Concept Of Curriculum Research Articles

Evaluating the Implementation and Challenges of the Single National Curriculum at the Primary Level in District Jhelum

A salient policy move in Pakistan emerged with the conception and foundation of the Single National Curriculum (SNC), to standardize the educational content and ensure educational equity in the country. This study aims to look at the implementation of the SNC at the primary level in District Jhelum, focusing on problems that have occurred during this time and the validity of the policy. It adopted a mixed-method study design that used questionnaires and interviews to gather quantitative and qualitative data on resource allocation, teacher training, curriculum acceptance, and involvement of stakeholders. Obstacles to the implementation of the SNC are shown to be resource inadequacy, lack of teacher training, and lack of commitment from stakeholders. The study draws a conclusion for policy change and further research.

개념적 접근에 따른 교육과정 연계·통합의 가능성과 과제

Purpose: The purpose of this study is to analyze cases of curriculum connection and integration according to the conceptual approach practiced by IB schools, and to discuss the educational possibilities and challenges of such an approach. Method: In order to analyze the characteristics of curriculum connection and integration according to a conceptual approach, unit design plans and class observations of IB PYP schools were analyzed. Results: IB schools clearly recognize that forming students’ conceptual understanding is the most important goal of teaching and learning, and design and implement inductive learning experiences and transition steps toward conceptual understanding through student-led inquiry. Discussion: It is necessary to present cross-curricular key concepts in the national curriculum, prepare differentiated strategies according to the characteristics of elementary and secondary schools, and strengthen teacher capacity.

Tantangan dan Peluang: Inovasi dalam Kurikulum Merdeka bagi Guru Madrasah Ibtidaiyah di Trangkil

The curriculum merdeka has been implemented simultaneously in the 2023/2024 academic year. At the Elementary School and Madrasah Ibtidaiyah levels, it has been implemented in grades I and IV. This service aims to provide a deeper understanding of the implementation of the independent curriculum regarding initial assessment, differentiated learning, preparation of teaching modules and preparation of P5P2RA modules. The implementation methods used are observation, coordination with partners, outreach, implementation of activities and program evaluation. The intended target is MI teachers in Trangkil District. The results obtained from this service are that teachers are able to understand in more depth how to implement the independent curriculum concept according to the characteristics and needs of students. Apart from that, teachers know the differentiated learning process in accordance with the concept of teaching at the right level.

Bridging theory and practice: Exploring digital transformation in entrepreneurship education through a conceptual curriculum development framework in TVET

Bridging theory and practice: Exploring digital transformation in entrepreneurship education through a conceptual curriculum development framework in TVET

Classroom Teachers' Problems and Strategies in Implementing the Merdeka Curriculum

General Background: The introduction of the Kurikulum Merdeka in Indonesia aims to enhance student competence and character by offering more flexible and student-centered learning approaches. Specific Background: While it promises a more inclusive and modern educational environment, the implementation poses challenges for teachers adapting to this new paradigm. Knowledge Gap: Previous studies have focused on policy impacts and student outcomes, but there is limited research on the specific difficulties faced by classroom teachers during implementation. Aims: This study seeks to identify the challenges teachers encounter with the Kurikulum Merdeka and the strategies they employ to overcome these challenges. Results: Analysis of literature reveals several key issues: teachers' inadequate understanding of the curriculum's concepts, difficulty in designing student-centered learning, lack of resources, and challenges with competency-based assessments. Strategies to address these include ongoing professional development, fostering professional learning communities, leveraging technology, and developing authentic assessments. Novelty: This research contributes to the literature by focusing on teachers' perspectives, providing insights into practical challenges and solutions in implementing the Kurikulum Merdeka. Implications: Findings can guide the design of teacher training programs and inform educational policymakers to support effective curriculum implementation, ultimately benefiting Indonesia's educational landscape by preparing students for the challenges of the 21st century. Highlights: Teacher Training: Continuous professional development is crucial for teachers to effectively implement the Kurikulum Merdeka. Resource Limitations: Adequate access to educational resources and facilities is necessary for supporting innovative teaching methods. Assessment Challenges: Developing and utilizing authentic assessments can enhance the evaluation of student competencies. Keywords: Kurikulum Merdeka, Student-Centered Learning, Teacher Challenges, Competency-Based Assessment, Educational Innovation

