Identifying the Dimensions and Components of on EXPLICIT Curriculum Based on Blended Learning in Junior High School

This study aims to delineate the features and components of an explicit curriculum centered on blended learning in junior high school. The research methodology is mixed-methods (qualitative-quantitative). Alongside document analysis, thematic analysis using MAXQDA۱۲ software was used to discern aspects and components. The statistical population for this study comprised all faculty members holding the rank of assistant professor or higher in the domains of educational management, higher education management, and educational technology, along with managers from the Ministry of Education, following the completion of ۲۱ theoretical saturation interviews. Ultimately, fundamental, organizational, and extensive themes were derived. In the quantitative portion, the structural equation modeling technique was used to assess the influence and prioritize the dimensions and components. Semi-structured interviews identified eight dimensions: educational and training objectives, educational content and structure, teaching methodologies and strategies, assessment and progress measurement, the role of the educator and trainer, organization of learning time and environment, learning resources and facilities, and communication and participation in education. Eighteen components (organizing themes) were identified for the explicit curriculum centered on blended learning in junior high school. The researcher-developed questionnaire revealed that the educational content and structure dimension, with a coefficient of ۰.۷۲۸, has the most significant influence on the explicit curriculum using blended learning in junior high school.

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Keywords: Curriculum ، Explicit curriculum ، Blended learning ، J unior high school