Concept Of Curriculum Research Articles

Investigating Pre-service Elementary Teachers’ Use and Perceptions about ICT Integration in Mathematics Education

This study investigates the extent to which pre-service teachers of colleges of education (CoEs) in Ghana perceive ICT integration as a useful instructional strategy in teaching concepts in primary school mathematics curriculum. The study also explores the impact of college-based education programs on pre-service teachers’ ability and preparedness to integrate ICT, and their overall perception about ICT integration in teaching mathematics. The study also assessed the availability of ICT tools in the Ghanaian primary schools in terms of the types of ICT tools available for use by practicing teachers. The study employed the cross-sectional survey design in which both quantitative and qualitative data were collected from 326 final year pre-service elementary teachers from four public colleges of education in Ghana. The quantitative data obtained from questionnaires admin-istered was analysed using descriptive statistics while the qualitative data was analyzed thematically. The findings showed that pre-service elementary teachers perceive ICT integration as a useful in-structional strategy in mathematics education. The findings also showed that pre-service elementary teachers are not in strong agreement about how the courses they took, in ICT integration at the college level, shaped them to effectively and efficiently to integrate ICT in their future mathematics lessons. Nonetheless, most pre-service elementary teachers intend to integrate ICT into their future mathematics lessons. The implications of these findings for practice and research are discussed.

Analysis of The Independent Curriculum Concept Through The Constructivist Philosophy of Education and The Philosophy of Ki Hadjar Dewantara

This research aims to determine and analyze perceptions of the constructivist philosophy and Ki Hadjar Dewantara's philosophy in relation to the independent curriculum. This research uses a qualitative approach with a literature review or literature study method. Research data was collected from articles and books about the educational philosophy and philosophy of Ki Hadjar Dewantara. Data validation and analysis was carried out using document triangulation. The results of the research or findings show that the independent curriculum is based on educational philosophy views, namely the philosophical views of constructivism and the philosophy of Ki Hadjar Dewantara. The constructivist philosophy believes that constructivist learning is relevant to independent learning programs which can be viewed from learning methods that focus on learning that focuses on cognitive maturity and gives freedom to students to be able to explore and explore their learning experiences independently. Meanwhile, Ki Hadjar Dewantara's philosophy provides a different philosophical basis for how education is implemented and internalized optimally. The relationship or connection between Ki Hadjar Dewantara's educational concept and the independent curriculum is part of Tri Rahayu's educational philosophy. This educational concept focuses on the fun or happiness of students. In the independent curriculum, the concept of student-centered learning is implemented, and teachers act as motivators and facilitators. The flow of constructivist educational philosophy and the philosophy of Ki Hadjar Dewantara is very relevant to the dynamics of the independent curriculum, this is evident from every view and meaning implied therein.

New Ijtihad of Islamic Education:

This study aims to find and introduce new concepts and thoughts about the Rabbani curriculum and the Tazkiyah An-Nafs learning model in Islamic education sourced from the Qur'an and As-Sunnah, this research also aims to present solutions to the problem of the vacuum of Islamic education concepts, especially in the curriculum and learning models faced by the Islamic world due to the monoconcepts that apply in education today. This research method uses a type of qualitative research method , with a descriptive analysis approach which aims to analyze and test then explain the theory or concept offered as a solution, namely the Islamic education curriculum sourced from Allah swt called the rabbaniy curriculum based on the Qur'an and Hadith. The Tazkiyah An-Nafs learning model is a learning model based on one of the teachings of the Qur'an which emphasizes cleansing the soul. This research is carried out critically, authentically, literatively and thematically, as well as analyzing and explaining scientifically and objectively all data sources, so as to produce synthesis and tested scientific conclusions. The source of this research is the library by tracking and studying the Qur'an and Hadith along with their tafsir and other references related to the theory and concept of curriculum and learning models of Islamic education in addition to conventional education. The result of this study is that the rabbaniy curriculum based on the Qur'an and Hadith turns out to be more inregral and holistic in developing student personality, because the rabbaniy curriculum is more humanistic and in accordance with student development psychology. Tazkiyah An-Nafs' wahyu based learning model turns out to better answer the challenges of students' psychological, faith and moral problems in global era that is experiencing moral and cultural degradation. Keywords: Ijtihad, Islamic Education, Curriculum, Learning Model

From entrepreneurship to business & management education. A fundamental curriculum shift or tinkering at the edges?

