Demands Of Curriculum Research Articles

DEVELOPMENT OF POGIL-BASED WORKSHEETS ON HEAT MATERIAL AND ITS TRANSFER AT AN-NAJA MIDDLE SCHOOL

Science learning will feel more fun if the learning is done actively, not just lectures. Therefore, learning can be done with practicum so that students are more active. Practicum can be done with one of the components of the learning instrument in the form of student worksheets. Based on curriculum demands that incline students to be more active, they can use the POGIL learning model. The purpose of this development is to develop POGIL-based student worksheets. The development model taken is ADDIE development. This study only reached 4 stages, including analyze, design, development, and evaluation. The results obtained were that the process of developing student worksheets only reached 4 stages. including the analyze, design, development, and evaluation stages. The results of the validation of the student worksheets assessed by 3 validators got a score of 74.3% in the "Valid" category. Research on the development of POGIL-based student worksheets that has been carried out on heat material and its transfer at SMP An-NAja Boarding School. Development research using the ADDIE development method. The development only reached 4 stages with a validation result of 74.3% in the "Valid" category. This shows that the student worksheets that have been developed are suitable for use in learning.

Developing a Minecraft Adventure Map to Support Eleventh Grade Senior High School Students’ Vocabulary Learning

With the rapid development of technology, Indonesia’s Curriculum demands full support of technology in its implementation. As a result, its incorporation into English language teaching and learning becomes inevitable. One of the ways to incorporate technology in education is by using video games. Thus, this study aimed to develop a Minecraft adventure map as a learning media to support eleventh grade senior high school students’ vocabulary learning. To achieve the aim, this research was done by focusing to know how the product was developed, how it looked like, how appropriate the product was, and what the students’ opinions were towards the product. Therefore, the development research with the model of ADDIE by Branch (2009) was used. The research procedures consisted of analyze, design, and develop stages. The participants of this research were the English teachers of eleventh grade in SMA N 1 Pontianak, and the students of XI MIPA II as selected through purposive sampling. The techniques of data collection involved interviews for analyze stage, a questionnaire for internal evaluation, and another questionnaire to know the students’ opinions of the product. The product was made using Minecraft Java Edition version 1.18.2. It was in the form of a Minecraft adventure map that covered relevant topics of English for eleventh grade students. It was also available for PC and mobile devices. To sum up, it was found that the product was strongly appropriate for the target users through internal evaluation. Moreover, the product received positive responses from most of the targets.

Graphical models for narrative texts: Reflecting and reshaping curriculum demands for Swedish primary school

This study explores how graphical models, teaching resources and language arts curricula for primary school in Sweden represent features of narrative genre. Furthermore, it provides a conceptual and methodological approach for studying the recontextualization of genre knowledge in different educational contexts. We selected two particular models (the Story Face and the Obstacle Chart) because they are promoted by the Swedish National Agency of Education. We analyzed the models, curricula, and related teaching resources through Bernstein's concept of recontextualization fields, Martin's genre theory, and Kress and van Leeuwen's visual grammar. The results show that both graphical models use metaphors to evoke students’ everyday experience and break down a narrative text to key story elements. Aligning with Swedish language arts curricula, the models de-emphasize the need to manage tension in narratives. Finally, the results show that the models’ different ways of representing key story elements may be difficult for teachers and students to decode.

A systematic review of robotic surgery curricula using a contemporary educational framework.

There has been a rising trend in robotic surgery. Thus, there is demand for a robotic surgery curriculum (RSC) for training surgical trainees and practicing surgeons. There are limited data available about current curricular designs and the extent to which they have incorporated educational frameworks. Our aim was to study the existing robotic surgery curricula using Kern's 6-step approach in curriculum development. A systematic review was conducted using PubMed, PubMed Central, Cochrane, Embase, and Scopus (we searched studies from 2001 to 2021). PRISMA Guidelines was used to guide the search. Curriculum designed for general surgery and its subspecialties were included. Urology and gynecology were excluded. The articles were reviewed by five reviewers. Our review yielded 71 articles, including 39 curricula at 9 different settings. Using Kern's framework, we demonstrated that the majority of robotic surgery curricula contained all the elements of Kern's curricular design. However, there were significant deficiencies in important aspects of these curricula i.e., implementation, the quality of assessment tools for measurement of performance and evaluation of the educational value of these interventions. Most institutions used commercial virtual reality simulators (VRS) as the main component of their RSC and 23% of curricula only used VRS. Although majority of these studies contained all the elements of Kern's framework, there are critical deficiencies in the components of existing curricula. Future curricula should be designed using established educational frameworks to improve the quality of robotic surgery training.

