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Open research questions in Educational Curriculum and Learning Methods

294 gap statements mined from Educational Curriculum and Learning Methods papers in our 7.9M-paper local library, which holds 1,261 papers on the topic — drawn mostly from each paper's own stated research gap, future-work, challenge and limitation notes, and its abstract. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one.

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What the literature leaves open

  • The lack of optimal utilization of digital technology by teachers. The need for teachers to develop 21st-century skills through deep learning approaches.

    Peningkatan Kompetensi Guru Melalui Pelatihan Pembelajaran Mendalam (Deep Learning) Berbasis Teknologi Digital · 2026 · DOI

  • There is a need to investigate how teachers' perceptions influence formative assessment practices in the field.

    Mathematics Teachers' Perceptions of Formative Assessment Implementation Based on the Merdeka Curriculum at SMP Negeri 14 Surakarta · 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 study has a small sample size of 20 students and 1 teacher. The study is limited to a single school and may not be generalizable to other contexts.

    PENGEMBANGAN MULTIMEDIA INTERAKTIF “KEBAYA” PADA MATA PELAJARAN PENDIDIKAN PANCASILA DI KELAS V SDN 1 LELATENG · 2026 · DOI

  • The gap is related to the challenges faced by teachers and students in adapting to the new approach.

    IMPLEMENTASI DEEP LEARNING PADA PEMBELAJARAN SEJARAH DALAM KURIKULUM NASIONAL SMA · 2026 · DOI

  • Further studies can explore the long-term effects of the Merdeka Curriculum on student learning behavior. Further studies can examine the effectiveness of the Merdeka Curriculum in different educational settings.

    The Dynamics of Student Learning Behavior in the Implementation of the Merdeka Curriculum · 2026 · DOI

  • There is a lack of studies on the dynamics of student learning behavior in the implementation of the Merdeka Curriculum. There is a need to examine the challenges faced by teachers and students in the implementation of the Merdeka Curriculum.

    The Dynamics of Student Learning Behavior in the Implementation of the Merdeka Curriculum · 2026 · DOI

  • The need to consider students' learning styles and preferences in teaching practices.

    Implementing Differentiated Learning to Achieve Deep Learning Within the Context of the Merdeka Curriculum · 2026 · DOI

  • The global challenge of achieving deep learning has become increasingly critical. Many education systems continue to struggle with surface-level learning approaches. The study identifies a gap in the implementation of differentiated learning in elementary schools.

    Implementing Differentiated Learning to Achieve Deep Learning Within the Context of the Merdeka Curriculum · 2026 · DOI

  • Future studies can explore the implementation of the framework for integrating student agency and ta'dib in Islamic learning. Future studies can investigate the impact of the framework on student outcomes, such as reflective awareness, moral responsibility, and active participation.

    Reorienting the Role of Students as Subjects of Learning: A Conceptual Analysis Based on Student Agency and Ta'dib · 2026 · DOI

  • The study highlights the need for a framework that integrates student agency and ta'dib in Islamic learning.

    Reorienting the Role of Students as Subjects of Learning: A Conceptual Analysis Based on Student Agency and Ta'dib · 2026 · DOI

  • The study also identifies a lack of emphasis on the technique and theory components in the textbook.

    A Praxeological Analysis of Textbook: Systems of Linear Inequalities in Two Variables · 2026 · DOI

  • Further studies can be conducted to compare the RADEC model with other learning models. The RADEC model can be modified and improved to suit different learning contexts.

    Pengaruh Model Pembelajaran RADEC Berbantuan Flipbook Digital terhadap Hasil Belajar Pendidikan Pancasila Siswa Kelas V Sekolah Dasar · 2026 · DOI

  • Further studies can be conducted to examine the long-term effects of the deep learning approach on students' critical thinking skills. The study's findings can be replicated in other educational settings to confirm the effectiveness of the deep learning approach.

    PENDEKATAN DEEP LEARNING SEBAGAI STRATEGI PENINGKATAN BERPIKIR KRITIS SISWA DALAM PEMBELAJARAN PAI DI SMAIT ANAK SHOLEH MATARAM · 2026 · DOI

  • There is a need to shift learning from a memorisation approach to deep learning in Islamic Religious Education. The implementation of deep learning in Islamic Religious Education has not been extensively studied.

