Development Of Competency-based Curriculum Research Articles

Strategi Pengembangan Kurikulum Berbasis Kompetensi Di Sekolah Dasar Inpres 16 Ende

This article aims to provide an overview of competency-based curriculum development strategies. Participants in this research are educators, school principals, parents, who have relevant experience and knowledge related to the Competency Based Curriculum. Data collection techniques use interviews, observation and documentation studies. Data analysis was carried out using a thematic approach. Research findings show: the Competency Based Curriculum development strategy is realized with an approach that emphasizes developing practical skills and applying knowledge to face the challenges of daily life, as well as creating a collaborative and inclusive educational environment with teachers, parents and students. The implications of the results of this research can be used by education policy makers to create strategies for developing a Competency Based Curriculum.

A Comparison Of Bachelor Of Physical Education In Philippines: Input To Curriculum Development

This study provides a comprehensive literature review on physical education curriculum and pedagogies in the field of physical education. It examines various aspects, including the development of a curriculum for physical education, mobile learning in physical education, effective professional development, competency-based curriculum development, pedagogical models for teaching physical education, and the use of gamification in physical education teacher education. The review includes key findings from different studies, highlighting the importance of these areas in enhancing physical education programs. The sources used in this literature review include scholarly articles and book chapters published by reputable publishers such as Routledge, John Wiley & Sons, and various academic journals.

Residency spiral concussion curriculum design.

Resident-focused concussion curricula that measure learner behaviours are currently unavailable. We sought to fill this gap by developing and iteratively implementing a Spiral Integrated Concussion Curriculum (SICC). Programme elements of the concussion curriculum include academic half-days (AHDs) and three half-day clinics for first- and second-year family medicine residents. Our SICC utilises social cognitive learning principles, the constructivism paradigm and utilisation-focused evaluation. A mixed-method evaluation with a pre-/post-test design and interviews was utilised. Surveys and knowledge tests were used to measure knowledge and confidence pre-AHD and 6 months post-AHD. Interviews at 6 months explored programme perception and behaviour change. Of the 141 programme attendees, 114 (80%) participated in the pre-intervention knowledge test and 33 completed the pre- and post-AHD test. Immediate pre-/post-testing demonstrated statistically significant improvement in knowledge (p = 0.042). At 6 months post-AHD, residents in Cycle 1 (n = 5) had a knowledge decrease of 3.33% (p > 0.05). Residents in Cycle 2 (n = 7) had a knowledge increase of 11.6% (p > 0.05). Both cycles of residents had an increase in confidence (Cycle 1: 65.0% [p = 0.025]; Cycle 2: 62.8% [p = 0.0014]). Residents (5 out of 6) reported positive behavioural changes at 6 months. Valued programme elements included concussion diagnosis and management, the self-study guide resource and the organised structure. The SICC enriched these residents' learning and fostered sustained knowledge improvement and behavioural change at 6 months post-intervention. This approach may provide a workable design for future competency-based curriculum development.

Islamic Religious Education Curriculum Development Model

The field of education is ever-evolving and always changing in the direction of perfection, both in terms of future readiness and adaptability to the environment and time in which it exists. In essence, the curriculum serves as a roadmap for carrying out the educational process in both schools and even colleges. There is no denying that curriculum implementation in the millennial era requires curriculum to change to meet the demands of the times. Islam itself strongly encourages movements for constructive development and change, believing that these are the keys to advancement and improvement. This problem served as the foundation for the formation of the research problem, which is the idea and framework for creating an Islamic religious education curriculum. Reference-based research—that is, observation centered on books, journals, or other publications—is the methodology employed. The study's findings demonstrate the curriculum's function in a number of areas that are important to educational activities, such as a) the school in question; b) schools or madrasas above it; and c) the community, which uses graduates. An eclectic method, or selecting the best of the four techniques listed below, can be used to build an Islamic religious education curriculum that fits its unique features. These methods include the following: a) subject-based methods; b) humanistic methods; c) technology methods; and d) social reconstruction methods. In the meantime, the Islamic education curriculum development model provides two alternatives for madrasas, including a competency-based and life skills-based curriculum development model and an Islamic Religious Universities competency-based curriculum development model.

