Demands Of Curriculum Research Articles

EFEKTIVITAS PEMBELAJARAN MATEMATIKA SECARA DARING DITINJAU DARI SELF-DETERMINATION

Online mathematics learning is able to facilitate curriculum demands in the Covid-19 pandemic, but the impact on student motivation is always ignored. This study aims to examine the relationship between student self-determination in the teacher's perspective and teacher self-determination towards online learning, either partially or simultaneously. A descriptive-correlational survey design was used in this study, with five mathematics teachers in Junior High Schools in Bandung as subjects, which were taken by convenience sampling. Questionnaires and unstructured interviews were used in this study. The questionnaire used to collect self-determination data was adopted from The American Institutes for Research Self Determination Questionnaire, while the online learning quality questionnaire was adopted from Alarcón et al. (2020). The results showed that there was a positive relationship: between student self-determination in the teacher's perspective and teacher self-determination towards online learning either partially or simultaneously, between aspects of teacher capacity in self-determination on teacher's digital-pedagogical abilities and digital resources, between aspects of student capacity in the teacher's perspective on student empowerment and student digital competence, between student capacity and teacher capacity for the implementation of online learning. Furthermore, the perception of mathematics teachers towards online learning are key elements in the effectiveness of online mathematics learning.

Developing 21st century teaching skills: A case study of teaching and learning through project-based curriculum

This study investigated secondary school teacher’s experiences in learning to teach 21st Century skills through the design and implementation of Project based (PBL) curriculum. Data collection focused on in-service teachers who completed a 3-unit, 16-week course part of a Master’s degree program in Curriculum & Instruction (C & I). Data were collected through two pre-post surveys—one measuring knowledge and the other measuring teachers’ confidence in integrating PBL units into the curriculum, and post course interviews. Results revealed that using PBL as an integrated teaching and learning strategy in the preparation of teachers can develop the self-efficacy required to support the curricular demands necessary to address the learning needs of students for the 21st Century. A sustained focus on pedagogy, curriculum, and skill acquisition is critical to developing 21st-century teaching skills. Implications for teacher learning and the importance of engaging teachers in a professional development experience that integrates college and career readiness curricula and PBL methods are also discussed.

Multiple Assessment Methods Towards the Improvement of Students’ English Language Learning

The study explores the perspective of multiple assessment methods and possibility of applying it in English language learning. Assessment of English language learning needs to consider the philosophical perspective of progressive education. Assessment in progressive notions of education is primarily used to nurture and develop individual students’ capacity and range of talents. Likewise, the perspective of the 2013 National Curriculum demands students’ real performance on relevant tasks. The study notes that an assessment process refers to implementing multiple methods or a range of strategies to make decisions regarding instruction and gathering information about students’ performance and behaviour, diagnoses students’ problems, monitors their progress and gives feedback for improvement. Rather than a single method of assessment, multiple assessment methods are more beneficial to help the teacher triangulate the evidence for a complete picture of student comprehension and understanding. Every method of assessment has weaknesses, and hence, by using multiple assessment methods, the strengths of one particular method can overcome the problematic weaknesses of another.

How good are the students practicing the Collaborative Problem-Solving Skillsin Mathematics-Based Task? (A Case of Indonesia)

This study aims to assess the collaborative problem-solving skills of junior high school students on the subject of mathematics using the teaching approach of collaborative problem-solving. The student’s skill in collaborative-problem solving will be the main focus of this study due to this skillis one of the important required skill regarding the Indonesian 2013 curriculum demands. In addition, collaboration-problem solving skill is a mandatory skill that must be given to students in facing global competition. Collaborative problem-solving skills are one of the 21st century skills that not only prioritize knowledge of cognition but must also be together with social attitudes that will make success in a work group. This research was conducted at SMP Negeri 2 Telaga, State Junior High School in Gorontalo Province, Indonesia and was carried out in the academic year 2020/2021.The research method used was a survey with a quantitative approach. The instruments used in data collection were tests. The results showed that the student’s skills were still relatively moderate in using collaborative problem-solving skills, namely building and managing mutual understanding with the value of 11,682, taking action approaches or strategies to solve problems(10,219), and building and managing team organizations with 12,854.

