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Open research questions in Educational Curriculum and Learning Methods

50 unresolved questions extracted from the limitations and future-work sections of 1,039 Educational Curriculum and Learning Methods papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Based on these findings, it is recommended for future researchers to fill the research gap that is still rarely explored, particularly regarding the integration of Sustainable Development Goals (SDGs) and adaptive entrepreneurship curriculum to increase the economic independence of vocational graduates.

    Research Trend on Vocational Education Curriculum Using Bibliometric Analysis on VOSviewer · 2026 · DOI

  • Based on the research findings, several recommendations can be proposed to further develop deep learning–based academic supervision at SMKS Jayanegara Lawang: a. For the principal as supervisor, it is recommended to continuously strengthen academic supervision by enhancing the quality of professional guidance provided to teachers, particularly in encouraging the application of deep learning–oriented instructional strategies. The principal is also expected to increase support for teacher competency development through training programs, workshops, and teacher learning communities, so that teachers gain a more comprehensive understanding of deep learning implementation. b. For teachers, it is recommended to continuously improve their professional competencies and maintain openness to reflection and feedback provided during academic supervision activities. Teachers are also expected to develop more creative, collaborative, and 14 https://doi.org/10.58421/gehu.v5i3.1425 contextual learning innovations, so that the learning process not only focuses on content delivery but also fosters students’ critical, creative, and collaborative thinking skills in line with deep learning principles. b. For the school, it is recommended to improve the availability of learning facilities and infrastructure, particularly digital technology that supports the implementation of deep learning. The availability of such facilities is crucial in creating an interactive learning environment and supporting the optimal development of students’ competencies. c. For future researchers, it is recommended to conduct further studies on deep learning– based academic supervision with a broader scope, covering different levels of education and school contexts, in order to provide a more comprehensive understanding of how academic supervision can enhance the quality of learning. ACKNOWLEDGEMENTS We would like to express our deepest gratitude to all parties who contributed to this research. We would like to thank our colleagues who provided advice, support, and inspiration throughout the research process. We would also like to thank all participants and respondents who took the time to participate in this research. We would also like to thank the institutions that provided support and facilities for conducting this research. All contributions and assistance were invaluable to the smooth running and success of this research. Thank you for all your hard work and collaboration. REFERENCES W. Amiwati and M. Al-Fatih, “Supervisi Akademik Dalam Peningkatan Mutu Pembelajaran di MTsN 6 Jombang,” Jurnal IHSAN: Jurnal Pendidikan Islam, vol. 3, no. 3, pp. 693–702, Jul. 2025, doi: 10.61104/ihsan.v3i3.1415. G. P. Cahyani and S.

    Implementing Deep Learning-Oriented Academic Supervision in Vocational Schools · 2026 · DOI

  • The Projek Penguatan Profil Pelajar Pancasila (P5; Pancasila Student Profile Strengthening Project), a defining component of Indonesia’s Kurikulum Merdeka introduced in 2022, was designed to cultivate civic values and participatory dispositions among secondary students through interdisciplinary, project-based learning, yet large-scale quantitative evidence on its association with measurable civic engagement remains scarce.

    Dose-Dependent Association Between Pancasila Student Profile (P5) Curriculum Exposure and Civic Engagement Among Indonesian Secondary School Students · 2026 · DOI

  • learning, used the 89 | Pedagogy Review which approach emphasizes "Currently, I combine several methods in teaching pantomime, such as the modern a method, contemporary and improvisation. Then, a commonly used method in teaching pantomime is the Etienne Decroux method, which emphasizes movement, such as a physical approach, movement exploration, and the concept of space, or how the body is positioned in space. While this method emphasizes movement, it can sometimes seem monotonous and less than optimal. Then, I also use the Marcel Marceau method, which emphasizes expressive pantomime by emphasizing character, facial expressions, and gestures." How do you evaluate your studies so far? concepts assessing "The learning evaluation I implement involves in pantomime, movement, technique, and overall assessment (harmony between movement, expression, and accompanying music).