대학교육에서 PDCA를 활용한 역량기반 교육과정 개발 모형

Objectives The purpose of this study was to explore a competency-based curriculum model and an instructional design plan using PDCA model in university education. Methods To achive this purpose the components and design principles of the draft competency-based curriculum development model using PDCA were derived through a review of prior literature. This study conducted a total of three Delphi surveys on expert panels in the field. Results The components of the finalized competency-based curriculum development model are as follows. A total of 62 components in 21 categories with 11 sub-stages under four stages (Plan, Do, Check, and Act) were developed for the competency-based curriculum using the PDCA cycle. Components of the “Plan” Stage include educational environment analysis, core competency development, and educational goal establishment. The “Do” Stage comprises of needs analysis, university infrastructure analysis, curriculum design, and evaluation method development. The “Check” Stage has components such as competency-based curriculum evaluation, and the assessment of learners’ competency improvement. The components of the “Act” Stage consist of leap-off toward reinforcement and new plan establishment. Conclusions This study is meaningful in that it established a systematic, cyclical competency-based curriculum development model in terms of the quality management of university education curriculum using the PDCA cycle. In addition, for professors to provide competency-based classes, it developed an instructional design model for competency-based curriculum of university education so that it can be used as a basic material for developing instructional strategy.

Development of Competency-Based Learning Management Training Curriculum to Enhance Teachers’ Competency

The goals of this study were to: (1) create and evaluate a competency-based learning management training curriculum to improve teachers' competencies; (2) compare teachers' competencies before and after the training curriculum was implemented; and (3) investigate trainees' satisfaction with the competency-based learning management training curriculum to improve teachers' competencies. The following three research and development phases were used in conducting the study: to improve instructors' capabilities, the first step is to establish and evaluate the training program for learning management. The study produced a document that includes training programs that last a total of 24 hours for the learning management training curriculum. Five specialists were given the plans to assess the suitability of the course manual and curriculum for learning management. A guidebook for learning management training was created via study. The study tools comprised a competency-based learning management cognition test ability assessment form for learning management plan creation, a competency-based learning management training curriculum evaluation form, and curriculum manual evaluation form. Then in step two, the training program was put into practice with a sample of 30 participants that was chosen on purpose. This study used a one-group pretest-posttest design, and the data were analyzed using the means, standard deviations, and reliable t-tests, and the third step examined how satisfied trainees were with the execution of the program. The research results found that: 1. the created training curriculum emphasizes group learning and employs a role-played teaching methodology with 8 components, including the curriculum's background, guiding principles, objectives, content, and structure, as well as training activities, training sessions, instructional materials, assessment, and evaluation. The designed training curriculum scored highly for appropriateness and scored similarly for the curriculum manual in the findings of the curriculum quality evaluation, 2. according to the results of the training curriculum's implementation, (1) teachers' competency-based learning management design knowledge and understanding were significantly higher than before at the.05 level, and (2) teachers' competency-based learning management design ability and evaluation measures were at 70%, which was higher than the stated criteria and significantly higher than before training at the.05 level, and 3. The degree of teachers' satisfaction with the competence-based learning management training curriculum to improve instructors' competency was 0.5.

역량기반 전공교육과정 개발 및 인증의 효과와 개선 방안

Objectives This study was conducted with the purpose of deriving the effect and improvement(&accreditation) plan of H university's competency-based major curriculum development. Methods Qualitative exploration through individual interviews and quantitative collection through questionnaires were conducted for professors in the major curriculum of H University. Nine professors with experience in competency-based major curriculum development (&accreditation) participated in individual interviews, and the collected qualitative data were analyzed in frequency according to the Consensual Qualitative Research-Modified (CQR-M) procedure by Hill (2016). A questionnaire was organized based on the results of qualitative analysis, and a survey was conducted on all professors of the major curriculum to collect opinions from H University education members. A total of 29 people responded to the questionnaire based on a 5-point Likert scale, and it was confirmed that there were no insincere responses, so the responses were analyzed based on the responses of 29 people. The following is a summary of the key contents derived based on the results of the qualitative data analysis and the comprehensive analysis of the quantitative data. Results First, as the main point of the development effect of the competency-based major curriculum, the core contents were derived by categorizing it into ‘systematization and improvement of the curriculum’ and ‘effects in terms of educational members’. Second, key contents were proposed in ‘content aspect of development’ and ‘process aspect of development’ as major improvements in the development of competency-based major curriculum. Third, the effect of the major curriculum accreditaion system can be said to be ‘internalization of the contents and methods of the curriculum centered on educational consumers’ and the opinion on ‘the need for accreditaion incentives’ was the highest. Fourth, it was interpreted that the most important improvement in major curriculum accreditation system needs to be reviewed as a accreditation index considering the educational direction of H University. Conclusions Based on the results of this study, the effective aspects of H University's competency-based major curriculum development and accreditation process were examined, and the future improvement and implications of the competency-based major curriculum development and accreditation system for continuous educational quality were discussed.