How Liberal education makes humans free －Historical review of competence based Liberal education to advocate for Liberal education

Liberal education has represented the ideal and standard form of education that contains the essential value of education. Liberal education values the exploration of knowledge that holds truth beyond life. This is because knowledge itself has an intrinsic value of being “liberal.” Nonetheless, how being “liberal” actually liberates human beings cannot be explained. This very characteristic of liberal education has been criticized for making knowledge <i>a priori</i> dogma and for distancing people from the fullness of real life.</br>Liberal education, an elite education for liberal citizens, is known to be exclusive and removed from the reality of the working class. While it is concentrated on the input of knowledge, it shows a structural vulnerability that it neglects in the output. Therefore, the demand for a specific curriculum and observable consequences that would liberate humans was bound to appear constantly. Competence-based education grew against this backdrop, and liberal education gradually diminished in importance due to being seen as overly speculative, old fashioned, and disconnected from reality.</br>As the social demand for professional education intensifies, liberal education is being used as a symbolic myth that grants rhetorical justification to vocational education. Efforts to transform liberal education into competency-oriented training may backfire and often weaken the originality of liberal education and produce self-negating outcomes.</br>The cooperation between liberal education and competency-based education should begin again not by meeting half-way, but by acknowledging differences and recognizing potential elements of conflict.

Development of Worksheet Based Problem Based Learning (PBL) in Colloidal Systems For Senior High School

ABSTRACT
 The 2013 curriculum emphasizes students to be active in learning independently, have the skills to think and act, be critical, independent, productive, good cooperation and communicative. One of the curriculum demands can be realized by applying the Problem Based Learning (PBL) model in the learning process. This study aims to produce PBL-based worksheets on colloidal system materials that are valid and practical. The research implementation uses the R&D method. The development stage uses a 4D model consisting of define, design, develop and deploy which is limited to development due to time and cost limitations. The research was conducted by testing the validity and practicality of the resulting LKPD. Based on the research data obtained, 5 validators have a validity of 0.87 with a valid category. Practicality that was carried out to 3 teachers had a value of 91.67% in the very practical category and practicality to 30 students of class XI IPA had a practicality value of 88.5% in the very practical category. 
 Keywords: LKPD, PBL, Colloidal System, R&D

SCREENING OF PSYCHOLOGICAL DISTRESS AMONG COLLEGE STUDENTS DURING THE COVID-19 LOCKDOWN PERIOD: A CROSS-SECTIONAL STUDY

The uncertainty and dread linked with COVID-19 has contributed to a rise in mental health disorders among the general population showing high rates of anxiety, depression, posttraumatic stress disorder, and psychological discomfort. The current study aims to assess the prevalence of psychological distress among undergraduate students of an Arts college in rural Tamilnadu. A cross-sectional study was carried out among 100 undergraduate students of an arts college selected by convenient sampling technique using GHQ-12 questionnaire via online platforms. Among the 100 medical students who participated in the study, 78% were found have severe problems with psychological distress. Leisure time activity like smartphone usage was found to have a signicant association with psychological distress (p<0.05) while other factors like gender, socio-economic status, physical activity, dietary preferences, junk food consumption and sleep habits were not associated statistically. Early recognition of students under stress and counselling will go a long way in helping students adjust to the demands of the educational curriculum.

META-ANALYSIS OF THE EFFECT OF USE WORKSHEETS ON STUDENTS CRITICAL AND CREATIVE THINKING SKILLS IN LEARNING NATURAL SCIENCE IN JUNIOR HIGH SCHOOL AND PHYSICS IN SENIOR HIGH SCHOOL

This research is a meta-analysis of the influence of student worksheets on students' critical and creative thinking skills. Education currently uses the 2013 curriculum. The curriculum demands to learn that provides opportunities for students to develop all their potential. This meta-analysis study aims to determine the effect size value of the effect of using worksheets on students' critical and creative thinking skills based on education level, material unit, and learning model. The sample of this study used 20 national and international articles. The articles used in this study have been analyzed and meet the categories for effect size calculations and are grouped based on three indicators. There are three group indicators analyzed, namely based on education level, based on material units, and based on learning models. The results of this meta-analysis study are 1) Based on junior high and high school education levels, the effect of using student worksheets is equally effective against improving critical and creative thinking skills, but when compared to the effect size results, the SMA level has a higher value, 2) Based on the material unit, fluid material units are more effectively used to improve critical and creative thinking skills, and 3) Based on the learning model, the cooperative learning model is effectively used to improve critical thinking skills and problem-solving is effective to improve students' creative thinking skills.

