Basis For Curriculum Development Research Articles

Telaah Konsep Landasan Pengembangan Kurikulum

The purpose of this study is to have a broad understanding of the foundations of curriculum development as several curriculum foundations have been identified which form the basis for developing the curriculum from various related parties. Curriculum formulation in terms of message, planning, experience is also very important in curriculum development. The curriculum development must refer to or use a strong and solid foundation, so that the curriculum can function and play a role in accordance with educational demands as stated in Law no. 20 of 2003. There are four main foundations that serve as the basis for curriculum development, namely: philosophical foundations, psychological foundations, socio-cultural foundations, and scientific and technological foundations. Philosophical assumptions have implications for formulating educational goals, developing educational content or materials, determining tactics, and the role of students and the role of educators. The psychological basis refers to cognitive, behavioristic and humanistic learning theories. The socio-cultural foundation has implications for the educational programs that will be developed. Meanwhile, scientific and technological foundations are the starting point in disseminating the curriculum so that it is adaptive. Curriculum development is a necessity because changes will definitely occur over time.

Universal design for learning as a basis for curriculum development

Abstract The project "Barrierfree dEsign foR Teaching and Learning" (BERTL) aims to identify and reduce barriers in teaching, with a focus on Universal Design or Design for All. BERTL includes an analysis of the situation at the University, to identify barriers faced by people with disabilities, chronic diseases, and in different life situations The BERTL Simulation Lab and Toolbox will be developed based on the analysis to help identify and eliminate barriers in their courses, and the continuing education program. In the different phases of the project, pilot courses with different didactic concepts are analyzed, checked for barriers in teaching materials and course procedures also peer feedbacks are conducted. These results will be used to improve and expand the courses of the University Applied Science and the used didactic principles. Establishing a handbook and a training series at the University is also aim of this project as practice collection and sample courses to support lecturers. The project results will be used in teaching and made publicly available.

EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD): A SYSTEMATIC LITERATURE REVIEW ON CURRICULUM DEVELOPMENT STRATEGY DESIGN

The purpose of writing this article is to know the basis of curriculum development and to create curriculum development design strategies. This article was written using the systematic literature review method. The study is carried out systematically using the results of relevant publications and aims to search comprehensively, conduct analysis, and find results so that they can be used in reviewing theories. The databases used in the reference search are Scopus and Google Scholar. The result of this literature review is that curriculum development is the most important part to pay attention to. The results of this research can be utilized by schools not at the university level so that they can be a reference in the development of the school curriculum. Curriculum development must be based on the philosophy or outlook of life of the Indonesian nation adapted to the needs and development of the times. The findings of this study state that curriculum development strategies include components of creating an analysis plan, substance development, policy and implementation, and evaluation and follow-up. The important point of this curriculum development design strategy is to create alignment between indicators in each component so that it will lead to the realization of educational goals that have been set in support Education for Sustainable Development (ESD).<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0008/a.php" alt="Hit counter" /></p>

EXPLORING THE EFFECTIVENESS OF BLENDED LEARNING INSTRUCTION IN HOSPITALITY EDUCATION AT NORTHERN ILOILO STATE UNIVERSITY FOR CURRICULUM DEVELOPMENT

This study, titled "Exploring the Effectiveness of Blended Learning Instruction in Hospitality Education at Northern Iloilo State University for Curriculum Development," aimed to determine the effectiveness of blended learning instruction in hospitality management courses at NISU from the perspective of student perception. To achieve this aim, a descriptive research design was employed, and data were collected using a researcher-made structured questionnaire from 129 college students. The collected data were analyzed using frequency, mean, standard deviation, and stepwise multiple regression analyses.
 The results of the study showed that male students dominate the BS Hospitality Management program at NISU, and most of them reside in the barangay. The study also found that quizzes and assignments were the most utilized tools in blended learning instruction in hospitality management courses at NISU. The students had a highly favorable perception of the course, while the blended learning strategies used received favorable opinions. Furthermore, all blended learning instruction tools used in the hospitality management course were significant in students' learning.
 Based on the results, it is recommended that NISU should continue to utilize blended learning instruction tools in hospitality management courses to provide a more effective and flexible approach to learning. The findings of this study can also serve as a basis for curriculum development in the hospitality management program at NISU, as it highlights the effectiveness of blended learning instruction tools in promoting student learning and engagement. Overall, this study contributes to the ongoing development and improvement of hospitality education at NISU.