키워드네트워크 분석을 통한 창의적 교수법 개발 프로그램 내용 특성 비교 분석

Objectives The purpose of this study was to investigate keywords from the main contents of the creative teaching method development program conducted at universities and analyze them through keyword network analysis to compare and explore their connection and interdisciplinary approach. The purposes of this study were to specify variables related to convergence competency, and to analyze the structural relationships among them.
 Methods For this purpose, the matrix between keywords was analyzed through the Krkwic program, and keyword network analysis was conducted with the NodeXL program.
 Results The results of this study are as follows. First, keywords related to online and non-face-to-face classes are emphasized in the creative teaching method development program of universities, and the use of various teaching methods and competency-oriented individualized approaches are prominent. Second, in the comparison by period, there was a difference in the main keywords of the creative teaching method development programs of universities, and in particular, after 2022, digital transformation and metaverse-based education were appeared. Third, there was a difference in the main keywords of creative teaching method development programs of universities by academic field. Humanities majors were ‘creative’ and ‘culture’, social science majors were ‘field’ and ‘problem-centered approaches’, education majors were various teaching methods and inovative curriculum, and natural sciences-engineering majors ‘experiments’ and ‘analysis’ were presented as the main keywords. Medicines majors emphasized a mixture of knowledge and practical applications, and arts and sports majors emphasized practical skills and feedback according to level.
 Conclusions It is judged that the results of this study can serve as the criteria and basic data for the development of competency-based curriculum, hi-flex class model, and convergence subjects in the course of developing teaching and learning methods in the future.

Konsep pengembangan kurikulum PAI berbasis kompetensi perspektif Muhaimin di perguruan tinggi agama Islam

<p><em>This paper is focused on describing the concept of developing a competency-based PAI curriculum from the Muhaimin perspective in Islamic Higher Education. The discussion of this competency theory cannot be separated from several problem factors that still often arise in solving problems faced by students after they finish their college studies. Therefore, Muhaimin offered a solution to solve existing problems by initiating the concept of developing a competency-based PAI curriculum to overcome these problems. This study includes a literature study design with a philosophical approach. Documentation of primary and secondary sources is the method of this research. The results of this study indicate that; first, the steps for developing a competency-based curriculum are determining educational goals, identifying and selecting learning experiences, organizing curriculum materials and learning activities, and evaluating the results of curriculum implementation. Second, the identification of competency-based PAI curriculum development in the curriculum development method has been seen from the general objectives, classification of objectives, and specific objectives. Third, the urgency of developing a competency-based curriculum is one solution for every educational actor, especially lecturers who are required to be able to develop a curriculum in carrying out learning activities on campus in order to prepare graduates who are competent in their fields.</em></p>

역량기반 교육과정 개발 및 운영이 대학생의 핵심역량에 미치는 영향 분석–K대학 사례를 중심으로

The purpose of this study is to analyze the effect of development and operation of competency-based curriculum on the core competencies of university students. The improvement of core competency of departments that operated competency-based curriculum was confirmed by the paired sample T-test. In addition, an independent sample T-test was conducted to compare core competencies between operated departments and non-operated. Independent sample T-test and ANOVA were performed for comparative analysis of core competencies by gender, major, and grade. In the case of departments that developed and operated competency-based curriculum at K-University, in 2021 compared to 2020, statistically significant improvement was shown in both core competencies and sub-variables of K-University. Significant results were also obtained in comparisons by gender, major, and grade level. As of 2021, female students had the lowest average values of creative problem-solving ability and male students had the lowest average values of global leadership. They were more positively influenced by the competency-based curriculum. As a result of the analysis by grade level, the effect of the competency-based curriculum in the process of going from 2nd to 3rd year was particularly significant in local transformation ability. After setting core competencies reflecting the university’s special educational vision, ideology, and talent, develop and operate a major competency major curriculum, liberal arts curriculum, extracurricular curriculum linked to core competencies, and then use the self-developed core competency diagnosis tool to evaluate the effectiveness of the competency-based curriculum It can be used as a verified example.

