Curriculum Management in Fostering Student Non-Academic Achievement: A Multi-Case Study at SMA Negeri 1 Sewon and SMA Negeri 3 Yogyakarta

Yohanes Yohan Susanto; Sujarwo Sujarwo

doi:10.63922/ijevss.v5i03.5806

Yohanes Yohan Susanto Yogyakarta State University, Indonesia
Sujarwo Sujarwo Yogyakarta State University, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.5806

Keywords: Curriculum management; non-academic achievement; extracurricular activities; student development; multi-case study

Abstract

Student achievement in education is not only determined by academic achievement, but also through the development of potential, talent, interest, creativity, leadership, and social skills that are manifested in non-academic achievements. However, the development of non-academic achievements still faces challenges in systematic and integrated program management within the school curriculum. This study aims to analyze curriculum management in the development of non-academic achievements, supporting and inhibiting factors, and efforts to develop non-academic achievements of students at SMA Negeri 1 Sewon and SMA Negeri 3 Yogyakarta. This study uses a qualitative approach with a multi-case study design. The research subjects include the principal, vice principal for curriculum, vice principal for student affairs, extracurricular instructors, and students. Research data were collected through interviews, observations, and documentation studies. Data validity was tested through triangulation of sources and techniques, while data analysis used the interactive model of Miles, Huberman, and Saldaña, which includes data collection, data condensation, data presentation, and conclusion drawing. The results of the study indicate that curriculum management in fostering non-academic achievement is carried out through four main functions: planning, organizing, implementing, and evaluating. Program planning is carried out through mapping student interests and talents, evaluating previous programs, and involving various school stakeholders. Organization is carried out through a clear division of tasks and responsibilities for program managers. Coaching is implemented through structured extracurricular activities, support from professional coaches and trainers, and regular supervision. Program evaluations are conducted periodically as a basis for improving and developing activities. Supporting factors include school community support, stakeholder coordination, student participation, and parental involvement, while inhibiting factors include limited facilities, funding, and scheduling conflicts. This study confirms that effective curriculum management plays a crucial role in creating a sustainable non-academic achievement development system and supporting the holistic development of student potential.

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