ABSTRACT This paper explores tensions between traditional and progressive conceptions of curriculum through Young and Muller’s ‘three scenarios for the future’ model. ‘Future 1’ is characterized by conservative transmissive pedagogy models focusing on traditional subjects; ‘Future 2’ is ‘forward-looking’ and concerned with generic competences often described in the form of learning outcomes, ‘Future 3’ is a knowledge-led curriculum focused on promoting epistemic access to powerful knowledge for all students. ‘Powerful’ knowledge is knowledge that provides students with the capability to analyse, explain, predict, evaluate and think about the world in ways that are beyond their personal experience. From September 2023, 15-year-old pupils in Poland began studying the new compulsory business and management subject as part of the revised national curriculum. This replaced the established subject of entrepreneurship which was in existence for 20 years (since the school year 2002/2003). This paper examines a range of questions that arise: How might business and management education, taught by essentially the same group of teachers, differ from entrepreneurship education? How might entrepreneurship education—or business and management education—equip students with powerful knowledge? Might the change prove to be a regression to ‘Future 1’ or an evolution to ‘Future 3’?

Implementasi Kurikulum Merdeka di SMK Negeri 2 Bukittinggi

This study aims to find out the implementation of the independent curriculum at SMK Negeri 2 Bukittinggi. The research method used is qualitative descriptive with data collection using observation, interviews, and documentation. The informants in this study consisted of school principals, curriculum representatives, facilities and infrastructure representatives, teachers and students. Data analysis is carried out qualitatively with the stages of data reduction, data presentation and conclusion drawing. The results of the study show that the implementation of the independent curriculum at SMK Negeri 2 Bukittinggi is carried out in three stages, namely (a) Learning planning is carried out in several activities, namely forming a special team of subject teachers, analyzing learning outcomes, formulating learning objectives, compiling the flow of learning objectives, compiling teaching modules, and planning P5; (b) The implementation of learning consists of preliminary activities, core activities, and closing activities; (c) Assessment of learning using formative assessment and summative assessment. Factors that support the implementation of the independent curriculum at SMK Negeri 2 Bukittinggi are the principal, teacher competence, student activity, commitment from school residents, facilities and infrastructure. Meanwhile, the factors that hinder the implementation of the independent curriculum at SMK Negeri 2 Bukittinggi are teachers' understanding of the concept of the independent curriculum that is not yet complete, limited time in implementing differentiated learning and student learning readiness

Reading between the lines: Democratic citizenship in the history curriculum in lower secondary education in Finland

The paper discusses the Finnish core curriculum (curriculum framework) for basic education, with focus on how lower secondary education in general, and history teaching specifically, is meant to develop the student's democratic citizenship. Developing the student's democratic citizenship is not an explicit aim of history teaching in the current core curriculum although the aims of history teaching there are very much about civic skills that support deliberative, participatory and liberal democracy. Support to the student's democratic citizenship and the liberal-democratic society is more visible as a goal in the sections of the core curriculum that describe the general goals and principles of basic education. In the paper it is suggested that the emphasis on the skills to construct, analyse and evaluate historical interpretations in the history curriculum overshadows more directly societal aims and political aspects of history teaching that are relevant in developing the student's democratic citizenship. It is suggested also that bringing third-order concepts in the history curriculum could valuably support the student's democratic citizenship and democratic consciousness by focusing on the personal meanings of history to the student – a perspective too often neglected in the curriculum.

