penelitian ini adalah 78 mahasiswa yang terdaftar dalam mata kuliah Profesi Pendidikan. Pencapaian akademik dievaluasi melalui esai pre-test dan post-test berbasis analisis kasus, yang kemudian dianalisis dengan uji t, sementara motivasi diukur dengan model motivasi ARCS dan dikategorikan berdasarkan tingkatannya. Hasil penelitian menunjukkan bahwa PCM memiliki pengaruh positif terhadap kinerja akademik siswa, dan tingkat motivasi siswa berada pada kategori tinggi. Hasil ini menunjukkan bahwa penggunaan PCM sebagai strategi pengajaran dapat menjadi alternatif efektif untuk meningkatkan prestasi akademik siswa. Selain itu, penerapan prinsip-prinsip motivasi ARCS dalam desain kurikulum dapat menciptakan lingkungan belajar yang lebih dinamis dan meningkatkan hasil akademik.
Keywords
Full Text:
PDFReferences
Aguanda, A., Setiawan, A., Anwar, M. S., Wardana, M. R. F., & Yambasu, R. A. (2023). The effect of differentiated learning on improving student learning outcomes. Delta-Phi: Jurnal Pendidikan Matematika, 1(1), 46-50. DOI: https://doi.org/10.61650/dpjpm.v1i1.199.
Arianti, A. (2019). Peranan guru dalam meningkatkan motivasi belajar siswa. Didaktika: Jurnal Kependidikan, 12(2), 117-134. DOI: https://doi.org/10.30863/didaktika.v12i2.181.
Asiani, A., Harini, H., & Nugroho, J. A. (2017). Penerapan model attention, relevance, confidence, and satisfaction (ARCS) untuk meningkatkan motivasi dan hasil belajar siswa kelas X Pemasaran 1 SMK Negeri 1 Surakarta tahun pelajaran 2016/2017. BISE: Jurnal Pendidikan Bisnis dan Ekonomi, 3(1), 1-11. DOI: https://doi.org/10.20961/bise.v3i1.14452
Athillah, F. S., Wardana, L. A., & Kadriyanto, D. Y. (2024). Implementasi model pembelajaran ARCS (Attention, Relevance, Confidence, Satisfaction) untuk menumbuhkan motivasi belajar pada pembelajaran IPAS kelas V SDN Karanganyar 1. Innovatife: Journal Od Social Science Reseacrh, 4, 1871–1881. DOI: https://doi.org/10.31004/innovative.v4i2.9291
Aziz, A., & Shaleh, M. (2019). Variasi metode pembelajaran dan peningkatan motivasi belajar siswa. Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam, 4(1), 87–94. DOI: https://doi.org/10.35316/edupedia.v4i1.529
Bahri, A., & Corebima, A. D. (2015). The contribution of learning motivation and metacognitive skill on cognitive learning outcome of students within different learning strategies. Journal of Baltic Science Education, 14(4), 487–500. DOI: https://doi.org/10.33225/jbse/15.14.487
Bozca, A. I., Emir, S., & Leana-Taşçılar, M. (2018). The effects of differentiated Turkish teaching program designed with parallel curriculum on gifted students’ creative writing skills. Turkish Journal of Giftedness and Education, 8(2), 143-159. DOI: https://doi.org/10.26650/hayef.2017.14.2.0013
Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson Education, Inc. Retrieved from https://books.google.co.id/books/about/Educational_Research.html
Deunk, M. I., Smale-Jacobse, A. E., de Boer, H., Doolaard, S., & Bosker, R. J. (2018). Effective differentiation practices: A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education. Educational Research Review, 24, 31-54. DOI: https://doi.org/10.1016/j.edurev.2018.02.002.
