Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 2012 Teachers' Concerns Regarding the Implementation of Integrated Thematic Instruction: A Study of Primary Grade Teachers in Kanisius Catholic Schools in Yogyakarta, Indonesia Catur Rismiati Loyola University Chicago Follow this and additional works at: https://ecommons.edu/luc_diss Part of the Education Commons Recommended Citation Rismiati, Catur, "Teachers' Concerns Regarding the Implementation of Integrated Thematic Instruction: A Study of Primary Grade Teachers in Kanisius Catholic Schools in Yogyakarta, Indonesia" (2012).edu/luc_diss/385 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact ecommons@luc. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.
Copyright © 2012 Catur Rismiati LOYOLA UNIVERSITY CHICAGO TEACHERS‘ CONCERNS REGARDING THE IMPLEMENTATION OF INTEGRATED THEMATIC INSTRUCTION: A STUDY OF PRIMARY GRADE TEACHERS IN KANISIUS CATHOLIC SCHOOLS IN YOGYAKARTA, INDONESIA A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF EDUCATION IN CANDIDACY FOR THE DEGREE OF DOCTOR OF EDUCATION PROGRAM IN CURRICULUM AND INSTRUCTION BY CATUR RISMIATI CHICAGO, ILLINOIS MAY 2012 Copyright by Catur Rismaiti, 2012 All rights reserved. ACKNOWLEDGEMENTS This dissertation would have remained a dream without the support and encouragement of many people. I would like to gratefully acknowledge the following people for their roles in making my dissertation a reality. First and foremost, my utmost gratitude to Dr.
Ann Marie Ryan, the dissertation chair, for her inspiration and continued support from beginning to end. Ryan wanted me to succeed more than I could imagine. It was my honor to work with her and I will never forget her dedication and sincerity in my regard. My appreciation and thanks goes out to Dr.
David Ensminger, my first reader, who supported and helped me tremendously, especially in the area of quantitative analysis. It is a pleasure to thank Dr. Tarsisius Sarkim, my second reader; without whose guidance, my field research would not be complete. My appreciation goes to Directorate of Higher Education of National Department of Education in Indonesia that trusted me as one of their scholarship recipients for my doctoral degree.
Thank you to all the faculty members and staff at the School of Education, Loyola University Chicago where I learned about academics and friendship; especially for Dean David Prasse, Ph., Ruanda Garth McCullough, Ph., and Linda Wold, Ed. for their generosity and wise advice. Thank you to Sanata Dharma Foundation and Sanata Dharma University for allowing and supporting me to pursue my degree in the United States. I am grateful to Fr.
Paulus Wiryono Priyotamtama, S., Rector of Sanata Dharma University & Dr. Fransisca Ninik Yudianti, M. iii Special gratitude goes to Fr., Director of the Kanisius Foundation branch of Yogyakarta in Indonesia, who allowed me to conduct my research in the Kanisius schools. Many thanks to Ir., for their time and dedication in discussing my research data.
Gino Dalpiaz, SC, Fr. Jesus Garcia, SC and Sr. Gina Redig, SSND had the onerous task of transcribing my writing, working tirelessly to meet my deadlines. This dissertation could not be written without their editing and revisions.
My appreciation goes to Valerie J. Collier who formatted the manuscript on the tight schedule that I gave her. Gracias to my co-workers in the graduate assistant cubical: Elizabeth Coleman, Anna Lees, Annmarie Valdes, Jennifer Shah and Joshua Polanin. I am grateful for your great friendship and your help with the work as well as your encouragement in my writing.
I owe very much gratitude to my family in Indonesia, especially my late mom and my sister Eni Sulastri. Each of them supported and encouraged me to keep going when I wanted to give up. Thank you to Gemma Wong and Teresa Moy, my very best friends in the city of Chicago, for their super friendship, and encouraging supportive words during my ups and downs. Many thanks to Patricia for taking great care of Gabriella whenever I needed her help.
