Beyond the Curriculum: Cultivating Meaningful Learning Through Teacher Development in Independent Schools

Abstract

The Ministry of Elementary and Secondary Education of Indonesia promotes the vision of “Quality Education for All” through eight strategic pillars, including adaptive and meaningful learning. This study focuses on addressing the challenges of implementing meaningful learning in independent schools—institutions that voluntarily adopt the national curriculum without centralized assistance. In Central Java, over 43,000 schools have independently implemented the curriculum. However, monitoring results reveal that a large proportion of these schools still struggle with contextualizing instructional materials, designing school-based curricula (KSP), and integrating formative assessment into learning processes. These gaps suggest that the goals of adaptive and meaningful learning are often underachieved in many contexts. The research aims to support schools in identifying instructional issues, providing professional development, and facilitating mentoring to enhance the practice of meaningful learning. This study aligns with Sustainable Development Goal 4, which focuses on Quality Education. Employing a qualitative descriptive approach, data were gathered through observations, interviews, questionnaires, documentation, and focus group discussions. The findings demonstrate that professional development utilizing the In–On–In model—comprising initial training, on-site implementation, and reflective follow-up—enabled teachers to gain a deeper understanding of principles related to meaningful learning and integrate them into their classroom practice. Teachers reported increased awareness of student voice, prior knowledge, collaborative learning, and the effective use of digital tools. However, some participants faced challenges in translating theory into practice, particularly in lesson planning and assessment design. These insights underscore the importance of ongoing professional support, school-wide collaboration, and leadership involvement. The study concludes that meaningful learning can be cultivated in independent schools through sustained training, curriculum contextualization, and holistic learning environments that support interaction, exploration, and student agency.