The UK National Youth Work Curriculum—Democratic challenges from Finland

AbstractThis article compares the only two countries—the UK and Finland—that have systematically applied the concept of curriculum to youth work on the national level. It begins by charting the development of a curriculum in youth work in England which has culminated in the production of the new UK government's Department for Culture Media & Sport funded ‘National Curriculum for Youth Work’ produced by the NYA in 2020. Whilst this entails a shift for youth work in England and removes an element of democracy for local youth workers to agree and establish their own priorities, it does provide a clear policy direction for a beleaguered youth sector. This article then discusses the published findings of a 10‐year action research project led by the Finnish Youth Research Society which has worked with local youth workers and managers in a variety of municipal youth work organizations (N = 6) to establish local youth work curricula. The model has been utilized in 26 municipalities since. The Finnish experience provides a marked contrast to the UK youth work curriculum, as they argue their approach is a more authentic method of establishing a youth work curriculum. The documents produced a clear representations of youth work practice and they contrast with the top‐down national curriculum framework. Whilst the UK model may be a positive response to the policy challenges facing youth workers in the UK—the Finnish experience raises questions of the currency within and ownership by the field of any youth work curriculum.

The “gift” of Indigenous knowledge and critical, ­place-based curriculum development through ethical relationality

Formal education in Canada has historically been a tool of cultural assimilation and deep harm. Change in education is needed not only to address historical wrongs and the cultural erasure of Indigenous peoples but also to create meaningful learning spaces for youth faced with numerous kinds of colonially induced social and ecological sustainability crises, such as climate change and freshwater ecosystem insecurity. The integration of Indigenous knowledge has been one means of decolonizing education. This is not a tokenistic process; rather, if mainstream education has any chance of truly being decolonized, Indigenous knowledge must infuse our ways of being and doing, including from the very point of curriculum conception and development. Through a critical, place-based approach, this article highlights the opportunities and challenges of grounding curriculum development in Indigenous knowledge within the existing formal program of studies. Drawing on extensive Indigenous knowledge documented through a larger research project, we co-designed 12 modules focused on questions of social–ecological change in the Mackenzie River Watershed. Working in ethical relationality with Indigenous Elders, leaders, and youth, we grounded the educational modules in Indigenous knowledge, which speaks back to the formal program of studies. We conclude that this approach and process for translating knowledge from research into educational resources, while having some value, is limited in impact.

PROGRAM PELATIHAN BERBASIS COMMUNITY DEVELOPMENT

The Independent Curriculum, as a form of educational reform carried out by the government, which was launched in 2022, will begin to be implemented comprehensively and gradually in the 2022/2023 academic year in both elementary, middle and high schools. In this regard, this community service program (P2M) aims to train PAI teachers in elementary schools in implementing the independent curriculum in PAI subjects. Elementary PAI teachers are targeted in this PkM program because at the elementary school level, the training program related to the implementation of the independent curriculum is more focused on class teachers, and has not touched subject teachers, including PAI teachers. The P2M program is carried out in the form of training for 32 JP which is carried out over 3 days. In collaboration with KKG PAI North Cimahi District, Cimahi City, this P2M program is intended for 50 PAI Elementary School teachers in North Cimahi District, Cimahi City. The training material is focused on: equalizing perceptions about the independent curriculum concept, characteristics of PAI subjects in elementary schools and their opportunities and challenges in the context of the independent curriculum, implementation of PAI planning (learning outcomes, learning objectives and flow of learning objectives) in the context of the independent curriculum, implementation of the differentiated learning process in PAI and Elementary School Ethics subjects, and implementation of learning evaluation in PAI and Elementary School Ethics subjects in the context of the independent curriculum. After attending this training, each training participant (SD PAI teacher) can understand the concept of an independent curriculum and is able to implement it in PAI and Elementary School Character subjects in order to improve and increase the quality of PAI learning in schools.

Why is learning from patient safetyincidents (still) so hard? Asociocultural perspective onlearningfrom incidents inhealthcare organizations.