Knowing that my daughter was well cared for enabled me to write every day. I am indebted to my husband and daughter who faithfully cheered me on and sacrificed many hours of our time together so that my dissertation could be written. I am especially touched by my husband‘s support and belief in me during this difficult journey and my daughter who has motivated me and taught me so much with her smile every single morning. Lastly, I offer my regards and blessings to all of those who supported me in any respect during the completion of my dissertation.
iv DEDICATION I dedicate this dissertation to my family and my professors, especially …. To Jesus & Mary, for all the blessings To mom and dad, for all the years of love and guidance To Manuel and Gabriella, for patience and understanding To Ann Marie Ryan, Ph. and David Ensminger, Ph., for inspiring me to work with heart, hand and head. TABLE OF CONTENTS ACKNOWLEDGEMENTS.
iii LIST OF TABLES. ix LIST OF FIGURES. 1 Statement of the Problem. 7 Background of the Study.
18 Significance of the Study. 19 Limitations of the Study. 21 Definition of Terms. LITERATURE REVIEW AND THEORETICAL FRAMEWORK.
26 Section One: Indonesian ITI Mandates (Process and Content Standards). 26 Section Two: Review of the Literature. 29 Need for Curriculum Reform. 29 Efforts Made Toward Curriculum Reform in Indonesia.
34 The History of Curriculum Reform in Indonesia. 38 Aspects Influencing Curricular Reform Implementation. 53 Section Three: Theoretical Framework. 67 Concerns Based Adoption Model (CBAM).
68 Concerns Based Adoption Model as a Model for Change. 73 Factors Influencing Concerns. 87 Research Design and Methods. 91 Data Gathering/Instrumentation.
95 Independent Variable: Stage of Concern Level and Demographic Backgrounds (Individual and Organizational). 96 Dependent Variable: Teachers‘ Implementation of ITI. 105 vi Assessing Reliability and Validity. 109 Response Rate and Results.
119 Response Rate and Results. 124 Data Analysis Procedures. 133 Assumptions and Limitations. 147 Study Purpose and Questions.
149 Validity and Reliability Analysis. 153 Teacher Stages of Concern. 160 Teachers Implementation of ITI. 165 ITI Implementation and Teachers Stages of Concern.
166 Demographic Characteristics and ITI Implementation. 169 Exploratory Factory Analysis (EFA). 185 Summary of the Research. 185 Discussion of Results.
212 Implications for Teachers. 216 Implications for Administrators. 216 Recommendations for Future Research. RECRUITMENT LETTER WITH INFORMED CONSENT.
LETTER OF COOPERATION FROM SEDL. LETTER OF COOPERATION FROM KANISIUS FOUNDATION. PHONE CALL SCRIPT. FOLLOW UP PHONE CALL SCRIPT.
275 viii LIST OF TABLES Table Page 1. Stages of Concern about the Innovation. The Structure of Curriculum at Elementary School Level (SD/MI). History of Curriculum Development in Indonesia.
Summary of Studies Utilizing SoC as a Framework in the United States. Summary of Studies Utilizing SoC as a Framework Outside the United States. Distribution of the Delivered and Returned Questionnaires. Percentage of Population by Regency/Municipality and Urban-Rural Classification in D.
Number of Schools under Department of Education Supervision by Level of School and Regency/City in DIY Province 2008-2009. Number of private Elementary Schools, Classes, Students, Teachers and Ratio of Students to Teachers by Regency/City in DIY Province 2008-2009. Raw Score Computation. Perceived Administrator Support of ITI Scales.
Integrated Curriculum Implementation Scale. Description and Measurement of Variables. Results of Respondents‘ Rating of Items on ICIS. The Changes Made.
Descriptive Statistics of Participants for Categorical Data. Descriptive Statistics of Participants for Continuous Data. Coefficient of Internal Reliability for Stages of Concern Questionnaire (N=171). Test Retest Coefficient Correlation on the Stage of Concern Questionnaire (N=71).
