Unpacking Curriculum Misconceptions: Critical Insights from Oliva and Implications for Differentiated Instruction

• Ikrom Syauqi Nuradilah

  Indonesia University of Education

  Author

• Ahmad Fajar Fadhlillah

  Indonesia University of Education

  Author

Differentiated learning is crucial in Indonesian education emphasizing student diversity, yet implementation is often hindered by misconceptions about curriculum's nature. While studies on differentiation focus largely on technical aspects, conceptual foundations regarding curriculum understanding remain understudied. This article systematically examines national and international literature on curriculum misconceptions and their impact on differentiation barriers. Using narrative literature review methodology, this study synthesizes and categorizes four primary curriculum misconceptions: (1) curriculum viewed as a document, (2) curriculum perceived as static content, (3) curriculum understood as a rigid national product, and (4) curriculum separated from actual learning practices. These categories were derived from patterns across varied sources and substantiated through Oliva's framework, which defines curriculum as a responsive and dynamic plan of learning experiences. Findings affirm that these misconceptions lead to failures in diagnosing students' learning needs and obstruct meaningful differentiation design. The practical implication emphasizes strengthening curriculum literacy based on dynamic paradigms as a foundation for teacher professional development. This article enriches scholarship by systematically mapping curriculum misconception dimensions and asserting correct curriculum understanding as a prerequisite for effective differentiation.

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