Defining entrustable professional activities for first year anesthesiology residents: A Delphi study

IntroductionThe use of entrustable professional activities (EPAs) as a basis for assessment may bridge the gap between the theory of competency-based education and clinical practice. The purpose of this study was to develop and validate EPAs for United States (US) first-year clinical anesthesia (CA-1) residents for anesthesiology residency programs to use as the basis for curriculum development and workplace assessment. MethodsFrom a list of EPAs abstracted from the literature, an expert panel through a modified Delphi consensus process established EPAs for the CA1 curriculum. ResultsThe final list of EPAs after group consensus had 28 EPAs, with 14 (50%) considered to be applicable to the CA-1 year. An 80% consensus rate was used to accept or reject the final list. ConclusionThis study applied a construct validity lens to EPA development providing assurance that the EPAs adopted are appropriate for use in workplace-based assessment and entrustment decision-making.

Teacher and student evaluations of a trial RE curriculum: implications for scale

ABSTRACT Teachers (n = 125) and students (n = 1478) evaluated a trial RE curriculum in Australia using an online survey. Results showed that teachers rated the curriculum significantly more highly than students. Type and size of school influenced teacher and student perceptions. Four conclusions were drawn: The trial RE curriculum was positively received by teachers and students and thereby warrants consideration for wider application at scale; Religious Education Development Principles as a basis for curriculum development were validated by students and teachers; student perceptions were lower than teachers’ perceptions suggesting potential for curriculum improvement; and resource allocation at scale should ideally be preferred for large secondary schools.

Telaah Kritis Atas Kompetensi Toleran dalam Kurikulum Program Keagamaan Madrsah Aliyah

This study applies a descriptive qualitative comparative method based on literature data, with the aim of exploring tolerant competence in Pendidikan Agama Islam (PAI) subjects in the Madrasah Aliyah Program Keagamaan as in KMA 165/2014 and KMA 183/2019. Content analysis is used to analyze the content of tolerance in the formulation of the basic competencies of Islamic religious education and to emphasize the development, differences and similarities in the formulation of tolerant competencies. Tolerant competence in KMA 165 of 2014 has not been used as a basis for curriculum development, on the contrary in KMA 183/2019 it has become the basis of curriculum development. The formulation of tolerant basic competence (KD) developed from KI-2 is more dominant than KD developed from KI-1, KI-3 and KI-4. The basic tolerant competence in Islamic religious subjects with religious specialization in the two curricula have proportional similarities both in number and formulation. In KMA 165/2014 tolerant competence is universally Islamic, while in KMA 183/2019 it still does not eliminate the universality of Islam by emphasizing tolerance within the framework of the nationalism of the Unitary State of the Republic of Indonesia. In terms of the object of developing the study material for the verses of the Qur'an on tolerance there is no change at all, while from the study of Hadith there is one addition.

Learning progressions and the Australian curriculum mathematics: The case of statistics and probability

Mathematics curricula have traditionally focused on content knowledge, often in the form of a scope and sequence of increasingly difficult mathematics. The importance of using and applying mathematics is recognised in the current Australian Curriculum Mathematics (AC: M) as ‘proficiencies’ that are intended to be integrated with the content. There is little support for teachers to develop these proficiencies – reasoning, understanding, problem solving and fluency. Learning progressions are sequences of learning that focus on cognitive processes, and thus provide a useful basis for curriculum development. Using an empirical Statistical Reasoning Learning Progression as an exemplar, a new approach to curriculum development is suggested that links content knowledge with the proficiencies. The outcome is a zone-based, rather than year level based, curriculum that allows teachers to target their teaching, so that students develop increasingly sophisticated understanding of statistics and probability.

Landasan Pengembangan Kurikulum Pendidikan di Indonesia

The purpose of this study is to have a broad understanding of the foundations for curriculum development; identify several curriculum foundations that become the basis for developing the curriculum by various related parties. The formulation of the curriculum either at the stage of ideas, plans, experiences or as a result of its development must refer to or use a strong and solid foundation, so that the curriculum can function and play a role in accordance with the demands of education in accordance with Law Number 20 of 2003 concerning the National Education System. There are four main foundations that form the basis of curriculum development, namely: philosophical landscape, psychological foundation, socio-cultural foundation, as well as scientific and technological foundations. Philosophical assumptions have implications for the formulation of educational goals, the development of educational content or materials, determining strategies, as well as on the role of students and the role of educators. The psychological foundation refers to cognitive, behavioristic, and humanistic learning theories. The socio-cultural foundation has implications for the educational program that will be developed. Meanwhile the scientific and technological foundations are the starting points in developing the curriculum so that it is adaptive to the changes and challenges of the times.