Deunk, M., Doolaard, S., Smale-Jacobse, A., & Bosker, R. J. (2015). Differentiation within and across classrooms: A systematic review of studies into the cognitive effects of differentiation practices. RUG/GION. Retrieved from https://research.rug.nl/en/publications/differentiation-within-and-across-classrooms-a-systematic-review-
El-Abd, M. (2019). A teacher’s guide to developing expertise through ascending intellectual demand. Gifted Education International, 35(3), 259–274. DOI: https://doi.org/10.1177/0261429418824106
Emda, A. (2018). Kedudukan motivasi belajar siswa dalam pembelajaran. Lantanida Journal, 5(2), 172-182. DOI: https://dx.doi.org/10.22373/lj.v5i2.2838
Francescucci, A., & Rohani, L. (2019). Exclusively synchronous online (VIRI) learning: The impact on student performance and engagement outcomes. Journal of Marketing Education, 41(1), 60–69. DOI: https://doi.org/10.1177/0273475318818864
Hafeez, M. (2021). Impact of teacher's training on interest and academic achievements of students by multiple teaching methods. Pedagogical Research, 6(3), em0102. DOI: https://doi.org/10.29333/pr/11088
Hawkins, R., Welcher, C., Holmboe, E., Kirk, L., Norcini, J., Simons, K., & Skochelak, S. (2015). Implementation of competency-based medical education: Are we addressing the concerns and challenges?. Medical Education, 49(11), 1086-1102. DOI: https://doi.org/10.1111/medu.12831
Jamil, M. M. (2019). Optimalisasi model ARCS dalam pembelajaran saintifik untuk meningkatkan motivasi belajar peserta didik pada peminatan mata pelajaran geografi di kelas matematika ilmu alam. IJIS Edu: Indonesian Journal of Integrated Science Education, 1(1), 7-24. DOI: http://dx.doi.org/10.29300/ijisedu.v1i1.1401
Jirasatitsin, S., Rattanamanee, W., Ratanawilai, T., Pochana, K., Daesa, C., Trakarnchaisiri, P., & Thongkaew, K. (2023). Design and development of a tool for measuring learning outcomes in a manufacturing engineering program based on outcome-based education. In Leveraging Transdisciplinary Engineering in a Changing and Connected World (pp. 662-670). IOS Press. DOI: https://doi.org/10.3233/atde230662
Keller, J. M. (2000). How to integrate learner motivation planning into lesson planning: The ARCS model approach. VII Semanario, Santiago, Cuba, 1, 1-13. Retrieved from https://app.nova.edu/toolbox/instructionalproducts/itde8005/weeklys/2000-keller-arcslessonplanning.pdf
Lim, Y. H., Lee, J. K., Ng, W., & Teo, T. W. (2022). Implementation of PCM in a Singapore school: Impact on students’ learning outcomes. The Journal of Educational Research, 115(1), 25–36. DOI: https://doi.org/10.1080/00220671.2021.2019659
Lin, M. H., Chen, H. C., & Liu, K. S. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics Science and Technology Education, 13(7), 3553–3564. DOI: https://doi.org/10.12973/eurasia.2017.00744a
Little, C. A., McCoach, D. B., & Reis, S. M. (2014). Effects of differentiated reading instruction on student achievement in middle school. Journal of Advanced Academics, 25(4), 384–402. DOI: https://doi.org/10.1177/1932202x14549250
Liu, M., & Huang, W. (2011). An exploration of foreign language anxiety and English learning motivation. Education Research International, 2011, 1–8. DOI: https://doi.org/10.1155/2011/493167
Liu, Q., Liu, L., Vu, H., Liu, X., Tang, S., & Wang, H. (2015). Comparison between peer-led and teacher-led education in tuberculosis prevention in rural middle schools in Chongqing, China. Asia-Pacific Journal of Public Health, 27(2), 2101-2111. DOI: https://doi.org/10.1177/1010539513498767
Magdalena, I., Shodikoh, A. F., Pebrianti, A. R., Jannah, A. W., & Susilawati, I. (2021). Pentingnya media pembelajaran untuk meningkatkan minat belajar siswa SDN Meruya Selatan 06 Pagi. Edisi, 3(2), 312-325. DOI: https://doi.org/10.36088/edisi.v3i2.1373