    PENDEKATAN DEEP LEARNING SEBAGAI STRATEGI PENINGKATAN BERPIKIR KRITIS SISWA DALAM PEMBELAJARAN PAI DI SMAIT ANAK SHOLEH MATARAM · 2026 · DOI

  • There is a need to conduct research on the implementation of the ADLX integrated curriculum for PAI subjects.

    Desain Pembelajaran Active Deep Learner eXperience (ADLX) pada Pembelajaran Pendidikan Agama Islam · 2026 · DOI

  • The study identifies challenges in implementing deep learning in Islamic Religious Education, including limited instructional time and varied student motivation.

    IMPLEMENTASI DEEP LEARNING DALAM PEMBELAJARAN PAI : ANALISIS INTERAKSI PESERTA DIDIK DI SMK · 2026 · DOI

  • The research gap is characterized by a lack of studies on deep learning in Islamic Religious Education.

    IMPLEMENTASI DEEP LEARNING DALAM PEMBELAJARAN PAI : ANALISIS INTERAKSI PESERTA DIDIK DI SMK · 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 suggests further development and evaluation of the KEBAYA tool. The study recommends exploring the use of interactive multimedia in other educational contexts.

    PENGEMBANGAN MULTIMEDIA INTERAKTIF “KEBAYA” PADA MATA PELAJARAN PENDIDIKAN PANCASILA DI KELAS V SDN 1 LELATENG · 2026 · DOI

  • The scope of the analysis was limited to the subchapter discussing systems of linear inequalities in two variables. The study did not analyze other topics or subjects.

    A Praxeological Analysis of Textbook: Systems of Linear Inequalities in Two Variables · 2026 · DOI

  • Kurikulum Merdeka belum memiliki pendekatan yang jelas untuk mendukung deep learning. Kebutuhan akan integrasi Model Pengolahan Informasi dan Metode Inquiry dalam pendidikan.

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

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

  • Penelitian ini mengidentifikasi kesenjangan antara kondisi ideal dan realitas di lapangan dalam proses pembelajaran. Penelitian ini juga mengidentifikasi kebutuhan akan strategi pembelajaran yang lebih efektif dalam meningkatkan kualitas proses dan hasil pembelajaran.

    MEWUJUDKAN PEMBELAJARAN EFEKTIF MELALUI INTEGRASI STUDENT-CENTERED LEARNING DAN PENINGKATAN KETERLIBATAN PESERTA DIDIK · 2026 · DOI

  • The study identifies a gap in the implementation of learning process standards at the elementary school level within the Merdeka Curriculum framework. Implementation in the field still faces structural and pedagogical obstacles, particularly in learning differentiation, authentic assessment, and technology integration reflectively.

    Rekonstruksi Standar Proses Pembelajaran Sekolah Dasar dalam Kerangka Kurikulum Merdeka:Studi Literatur · 2026 · DOI

Most-cited papers in Educational Curriculum and Learning Methods

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Open questions raised by papers listed on this page include: (1) The lack of optimal utilization of digital technology by teachers (“Peningkatan Kompetensi Guru Melalui Pelatihan Pembelajaran Mendalam (Deep…”, 2026); (2) There is a need to investigate how teachers' perceptions influence formative assessment practices in the field (“Mathematics Teachers' Perceptions of Formative Assessment Implementation Based…”, 2026); (3) There is a lack of studies on the dynamics of student learning behavior in the implementation of the Merdeka Curriculum (“The Dynamics of Student Learning Behavior in the Implementation of the Merdeka…”, 2026); (4) Future studies can explore the implementation of the framework for integrating student agency and ta'dib in Islamic learning (“Reorienting the Role of Students as Subjects of Learning: A Conceptual Analysis…”, 2026); (5) The study also identifies a lack of emphasis on the technique and theory components in the textbook (“A Praxeological Analysis of Textbook: Systems of Linear Inequalities in Two…”, 2026). 294 gap statements have been mined from Educational Curriculum and Learning Methods papers in our 7.9M-paper local library, which holds 1,261 papers on the topic; the gaps come from whichever of those papers state one. They are mostly the research gaps the authors state and the papers' abstracts, plus future-work, limitations and challenges passages. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one, so you can read the original claim in context.

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