Perception of Faculty of their Role as Medical Facilitator

Introduction: Over the past few decades integrated curricula has been presented in undergraduate medical education with an important point of producing competent doctors. In conventional teaching basic science subjects are taught in separation and no correlation exists between basic and clinical science subjects as well. British Medical School has been criticized within the report “Tomorrow’s Doctors: Suggestions on Undergraduate Medical Education”, for overburdening students with genuine information and recommendations emphasized that medical course ought to promote critical understanding of the core knowledge Health professions education is highly demanding and complex field. Integrated curriculum and modern instructional strategies demands the role of medical facilitator be revamp. These perceptions can be utilized to plan faculty development workshops to upgrade the mindfulness of the faculty about their educational responsibilities and accomplish their potential. Objective: To explore faculty perception regarding role of medical facilitator in a private sector medical college Material and Methods: Study design: Quantitative cross sectional Settings: Shahida Islam Medical & Dental College Lodhran Duration: Six months i.e. July 2020 to December 2020 Data Collection procedure: It was quantitative cross sectional study conducted on a private sector medical college. Pre validated questionnaire was used to measure the perception of faculty members as facilitation of medical undergraduate students. Results: A total number of 40 faculty members filled the questionnaire. Eight items questionnaire was used after giving consent from faculty members. In this study of 40 participants, 22 were males and 18 were females. Regarding faculty perception of their roles as medical facilitators 95% shown as information provider, 89% as role model, as resource provider and facilitation in and outside the class both 88%, as leader 87%, curriculum developer 86% and researcher as 82%. The data was analyzed using SPSS version 24. Conclusion: The role of medical facilitator has extensive across the boundaries of information provider in facilitation of medical undergraduate students. The faculty of medical college shown their mindfulness about modern-day medical education and recognized the foremost important part of a medical facilitator to be not as it were an information provider but also an on-job role model and scholastic advisor to undergraduates. Key words: facilitator, faculty, perception, role model, medical

Strategi Guru Sejarah Islam Dalam Mengajarkan Kitab Khulāshah Nūr Al-Yaqīn Pada Santri Kelas 2 Mts Di Dayah Modern Darul Ulum

This study discusses the Strategy of Islamic History Teachers in Teaching the Book of Khulāshah Nūr al-Yaqīn to Class 2 MTs Students at Darul Ulum Banda Aceh and Darul Ihsan Krueng Kalee Aceh Besar, specifically related to the learning strategies as well as the advantages and disadvantages of learning strategies applied by teachers in Islamic history subject. The focus of the research was carried out in Dayah Darul Ulum Banda Aceh and Darul Ihsan Aceh Besar. In which there are different abilities between the students of the two dayahs in understanding Islamic history subject even though they use one particular same book. The purpose of this study was to determine the learning strategies of Islamic history that applied by teachers and also to find out it’s advantages and disadvantages. This study conducted a literature review to find out concepts and theories related to the problem under study, followed by direct research to obtain concrete data in the field using qualitative descriptive research. The results showed that the strategy of Islamic history teachers in Darul Ulum Banda Aceh and Darul Ihsan Krueng Kalee Aceh Besar was in accordance with the standards of the curriculum demands, namely by using the expository learning strategy and inquiry learning strategy. Conducted through class organization, discipline of students in the classroom, the application of innovative learning methods, and effective learning media to foster student interest in studying Islamic history subject. The strategy of learning Islamic history at Darul Ulum Banda Aceh and Darul Ihsan Krueng Kalee Aceh Besar, of course, has experienced several obstacles such as limited learning time, limited media, and so on. However, it is common in a strategy implemented by teachers in any school. Even so, it would be better for a teacher to be able to minimize the shortcomings of the strategies that he applies to simplify the learning process in the classroom.