Manurung, T. M. S. (2017). Pengaruh motivasi dan perilaku belajar terhadap prestasi akademik mahasiswa. JAS-PT (Jurnal Analisis Sistem Pendidikan Tinggi Indonesia), 1(1), 17-26. Retrieved from https://jurnal.ibik.ac.id/index.php/nssme/article/view/749
Matthews, K. E., & Mercer-Mapstone, L. D. (2018). Toward curriculum convergence for graduate learning outcomes: Academic intentions and student experiences. Studies in Higher Education, 43(4), 644–659. DOI: https://doi.org/10.1080/03075079.2016.1190704
Matthews, K. E., Belward, S., Coady, C., Rylands, L., & Simbag, V. (2016). Curriculum development for quantitative skills in degree programs: A cross-institutional study situated in the life sciences. Higher Education Research & Development, 35(3), 545–559. DOI: https://doi.org/10.1080/07294360.2015.1107875
Pangestu, A., Fatah, M. F., Untsa, A., & Lailiyah, S. (2022). Efektivitas penggunaan media Youtube dan Quiziz dalam meningkatkan motivasi belajar siswa madrasah ibtidaiyah. Jurnal Basicedu, 6(5), 8775-8784. DOI: https://doi.org/10.31004/basicedu.v6i5.3952
Pojednic, R., & Frates, E. (2017). A parallel curriculum in lifestyle medicine. The clinical teacher, 14(1), 27–31. DOI: https://doi.org/10.1111/tct.12475
Quileste, R.M., & Pagara, C. R. A. (2022). The lived experiences of daycare teachers: Their implications to learners’ outcomes. International Multidisciplinary Research Journal, 4(1), 22-31. DOI: https://doi.org/10.54476/iimrj03.4.1
Rahma, N. A., Soekamto, H., & Masruroh, H. (2024). Model probing prompting menggunakan media virtual reality materi mitigasi bencana untuk meningkatkan motivasi belajar geografi SMA, Journal of Education Action Research, 8(1), 1-10. DOI: https://doi.org/10.23887/jear.v8i1.67448
Rahman, S. (2022, January). Pentingnya motivasi belajar dalam meningkatkan hasil belajar. In Prosiding Seminar Nasional Pendidikan Dasar, (pp. 289–302). Retrieved from https://ejurnal.pps.ung.ac.id/index.php/PSNPD/article/view/1076
Rahmi, N. A., Sumarmin, R., Ahda, Y., Alberida, H., & Razak, A. (2021). Relationship between learning motivation and biology learning outcomes. Jurnal Penelitian Pendidikan IPA, 7(4), 537–541. DOI: https://doi.org/10.29303/jppipa.v7i4.773
Renzulli, J. S., Gubbins, E. J., McMillen, K. S., Eckert, R. D., & Little, C. A. (2010). Systems and models for developing programs for the gifted and talented. Gifted and Talented International, 25(2), 171-172. DOI: https://doi.org/10.4324/9781003419426
Setyowati, D., Qadar, R., & Efwinda, S. (2022). Analisis motivasi siswa berdasarkan model ARCS (Attention, Relevance, Confidence, and Satisfaction) dalam pembelajaran fisika berbasis e-learning di SMA se-Samarinda. Jurnal Literasi Pendidikan Fisika (JLPF), 3(2), 116-129. DOI: https://doi.org/10.30872/jlpf.v3i2.1044
Suciani, N. K., Sudarma, I. K., & Bayu, G. W. (2022). The impact of learning style and learning motivation on students’ science learning outcomes. MIMBAR PGSD Undiksha, 10(2), 395–401. DOI: https://doi.org/10.23887/jjpgsd.v10i2.49811
Tomlinson, C. A. (2023). The parallel curriculum model: A design to develop potential & challenge high-ability learners. In Systems and models for developing programs for the gifted and talented, (pp. 571-598). Routledge. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9781003419426-21/
Tomlinson, C. A., & Jarvis, J. M. (2023). Differentiation: Making curriculum work for all students through responsive planning & instruction. In Systems and models for developing programs for the gifted and talented, (pp. 599-628). Routledge. DOI: https://doi.org/10.4324/9781003419426
DOI: http://dx.doi.org/10.20527/bino.v7i1.20920
Article Metrics
Abstract view : 712 timesPDF - 326 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
BIO-INOVED Journal has been Accredited:
|
BIO-INOVED Journal has been Indexed/Abstracted/Listed by:
|
Managed by: |
Collaborate with: |
Journal License: |
