The Contribution of the Self-Efficacy of Curriculum Development Team and Curriculum Document Quality to the Implementation of Diversified Curriculum in Indonesia

Abstract

The aim of this study is to describe how the self-efficacy of curriculum
development team (CDT) and curriculum document quality contributed to the
implementation of diversified curriculum in elementary schools. This research is
a survey study using descriptive method. Schools were the unit of analysis while
respondents selected from the schools consisted of headmaster, teacher, and
students. The instruments used were a questionnaire and curriculum document
review. Data were analyzed using path analysis. The findings suggest that the
self-efficacy of the CDT and curriculum document quality contributed
simultaneously to the quality of diversified curriculum implementation in
elementary schools.