Kurikulum Merdeka: Meningkatkan Kualitas Pembelajaran dengan Kebebasan dan Fleksibilitas

How the implementation of Independent curriculum in improving the quality of learning with freedom and flexibility. The implementation of The Independent curriculum has brought significant changes in improving the quality of learning in Indonesia. This curriculum gives teachers, students and the community the freedom and comfort to create more innovative and creative content and learning methods. The curriculum must follow the essence and character of the Times and pay attention to the diversity and inclusiveness of the teaching and learning process. The Independent curriculum gives students the opportunity to get more meaningful and personalized learning. The purpose of this study to determine the concept of independent curriculum as an aspect of learning with freedom and flexibility. In this study using the type of qualitative research, using the method of literature study. The technique of collecting data in this study is by searching in electronic books (e book) and the latest scientific articles: looking for information in catalogs and library databases. With the aim of solving the problem by tracing the sources of writing that have been made before that are in line with the title of this study.

Curricular concepts of Edwin Hauswald (1868-1942) in the field of polytechnic education

Edwin Hauswald, profesor budowy maszyn Szkoły Politechnicznej we Lwowie, jedynej przed I wojną światową polskiej wyższej uczelni technicznej, odegrał istotną rolę w powstaniu i kształtowaniu się dwudziestowiecznej koncepcji formacji zawodowej inżynierów. Praca zawiera omówienie poglądów Hauswalda na temat aktualnych i projektowanych programów i metod kształcenia politechnicznego. Był on zwolennikiem praktycznego i efektywnego kształcenia techników, opartego na podejściu doświadczalnym i autonomii dyscyplin technicznych w stosunku do nauk podstawowych. Zwracał uwagę na zalety korzystania ze sprawdzonych rozwiązań zagranicznych. W omówieniu wzięto pod uwagę główne prace Hauswalda, publikowane w lwowskim „Czasopiśmie Technicznym”, uwzględniono też jego aktywność na zjazdach techników.

Implementasi Kurikulum Merdeka di Sekolah: Persiapan Mahasiswa UIN Raden Fatah Palembang sebagai Calon Guru dalam Menghadapi Tantangan Pendidikan

The implementation of the Merdeka Curriculum presents various challenges, both in terms of preparedness and understanding of the curriculum concept itself. Teachers are required to be more innovative and creative in designing and conducting lessons. Thus, the implementation of the Merdeka Curriculum aims to prepare students as prospective teachers to face educational challenges. The research method used is a qualitative approach with a case study method. The data used includes interviews, observations, and documentation. The research results show that the Merdeka Curriculum facilitates education students at UIN Raden Fatah Palembang in optimizing teaching tools.

Praktek Pembuatan Konsep P5 Dalam Kurikulum PAI

The practice of creating the P5 concept in the Islamic religious education curriculum is a process aimed at developing understanding and application of the principles of Pancasila and Citizenship Education (P5) in the context of Islamic religious education. The P5 concept refers to five core values, namely Belief in One God, Humanity, Unity, Democracy, and Justice. In the context of the Islamic religious education curriculum, the practice of creating the P5 concept involves the development of learning materials that integrate P5 values into every aspect of Islamic religious education. This is intended to shape students' characters to be virtuous, patriotic, respectful of diversity, and have a sense of law and justice. The process of creating the P5 concept in the Islamic religious education curriculum involves various stages, starting from identifying relevant P5 values to Islamic teachings, developing learning materials that support the integration of these values, to assessing and evaluating the effectiveness of implementing the P5 concept in teaching. With the practice of creating the P5 concept in the Islamic religious education curriculum, it is hoped that students can become a generation with moral awareness, ethics, and adherence to Islamic teachings and Pancasila values as the foundation of the Indonesian state. This also serves as an effort to strengthen national identity and promote unity and harmony among the nation through Islamic religious education based on universal values of humanity and justice.

