IMPLEMENTATION OF BIOLOGY CURRICULUM IN SECONDARY SCHOOLS: ANALYSIS BASED ON THE OLIVA MODEL
Abstract
Private secondary schools in Indonesia have considerable autonomy in adapting the national curriculum, creating opportunities for curriculum innovation and contextualized learning practices. However, empirical studies that systematically analyze curriculum implementation using comprehensive curriculum models remain limited. This study aims to examine the implementation of the biology curriculum in a private senior high school in Bandung using the Oliva Curriculum Model, which consists of twelve interrelated components. This study employed a qualitative instrumental case study design. Data were collected through classroom observations, semi-structured interviews with two biology teachers, and document analysis of teaching modules and student worksheets. Learning observations involved 35 eleventh-grade students during instruction on the human digestive system. Data were analyzed through thematic coding based on the twelve components of the Oliva Model and validated using triangulation across data sources. The findings indicate a strong alignment between curriculum implementation and all components of the Oliva Model. Key results include the integration of the school’s vision and mission into curriculum objectives, systematic analysis of student and community needs, student-centered learning grounded in scientific inquiry, continuous teacher professional development, and the use of digital technologies to support learning and assessment. Curriculum evaluation was conducted in a structured and continuous manner at both instructional and institutional levels. These findings suggest that the Oliva Model provides a robust analytical framework for understanding biology curriculum implementation holistically and may serve as a reference for curriculum development in other secondary school contexts.
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DOI: https://doi.org/10.17509/e.v25i1.95271
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