Alternative Curriculum Research Articles

‘마을교육과정’의 평생교육으로서 성격 및 특질 탐색 - 순천 마을교육과정 사례 분석에 기초하여

This study was conducted with the purpose of seeking to explore characteristics of the Maeul curriculum as the lifelong education, the new form of school-communtiy linkage education that emerged under the influence of the lifelong education discourse. In order to achieve this purpose, this study analyzed the Suncheon Maeul Curriculum case based on the qualitative case study method. As a result of examining the Suncheon village curriculum case, the characteristics of the Maeul curriculum as the lifelong education are divided into three dimensions: ① the trans-boundary curriculum that crosses the boundary between in-and-out the schooling, ② the alternative curriculum that teaches the regional-based life context, and ③ the democratic curriculum that expresses the autonomy of the local educational subject. The Maeul curriculum shown by the Suncheon Maeul curriculum, implies the direction of lifelong education discourse.

Analysis of design and implementation of physical education curriculum in primary school: A literature study

Physical education is a vital component of the primary school curriculum, aiming to develop students' physical skills, health, and psychosocial well-being. Various approaches have been implemented to achieve these goals, including curriculum integration and addressing the challenges within the primary school curriculum. This study aims to systematically analyze the design and implementation of physical education curriculum in primary schools by reviewing 20 research articles, with a focus on identifying practices and challenges encountered. The methodology used follows a systematic review guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Relevant research articles were identified through a Scopus database search using specific keywords, followed by predefined inclusion and exclusion criteria. The analysis results indicate that physical education curriculum approaches are diverse, including health-based and mindfulness curricula, ecological dynamics approaches, alternative curricula, and integration with specific models or policy foundations, all aiming to have a positive impact on the physical, cognitive, social, and emotional development of primary school students by incorporating biomechanical concepts, conflict management strategies, integration of thinking skills, and motor skill development. Additionally, teacher preferences regarding the implementation of physical education curricula were also found. This review concludes that various approaches to implementing physical education curricula positively affect student development. The findings highlight that an effective primary school physical education curriculum should integrate a holistic approach involving physical, cognitive, social, and emotional aspects. The importance of flexibility in the curriculum, allowing adaptation to local and individual student needs, is also acknowledged. Keywords: physical education, curriculum, primary school, literature review

Post-Modernist Eksperimental Mangunan School in Democratic Curriculum and Post-Pandemic Era: Is It Relevant?

The Merdeka Belajar Curriculum is the national curriculum currently in use. However, alternative curricula can also develop in Indonesia. One of the schools that implements this alternative curriculum is Eksperimental Mangunan JHS, Yogyakarta, which has Mangunan pedagogy. Due to COVID-19, post-modernist schools must implement distance learning and have learning experiences with technology. A qualitative method with a semi-structured interview approach to related parties was used to obtain the required data. The Merdeka Belajar and Mangunan Pedagogy curricula are based on democratic education; the difference is that Mangunan schools provide character and environmental education. Besides, the use of technology is carried out in this school following the post-pandemic situation. However, this school does not digitalize education but continues to acclimate to the context of students' educational needs.

Students Educated With Alternate Curriculum in Elementary School: Timing, Switching, and Educational Placements

While most students receiving special education services in school are educated with the same general curriculum (i.e., instructional materials) as their peers without disabilities, students with extensive support needs and significant cognitive disabilities may qualify to receive instruction with alternate curricular materials aligned with alternate content standards. Available special education data, however, do not provide information about students who are educated with alternate curriculum specifically. This study aims to address this gap by reviewing special education administrative data from a large urban school district to identify timing, placements, and switching patterns of alternate curriculum participation in elementary school ( N = 11,399). Results indicated the majority of students instructed with alternate curriculum received special education services under intellectual disability, autism, or orthopedic impairment eligibility. Students were mostly educated in traditional public day schools, but nearly 97% of students in the sample had a primary placement of a special education classroom. Over 50% of students started with alternate curriculum instruction in grades transitional kindergarten/kindergarten or first grade. High rates of students educated with alternate curriculum in early elementary grades suggest lack of access to general curriculum and general education classrooms. Implications for future research are discussed.