Despite robust quality improvement efforts in healthcare, learning from patient safety incidents remains difficult. Our study explores counter-vailing powers shaping learning processes and possibilities in healthcare organizations, with a focus on social, political and organizational dynamics of learning. Deploying concepts of situated curriculum, boundary work and interconnected knowledge practices, we interviewed staff and physicians (n=15) in a large Academic Health Science Centre in Canada about their experiences of incident investigations and resultant information sharing. Our analytical strategy was abductive, drawing connections to sociology of the professions and learning sciences literature. Incident investigation and follow-up processes are relatively robust for learning about incidents in the organization. However, learning from incidents remains difficult, complicated by the professional politics of incident classification, counter-vailing policies related to privacy, the organization of improvement work towards reporting, and an organizational focus on incidents with severe outcomes. Participants advocated for a broader view of incidents, moving beyond classification and investigation based on severity of outcome to also include incidents that are "learning rich". To that end, we argue for more research on the role of Patient Safety Specialists in organizational learning and more collaborations with learning sciences. This paper illuminates ways in which robust information dissemination structures are an important but insufficient condition for learning from incidents. The argument goes beyond a prescriptive approach to learning from incidents to instead explore the competing visions and values implicated with improvement practices.

Creativity as a transferable concept in arts education curriculum: Synergies and tensions in the Irish context

In many countries, there is now an emphasis on creativity as a core capability and skill throughout arts education and wider education curriculum. Focusing on draft curriculum and broader policy documents from the Republic of Ireland, discourses of creativity are firstly identified in this paper. Here, within a “key competency” framing, creativity is established as a concept that moves across multiple subject contexts rather than one located in specific disciplines. This is linked to the identification of the needs of a future work force. Following this, versions of creativity that are “transferable” across multiple contexts and subject areas are explored. These include the facilitation of work within creative models and the prioritization of personal traits and characteristics related to creativity. This leads to a discussion on versions of creativity that are in tension with notions of transferability. These include emphasis on judgements and insights from biographies of creative individuals within specific fields. A focus is placed on music education to further illustrate the importance of specific discrete spaces for creativity. The discussion in the paper draws out how an assumed shared common or transferable creative process, against the backdrop of under-theorization in policy documents, means that some claims about creativity in curriculum are valued to a much higher degree than others. Implications and recommendations at the levels of policy making, teacher education and school curricular planning are identified.

Representation of Science Concepts in Local Folklore as a Source of Learning IPAS in Madrasah Ibtidaiyah

The purpose of this study is to see how local folktales and science concepts can be used as learning resources in Natural and Social Science lessons in Madrasah Ibtidaiyah (MI). In this study, qualitative methods and content analysis techniques were applied to relevant local folktales. The main data sources were folktales from various regions in Indonesia, which were selected based on their relevance to science concepts in the IPAS curriculum. Data collection was conducted through document analysis of folktales, interviews with IPAS teachers, and observations on how folktales are applied in classroom learning. Using a descriptive approach, the data collected was analyzed to find and categorize the science concepts contained in the folktales. In addition, it was assessed the possibility of folklore can be used as learning media. The results showed that local folktales have great potential as a source of IPAS education covering physics and chemistry concepts, as well as natural phenomena and animal and plant life. Students can gain a better understanding of science concepts through folktales, which are more contextualized and easy to understand. Thus, folktales can be incorporated into IPAS learning to improve students' understanding, enrich their learning experience, and raise awareness of the importance of environmental conservation. In addition, this study suggests the creation of folklore-based learning modules and teacher training programs to maximize this potential.

课程思政理念下组织学与胚胎学教学的探索与实践——以《心血管系统的发生》为例

课程思政理念下组织学与胚胎学教学的探索与实践——以《心血管系统的发生》为例

Reacting to the New Version of Compulsory-stage English Curriculum Standard in Mainland China: An Innovative Model of Formative Assessment

Currently, the educational reform in compulsory-stage English teaching in China is attracting more front-line teachers’ attention. The new compulsory-stage English curriculum standard published in 2022 requires teachers to make pedagogical accommodations to adapt to the changes in English curriculum conceptions. This article makes a focal reaction to one of the major shifts in the curriculum conceptions: integrating formative assessment into classrooms and systematically introduces an innovative formative assessment model, as well as its associated one-pager for English teachers to learn how to skillfully implement this model in classrooms. The introduced model is now in the phase of theoretical assumptions, and future practice-based research needs to be conducted to examine its effectiveness in reality. In addition to this future direction, some other potential research directions are also discussed in this article.