Toward a grammar of curriculum practice: Embracing new conceptions of curriculum and curriculum planning By Edmund C.Short, State University of New York Press. 2023. 160 pp. $33.95 (paperback). ISBN: 9781438493473

Toward a grammar of curriculum practice: Embracing new conceptions of curriculum and curriculum planning By Edmund C.Short, State University of New York Press. 2023. 160 pp. $33.95 (paperback). ISBN: 9781438493473

Hidden curriculum: Voices of Chinese rural migrant children

AbstractUnited Nations Sustainable Development Goal 10 emphasises the need to ‘reduce inequality within and among countries.’ In line with this goal, this study focuses on the educational experiences of five rural migrant children from an urban village in China. Using the concept of hidden curriculum (HC), the study explores whether these children have encountered social exclusion in their schools. Through interviews and observations, the study shows that the HC is not easily discernible but subtly influences students, teachers, and parents, resulting in a certain degree of social exclusion within various educational facets. Reducing inequalities through education presents significant challenges, requiring sustained efforts.

Teaching foundational language equity concepts in the pre-clinical curriculum

BackgroundDespite the prevalence of non-English languages in the US population, existing medical training to teach communication with linguistically diverse communities is limited to electives or solely focuses on medical interpreting. Language-appropriate communication skills are seldom comprehensively integrated in medical education. This study describes the development and evaluation of an intervention to teach foundational language equity concepts.MethodsThe authors implemented a pre-clinical language equity course at three medical school campuses between August 2020 and March 2022. Sessions focused on the impact of language in health, physician language proficiency standards, and working with medical interpreters. The study sought to (1) understand students’ language skills and prior clinical experiences with patients with non-English language preference and (2) evaluate the curriculum’s impact. Students self-reported their language skills and experiences as part of a voluntary pre-questionnaire. Pre and post-questionnaires evaluated knowledge, attitudes, and intent to apply language equity concepts. Descriptive statistics and chi-squared tests were used to examine trends; themes were identified from free-text responses.ResultsOverall, 301 students completed the course, 252 (83%) completed at least one questionnaire; for each session, between 35% and 46% of learners completed both pre and post-questionnaires. Three quarters (189/252) reported non-English languages. Over half (138/252) reported previous non-English language patient care, and 28% (62/224) had served as ad hoc (untrained) interpreters. Only two students (< 1%) had ever been assessed for medical language abilities. Students demonstrated improved post-course language equity knowledge, strategies for interpreter-mediated encounters, and likelihood to report a plan for language skills assessment (all p < .001). Most plans were multifaceted (61%, 38/62), involving goals like completing a language course, taking a proficiency exam, openly discussing skills and uncertainties with team members, and increasing professional interpreter utilization.ConclusionsA longitudinal language equity curriculum can be feasibly integrated in pre-clinical education, highlight the linguistic diversity of the student body, and serve as a first step in ensuring that all students have a strong language equity foundation prior to clinical rotations. Future steps include evaluating the intervention’s potential long-term effects on professional interpreter utilization, student clinical performance, and institutional culture that promotes multilingualism.

Developing a Curriculum for Non-Native Speakers of Arabic: Employing Thuaimah's Model as a Prototype

Developing a Curriculum for Non-Native Speakers of Arabic: Employing Thuaimah's Model as a Prototype

The Construction of the Curriculum System of Transportation Engineering Electromechanical Professional Group Based on Guizhou's Transportation Characteristics

The professional group of traffic engineering electromechanics has the same professional basic platform courses with the core of engineering machinery application technology, the construction of traffic engineering electromechanical related equipment and facilities as the service object, and the realization of intelligent transportation electromechanical engineering as the goal to realize the cross-border integration of technical skills of the professional courses.Under the guidance of the curriculum concept of "wide caliber + thick foundation", it meets the needs of students' personality development and professional cross-border integration.It has formed a curriculum system in which the foundation of majors is connected, the core courses are separated and the extension courses are extended, cross-boundary, integrated and inter-selected.