Designing a Model of Islamic Integrated University Curriculum (IIUC)

The balanced growth of the total personality of an individual through the training of man’s spirit, intellect, self-feelings, rational and bodily senses constitutes the main aims of university education. The history evident the modern education followed by Greek mainly was based on philosophy aimed to serve the society through the church. However, more or less, the shift of the university education outlook took place in the last several centuries. Therefore, the philosophy, mainly theology-based education, has turned its focus into rationalism, then the market economy, and last into cognitive aspects of life. Consequently, the key purpose of university education, having well-rounded graduates, is missing as it lacks incorporation of generic aptitudes, disciplinary knowledge, social values, and ethics in curriculum resulting in outnumber forgery, deception, crimes, violence, intolerance, and corruption in society. Following that, the study was an attempt to look for the alternative curriculum that would be based on the integration of revealed, disciplinary and interdisciplinary knowledge and generic skills in ontology, epistemology, axiology, and methodology. Subsequently, the study examined the various ideas and models of the Islamic integrated curriculum, including the model of the American Liberal Arts University curriculum, the First World Conference on Muslim Education Model, and so on. It was able to provide an outline of an alternative model of Islamic Integrated University Curriculum (IIUC) with four outcomes as characteristics of its graduate, which are the good man, employable skilled, specialist of a discipline, and as a social being.

Innovatıon as a factor actıvatıng the pedagogıcal process ın the modern era

Innovation (derived from the English word “innovation”, meaning “innovation”) in a broad sense means innovation implemented in the pedagogical system in order to improve the progress and results of the educational process. Innovation, i.e. innovation, takes place at the expense of the internal resources of the pedagogical system (in means internal). Innovation is ideas, processes, tools and results taken together in a qualitatively improved pedagogical system. It is a very important and urgent task for the renewal of the pedagogical system, it requires a competent analysis and a creative teacher. A lot has changed in the last decade. New paradigms, concepts, innovations and investments, state standards and alternative curricula, new types of schools were created.

Introduction to being a creative writer in the introduction to fiction writing course: employing composition studies and the extracurriculum to teach an open-access approach to creative writing

ABSTRACT Despite the individualised, empowering, and political nature of early developments in the instruction of creative writing, once creative writing instruction gained traction in higher education in the U.S., especially at the University of Iowa, teaching creative writing became more about the written product than the writing process. That shift made it so that today, the acceptance of a written artifact identifies one as a writer more than the act of writing itself; therefore, many students are now subject to curriculums that generally define them as writers through the completion of written artifacts and not the process of writing creatively. This article details an alternative curriculum, one informed by discussions on the writing process – including moments of inception and methods of creation – and not just the successful production of a written artifact, the very last (and not always necessary) stage of writing creatively. This project accomplishes this task using a lesser popularised history of creative writing, largely detailed in the histories of writing composition, writings from the extracurriculum, and best teaching and assessment practices in composition studies. Students in my open-access curriculum come away with over 30,000 words of creative writing and writing in reflective practice in a single semester.

Developing an alternative curriculum for mathematics teaching in a detention faculty adopting an ethnomathematics perspective

In Greece, as more or less all over the world, the curriculum is a matter of central authority and teachers can only apply it in their classrooms, without any connection to the whole curriculum development process. Students’ population in prison schools, and especially young prisoners, often show school denial, poor performance, academic inadequacy, and failure, leading to low self-esteem (Mallett, 2014). Common barriers to participation are lack of motivation —often because of the absence of any means for meaning-making and identity formation in prison— and previous negative education experiences (Liebling, 2011) especially in secondary school when they frequently begin to truant. Working, as teacher, for long time in the secondary school of a youth detention center in Greece, I faced the challenge to reconsider the formal curriculum. Following an ethnomathematics perspective, an alternative curriculum is developing aiming to meet young prisoners’ needs and expectations as a matter of social justice, taking into consideration the need of techniques and strategies that can help to untangle and respond to above structures as part of ongoing research, policy, and practice. The young detainees following the official curriculum applied in the mainstream classes are faced with various problems, such as lack of appropriate schoolbooks, the need to motivate and successfully address educational, psychological and environmental difficulties, and the need for developing a framework for alternative teaching practices and materials based on a multicultural education with the teaching and learning of mathematics, as is the case in the field of ethnomathematics is dictated.

