Designing a Methodological Framework for Assessing Teacher Readiness in Adaptive Curriculum Implementation within Indonesian Context
Keywords:
Adaptive Curriculum, Teacher Readiness, Mixed-Methods Research, Instrument Development, Indonesia’s EducationAbstract
Purpose: This methodological paper aims to design and theorize a comprehensive framework for assessing teacher readiness for adaptive curriculum implementation. It demonstrates the systematic development of a mixed-methods instrument, including a Likert-scale questionnaire and a semi-structured interview protocol, tailored to the Indonesian context.
Methodology: The mixed-methods approach guided the design of the instrument. A quantitative questionnaire was developed to measure the prevalence of readiness across five theoretically derived constructs. At the same time, a qualitative interview protocol was designed to explore the depth and nuance behind the quantitative findings. The constructs were derived from a robust synthesis of Reigeluth & Merrill's (1979) classes of instructional variables and Martin et al.'s (2020) adaptive learning model, reinterpreted through a "human-in-the-loop" lens for the Indonesian context.
Findings: The study presents a theoretically and contextually validated mixed-methods instrument that moves beyond ad-hoc questionnaires. The complementary quantitative and qualitative components ensure that the instrument captures both broad patterns and deep contextual insights, providing a holistic diagnostic tool with strong content and ecological validity.
Conclusion: This research provides a replicable mixed-methods framework for developing context-sensitive assessment tools in education. The resulting instrument provides policymakers and researchers with a valid means to assess teacher readiness through an approach that integrates statistical measurement with a rich qualitative understanding.
Value: This ultimately informs targeted interventions for the successful implementation of adaptive curricula in Indonesia and similar contexts.
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