HUBUNGAN PERUBAHAN KURIKULUM DAN EFIKASI GURU TERHADAP PENGELOLAHAN PEMBELAJARAN EDUKATIF BERPUSAT PADA PENDIDIKAN ANAK USIA DINI KABUPATEN MALANG

Abstract

Developing teachers' pedagogical quality determines their performance efficacy in understanding curriculum changes in Indonesia. This study aims to examine the nature of curriculum changes and teacher efficacy regarding the management of learner-centered educational instruction in Early Childhood Education (ECE) settings in Malang Regency. A quantitative causal research design was employed, utilizing data from surveys, questionnaires, and documentation; the questionnaire data involved a sample of 66 participants. The findings indicate that curriculum changes impact the efficacy of teachers who do not fully grasp the mechanisms of current educational reform in Indonesia, particularly when interpreting the newly introduced concepts. Furthermore, ECE teacher efficacy is determined by the teachers' pedagogical and intellectual quality in analyzing the impact of these curriculum changes. Consequently, it is crucial for ECE teachers to possess administrative skills aligned with their educational field. Specifically, regarding the management of learner-centered educational instruction, a lower workload fosters greater innovation among ECE teachers, whereas a high workload diminishes their level of instructional innovation. Validity and reliability tests regarding the correlations between variables (X¹≤Y, X²≠Y) yielded results ranging from 74.9% to 96.7%. These findings underscore the importance of strengthening teacher competencies and minimizing excessive administrative workloads, thereby fostering innovation and creativity among teachers in the early childhood education sector.