Classroom Placements of Students With Disabilities in Public Day Schools in a Large School District

This study used longitudinal special education record data from a large urban school district to review classroom placements of students in Grades 5 to 9 educated in traditional public schools ( N = 21,314). Results indicated that half of the students were educated primarily in general education classrooms ( n = 10,658), 9% of students had a primary placement of a special education classroom ( n = 1,977), and 41% ( n = 8,679) switched classroom placements between Grades 5 and 9. The highest rate of primary classroom switching to special education occurred in sixth grade and to general education in Grade 9. Results of a hurdle model showed that students educated with alternate curriculum, African American and Hispanic students, and those with an eligibility of Autism, intellectual disability, orthopedic impairment, or emotional disturbance spent less proportion of their school day in general education than students educated with general curriculum, White students, and those with learning disabilities, respectively.

예비교사들의 연구활동 경험에 관한 연구 : K대학교 교육연구 지원 사업을 중심으로

The purpose of this study is to explore pre-service teachers’ participation experience in research activities and identify how such research participation has enhanced the level of their teacher competency. A total of nine students who participated in the K University‘ s educational research support project were interviewed and qualitative analysis was conducted, and the main results are as follows. Pre-service teachers experienced cultivation of communication skills, cooperation skills, and problem-solving skills through research activities. In cultivating communication skills, role distribution through dialogue and compromise, topic selection through listening and persuasion, and fierce adjustment of opinions in the content revision stage were confirmed. Moreover, Experiences of collaboration include sharing common purposes, narrowing the gap in thoughts through exchange of opinions, and interaction with advisors through question-and-answer. In addition, Experiences of cultivating problem-solving skills include facing difficulties during the research process, overcoming difficulties during the research process, and generating power to overcome difficulties during the research process.
 Based on these research results, it was suggested to conduct further research on investigating the motivation for participating in educational research support projects, reorganize the target capabilities of educational research support projects, and prepare an alternative curriculum that can utilize the advantages of research activities.

Meningkatkan Pembelajaran Pak Dengan Model Pbl Materi Terlibat Dalam Pelestarian Lingkungan Pada Siswa Kelas V SD

This classroom action research aims to improve Catholic religious education learning using a problem based learning model with material involved in environmental conservation for class V students at SDN 39 Jelutung. In the context of the Merdeka curriculum, Catholic religious education in Indonesia is focused on developing religious understanding, moral values ​​and Catholic spirituality for students. The Merdeka curriculum places emphasis on the Pancasila student profile. In this class action research, the author focuses on the dimensions of faith, devotion to God Almighty and noble character which is based on the formation of strong character and mental attitudes in the younger generation, especially in facing complex global challenges. The students who attend SDN 39 Jelutung are students who mostly come from very simple families, with a distance of approximately 3-4 km to school, on foot. Apart from that, one of the problems faced by the world of education is the weak learning process because students are not directed enough to develop their thinking abilities, who only memorize the information given by the teacher. Students' brains are forced to remember and store various information. Classroom learning is more often teacher-centered, so students tend to be more passive in learning activities. Therefore, teachers can provide learning experiences by designing the learning process. One way is to apply the problem based learning (PBL) learning model. The Merdeka Curriculum as an alternative curriculum in overcoming learning setbacks is by preparing and implementing the learning process and developing a curriculum in schools that takes into account the needs and potential of students. The research was carried out using qualitative descriptive methods.

Decanonizing the curriculum: English degree requirements in Canadian universities today, and the promise of a method-focused degree

This paper proposes that a curricular shift we call “decanonization” is shaping contemporary English Major degrees at Canadian universities. We believe it is a response to a complex set of challenges currently facing departments as they program their undergraduate degrees in English, and, in a qualified way, we endorse it as a positive change: it can be seen as a step toward decolonization. But we argue that some forms of decanonized degree have unfortunate implications. While we affirm that our colleagues across the country are doing everything they can to sustain robust, current degrees in challenging circumstances, those circumstances have resulted in some cases in what appears to be a hollowed-out, underdefined degree. We propose an alternate curriculum, based on method, that seems to us particularly promising in the current context.