Coefficient of Internal Reliability for Integrated Curriculum Implementation Scale (N=171). Test Retest Coefficient Correlation on the Integrated Curriculum Implementation Scale (N=71). Teachers‘ Concern Stages (N=150). Frequency Distribution of Each ITI Implementation Construct.
Dummy Coding for Variable Education Degree. Individual Demographic Predictors of ITI Implementation. Organizational Demographic Predictors of ITI Implementation. Hierarchical Multiple Regression Analysis Predicting ITI Implementation from Individual Demographic Characteristics and Organizational Demographic Characteristics.
Summary of EFA Trials. Summary of Rotated Component Matrix of Integrated Curriculum Implementation Scale. Rotated Component Matrix for Administrative Support Scale. 184 x LIST OF FIGURES Figure Page 1.
Daerah Istimewa Yogyakarta Map. Teacher Stages of Concern Profile. Teacher Stages of Concern across ITI Experience. 164 xi ABSTRACT The purpose of this study was to explore primary grade teachers‘ stages of concern and their implementation of an educational reform initiative called Integrated Thematic Instruction (ITI) in Indonesia.
The Indonesian minister of education mandated primary grade teachers to implement ITI in 2006. Using a convenience sampling method, 150 Kanisius primary grade teachers participated in the study. The data collection method used was a questionnaire that consisted of three parts: The Stages of Concern Questionnaire (SoCQ), the Integrated Curriculum Implementation Scale, and demographic questions. The data analysis employed in this research were descriptive, a one way ANOVA test and multiple regression.
The result of the study revealed that the teachers have unresolved awareness and self-informational concerns with a slight tailing up in the impact-refocusing stage. This study also found that teachers‘ degree of ITI implementation was high some five years into this reform initiative. Additionally, there were no differences among the different groups with different attitudes and behaviors related to ITI implementation as measured by the SoC. Administrative support was found to be the most important predictor of the ITI implementation followed by the number of students taught and educational degree.
An increase in respondents‘ perception of having administrative support and their educational background increased the degree of ITI implementation, while an increase in the number of students lowered the degree of ITI implementation. Recommendations of this study include the need for xii administrative support to stimulate the interest of teachers in using ITI, to facilitate a climate conducive to continued use of ITI, to provide the most appropriate type of professional development for teachers, as well as to build a comprehensive system for monitoring, supervising, and scaffolding teachers‘ implementation of ITI. xiii CHAPTER I INTRODUCTION Like many other developing countries, Indonesia has undergone significant educational reform in recent decades. However, no major improvements in student achievement have been identified in national exam scores.
Recent studies by the Ministry of National Education (MONE) and the Indonesian Department of Education have shown that students are not satisfied with their learning outcomes, there is no significant improvement in their achievement, and they are unprepared for the work force (MONE, 2001b). These studies identified several factors that cause a lack of quality in Indonesian education. One of the main factors noted was that reform efforts mandated from top levels do not result in frequent changes in classroom instruction. As Guskey (1988) said that although the execution of meaningful and beneficial change in classroom practice sometimes requires only minor changes in the classroom activities of teachers, in many cases it will require a new curriculum.
Although these major types of changes can create some opportunities for instructional improvements, they are not always likely to be effectively executed by teachers to enhance learning in the classroom (Chan, Chan, Cheung, Ngan, & Yeung, 1992). The Indonesian government has taken broad measures to clarify and standardize learning objectives in recent years, specifically through legislation known as ―Curriculum 2006.‖ 1 2 There is a considerable effort to implement educational reform particularly in teaching practices at the elementary school level that align with the National Education Standard particularly the Process Standard in Decree of Education Minister No. 41/2007, the Content Standard in Decree of Educational Minister No 22/2006 and the Graduate Competency Standard in decree of Educational Minister No 23/2006 developed by the Indonesian Department of Education.