What do we mean by “transferable skills”? A literature review of how the concept is conceptualized in undergraduate health sciences education

PurposeDue to rapid changes in the future labor market, transferable skills are recognized as a vital learning outcome for students in undergraduate higher education. However, ambiguities surrounding the concept and content of transferable skills hamper the actual teaching and learning of transferable skills. Consequently, there is a great need for an overview of the literature on transferable skills to qualify and develop the approaches to transferrable skills in higher education. This study aims to outline a typology of how transferable skills are conceptualized in health sciences education, that is, medicine, nursing and related health professionals’ education.Design/methodology/approachThe study was a mixed studies literature review, which included quantitative, qualitative and mixed-methods studies. A seven-stage sequential exploratory synthesis of the included studies was conducted.FindingsThis review showed that transferable skills reflected three main conceptualizations: Program Requirements, Employability and Holistic Development. Overall, the global methodological quality of the empirical studies of interventions to further transferable skills development in health science education was weak.Research limitations/implicationsThis study aids clear conceptualization in future empirical studies.Practical implicationsBy distinguishing between three main conceptualizations of transferable skills, this study's typology supports alignment in transferable skills curricula because conceptually sound learning objectives provide teachers and students in health sciences education with a clear purpose and direct educators' choice of relevant teaching and assessment strategies.Originality/valueThis review – the first of its kind – contributes to conceptualization of transferable skills as the basis for curriculum development and research.

INOVASI KURIKULUM DALAM DIMENSI TAHAPAN PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM

This paper contains a presentation about the curriculum in the development of Islamic religious education. The curriculum becomes very important in educational institutions because the curriculum is the "heart" of education. The curriculum is a set of tools to achieve goals, starting from planning, starting from initial planning, to planning, such as; strategic planning program planning, such as; Individual-based programs, module-based programs, competency-based or entrepreneurial-based programs. In the dimensions of Islamic religious education curriculum development, there are several matters such as theological foundation, philosophical foundation, social foundation, foundation of wisdom and foundation of Pancasila and technology foundation. While the principles in the development of the PAI curriculum are the principles of relevance, effectiveness, efficiency, sustainability, approval and integration. Based on the concepts of educational curriculum development and curriculum development, the curriculum development after observing the characteristics of the Islamic education curriculum are the basis of curriculum development, the principles of curriculum development, then it must be in accordance with what will be done in curriculum development; Whether discussing fields of study, discussing between participants, discussing reconstructionism, discussing humanism, or accessing national development.

How ethnic cultures influence practice-based learning

PurposeThis paper aims to report on a study that used the practice theory lens to understand how Chinese ethnic culture influences restaurant workers' learning through engagement in everyday work practices.Design/methodology/approachA multiple case study approach was used. Data were collected from semi-structured interviews and site observations. Thematic analysis was conducted to identify how workers learnt the sayings, doings and relatings in their workplaces.FindingsThe findings show that the ethnic culture of the participants influences and enriches their learning in practice settings such as small Chinese restaurants.Research limitations/implicationsThe understandings presented here need to be verified through more research in different regions and nations. In addition, cross-cultural studies on other ethnic restaurants may contribute to deeper understandings of the influences of ethnic culture on practice-based learning.Social implicationsThe research contributes to understanding the influence of ethnic culture on practice-based learning.Originality/valueThe understandings gained from the findings of this study form a useful basis for curriculum development and instructional design of training programmes for practice-based as well as work-integrated-learning components of vocational curriculum. Furthermore, awareness of the strengths of the ethnic culture is of interest to owner/managers of small Chinese restaurants to afford supportive learning environments for workers.