Development of Malaysian Science Standard Document for Teaching Year Four Student according to Neoteric Approach Curriculum: A Concept Paper

Purpose: This paper discussed about the development of Neoteric Approach Curriculum concept and the mapping of the Science Standard Document. The objectives of study are to examine the benefits of integrated curriculum, to outline the mapping of the concept of Neoteric Approach Curriculum for Year Four and to discuss the significant of integrating Science, Health Education and Visual Art.&#x0D; Methodology: The development of the Neoteric Approach Curriculum for Year 4 Science Standard Document was generated from the idea of subject-integration. The mapping of the integration of Science, Health Education and Visual Art are needed to originate an integrated discipline that named as Learning Cluster of Human Development for Year Four. This learning cluster is grouped based on the intention to improve human personal development in terms of skills development and academic knowledge. &#x0D; Findings: The Neoteric Approach is a new and modern approach for delivering the teaching and learning process that helps to strengthen the existing Malaysian National Curriculum. Neoteric Approach Curriculum acts as a solution to the modernization of education and pedagogy to produce a holistic student in terms of balanced physically, emotionally, spiritually and intellectually, as well as to be competitive to fulfil the needs of 21st century. The theories that supported the concept of Neoteric Approach curriculum are constructivism theory by Jean Piaget and progressivism theory by John Dewey. Based on the theories, the elements that emphasized are active learning and learning by doing which allows the students to learn by actively engage in the learning process and enhanced their learning experience.&#x0D; Unique contribution to theory, practice and policy: By having this approach, it could help to enhance the students-centred learning with integrated strategy and support active learning in classroom, cultivating students’ knowledge and skills development which will benefit them in the future.

Kurikulum Merdeka dalam Konsepsi Pendidikan Syekh Nawawi Al-Bantani

Education is one of the ways to advance human civilization. Historical records reveal that the better education during a particular period, the better civil society developed. A dynamic development in education is needed to create a better civilization. In the era of globalization, education has a heavier task than ever before, the boundaries of space and time are no longer known in this era. The ease of access to information has both positive and negative impacts. While it is beneficial for knowledge, the incoming facts may not be filtered according to the culture and norms of a particular region or country, resulting in the loss of character and national identity. In this regard, the Ministry of Education provides a solution of the form of a learning curriculum, namely the "Merdeka Curriculum." The Merdeka Curriculum is expected to preserve the nation's character in the next generation. However, the question arises as to whether this curriculum concept aligns with Islamic values, given that Indonesia currently has a Muslim majority. This article discusses the theory of the Merdeka Curriculum from the perspective of Islamic education, as seen through the thoughts of one of the prominent scholars of the Indonesian archipelago who gained global recognition, namely Syekh Nawawi Al-Bantani. This academic article employs a qualitative approach using a literature review method to analyze Syekh Nawawi's views on the concept of the Merdeka Curriculum. The conclusion drawn from this study is that Syekh Nawawi's thinking emphasizes lifelong learning for a sustainable future and character education that builds uniqueness, identity, and national character. Keywords: Curriculum; Medeka Curriculum; Islamic Education; Syekh Nawawi Al-Bantani

마을학습 교육과정의 개념 및 의의 고찰

Purpose: The purpose of this study is to explore the significance of the village learning curriculum by examining the concept and content of the village learning curriculum. Method: For this purpose, in-depth interviews were conducted with elementary school teachers, administrators, parents, and village teachers who had experience participating in the village learning curriculum. Results: The village learning curriculum involves learning through organic relationships with the village, which is the object and subject of learning, in the village. Conclusion: The significance of the village learning curriculum was discussed focusing on the research results.