    Integrating Pantomime Learning in Higher Education: A Case Study of Theater Programs in Indonesia · 2026 · DOI

  • in implementing MBKM [8]. 3. METHODS This research uses a qualitative approach with a descriptive research type.[13]To understand in-depth the Interorganizational Relationship strategy in the implementation of MBKM at Private Universities in Gorontalo Province. A qualitative approach was chosen because the research focus lies on the process, meaning, and experiences of actors involved in the policy implementation network, rather than on quantitative measurement of variables. Qualitative descriptive research aims to describe phenomena as they are through data mining from natural contexts so that researchers can interpret the dynamics of coordination, cooperation, and collaboration between organizations in the implementation of MBKM. Data were collected through three main techniques: in-depth interviews, observation, and documentation study. The in-depth interviews were conducted semi-structured to provide a guide for the researchers' questions while still allowing the informants to broadly explain their experiences and perspectives. Observations were conducted by directly observing MBKM implementation practices, coordination patterns between units within the university, and interactions between private universities and external partners in official forums and informal meetings. Documentation studies were conducted on various MBKM policy documents, cooperation agreements (MoUs and MoAs), internal university guidelines, and program implementation reports. Data validity was checked through triangulation of sources and methods to ensure the consistency and reliability of the research findings Vol. 4, No. 05, May 2026: pp.

    Strategies for Interorganizational Relationships in the Implementation of the “Merdeka Belajar Kampus Merdeka” Initiative at Private Universities in Gorontalo · 2026 · DOI

  • Therefore, future research is recommended to involve multiple schools, varied educational contexts, and extended observation periods to provide a more comprehensive understanding of IPAS implementation under the Merdeka Curriculum and to examine the sustainability of instructional practices over time.

    Challenges and Instructional Strategies of Elementary School Teachers in Delivering IPAS Learning within the Framework of the Merdeka Curriculum · 2026 · DOI

  • Although the paper recommends concept-based, problem-contextual learning across subject boundaries as a core practice, there is no specified research on how to systematically design and validate cross-disciplinary learning units that effectively integrate information processing mechanisms (reception, processing, storage, retrieval) while maintaining subject-area rigor in diverse Indonesian school contexts.

    MENCAPAI DEEP LEARNING MELALUI MODEL PENGOLAHAN INFORMASI:ANALISIS STRATEGI PENGUASAAN KONSEP TANPA SEKAT MATA PELAJARAN · 2026 · DOI

  • The study emphasizes that success of deep learning strategies depends on alignment between learning strategy and assessment methods, citing Zafirah et al. (2025), but does not provide empirical data on the specific misalignment patterns between current Indonesian school assessment practices and information processing-based instruction, nor identifies which assessment-instruction combinations yield optimal deep learning outcomes.

    MENCAPAI DEEP LEARNING MELALUI MODEL PENGOLAHAN INFORMASI:ANALISIS STRATEGI PENGUASAAN KONSEP TANPA SEKAT MATA PELAJARAN · 2026 · DOI

  • While the paper asserts that differentiated learning strategies (differentiation in content, process, and product) are necessary for equitable deep learning achievement, there is no documented evidence comparing specific differentiation techniques and their effectiveness in enabling students with different learning readiness levels to achieve deep concept mastery within integrated subject-area curricula.

    MENCAPAI DEEP LEARNING MELALUI MODEL PENGOLAHAN INFORMASI:ANALISIS STRATEGI PENGUASAAN KONSEP TANPA SEKAT MATA PELAJARAN · 2026 · DOI

  • The study notes that teacher paradigm shift from conventional lecture-based instruction to information processing model pedagogy requires sustained training and learning communities, but does not specify the duration, frequency, or content structure of professional development programs needed to achieve measurable teacher competency in implementing information processing models and cross-disciplinary deep learning.

    MENCAPAI DEEP LEARNING MELALUI MODEL PENGOLAHAN INFORMASI:ANALISIS STRATEGI PENGUASAAN KONSEP TANPA SEKAT MATA PELAJARAN · 2026 · DOI

  • The paper identifies that assessment systems remain heavily oriented toward summative evaluation (written tests, true-false answers) rather than formative assessment; however, no empirical comparison exists measuring how different formative assessment tools (reflection journals, concept maps, group discussions) specifically capture students' information processing during deep learning activities across subject-integrated curricula.

    MENCAPAI DEEP LEARNING MELALUI MODEL PENGOLAHAN INFORMASI:ANALISIS STRATEGI PENGUASAAN KONSEP TANPA SEKAT MATA PELAJARAN · 2026 · DOI

  • The paper identifies that many teachers remain accustomed to traditional teaching approaches and lack confidence in managing active inquiry-based classrooms, but provides no data on the duration, intensity, or specific components required in teacher professional development interventions to achieve sustained competency in this integrated approach.

    INTEGRASI MODEL PENGOLAHAN INFORMASI DAN METODE INQUIRY DALAM MENDUKUNG DEEP LEARNING PADA KURIKULUM MERDEKA · 2026 · DOI

  • The paper claims integration of Information Processing Model and Inquiry Method supports higher-order thinking skills and deep learning but does not provide empirical evidence linking specific information processing mechanisms (attention, encoding, schema formation) to measurable improvements in student learning outcomes.