EEG Power Analysis of Children with Autism Spectrum Disorders (ASD) Based on EIBI Curriculum Levels

Early Intervention Behavioral Therapy as a method has been shown to aid children diagnosed with Autism in adjusting behavior through Applied Behavior Analysis. While there are three levels of ABA, EIBI does not provide a concrete metric of what separates between the individual levels. The current study focuses on differentiating the electrical patterns found in EEG in children and plans to explore how EIBI can serve across the ABA spectrum. The electrodes F3, F4, C3, C4, P3, P4, O1, and O2 were used to capture the EEG signals and were utilized in estimating the power, spectral density using the Welch method. It was observed during the statistical examination that there existed differences in the results of power across the frequency band amongst the groups. The higher levels of Alpha lead us to believe that there was better emotional management. The chronic group was shown to have more prominent Delta power reflecting weakened control. Comparatively, beginning level’s theta power was found to be higher across all groups showcasing change in attention requiring tasks. Due to greater focus being placed on the lower range frequency activity there existed no noteworthy changes in the Beta and Gamma portions. These findings highlight the role of EIBI in neuromodulation in the Alpha and Delta bands, and its application in the enhancement of emotional and neurological stability. EEG is an effective measure as it quantifies EIBI outcomes. Further studies should examine the long-term effects and enhance curriculum concepts to increase the efficacy of the interventions.

The Implementation of Learning Curriculum of Traditional Islamic Boarding School Darul Huda in the Era of Society 5.0

The objectives of this study were to analyze the concept of learning curriculum and to implement learning curriculum in Darul Darul Huda Kajang traditional Islamic boarding school by focusing on the basic principle of Islamic scientific values that are being the foundation of Islamic boarding school. The study used a qualitative approach of case study type. Furthermore, the object of the study was the curriculum of Darul Darul Huda Kajang traditional Islamic boarding school. The data collection techniques used observation, interviews and analysis of literature documents. Moreover, the informants were determined based on the hierarchy of Islamic boarding school structure. The results of the study showed that the main learning objective was to build student’s pious character, Islamic knowledge mastery, and knowledge implementation in daily life. Continuously, the learning materials focused on yellow books and several references books including journals, digital books, and learning methods involving sorogan method, bandongan, demonstration method/worship practice, deliberation method of bahtsul masa’il and muhafazhah or memorization method. Then, the assessment emphasized on qualitative aspects such as the ability to understand and explain Islamic teachings and their application in daily life. This research has significant relevance in facing the changing paradigm of education in the digital era. Along with the emergence of the Society 5.0 era, Islamic boarding schools must not only be the guardians of scientific traditions but also be pioneers in combining tradition with technology. The implication of the results of this study is the importance of the openness of boarding schools to new things that become demands and the need for resources that are able to face the times but still preserve the values of local wisdom and traditional boarding school culture.

USING BAYESIAN NETWORKS FOR COGNITIVE DIAGNOSIS ASSESSMENT OF UPPER-SECONDARY SCHOOL STUDENTS UNDERSTANDING IN REDOX REACTION

The redox reaction is a core concept of upper-secondary school chemistry curriculum. Accurate diagnosis of students’ conceptual understanding of the redox reaction from a cognitive structure perspective is critical for enhancing their understanding of chemical concepts. This study utilized Bayesian networks to investigate the cognitive structures of Chinese students regarding the redox reaction. A total of 409 upper-secondary school students participated, with 227 in 11th grade and 182 in 12th grade. Seven cognitive attributes related to the redox reaction were identified, and their hierarchical relationships were mapped. The research process of cognitive diagnosis assessment of redox reaction based on Bayesian network was developed. The results indicated that Bayesian networks can effectively assess students’ cognitive structures of the redox reaction. Key attributes identified in students’ cognitive structures were "electron transfer", "oxidation reaction / reduction reaction" and "oxidability / reducibility". Furthermore, a comparison of the cognitive structures between 11th and 12th graders showed that 12th graders had a more advanced understanding with fewer conceptual gaps, while 11th graders demonstrated less developed cognitive pathways, which may be attributed to a lack of deep conceptual understanding. Keywords: Bayesian network, cognitive diagnostic assessment, redox reaction, cognitive structure

