Concept Of Curriculum Research Articles

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 vertical curriculum in the lifelong learning perspective

The paper considers the concept of the vertical curriculum in the lifelong learning conception. The concept of vertical curriculum introduces an issue that marks a discontinuity with transformative values in pedagogical debate and teaching practice. The perspective of lifelong learning modifies and integrates the educational project precisely on the basis of a different temporal conception, not only on the adjustment of organizational structures but on the ecology of development and learning understood as a vital process. In this sense, schools must confront the scientifically proven thesis that people continue to learn and transform throughout their lives and must at the same time make this idea pedagogically sustainable. From this point of view, the reference map comes to be supplemented with the concepts of mental plasticity and pervasiveness of knowledge, from which some key criteria for learning-to-learn-oriented design, among others, can be derived. The vertical curriculum represents a cultural artifact, progressive and recursive, capable of promoting training in complexity, understood in this part as a process that is related to the dimension of reflexivity and strategic competencies: a process that lasts throughout the life cycle and allows for the construction of meanings from experience, in a perspective of critical consciousness, global citizenship and planetary responsibility.

Effectiveness of English Textbooks of Oxford University Press according to Teachers’ and Students’ Perspectives

Objectives: The current study is an attempt to examine the effectiveness of English textbook published by Oxford University Press and being taught to the students of grade 5 in many private schools. During last few years, government of Pakistan has implemented the concept of Single National Curriculum (SNC) to get it introduce and functional in every educational institution of the country. For this purpose, state-owned and private publishers brought modifications in their curricula and materials in order to ensure their alignment with the SNC. Methods: Researcher adopted descriptive framework in this survey-based research to gather and analyze the data quantitatively. The randomly selected 200 teachers and 100 students with equal proportion of gender was determined as the sample of the study. Two different types of questionnaires were taken as data collection tools in order to obtain information from the participants. Findings: The obtained results indicated diversity of findings regarding effectiveness and utilization of Oxford English textbooks in schools. The participants highlighted the importance of textbooks, its impressive content, logical organization, comprehensive exercises, and meticulous course learning objectives. However, it was also found that textbook is expensive, lack cultural components, ignore real life linguistic issues, and devoid of maintaining learning and teaching interest. It was also found that teachers are not given proper trainings on implementing textbook-based instructional strategies in English classrooms. Research implications: The problems and challenges highlighted by students and teachers may benefit the school administrators, implementers and managers to devise their further policies, which may facilitate learning effectively.

Research on the Path of Ideological and Political Education in College Students’ Mental Health Education Courses in Higher Vocational Colleges

In recent years, under the background of the deepening reform of China’s education system, the curriculum system settings, teaching methods, and teaching concepts of various colleges and universities have undergone major changes. As a curriculum concept, ideological and political education in courses does not reform a certain professional course, nor does it change the ideological and political course itself. Instead, it combines knowledge imparting and value output to guide students in a positive way. This article analyzes the ideological and political education in college students’ mental health education courses.

Manajemen Kurikulum dalam Proyek Penguatan Profil Pelajar Pancasila pada Sekolah Berbasis Pesantren di SMP Negeri 2 Kraton Pasuruan

This research examines curriculum management at SMP Negeri 2 Kraton, a pesantren-based school, in implementing the Pancasila Student Profile Strengthening Project. The study aims to understand the curriculum concept, project implementation, and its impact. A qualitative descriptive approach was employed in this research. The instruments used were interview guidelines and direct practices by the researcher. Data collection techniques included interviews, observations, and documentation. The collected data were analyzed descriptively using an interactive analysis model through data collection, data reduction, and conclusion drawing. The results of this study indicate that the Pancasila Student Profile Strengthening Project, in general, helps to enhance the competence and character of students by providing direct learning experiences about real life.

