The Importance of Knowing Curriculum for Teacher: A Phenomenological Study in Indonesia

Abstract

This phenomenological study explores the lived experiences of Indonesian teachers regarding the importance of curriculum knowledge in their professional practice. Through in-depth interviews with 24 teachers across primary, secondary, and vocational education levels in Java and Sumatra, this research investigates how curriculum understanding shapes pedagogical decisions, student outcomes, and professional identity. Findings reveal that comprehensive curriculum knowledge serves as a foundation for effective teaching practices, influencing lesson planning, assessment strategies, and adaptation to diverse learning contexts. Teachers with deeper curriculum understanding demonstrate greater confidence in pedagogical decision-making and show enhanced ability to modify instructional approaches based on student needs. The study identifies four essential dimensions of curriculum knowledge: content mastery, pedagogical content knowledge, contextual adaptation, and assessment alignment. Results indicate that inadequate curriculum preparation during teacher education programs creates significant challenges in professional practice, leading to reliance on textbook-driven instruction rather than standards-based teaching. These findings have important implications for teacher education reform, professional development programs, and educational policy in Indonesia's evolving educational landscape.