    INTEGRASI MODEL PENGOLAHAN INFORMASI DAN METODE INQUIRY DALAM MENDUKUNG DEEP LEARNING PADA KURIKULUM MERDEKA · 2026 · DOI

  • Formative assessment tools (observation protocols, reflection journals, portfolios, self-assessment rubrics) are recommended as integral to monitoring student thinking processes in inquiry, but the paper does not specify psychometric validation evidence or standardized instruments for these assessment methods within Indonesian educational contexts.

    INTEGRASI MODEL PENGOLAHAN INFORMASI DAN METODE INQUIRY DALAM MENDUKUNG DEEP LEARNING PADA KURIKULUM MERDEKA · 2026 · DOI

  • The paper proposes simplified inquiry stages with integrated contextual problems as a time-efficiency solution but provides no comparative effectiveness data on whether streamlined inquiry processes maintain equivalent deep learning outcomes compared to full-cycle inquiry within Kurikulum Merdeka implementation.

    INTEGRASI MODEL PENGOLAHAN INFORMASI DAN METODE INQUIRY DALAM MENDUKUNG DEEP LEARNING PADA KURIKULUM MERDEKA · 2026 · DOI

  • While the paper emphasizes teacher competency requirements for facilitating inquiry-based learning with scaffolding, it lacks specific assessment instruments or validated frameworks to measure teacher pedagogical competence in designing quality inquiry questions, managing dynamic classroom discussions, and delivering differentiated cognitive scaffolding.

    INTEGRASI MODEL PENGOLAHAN INFORMASI DAN METODE INQUIRY DALAM MENDUKUNG DEEP LEARNING PADA KURIKULUM MERDEKA · 2026 · DOI

  • The paper identifies time management as a critical implementation challenge for integrating the Information Processing Model and Inquiry Method, but does not provide empirical data on optimal time allocation ratios between inquiry stages (problem formulation, data collection, discussion, reflection) within dense curricula constraints of Kurikulum Merdeka.

    INTEGRASI MODEL PENGOLAHAN INFORMASI DAN METODE INQUIRY DALAM MENDUKUNG DEEP LEARNING PADA KURIKULUM MERDEKA · 2026 · DOI

  • The study was conducted at a single school (SMP Negeri 14 Surakarta), limiting generalizability of findings to other schools or regions with different contexts and resources.

    Mathematics Teachers' Perceptions of Formative Assessment Implementation Based on the Merdeka Curriculum at SMP Negeri 14 Surakarta · 2026 · DOI

  • The problems that arise include facilities and infrastructures that still lack support of the inclusive education process, funding sources for the course of inclusive education programs and human Resources Special escort teachers (GPK) that are still lacking and need additions.

    IMPLEMENTASI PENDIDIKAN INKLUSIF DI KOTA TASIKMALAYA (STUDI KASUS: SDN GUNUNG LIPUNG 4 KOTA TASIKMALAYA) · 2020 · DOI

  • The findings of the instructors’ interview forms showed results such as one semester period for guitar and baglama was insufficient; including traditional instruments in school instruments lesson could be useful but some researches were needed to do this; regulations were needed for the class levels in which school instruments were taught and school instruments should be more varied and the time allocated to them should be extended.

    MÜZİK ÖĞRETMENLİĞİ ANABİLİM DALI ÖĞRETİM · 2013 · DOI

  • Future research is recommended to expand the scope by involving multiple schools and employing mixed-method approaches to validate and refine the proposed supervision model.

    Implementing Deep Learning-Oriented Academic Supervision in Vocational Schools · 2026 · DOI

  • Data triangulation for subthemes D3b and E3b reached only 'fairly valid' levels with supporting document data not explicit, indicating incomplete convergence across all three data sources.

    Mathematics Teachers' Perceptions of Formative Assessment Implementation Based on the Merdeka Curriculum at SMP Negeri 14 Surakarta · 2026 · DOI

  • Severaldata collection techniques: direct observation plays a passive, in-depth interviews,open and informal nature, giving questionnaires (open questionnaire).

    PEMBELAJARAN BAHASA INDONESIA YANG BERKARAKTER, AKTIF, DAN MENYENANGKAN DI SD MUHAMMADIYAH 10 SURAKARTA · 2016 · DOI

  • Teachers come across a problem which is finding the suitable materials while giving lecture and available e-content is insufficient are among important findings.

    Teachers Views on Increasing Opportunities and Improving Technology Movement (FATİH) · 2015 · DOI

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50 open questions have been extracted from the limitations and future-work passages of 1,039 Educational Curriculum and Learning Methods papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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