Integration of Mental Health Concepts in the Middle School Curriculum

This qualitative study explores the experiences of middle school teachers of Liaocheng Vocational and Technical School with student mental health education within their school setting. Drawing on interviews with teachers, supported interviews with school administrators and parents, the study aims to understand the challenges, resources, and support systems in promoting student well-being that teachers believe would be most beneficial in facilitating effective mental health education. Through a qualitative inquiry, and specifically using purposeful sampling, ten participants will be selected to provide rich insights into the phenomenon. Data will be collected through semi-structured interviews and analyzed using thematic analysis. Results may highlight the multifaceted nature of supporting student mental health, encompassing recognition of mental health issues, role breadth, efficacy in providing support, and barriers faced within the school environment. It is hoped that the study contributes to the literature by offering insights into the complexities of addressing student mental health within the middle school context and informing the development of effective interventions and support systems.

예비기술교사의 기술교과 교육과정 개념 형성과 변화: C대학 강좌를 중심으로

Objectives This study aims to identify the process of pre-service technology teachers' understanding of the cur-riculum through the formation and change of pre-service technology teachers' conceptions of the technology curriculum. Methods A total of 94 pre-service technology teachers taking the ‘Technology Curriculum’ course were surveyed to collect their conceptions of the technology curriculum before and after the course. The number of pre-service technology teachers studied was 48 in 2022 and 46 in 2023. The collected concepts were analyzed for frequency, centrality, clustering groups, structural hole, and ego network analysis using semantic network analysis. Results Before taking the course, pre-service technology teachers recognized the concept of achieving ‘educational goals’ as the main concept. In addition, it was possible to apply curriculum-related contents after the class, and changes in concepts occurred in curriculum-related specialized contents. In addition, it was possible to apply cur-riculum-related contents after the class, and changes in concepts occurred in curriculum-related specialized contents. In addition, it was possible to confirm that concepts were expanded and differentiated in terms of curric-ulum design and operation from the perspective of technical subjects teachers after the class. Conclusions Through this study, the concept of curriculum was materialized, and it can be used as a basis for fu-ture curriculum revision through changes to a cohesive conceptual structure and influence relationships with major curriculum variables.

The Concept Of Heutagogy; The Implementation Of ‘Kurikulum Merdeka’ In Indonesia

When the past learning methods were carried out with traditional concepts where the teacher was the center of information, the independent curriculum offers a learner-centered learning concept. However, the quality of teachers in implementing the concept of an independent curriculum is not yet fully capable, especially by applying the concept of heutagogy. This research aims to explore the potential application of the concept of heutagogy in the context of an independent curriculum in Indonesia. This research uses the Systematic Literature Review (SLR) method, regularly collecting, critically analyzing, and presenting data and findings from various other studies. This approach is expected to make education more inclusive, relevant, competitive and improve problem-solving skills. Another objective is to evaluate the effectiveness of heutagogy in increasing learning motivation, learner engagement, preparing individuals for complex challenges in a changing society, and academic achievement in the context of an independent curriculum. The results show that the implementation of the heutagogy concept in the independent curriculum gives learners more control over the learning process, and fosters greater independence, creativity and engagement. Thus, the concept of heutagogy is not only a valuable addition in the context of an independent curriculum, but also a strong foundation for creating a more inclusive and competitive education system in Indonesia. Through the heutagogy approach, individuals are expected to develop lifelong learning skills and become active agents of change in building a brighter and more sustainable future. Book Antiqua 10, single space.

Managementul riscurilor transformaționale ale educației matematice și informatice din Republica Moldova

The article addresses the significant transformations in mathematics and IT education in the Republic of Moldova. The challenges facing mathematics and IT education are identified: implementation of the new curriculum concept, resistance to change on the part of teachers, inadequate teacher training, lack of resources and infrastructure, risk of ineffective assessment. The principles of developing the new school curriculum focus on adapting to the sociocultural context, respecting individual learning needs, training essential skills for professional and personal life, and integrating disciplines for sustainable skills. The need to update teaching methods, including interactive and innovative approaches, the use of digital technology, and the development of critical and creative thinking are emphasized. It is proposed to create individualized learning paths and use digital educational resources to improve the learning process. As a result, continuous training of mathematics and computer science teachers is recommended through programs that include learning themes centered on pedagogical models, tools and innovative methodologies, such as the Conditional knowledge strategy, realistic mathematical education, the Flipped Classroom method, video-pedagogy, virtual reality, augmented reality and mixed reality technologies, to stimulate students' motivation and their active involvement in the educational process.