EP.TU.310Dancing in the rain: early experience of Enhanced Stress Resilience Training

Abstract Aim Core Surgical Training (CST) programs are associated with a 60% risk of burnout and failure to progress. This study aimed to assess the influence of a novel Enhanced Stress and Resilience Training (ESRT) course delivered alongside a focused induction at the start of CST in a single UK Statutory Education Body. Method All CST1s were invited to participate in a six-week ESRT course teaching mindfulness-based exercises to develop tools to deal with stress at work and burnout. Primary outcome measures were compliance with ESRT programme and degree of burnout measured using Maslach Burnout Inventory (MBI) scoring. Results Of 43 boot camp attendees, 38 trainees completed questionnaires, with 24 choosing to participate (63.2%; male 13, female 11, median age 28 yr.) Burnout was identified in 23 trainees (60.5%) with no evident difference in baseline MBI scores between participants or not (p = 0.77, median 4 [0-11] vs. 4 [1-11]). MBI scores were comparable before and after ESRT in the intervention cohort (p = 0.63, median 4 [0-11] vs. 4 [1-10]). Qualitative data reflected challenges delivering ESRT because of arduous and inflexible clinical on-call rotas and time pressures related to academic curriculum demands. Despite these challenges, 22 (91.6%) considered the course valuable, 14 (58.3%) continued to use the techniques in daily clinical work there was and unanimous support to continue the program in future. Conclusion ESRT was feasible and further research is warranted to determine its medium-term efficacy.

Evaluation of Learning Environment among First year MBBS and BDS Students at a Private Malaysian University

Background: The learning environment has a significant impact on the academic success and learning process of students. Implementing a high-quality, student-centered curriculum demands an assessment of the educational environment. The focus of this study was to compare the learning environments of first-year medical and dental students at a private Malaysian University using the Dundee Ready Educational Environment Measure (DREEM) questionnaire, a validated method for evaluating educational environments.
 Methodology: A cross-sectional analytical study was undertaken with students who agreed to participate. The trial lasted three months. After obtaining consent from students for participation, demographic information was gathered. Students in the lecture hall were given physical copies of the DREEM questionnaire to assess their learning environment. A total of 225 students participated, and IBM SPSS version 23 was used to analyze the data. The Chi-square and Student t tests were employed to establish the existence of an association or difference between two variables.
 Result: A total of 225 students were involved in this study showing 100% response rate. The total score indicated that the majority (84%) regarded the educational environment was outstanding, 15.56 percent had a more promising opinion, and a very small percentage (0.44%) believed the educational environment was terrible. In this study with noteworthy findings, medical students were happier with their lecturers and with their own academic abilities than dental students. The weakest 19 questions were identified. Most respondents had extremely favorable attitudes toward the educational environment, followed by a moderately favorable opinion. Less than 1% of pupils exhibited a negative attitude.
 Conclusion: In this study, perceptions of the educational environment was satisfactory for both medical and dental students, but more positive for medical students. Measures must be taken to improve the scores and ensure that the scores are consistent across both faculties.

Conceptions of clinical learning among stakeholders involved in undergraduate nursing education: a phenomenographic study

