THE NEW MATATAG CURRICULUM IN THE LENS OF THE 21ST-CENTURY 7CS
Keywords:
MATATAG Curriculum, 21st-century skills, character education, citizenship development, cultural literacyAbstract
The MATATAG Curriculum represents a comprehensive framework for the holistic development of Filipino learners, aligning with the demands of the 21st century. Through a comparative analysis, this study examines the curriculum's alignment with 21st-century skills frameworks and identifies areas for further enhancement. The analysis reveals a strong emphasis on core 21st-century skills such as critical thinking, communication, collaboration, and creativity, as well as integration of character education and citizenship development. Additionally, the curriculum demonstrates attention to cultural literacy and multicultural competence, fostering an appreciation for cultural diversity and global interconnectedness. Despite these strengths, opportunities for pedagogical improvement were identified, including the integration of technology-enabled learning experiences and enhancement of assessment practices. Addressing these areas of opportunity will be crucial for ensuring that the MATATAG Curriculum remains relevant and effective in preparing Filipino learners for the challenges and opportunities of the modern world.
References
Anderson, R. E., & Dexter, S. (2005). School technology leadership: An empirical investigation of prevalence and effect. Educational administration quarterly, 41(1), 49-82.
Banks, J. A. (2008). Diversity, group identity, and citizenship education in a global age. Educational researcher, 37(3), 129-139.
Battistich, V., Solomon, D., Kim, D. I., Watson, M., & Schaps, E. (1995). Schools as communities, poverty levels of student populations, and students’ attitudes, motives, and performance: A multilevel analysis. American educational research journal, 32(3), 627-658.
Bellanca, J. A. (Ed.). (2010). 21st century skills: Rethinking how students learn. Solution tree press.
Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. Education for the intercultural experience, 2, 21-71.
Berkowitz, M. W., & Bier, M. C. (2005). What works in character education: A research-driven guide for educators.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1), 7-74.
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational psychologist, 26(3-4), 369-398.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. 1991 ASHE-ERIC higher education reports. ERIC Clearinghouse on Higher Education, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183.
Boud, D. (2013). Enhancing learning through self-assessment. Routledge.
DepEd. (2019). DepEd Order No. 21, s. 2019: Policy Guidelines on the K to 12 Basic Education Program. https://www.deped.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.pdf
Dillenbourg, P. (1999). Collaborative learning: Cognitive and computational approaches. advances in learning and instruction series. Elsevier Science, Inc., PO Box 945, Madison Square Station, New York, NY 10160-0757.
Duron, R., Limbach, B., & Waugh, W. (2006). Critical thinking framework for any discipline. International Journal of teaching and learning in higher education, 17(2), 160-166.
Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities.
Epstein, J. L., Sanders, M. G., Sheldon, S. B., Simon, B. S., Salinas, K. C., Jansorn, N. R., ... & Williams, K. J. (2018). School, family, and community partnerships: Your handbook for action. Corwin Press.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. teachers college press.
Gonzales, W. D. W. (2022). Interactions of Sinitic languages in the Philippines: Sinicization, Filipinization, and Sino-Philippine language creation. In The Palgrave handbook of Chinese language studies (pp. 369-408). Singapore: Springer Nature Singapore.
Grant, A. M., Franklin, J., & Langford, P. (2002). The self-reflection and insight scale: A new measure of private self-consciousness. Social Behavior and Personality: an international journal, 30(8), 821-835.
Hirsch Jr, E. D. (1988). Cultural literacy: What every American needs to know. Vintage.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in University Teaching, 25(4), 1-26.
Kilag, O. K., Jesus, J., Uy, F., Sasan, J. M., Seblos, K., & Gier, R. A. (2024). Educational Transformation: Perspectives on the Implementation of the Matatag Curriculum in the Philippines. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(5), 306-311.
Kilag, O. K., Andrin, G., Abellanosa, C., Villaver Jr, M., Uy, F., & Sasan, J. M. (2024). MATATAG Curriculum Rollout: Understanding Challenges for Effective Implementation. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(5), 172-177.
King, L., & Schielmann, S. (2004). The challenge of indigenous education: Practice and perspectives (pp. 113-122). Paris: Unesco.
Ladson‐Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into practice, 34(3), 159-165.
Lickona, T. (1992). Educating for character: How our schools can teach respect and responsibility. Bantam.
Maceda Jr, E. P. (2020). Preemption in the Philippines: Illuminating an Opaque Doctrine. Ateneo LJ, 65, 1235.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.
Milner IV, H. R. (2010). What does teacher education have to do with teaching? Implications for diversity studies. Journal of Teacher Education, 61(1-2), 118-131.
Ministry of Education, Singapore. (2013). 21st century competencies framework. https://www.moe.gov.sg/education-in-sg/21st-century-competencies
National Communication Association. (2020). Learning Outcomes in Communication: Undergraduate and Graduate Levels. National Communication Association. https://www.natcom.org/learning-outcomes-communication
Puentedura, R. R. (2013). SAMR: Getting to transformation. Retrieved May, 31, 265-283.
Robinson, K. (2005). How Creativity, EducationandtheArts Shape a Modern Economy.
Ryan, R. M., Stiller, J. D., & Lynch, J. H. (1994). Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. The Journal of Early Adolescence, 14(2), 226-249.
Sahlberg, P. (2021). Finnish lessons 3.0: What can the world learn from educational change in Finland?. Teachers College Press.
Sawyer, R. K., & Henriksen, D. (2024). Explaining creativity: The science of human innovation. Oxford university press.
Suárez-Orozco, M. M., & Qin-Hilliard, D. B. (2004). Culture and education in the new millennium. Globalization: Culture and education in the new millennium, 1-37.
Sue, D. W., Arredondo, P., & McDavis, R. J. (1992). Multicultural counseling competencies and standards: A call to the profession. Journal of counseling & development, 70(4), 477-486.
Trilling, B., & Fadel, C. (2012). 21st century skills: Learning for life in our times. John Wiley & Sons.
Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of curriculum studies, 44(3), 299-321.
Webb, N. L. (1997). Criteria for Alignment of Expectations and Assessments in Mathematics and Science Education. Research Monograph No. 6.
Wiggins, G. (1998). Educative Assessment. Designing Assessments To Inform and Improve Student Performance. Jossey-Bass Publishers, 350 Sansome Street, San Francisco, CA 94104.
Zhao, Y., & Frank, K. A. (2003). Factors affecting technology uses in schools: An ecological perspective. American educational research journal, 40(4), 807-840.