Competency-Based School Curriculum: A Development and Implementation Framework

Competency-based school curriculum development is a key mechanism for successful implementation of the national curriculum framework. However, the problem discovered is that schools continue to lack knowledge and clear guidelines, so the purpose of this study is to prepare the development process framework for competency-based school curriculum of pilot schools in the education sandbox. This study employs an explanatory sequential design mixed-method research methodology, beginning with quantitative research using online questionnaires to survey opinions from 224 pilot schools in six areas of the education sandbox, then moving on to a qualitative multi-case study using focus group discussions with administrators and teachers from 18 schools in six areas, and finally a connoisseurship of 15 experts. According to the findings, the main idea behind the development process framework for competency-based school curriculum is to focus on success in developing learners' learning competencies related to work and life. The curriculum development process includes the following components: 1) competency-based curriculum design focuses on determining core competencies and developing appropriate learning designs; 2) learning management that focuses on competency development and learning assessment that emphasizes individual progress; and 3) competency-based curriculum management, which includes appropriate study time structure, adequate preparation for action, and evaluation for continuous improvement. These findings are critical for implementing the national curriculum framework effectively.

Development and evaluation of competency-based curriculum for continuing professional development among military nurses: a mixed methods study

BackgroundContinuing professional development (CPD) is essential for career progression and maintaining military nursing competency. A well-designed CPD programme can improve the effectiveness of transforming knowledge and skills in healthcare organisations. This study aimed to develop a competency-based CPD curriculum for military nurses in China and evaluate its effectiveness from a developmental pilot study.MethodsIn phase one, a two-round Delphi was conducted to design a competency-based curriculum of CPD based on a clinical ladder model among military nurses. In phase two, the curriculum of one CPD programme was redesigned, and a pilot quasi-experiment was conducted to evaluate the effectiveness of this programme.ResultsA competency-based curriculum was developed for primary, intermediate, and senior titles, respectively. The trainees’ overall satisfaction with the redesigned CPD programme was 100%. The four themes in the qualitative data were: 1) learning motivation and learning barriers; 2) professional growth; 3) role model promoted career planning; 4) learning environment mattered.ConclusionThis study developed a competency-based curriculum for continuing professional development among military nurses that can be used in designing CPD programmes. Competency-based curriculum can be utilised in the CPD activities to facilitate the improvement of nursing competency.

Curriculum SIG: LIS Curriculum from Past to Present

The curriculum SIG will examine how the history of curriculum in LIS education impacts the LIS curriculum of today. Dr. Rene Burress, Dr. Xiaofeng Li, and Holly Hebert will share results from their work answering the research question, “How did the LIS curriculum prepare librarians competencies in diversity, equity, and inclusion to address today’s social justice issues in their libraries and communities?” Dr. Suliman Hawamdeh will discuss how revisiting our understanding of data, information and knowledge impacts curriculum development and will shape the future of information and knowledge profession and the development of LIS competency-based curriculum. Dr. Elizabeth Burns will share results of a study that will explore the extent to which LIS programs dedicate attention to diversity, equity, and inclusion in their curriculum. And with the future in mind, Dr. Yong Ju Jung and Dr. Soo Hyeon Kim present thoughtful educational principles and strategies for how to provide the most effective learning experiences for students in online makerspace courses.

국군간호사관학교 ’22-’25 교육과정 개발

Purpose: The purpose of this study was to develop 4-year undergraduate program for KAFNA cadets in academic year of 2022 to 2025. Methods: Using a competency-based curriculum development process, the authors reviewed literature, interviewed focus groups, and evaluated validity using Delphi method. The curriculum was finalized through a public hearing and the steering committee of education in KAFNA. Results: The curriculum composed of 146 credits, seven educational objectives, seven core competencies, and eleven program outcomes. Item-level content validity index scores for educational objectives, core competencies and program outcome were 0.78 or higher. Conclusion: The curriculum was verified with high consensus. However, it should be updated on a regular basis to educate nursing cadets to become excellent nursing officers, and be revised to reflect the fourth-cycle nursing education accreditation standards.

Competency-Based Curriculum Development: Essential Disability Competencies for Medical Education.

Competency-Based Curriculum Development: Essential Disability Competencies for Medical Education.