BackgroundTo prepare nursing students to become critical, autonomous members of the workforce, an agreement among stakeholders on how this can be achieved in the clinical setting is needed. However, a critical discussion of the clinical learning process in relation to actual and desirable outcomes is lacking in the nursing education literature. This study aimed to map conceptions of the desired process and outcomes of clinical learning among stakeholders involved in undergraduate clinical nursing education.MethodsTwenty-five semi-structured interviews about their understanding of clinical learning were conducted with nursing students, supervisors, clinical educators and higher education institute professionals involved in clinical nursing education in a Dutch academic medical center. Data were analyzed using a phenomenographic approach.ResultsFour conceptions were identified: clinical learning as a process to 1) meet curricular demands, 2) learn to deliberately deliver patient care, 3) learn to deliver patient care within the larger (healthcare) context, and 4) become a continuously developing professional. Conceptions 3 and 4 represented a broader, more inclusive perspective on clinical learning than conception 1 and 2. Conceptions were distinguished by five dimensions: role of guidelines from the school; learning opportunities, focus of supervisor; focus of reflection; desirable outcomes of clinical learning.ConclusionsThose directly involved in clinical learning in nursing may have qualitatively different understandings of its desired nature and outcomes. Two patterns across conceptions could be discerned: a) a shift in focus from learning as following standards, to following an individualized learning trajectory and b) a shift in focus from increasing patient load, to understanding oneself and the patient within the healthcare context. To prepare nursing students for the future workforce, a flexible, social form of self-regulated learning is warranted, as well as an understanding of one’s own role within the healthcare system and a critical attitude towards healthcare. Schools and hospitals should collaborate to integrate these values in the curriculum. The current study adds different ways of applying self-regulated learning as a relevant dimension in understanding clinical learning to the literature. Through the phenomenographic approach we identified conceptions that can be a basis for training and policy development.

Teacher Professional Development: Mobile and Limited Technology-enhanced Pedagogy

This qualitative case study seeks to document and understand the influence of technology integrated/supported professional development (PD) on preK-12 grade teachers in Nepal. The study focuses on the value of collaborative, university-school relationships to foster buy-in among teachers to integrate technology for increased student learning. We used the TPACK framework and sociocultural theory of learning to understand how and why technology integration at a rural school in a poor country would support more engaged pedagogy for learning. The PDs were co-designed by the researchers with teachers’ input, and further supported in its implementation when teachers tried out the new strategies in their classrooms. Data was collected utilizing methods of observations, self-reflective fieldnotes, informal interviews, and artifacts. Data analysis indicated that effective and locally suitable technology integration relies on building relationships with the teachers and school community; technology integration needs to be focused on the local needs of students and teachers based on their resources and curricular demands; and while limited (mobile) technology integration can support better learning, student-centered inquiry-based pedagogy needs to guide technology use in class. Furthermore, the study argues that recognizing and valuing local cultural and school contexts are central to successful PD in technology integration.

Hannah Arendt on anti-Black racism, the public realm, and higher education

In recent years, a growing number of scholars have accused Arendt of anti-Black racism. Some of these criticisms can be traced to certain passages in her essay On Violence about black radicals making what she believed to be unreasonable curriculum demands, namely the establishment of Black Studies programs. The purpose of this paper is to contextualize these controversial passages within her deeply anti-modern thinking about the role of higher education in society. While her arguments remain troubling, when read along with the critical perspectives of Max Weber and Karl Jaspers, it becomes clear that her essential criticism had mostly to do with the transformation of the university into a capitalist enterprise, where students had become customers essentially seeking glorified vocational degrees. For Arendt, the university should not be a means of employment or another branch of the US military, as it had so become. It was a space where one could escape the public realm and discover a kind of freedom, the life of the mind.

Teaching Teams: The Roles of Lead Teachers, Teaching Assistants, and Curriculum Demand in Pre-kindergarten Instruction

Teaching Teams: The Roles of Lead Teachers, Teaching Assistants, and Curriculum Demand in Pre-kindergarten Instruction

Mind-Body Wellness: A Complement to Dental Education and Professional Development.

We strive in dental education to train our students to leave dental school with a skill set that enables them to be competent in diagnosis, treatment planning, and in their technical skills to treat their patients. We do not however train our students in practices to maintain their physical and mental well-being, cope with the demands of the dental school curriculum, and provide a toolbox of skills to manage the stresses of dentistry that will be with them for as long as they practice. The COVID-19 pandemic has added a new layer of stress on dental students and although the topic of wellness has been addressed in various ways in dental school environments, integrating a wellness component that supports our student's vulnerabilities while also teaching skills to build resilience to adversity is a needed and missing component in the dental curriculum. Elective stress management wellness courses have been implemented in dental schools and although this is a promising start, the demands of the dental school curriculum make it a difficult environment to become relaxed, grounded, and focused. Based on 6 years of experience in creating and implementing an integrated wellness program at an academic dental institution, this article aims to outline the benefits and applications for teaching mind-body practices in the dental school curriculum as preventative approaches to maintaining overall student wellness, for developing effective strategies to manage academic and clinical challenges and how it sets the foundation for the health, well-being, and professional mindset of future dentists.