Palliative Care–Related Knowledge, Attitudes, and Self-Assessment Among Physicians in Vietnam

ContextPalliative care is rarely accessible in low- and middle-income countries, and lack of adequate training for health care providers is a key reason. In Vietnam, the Ministry of Health, major hospitals and medical universities, and foreign physician-educators have partnered to initiate palliative care training for physicians. ObjectivesTo measure the baseline palliative care–related knowledge, attitudes, and self-assessment of Vietnamese physicians as a basis for curriculum development and to enable evaluation of training courses. MethodsBefore palliative care training courses in Vietnam from 2007 to 2014, we collected data on the participating physicians' demographics, self-assessed competence in palliative care, and palliative care–related knowledge and attitudes. Scores were calculated in three outcome categories—knowledge, attitudes, and self-assessment—and in two subcategories related to physical and psychological symptoms. Associations between the demographic, education, and practice factors and these scores were assessed using linear regression. ResultsAmong the 392 physicians surveyed, concern about untreated suffering was highly prevalent. 85% felt that most patients with cancer in Vietnam die in pain. On self-assessment, only 8% felt adequately trained in palliative care and the mean knowledge assessment score was 44%. Although 77% had prescribed an opioid in the past year and most had appropriate attitudes toward the use of morphine for pain, the majority reported explicit or implicit restrictions on prescribing morphine. ConclusionThere is a great need among Vietnam's physicians for training in palliative care and especially in nonpain and psychological symptom control. Rational, balanced, and clear opioid-prescribing policies are needed to enable physicians to treat pain without fear of repercussions.

Cultural competency needs assessment in a U.S. dermatology residency program: A basis for curriculum development

Cultural competency needs assessment in a U.S. dermatology residency program: A basis for curriculum development

Essential competencies in global health research for medical trainees: A narrative review

Introduction: Participation in short-term educational experiences in global health (STEGHs) among medical trainees is increasingly accompanied by interest in conducting research while abroad. Because formal training in both global health and research methods is currently under-represented in most medical curricula, trainees are often unfamiliar with the knowledge, attitudes, and skills necessary to design and conduct research successfully. This narrative review identifies essential global health research competencies for medical trainees engaged in STEGHs.Methods: The authors searched the literature using the terms global health, competency, research, research methods/process/training, scholarly project, medical student, and medical education/education. Because articles directly addressing global health research competencies for medical trainees were limited, the authors additionally drew on the broader literature addressing general research competencies and global health competencies.Findings: Articles yielded by the literature search, combined with established guidelines in research ethics and global health ethics, were used to identify six core domains and twenty discrete competencies fundamental to global health research at a level appropriate for medical trainees enrolled in STEGHs. Consideration was given to diverse research modalities, varying levels of training, and the availability of mentoring and on-site support.Discussion: Research may provide important benefits to medical trainees and host partners. These competencies provide a starting point; however, circumstances at any host site may necessitate additional competencies specific to that setting. These competencies are also limited by the methodology employed in their development and the need for additional perspectives from host partners.Conclusions: The competencies identified outline basic knowledge, attitudes, and skills necessary for medical trainees to conduct limited global health research while participating in STEGHS. They may also be used as a basis for curriculum development, assessment, and research capacity development.

Providing the meta-model of development of competency using the meta-ethnography approach: Part 2. Synthesis of the available competency development models

Background and Purpose: ConsideringBackground and Purpose: Considering the importance and necessity of competency-based education at a global level and with respect to globalization and the requirement of minimum competencies in medical fields, medical education communities and organizations worldwide have tried to determine the competencies, present frameworks and education models to respond to be sure of the ability of all graduates. In the literature, we observed numerous competency development models that refer to the same issues with different terminologies. It seems that evaluation and synthesis of all these models can finally result in designing a comprehensive meta-model for competency development. Methods: Meta-ethnography is a useful method for synthesis of qualitative research that is used to develop models that interpret the results in several studies. Considering that the aim of this study is to ultimately provide a competency development meta-model, in the previous section of the study, the literature review was conducted to achieve competency development models. Models obtained through the search were studied in details, and the key concepts of the models and overarching concepts were extracted in this section, models’ concepts were reciprocally translated and the available competency development models were synthesized. Results: A presentation of the competency development meta-model and providing a redefinition of the Dreyfus brothers model. Conclusions: Given the importance of competency-based education at a global level and the need to review curricula and competency-based curriculum design, it is required to provide competency development as well as meta-model to be the basis for curriculum development. As there are a variety of competency development models available, in this study, it was tried to develop the curriculum using them. Keywords: Meta-ethnography, Competency development, Meta-model, Qualitative synthesis

