Qualitative evaluation assesses the effectiveness of IGCSE in supporting academic transition to IBDP in Indonesian schools, suggesting areas for improvement.
Key Points
MAIN FINDING: IGCSE offers good academic grounding but lacks a focus on independent learning for IBDP preparation.
KEY EVIDENCE: Interviews with various stakeholders revealed gaps in research, writing, and study skills necessary for IBDP.
APPROACH: The study utilized the CIPP evaluation model to gather qualitative data from school leaders, teachers, and parents.
SIGNIFICANCE: Recommendations aim to enhance the transition from IGCSE to IBDP, addressing the needs of international curricula in Indonesia.