The Challenges Facing English Language Teachers in Turkey

This study, which utilized a mixed-methods design, aimed at investigating the challenges facing English language teachers in Turkey. Moreover, the study explored the probable effects of age, years of teaching experience, and teaching sector (i.e. state vs. private) on English language teachers’ perceptions of challenges in terms of school environment, students, community and parents, teachers’ skills, and curriculum. The data were gathered from 153 English as Foreign Language (EFL) teachers in Turkey via a questionnaire, including both open-ended questions and close-ended items on Likert-scale format. Many teachers complained that emotional support from the school principal is not enough, and classes are crowded, too. Those who worked in villages even complained about the problems of school buildings and environments. Half of the respondents believed that parents are unaware of the importance of English language and they do not cooperate with English language teachers. The majority of the teachers maintained that they need many training programs, such as workshops on using specific aids for teaching English language. The majority of the Turkish teachers of English complained that pressure from curriculum demands inhibits creative and innovative language teaching. In addition, they lack enough time and facilities to meet the requirements of the curriculum. Moreover, some teachers complained that the curriculum lacks sufficient attention to Turkish EFL learners' oral communication skills. Teachers’ age, years of teaching experience, and teaching sector did not significantly affect the teachers’ perceptions about the challenges. A set of recommendations is presented in this paper which can contribute to tackling the challenges.

An Investigation on College Students’ Basic Aesthetic Quality and the Needs of Aesthetic Education Curriculum—Empirical Evidence from Ten Universities Data in China

The research defines the basic aesthetic qualities and divides them into three parts: aesthetic consciousness, common sense, and behavior. Empirical evidence from more than 1000 college students of ten universities showed that many students still lack basic aesthetic knowledge and skills, and there are also significant differences in gender, location, and qualification. Therefore, college students have a relatively large demand for aesthetic education curriculum, especially in the arts. But obviously, the current aesthetic education curriculums in colleges and universities cannot meet the needs of students, and it is even more difficult to guarantee the aesthetic ability of students who lack art education in primary and secondary schools. Therefore, it is necessary to make up for deficiency in university courses, and to carry out professional-based and even interdisciplinary and cross-border aesthetic courses can achieve the goals of aesthetic education in universities.

ANALYSIS OF CRITICAL THINKING TEST TYPE HOTS BASED ON EDUCATION FOR SUSTAINABLE DEVELOPMENT IN PRIMARY SCHOOL

The purpose in this study is to know the quality of the problem of PAT IPA SD Grade 5 in Tasikmalaya city and to know the extent to which the question can measure students' critical thinking skills in high-level thinking (HOTS) and in the context of ESD (Education for Sustainable Development) which is the demand of the current Curriculum 2013 and the needs of the world today. This study uses qualitative methods using descriptive approaches. The research design used is content analysis. The population in this study is the whole problem of PAT IPA SD Grade 5 in Tasikmalaya city which amounts to 10 subdistricts. Sampling in this study using Simple Random Sampling technique, so that obtained samples in the form of 100 PAT IPA elementary school questions from 5 subdistricts in tasikmalaya city. Data collection is conducted through interviews and documentation studies. While the technical analysis of data in this study uses descriptive statistics and instruments in this study using analysis sheets and assessment rubrics. The results showed that half of the pat ipa problems of GRADE 5 elementary school in Tasikmalaya city are HOTS type (43%) and the other half are lots (57%). Furthermore, the characteristics of esd-based critical thinking test questions contained in pat questions are small (14.3%) contains indicators on the importance of self-contribution in sustainability life, half of which (57.1%) contains about how to interpret the phenomenon to the impact of sustainable living and less than half (28.6%) contains indicators that describe messages and impressions related to sustainable living.