Alternative curriculum model: Mosque-based education integration

This study developed a mosque-based education integration model curriculum in the face of modernization. This development research adopted the ADDIE development model or analysis, design, development, implementation, and evaluation. This research was conducted in a limited way at the Syuhada Mosque Foundation, Yogyakarta, Indonesia. The informants were 19 people (one foundation administrator, three school principals, and 15 teachers). The research was conducted from January to June 2022. Data collection techniques were carried out through observation, questionnaires, and documentation. The data analysis technique was carried out in a qualitative and descriptive manner. The results of this study are in the form of a mosque-based education integration model curriculum (IPBM), also known as the Syuhada curriculum, with the characteristics of syuhada attached to this curriculum. The urgency and contribution of this research are to assist educational units in developing a curriculum that coincides with the policy of changing the 2013 curriculum to become an independent curriculum. In addition, to support the implementation of an independent curriculum, develop and design an operational curriculum that is unique to educational units.

From Alternative Learning Periods to Alternative Curriculum: Changes and Remains of Elementary and Secondary School Curriculum

From Alternative Learning Periods to Alternative Curriculum: Changes and Remains of Elementary and Secondary School Curriculum

AKTIVITAS HASIL BELAJAR SISWA DALAM IMPLEMENTASI KURIKULUM MERDEKA PADA PELAJARAN MATEMATIKA DI SEKOLAH DASAR

The Merdeka Curriculum as an alternative curriculum for overcoming learning setbacks during the pandemic provides the freedom of "Freedom to Learn". This research was conducted at SD N Adiwarno with the aim of identifying and obtaining information about student learning outcomes in the implementation of the independent curriculum in elementary schools. This study uses a qualitative descriptive research design aimed at knowing student learning outcomes in the implementation of the independent curriculum conducted by mathematics teachers in elementary schools. Problems with student learning outcomes studying mathematics using an independent curriculum, namely the lack of creative innovation in developing methods, models, media, mathematics are considered difficult by students, the teacher's way of teaching is monotonous. The results of this study indicate that SDN Adiwarno applies the Merdeka Curriculum to grades 1 and 4 and the rest use the 2013 curriculum. Using the independent curriculum makes learning implemented effectively, even though it has only been implemented for one year.

Researching for a mathematics rhizocurrere for culturally responsive teaching

This paper focuses on the reconceptualization of the mathematics curriculum with Roma students presenting a nomadic exploration of the mathematics teaching. An alternative, methodologically privileged, model is proposed which identifies the opportunity for an alternative curriculum from within rather than from a distance. The main aim of the research is to indicate how researching for a curriculum reconceptualization might be enlightened by thinking rhizomatically where common spaces of in-between are constructed by a confabulative conversation between Roma students and the researcher who takes up a nomadic position. Roma students, educational becoming and subjectivities at the level of individuals and situations involved both interact as elements of an unpredictably evolving rhizome which consists of discontinuity, rupture and constantly emerging multiplicities. 
 

Dialogic Appropriation in Academic English Literacy and Pedagogy: Transnational and Translingual Praxis

ABSTRACT This essay presents a decade-long reflective account of resisting (in) and appropriating English that I have experienced as a young, female academic from the Middle East who has been engaged in teaching and researching Academic English pedagogy transnationally. Informed by Bakhtin’s philosophy of dialogue and his notions of insided-ness, outsided-ness and in-between-ness, I highlight the ideological complexities associated with teaching (in) English in both Anglophone and non-Anglophone contexts. I unpack these complexities through diverse scenarios where the tension between ‘Internally Persuasive Discourse’ and ‘Authoritative Discourse’ of English was evident. I propose an alternative curriculum, namely English for Dialogic Purposes as a rich way of appropriating in English and for the English-dominated discourse of academia to allow for polyphony of voices and boundary learning, vital for the multicultural and plurilingual world of education.