Signal Processing in the Digital Era: Educational Strategies for Developing Curriculum for Teacher’s Training at Secondary School A Need Assessment Analysis in District Kot addu South Pakistan

Due to the fast-growing technological expansion, signal processing has become one of the significant elements of learning, especially in a world where technology is rapidly growing. This study, titled “Signal Processing in the Digital Era: The research study titled “Educational Strategies for Developing Curriculum for Teachers’ Training at Secondary School: A Need Assessment Analysis in District Kot Addu, South Pakistan” will focus on the need to include signal processing concepts in the training curriculum of teachers in secondary schools. This study aims to find out existing level of awareness and existing knowledge of teachers so as to find out the gaps / areas where further curriculum development could be attempted based on the district Kot Addu, South, Pakistan. It will analyze the impact of digital tools and technologies in the improvement of teachers’ competencies in signal processing through an evaluation of them extensively. Particular emphasis will be made on the difficulties which teachers encounter when implementing these concepts and technologies, the necessary conditions in schools and the necessary preparation of educators for proper curriculum implementation. The result from this study will be important for its contribution toward informing the process of curriculum development for teacher training, the context of the digital age, in order to promote positive change in educational outcomes of secondary school. Keywords: Signal Processing, The Digital Age, Curriculum Development, Digital Technologies.

Analysis of the Needs of Cognitive Conflict-Based Teaching Materials Integrated with Augmented Reality on Heat

In the 21st century, the increasing development of technology and informatics has brought significant changes in the world of education. The independent curriculum is a response to the demands of education in the era of evolving technology. The main goal is to deepen concept understanding and strengthen student skills. Concept understanding is one of the basic competencies in the independent curriculum that students must have. But in fact, based on research of preliminary, it was got that the problem of concepts understanding from students was still low and tended to occur misconceptions, the use of cognitive conflict learning could contribute to improving understanding of concepts in the independent curriculum. The research purposes was to analyze the characteristics, validity, and practicality of teaching materials based on cognitive conflict. This research type is preliminary research. Three Padang City High School teachers were given a questionnaire to complete in order to assess how physics is being taught in classrooms. Subsequently, the survey was distributed to 130 students in class XI F across two distinct high schools in Padang City, with the objective of examining the requirements for physics educational resources in the classroom. Journal analysis was done in addition to the questionnaire to examine high school students' conceptual grasp of heat topic. Both quantitative and qualitative analyses were done on the data. Misconceptions about hot content and low concept understanding among students are the outcome of an analysis of multiple published papers. Furthermore, there are still few teaching resources available, less technology-integrated learning media, and a teacher-centered approach to education. Consequently, based on the findings of preliminary research, physics instructional materials integrating augmented reality technology and cognitive conflict must be developed

Enhancing medical training in conflict zones and remote areas through innovation: introducing the Canadian Virtual Medical University Initiative

The WHO projects a global shortage of 4.3 million physicians by 2030, with the largest deficits in developing and conflict-affected regions. Our aim is to train competent physicians rapidly and affordably through remote education programs. We developed an online medical training curriculum with four levels, focusing on different aspects of human body systems using a competency-based, student-centered approach. This study evaluates the first three levels; level four (internship) is outside this scope. The 105 medical students from eight Afghan universities were randomly assigned to nine groups. The curriculum includes Entrustable Professional Activities (EPA) for the cardiovascular system: level 1 covers basic medical sciences, level 2 pathology and basic clinical skills, and level 3 full clinical competencies. EPAs were delivered asynchronously online via Lecturio, CyberPatient, and Zoom. The 30-day intervention included 4h of weekly online classes for formative assessment, collaborative learning, and evaluation, supervised by medical faculty members. Virtual pre- and post-intervention evaluations used multiple-choice questions and objective structured clinical examination (OSCE). We also conducted a satisfaction survey and open interview forum. Data triangulation from observations, surveys, and interviews validated curriculum effectiveness. The benchmarking method assessed cost-effectiveness. Pre- and post-intervention analysis showed a significant increase in clinical competencies and knowledge acquisition (P<0.0001). The CyberPatient intervention improved clinical competency quality (P<0.0001) and shortened decision-making time (P<0.001). Cost analysis revealed that a virtual medical university would be 95% more cost-effective than traditional medical education. Integrating virtual technology with modern curriculum concepts in pre-internship years can effectively address healthcare training gaps and enhance education quality for healthcare workers at a low cost. Provided by CanHealth International. A UBC spin-off not-for-profit organization.