The Development of English Competency-Based Curriculum Integrated with Local Community for High School Students

The purposes of this research were to study needs of high school students and teachers on competency-based curriculum integrated with local community for high school students, develop a curriculum based on the needs, implement the developed curriculum, and evaluate the developed curriculum. The samples of the needs study stage consisted of 244 high school students, and 82 teachers in schools located in Ubon Ratchathani, and Warinchamrab Municipalities, gained by quota sampling, and those for the curriculum implementation consisted of 34 high school students studying at Luekamhan Warinchamrab School, in the second semester of academic year 2018, gained by cluster sampling. The research instruments were the developed curriculum, questionnaires for the students and the teachers, a test of English expression, a test of writing, and an attitude evaluation form. The findings revealed the students and the teachers rated their needs on competency-based curriculum at a higher level, the developed curriculum consisted of vision, mission to achieve the students’ competency through the aims, contents, and instructional procedures concentrated on practicing and the evaluation focused on performances, the students had significantly higher learning achievement and writing skills after the curriculum implementation than those before the implementation at the level .01. The developed curriculum was evaluated by the students at medium level of its feasibility.

KREATIVITAS PESERTA DIDIK ANAK SEKOLAH DASAR (SD) MELALUI PEMBELAJARAN BAHASA INDONESIA DENGAN PENDEKATAN SCIENTIFIC

The 2013 curriculum is a further step in the development of the Competency-Based Curriculum which was initiated in 2004 and the 2006 KTSP which includes competency in attitudes, knowledge and skills in an integrated manner. The implementation of the 2013 curriculum on indonesian can be done through a scientific approach, which is to provide understanding to students in recognizing, understanding various materials using a scientific approach, that information can come from anywhere, at any time, does not depend on direct information from the teacher, which includes the stages of observing, asking, gathering information, processing information, communicating, and creating. Creativity is the ability to think, behave, and act in a new and rare way in solving a problem, resulting in an original and useful solution. Indicators of learning creativity are as follows: a) have curiosity, b) often ask constructive questions, c) provide many ideas and suggestions on a problem, d) are free to think in learning. Implementation of the 2013 curriculum, namely teachers as the spearhead of curriculum implementation that encourages students to be better able to observe, ask questions, reason, try and form networks of what they get or know after receiving learning material.

Competency-Based Major Curriculum Development Research ‒Centered on the Applied Music Major at K University

Competency-Based Major Curriculum Development Research ‒Centered on the Applied Music Major at K University

A Case study of the Competency-Based Curriculum and Assessment System at Hunter College in the United States: Development of a System Model for Competency-Based Curriculum Development, Operation, and Management

A Case study of the Competency-Based Curriculum and Assessment System at Hunter College in the United States: Development of a System Model for Competency-Based Curriculum Development, Operation, and Management

Development and assessment of competency-based neurotrauma course curriculum for international neurosurgery residents and neurosurgeons

Traumatic brain injuries (TBIs) are a significant disease burden worldwide. It is imperative to improve neurosurgeons' training during and after their medical residency with appropriate neurotrauma competencies. Unfortunately, the development of these competencies during neurosurgeons' careers and in daily practice is very heterogeneous. This article aimed to describe the development and evaluation of a competency-based international course curriculum designed to address a broad spectrum of needs for taking care of patients with neurotrauma with basic and advanced interventions in different scenarios around the world. A committee of 5 academic neurosurgeons was involved in the task of building this course curriculum. The process started with the identification of the problems to be addressed and the subsequent performance needed. After this, competencies were defined. In the final phase, educational activities were designed to achieve the intended learning outcomes. In the end, the entire process resulted in competency and outcomes-based education strategy, including a definition of all learning activities and learning outcomes (curriculum), that can be integrated with a faculty development process, including training. Further development was completed by 4 additional academic neurosurgeons supported by a curriculum developer specialist and a project manager. After the development of the course curriculum, template programs were developed with core and optional content defined for implementation and evaluation. The content of the course curriculum is divided into essentials and advanced concepts and interventions in neurotrauma care. A mixed sample of 1583 neurosurgeons and neurosurgery residents attending 36 continuing medical education activities in 30 different cities around the world evaluated the course. The average satisfaction was 97%. The average usefulness score was 4.2, according to the Likert scale. An international competency-based course curriculum is an option for creating a well-accepted neurotrauma educational process designed to address a broad spectrum of needs that a neurotrauma practitioner faces during the basic and advanced care of patients in different regions of the world. This process may also be applied to other areas of the neurosurgical knowledge spectrum. Moreover, this process allows worldwide standardization of knowledge requirements and competencies, such that training may be better benchmarked between countries regardless of their income level.