The building blocks of digital media literacy: socio-material participation and the production of media knowledge

This article outlines the knowledge and skills students develop when they engage in digital media production and analysis in school settings. The metaphor of ‘digital building blocks’ is used to describe the material practices, conceptual understandings and production of knowledge that lead to the development of digital media literacy. The article argues that the two established approaches to media literacy education, critical reading and media production, do not adequately explain how students develop media knowledge. It suggests there has been too little focus on material practices and how these relate to the development of conceptual understanding in media learning. The article explores empirical evidence from a four-year investigation in a primary school in Queensland, Australia using actor–network theory to explore ‘moments of translation’ as students deploy technologies and concepts to materially participate in digital culture. A generative model of media learning is presented with four categories of building blocks that isolate the specific skills and knowledge that can be taught and learnt to promote participation in digital media contexts: digital materials, conceptual understandings, media production and media analysis. The final section of the article makes initial comments on how the model might become the basis for curriculum development in schools and argues that further empirical research needs to occur to confirm the model’s utility.

The Employability Skills of the Overseas Filipino Workers

A university tracks its graduates to determine if its curriculum has prepared students for the job market. The purpose of this study was to ascertain the self-perceived employability skills of sociology and economics graduates of Bukidnon State University, who are working overseas. The OFWs were traced by using the snowball sampling technique. Of the three measures of employability, they scored the highest on personal qualities followed by core skills and process skills. Rated the highest were 'self-awareness' and 'initiative' skills. By and large, the OFWs may be considered global citizens and lifelong learners if viewed through the lenses of an Australian model of employability. This implies that even if the academic credentials do not directly match with the job description. The graduates were hired on the basis of employability qualities and skills that were perhaps already embedded in the curriculum. The study concludes that the notion that discipline-based knowledge will guarantee a job is no longer applicable. Since knowledge will be outdated but nevertheless, the main component for obtaining a college degree, one of the recommendations is for the curriculum to connect transferable personality and skills development with the process of obtaining and generating knowledge. Further research must be pursued in terms of determining the specific values and attitudes that the employers of these OFWs prefer so that it would be possible for the university to identify the exact qualities and skills preferred by employers as a basis for curriculum development.

Hunting and gathering: new imperatives in mapping and collecting student learning data to assure quality outcomes

Assurance of learning (AOL) is a quality enhancement and quality assurance process used in higher education. It involves a process of determining programme learning outcomes and standards, and systematically gathering evidence to measure students' performance on these. The systematic assessment of whole-of-programme outcomes provides a basis for curriculum development and management, continuous improvement, and accreditation. To better understand how AOL processes operate, a national study of university practices across one discipline area, business and management, was undertaken. To solicit data on AOL practice, interviews were undertaken with a sample of business school representatives (n = 25). Two key processes emerged: (1) mapping of graduate attributes and (2) collection of assurance data. External drivers such as professional accreditation and government legislation were the primary reasons for undertaking AOL outcomes but intrinsic motivators in relation to continuous improvement were also evident. The facilitation of academic commitment was achieved through an embedded approach to AOL by the majority of universities in the study. A sustainable and inclusive process of AOL was seen to support wider stakeholder engagement in the development of higher education learning outcomes.

The Employability Skills of the Overseas Filipino Workers

A university tracks its graduates to determine if its curriculum has prepared students for the job market. The purpose of this study was to ascertain the self perceived employability skills of sociology and economics graduates of Bukidnon State University, who are working overseas. The OFWs were traced by using the snowball sampling technique. Of the three measures of employability, they scored the highest on personal qualities followed by core skills and process skills. Rated the highest were ‘self-awareness’ and ‘initiative’ skills. By and large, the OFWs may be considered global citizens and lifelong learners if viewed through the lenses of an Australian model of employability. This implies that even if the academic credentials do not directly match with the job description, the graduates were hired on the basis of employability qualities and skills that were perhaps already embedded in the curriculum. The study concludes that the notion that discipline-based knowledge will guarantee a job is no longer applicable. Since knowledge will be outdated but nevertheless, the main component for obtaining a college degree, one of the recommendations is for the curriculum to connect transferable personality and skills development with the process of obtaining and generating knowledge. Further research must be pursued in terms of determining the specific values and attitudes that the employers of these OFWs prefer so that it would be possible for the university to identify the exact qualities and skills preferred by employers as a basis for curriculum development.