Studi Komparatif: Tinjauan Pelaksanaan Kurikulum Merdeka dalam Pembelajaran Sejarah di SMA

The "Merdeka Curriculum" has influenced the implementation of learning in schools. This research aims to examine the implementation of history education within the Merdeka Curriculum. The research method used is a literature study by analyzing previous research related to the topic. The research findings indicate that there are still many challenges in implementing the Merdeka Curriculum in history education. Teachers, as the primary facilitators of learning, lack a comprehensive understanding of the Merdeka Curriculum concept; they face limitations in developing interactive teaching methods and models; there is a shortage of supporting learning resources; and there is insufficient socialization, training, and mentoring in the implementation of history education within the Merdeka Curriculum.

Exploring the concept of a responsive curriculum in teacher education from the perspective of students and teacher educators

Exploring the concept of a responsive curriculum in teacher education from the perspective of students and teacher educators

The Role and Challenges of Teachers in the Implementation of the Independent Curriculum

This study analyzes the role and challenges of teachers in the implementation of the Independent Curriculum in elementary schools and identifies strategic steps to support the success of this curriculum. Qualitative research methods with the type of literature study are used to collect and analyze data from relevant literature through content analysis methods. The findings of the study show that although the Independent Curriculum offers a more flexible and student-centered approach, its implementation faces significant challenges. These challenges include a lack of in-depth understanding of curriculum concepts, limited resources and facilities, high administrative burdens, cultural challenges, and the need for ongoing support and training. Teachers play the role of facilitators, curriculum developers, evaluators, and agents of change in education. To address these challenges, systematic support from the government and stakeholders and ongoing training for teachers are needed. This study emphasizes the importance of teacher competence in the successful implementation of the Independent Curriculum and provides recommendations to improve the quality of education in Indonesia.

Implementing a Flipped Learning Approach With TPACK in Grades 6 to 9

In this design-based study, a flipped learning approach using audio-visual resources as prelearning activities was examined in grades 6, 7, and 9 with four teachers and 65 students over one school year. The purpose of this study was to explore the implementation of a technology-enhanced pedagogy in science, math, and social studies. The implementation was sequenced to provide students who were also learning the English language with an opportunity to practice engaging with curriculum concepts through viewing prelearning videos with language tailored by the teacher and with embedded questions, prior to in-classroom learning activities. The technological, pedagogical, and content knowledge (TPACK) framework was used to inform the instructional design for the flipped learning activities. Monthly teacher-researcher professional learning sessions were held, and data were gathered from teachers’ reflections and a student survey. Results indicated that teachers had more class time to support students with enrichment, remediation, small group work, and active learning. Students reported that the prelearning video activities benefited their learning and complemented in-class learning activities. This study serves to inform teachers and schools considering implementation of flipped learning to support students’ understanding of content knowledge and English language learning, and researchers studying designs using flipped learning sequences.

Comparison of teaching and learning concepts network for Mendelian inheritance

ABSTRACT In order to improve science education and learning, analysis of the actual field of science education is necessary. The purpose of this study is to investigate the difference between taught curriculum and learned curriculum that appears in the actual field of science education from a conceptual aspect. For this, the concepts presented by the teacher in class and the concept network learned by the students were visualised using Semantic Network Analysis. The learned concept network was analyzed immediately after class and at a follow-up (4 weeks later) to determine the effect of memory. As a result of the study, the concepts of taught curriculum and learned curriculum were similar, but the network structures were different. In other words, there were differences in the connections between concepts. In the taught curriculum, concepts were structured without being divided so that subtopics could be clarified, and as a result, the learned curriculum was also structured without being able to distinguish subtopics. In order to reduce the difference between taught curriculum and learned curriculum, there is a need to connect and teach concepts using intermediate concepts or connections concepts between concepts presented in the intended curriculum. Additionally, students’ prior knowledge influenced the learned curriculum. Therefore, in future research, there is a need to analyze how various factors that affect prior knowledge like shadow education or learner characteristics affect the learned curriculum.