웰에이징 연구경향과 과제

The purpose of this paper is to examine the current trends in research on well-aging and suggest new research directions. This is because Korea's entry into an aging society has raised fundamental questions about the meaning and value of life for individuals, and Koreans are faced with the challenges of solving problems such as poverty, loneliness, and illness in old age. To fulfill the research objectives, this paper reviews the existing wellaging research in academia. The existing well-aging research trends can be categorized into the concept of well-aging, curriculum and training needs, and program effectiveness and satisfaction. Future well-aging research tasks include policy research, interdisciplinary research, educational program development, spreading well-aging discourse in cooperation with civil society organizations, cultural movements, and wellness tourism. The results of this study are expected to provide an academic foundation for the formation of a well-aging culture that fits the Korean reality.

Analysis of the Readiness of Driving School Teachers in Implementing the Independent Curriculum at the PAUD Level in Situbondo Regency

This research analyzes PAUD teachers in Situbondo as driving school teachers in adopting and implementing the Independent Curriculum. The results of this research provide an in-depth understanding of how teachers understand the curriculum concept, the school's efforts to integrate it, management based on the Independent Curriculum. This research used qualitative methods using in-depth interviews and observations of 41 teachers from various kindergartens in Situbondo, including Nurul Anshor Islamic Kindergarten, DWP 1 Besuki Kindergarten, DWP 1 Asembagus Kindergarten, Kartika IV-71 Kindergarten, Nurul Huda Kindergarten, DWP 1 Jatibanteng Kindergarten. , and Hasyim Asy'ari Kindergarten. The research results show that the majority of PAUD teachers in Situbondo have a basic understanding of the Merdeka Curriculum, although there are variations in their level of understanding. This emphasizes the need for additional training to ensure teachers can implement it effectively. Kindergarten schools in Situbondo have demonstrated a strong commitment to integrating the Merdeka Curriculum into children's learning experiences. Collaboration between teachers and school staff is a key factor in school operational management. School management has also adopted the principles of the Independent Curriculum in school management and development. Overall, these findings contribute to important insights into the role of PAUD teachers as drivers in creating an educational environment in accordance with the principles of the Independent Curriculum. All the results of this research can serve as guidance for related parties in efforts to improve the quality of PAUD in Situbondo.

Updating Curricula of Iraqi Higher Education Institutions &amp; SDGs Achievement

Education, being an essential requirement to achieve the Sustainable Development Goals (SDGs), curricula life. Accordingly, most Higher Education Institutions have paid much attention to modernize curricula due to their positive impact on the progress of societies, in addition to identifying and internalizing the role of employees in the accomplishment of SDGs. They should be aware that their environment is the shelter that they are assumed to protect and preserve. Therefore, the goals related to people’s environment have been widely explored in the updated curricula as they work on meeting the learners’ needs, their concerns, and developing meanwhile their skills of different directions. Nonetheless, the curricula of some Iraqi Higher Education Institutions still do not include materials that are consistent with the learners’ tendencies and their abilities as well as the essential requirements of society. Hence, these curricula have failed to achieve the main strategies of learning because they have been concentrating on specific topics that only assist students to shift from one study stage to another. The process of updating the curricula of Iraqi Higher Education Institutions, as per the researcher’s viewpoint, is considered as part of the UN Sustainable Development Goals, when applied, whether now or in the future, they shall change the role of academics as well as students, creating meanwhile some type of link between educational, productive and service institutions, and thus connecting education with life and acquisition of labor skills, being essential factors that lead to promoting the concept of curriculum. The researcher has adopted a descriptive approach focusing in his survey on a sample of 68, he has come up with the following conclusions: Most updated items of the curricula assist in achieving the Sustainable Development Goals. Higher Education Institutions participate in supporting and encouraging transfer of appropriate advanced technologies so as to achieve Sustainable Development Goals. Besides, we have come up with the following recommendations: It is quite necessary to update the curricula according to their objectives and outcomes for the purpose of achieving SDGs in face of current and future challenges. Establishing an infrastructure for financing and implementing curricula that could enable students to contribute in achieving the Sustainable Development Goals. integrating the SDGs with the environmental, social, cultural and scientific objectives.