Exploration of Knowledge, Attitude, and Practice of Pharmacovigilance Among HealthCare Professionals: A Cross-Sectional Study

Introduction: To ensure the safe use of pharmaceuticals and the detection of adverse drug reactions, it is essential to have an understanding of pharmacovigilance. Although India is running the Pharmacovigilance Program of India, still the spontaneous reporting rate is very low. There is a requirement to be aware healthcare professionals about the importance of pharmacovigilance. This study is conducted to assess the knowledge, attitude, and practice of pharmacovigilance among healthcare professionals in the Northern region of Uttar Pradesh. Material and Methods: A cross-sectional study was conceptualized by a Google forms-based questionnaire with 16 questions (08 of knowledge, 05 of attitude, and 03 of practice) a suitable means of assessing the essential knowledge, attitude, and practice of pharmacovigilance. The questionnaire was distributed among the healthcare professionals from March 2024 to April 2024. Result: 390 pretested questionnaires were circulated among healthcare professionals, and 332 of them were answered by the respondents i.e., the response rate was 85.12 %. Among all the respondents 63.25 % were males and 36.74 % were females. It was observed in this study that healthcare professionals have limited theoretical knowledge about pharmacovigilance. Despite a positive attitude toward the requirement of reporting adverse drug reactions, healthcare professionals showed less reporting practice. Conclusion: Healthcare professionals lack adequate knowledge and skill in reporting adverse drug reactions but have a positive attitude toward pharmacovigilance programs. Incorporation of adverse drug reaction reporting concepts in education curriculum, training, and voluntary participation of healthcare professionals in adverse drug reaction reporting is very crucial in achieving safety goals and safeguarding public health.

Analisis Perubahan Strategi Pembelajaran dari Kurikulum 2013 ke Kurikulum Merdeka di SMAN 14 Kabupaten Tangerang

The curriculum is a set of plans and arrangements regarding learning materials that serve as a guide in teaching and learning activities. Indonesia has experienced several curriculum changes, including the 1947, 1964, 1968, 1973, 1975, 1984, 1994, 1997, 2004, 2013, and Merdeka Curriculum. Given the importance of the concepts of curriculum and learning in the education system, efforts are needed to plan lessons that align with the material being taught. The relatively quick shift from the 2013 Curriculum to the Merdeka Curriculum has made many teachers feel unprepared for these changes. At SMA Negeri 14, the 2013 Curriculum is applied for grade 12, while the Merdeka Curriculum is implemented in grades 10 and 11

The Management of Curriculum Based on Islamic Values

This study aims to explore the concept, relevance, and implementation of an integrative curriculum based on Islamic values ​​in the context of modern education. An Islamic value-based curriculum is an educational approach that combines general knowledge with Islamic teachings holistically, aiming to produce a generation with Islamic character with intellectual, emotional, and spiritual intelligence. This study uses a qualitative method with literature studies to analyze the basic principles of the Islamic curriculum, such as monotheism, morals, balance, relevance, and integration of knowledge. The results of the study indicate that this curriculum has strong relevance in building the morals and character of students amidst the challenges of globalization. The implementation of a curriculum based on Islamic values ​​faces various challenges, including limited human resources and infrastructure, but has great potential to be implemented in Islamic educational institutions. This study recommends intensive training for teachers, development of Islamic-based teaching materials, and continuous evaluation of the implementation of this curriculum. This research is expected to provide a significant contribution to the development of Islamic education in Indonesia.