A Form of Independent Curriculum, an Overview of Independent Learning at State Elementary School 05 Gelumbang Muaraenim

Background. The Merdeka Curriculum as an alternative curriculum overcomes learning setbacks during the pandemic which gives "Independent Learning" freedom to learning implementers, namely teachers and principals in compiling, implementing the learning process, and developing curriculum in schools paying attention to the needs and potentials of students. Purpose. This research was conducted to provide an overview of the Merdeka Curriculum as a form of independent learning in elementary schools regarding the profile of Pancasila students, the structure of the Merdeka Curriculum in elementary schools, and the teaching tools used. Method. The research was conducted using the Library Research method (literature study) and visited a website that presents information related to the Independent Learning Curriculum in elementary schools. Results. In preparation for the implementation of the Merdeka Curriculum, teachers need to learn more about the Merdeka Curriculum and consider projects according to student phases in order to achieve meaningful, profound, and fun learning outcomes as well as students. Conclusion. The Merdeka Curriculum with the concept of independent learning in elementary schools provides "independence" for education implementers, especially teachers and principals, in compiling, developing and implementing the curriculum based on the potential, and needs of students and schools.

IMPLEMENTASI DISCOVERY LEARNING PADA MATERI EKOSISTEM DALAM MEWUJUDKAN PROFIL PELAJAR PANCASILA

ISSN 2541-2922 (Online)ISSN 2527-8436 (Print)Jurnal Lentera Pendidikan Pusat Penelitian LPPM UM METRO Vol. 8. No. 1, Juni 2023 21IMPLEMENTASI DISCOVERY LEARNING PADA MATERI EKOSISTEMDALAM MEWUJUDKAN PROFIL PELAJAR PANCASILAMifta Ramandhani Pujiningtyas1, Ipah Budi Minarti2*, Sa’diyah31,2Pendidikan Profesi Guru Biologi Universitas PGRI Semarang, 3Guru SMPN 21SemarangEmail : ipeh_mi2n@yahoo.co.idAbstractIn 2022, the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesiaofficially launched the Merdeka Curriculum as an alternative curriculum that can be used by educationalinstitutions in Indonesia in addition to the 2013 Curriculum. Generally, the Merdeka Curriculum consistsof intracurricular and extracurricular programs, as well as the Strengthening Project of PancasilaStudent Profile (P5). The Pancasila Student Profile is the embodiment of Indonesian students as lifelonglearners who possess global competencies and behave in accordance with Pancasila values, with sixmain characteristics: faith and devotion to God Almighty and noble character, global diversity, mutualcooperation, independence, critical thinking, and creativity. Achieving the Pancasila Student Profile isimportant because Indonesia's educational vision is to realize a sovereign, independent, and personality-building advanced Indonesia through the creation of Pancasila students. To cultivate the PancasilaStudent Profile in learners, it is not only done during P5 activities but can also be integrated intoclassroom learning. This can be achieved by choosing a student-centered learning model, such as theDiscovery learning model used during ecosystem material learning. This research method is qualitativedescriptive with observation sheets and student worksheets as instruments. The implementation ofDiscovery learning can foster the Pancasila Student Profile because learners are required to thinkcritically and carry out their activities in groups

Implementation of Independent Learning Curriculum in the Learning of Islamic Religious Education at SMAN 3 Batusangkar

Freedom to learn is one of the alternative curriculum choices chosen by the education unit. The independent learning curriculum provides leeway and convenience for educators to implement quality and in-depth learning, according to what students need. The most important thing in this curriculum is to provide a place and freedom for students to develop the abilities that students have in order to get the desired educational achievements. This article was made intending to find out the way PAI teachers do in implementing the independent learning curriculum. This research was conducted at SMAN 3 Batusangkar, with the research target of PAI subject teachers. The researcher uses a descriptive qualitative method with a field study approach. The techniques used to collect data in this study are observation, interviews, and reviewing relevant articles in the direction of the study being studied. This research resulted in PAI teachers planning independent learning curriculum learning, carrying out the learning process by applying the MERDEKA path, and PAI teachers conducting learning evaluations. Therefore, it can be concluded that the implementation and application of the independent learning curriculum in PAI learning is going well and hopes to achieve national education goals.