Implementasi Manajemen Kurikulum Merdeka untuk Meningkatkan Mutu Pendidikan

This research aims to describe and analyze the Implementation of Merdeka Curriculum Management to Improve Education Quality. The research approach uses a qualitative approach descriptive method. Data collection techniques using interviews, observation, and documentation. Research results: Planning stage with 1) Identification of Local Needs, 2) Organizing a Curriculum Planning Team. 3) Socialization of Understanding the Independent Curriculum Concept. 4) Determination of CP and ATP Learning Objectives. 5) Selection of teaching materials and project modules: 5) Planning Extracurricular Activities and Practical Learning. 6) Teacher Training. 7) Student and Community Engagement. 8) Evaluation and Renewal. The organizing stage begins with the formation of a curriculum committee consisting of experienced teachers from various fields of study. This committee is tasked with planning and overseeing curriculum implementation by the principles of the Merdeka Curriculum. The implementation of the Merdeka Belajar curriculum at SMPN 154 Jakarta involves the application of intracurricular and co-curricular learning. Within this framework, project-based learning is organized according to the themes set by the government. The evaluation process of the Merdeka Belajar curriculum at SMPN 154 Jakarta is carried out by compiling learning assessments which serve as an evaluation tool to assess the success and effectiveness of the curriculum implementation.

Curriculum Portrait Independent Learning At The Center Of Excellence School (Studi Kasus di SMK Ma'arif NU Tirto Pekalongan)

In education, the curriculum is the main aspect of the learning process. The independent learning curriculum is categorized as a Center of Excellence school for vocational schools and a Driving School for high schools. However, this research focuses on vocational schools categorized as Center of Excellence schools. This study uses a qualitative method approach with field study research at SMK Ma'arif NU Tirto Pekalongan. The purpose of the research is to find out how the learning system in the Center of Excellence schools implements the Independent Learning Curriculum. Vocational Secondary Schools implementing the Merdeka Learning curriculum include the term P5BK (Pancasila Student Profile Strengthening and Work Culture Project) in each subject. Therefore, school principals, teachers, and students must be ready to implement the Independent Learning curriculum. For PK vocational schools in Pekalongan, the level of readiness is mature and according to the criteria of the Ministry of Education. This can be seen from the supporting factors, which include synchronization between teachers and students regarding the concept of the Independent Learning Curriculum, teachers as facilitators of student learning, and the encouragement of counseling guidance teachers for students and many young teachers who can utilize technology. In addition, there are several inhibiting factors, namely the difficulty of teachers in understanding the diversity of students' characters, the inadequate facilities and infrastructure of the automotive department, and the absence of conducive classroom conditions. This makes it difficult for teachers to adjust learning to the diversity of students' characters. However, the existing obstacles do not last long because at SMK Ma'arif NU Tirto Pekalongan, there is a collaboration with industry partners and assistance funds to complete the school's needs.

Implementation of the Independent Curriculum in Building the Character Profile of Pancasila Students Based on Tri Hita Karana in Elementary Schools

One of the most important achievements of education is the development of Pancasila-based character and behavior that are able to make the name of the region and nation proud. Currently, education must be adapted to the current curriculum concept, namely the Merdeka curriculum, in order to produce students who are creative, imaginative, and characterful. Because Tri Hita Karana has a consistent goal of achieving happiness or harmony in life, it is very consistent with building a character profile of Pancasila students, which is one of the objectives of implementing the Independent Curriculum. Learning today is very close to technological changes; therefore, it is important to balance students in managing life harmony to build student character with the idea of Tri Hita Karana.