Project Approach: Is It Feasible in Chinese Preschool?

The Ministry of Education China has promoted child-centred pedagogies in preschools since the 1990s, project approach is one such pedagogies. However, how Chinese preschool teachers implement the project approach has not yet been fully investigated. This study of two preschool teachers in one typical preschool in Chengdu China documented how the two teachers implemented the project approach and the factors that influenced their teaching. This study was of the qualitative paradigm and exploratory in nature. Videotapes of long-term classroom observations, audiotaped in-depth interviews and document analysis were the three main methods of data collection. In th e process of implementing the project approach, the two teachers were found to largely adhere to the child-centred aspect and practice constructive learning, especially towards the second month of implementation. Both teachers and children learn constructively in this study. The outcome of this study also revealed that the two teachers have undergone conflicts of thought to gradually shift from traditionally teacher-centred, whole-class Eastern pedagogy into child-centred, individual-oriented Western pedagogy. The emerged factors influencing the teachers’ implementation of the project approach are time constraints, perceived curriculum demands, parental expectations of knowledge acquisition and academic achievements, lack of support,professional development, and conflict of thoughts between adhering to traditional Chinese-based and Western-based pedagogical beliefs. The findings suggested that though frontline teachers faced some difficulties in implementing an ‘imported’ pedagogy, both teachers and children were able to adapt the project approach to fulfill their needs. For policymakers and preschool administrators, it is necessary to encourage cooperation and provide professional development opportunities to help teachers practice constructivist child-centred teaching in the early childhood education field in a more sustainable manner.

Correlation of The Implementation of The Scientific Approach with Critical Thinking and Problem Solving Skills of Students on Benzene Material

The 2013 curriculum demands the use of a scientific approach in the learning process. Based on the questionnaire distributed to 10 chemistry teachers in Padang City, it was found that the scientific approach had not been implemented, and students' critical thinking and problem solving skills were still low. The purpose of this research is to describe the correlation of scientific approach with critical thinking and problem solving skills. This type of research is descriptive research with simple random sampling technique. The study was conducted on 33 students in one high school in Padang City. The instruments used are document analysis sheets to see the completeness of teacher documents, observation sheets to see the implementation of the scientific approach, Structured Essay Diagnostic Test of Chemistry (SEDToC) to measure students' critical thinking and problem solving skills on benzene material. The results of the study indicate that the planning prepared by the teacher through the lesson plans has been implemented, but the implementation has not been carried out according to the scientific approach. After learning with a scientific approach, the SEDToC instrument was then given to measure students' critical thinking and problem solving skills. As many as 69% of students are classified as uncritical, 13% are quite critical, 18 are less critical and no students are classified as critical. While the problem solving ability of students is 100% low. The correlation test shows that the implementation of the scientific approach has a positive correlation with students' critical thinking and problem solving abilities.

The value of mediation for task design and implementation in a US-China virtual exchange

The use of Virtual Exchange (VE) to connect Student Teachers (STs) with learners as part of their preparation is an area of growing interest (e.g. Adnan, 2017; Arnold, Ducate, Lomicka, & Lord, 2005; Dooly & Sadler, 2013; Üzüm, Akayoğlu, & Yazan, 2020). There has also been growing interest in issues of task design in VE (Arnold et al., 2005; Dooly & Sadler, 2013; Hampel, 2006, 2010; Hauck, 2010; Kurek & Müller-Hartmann, 2017; O’Dowd & Ware, 2009). This study involved US-based Teaching English for Speakers of Other Languages (TESOL) STs designing tasks for English as a Foreign Language (EFL) learners in China through the mediation of the classroom teacher in China. We explore the following questions: What is the structure of the mediation that took place during three task stages (design, implementation, and evaluation)? What is mediated by the classroom teacher in the process of task design and implementation in this VE? What factors in the design process influence the successful implementation of tasks? Data were collected from email and Google Groups posts by participants. Data analysis, supported by information from participant observer emails and instructor notes, focused on the development of teams’ tasks and feedback. Results showed three major areas of mediation by the EFL teacher: socio-institutional contexts (implementation schedule, access to technology, cultures-of-use), differences in learning purpose (genre, task selection and elements, student interests), and gaps in language proficiency. Revisions to tasks in these areas helped to localize tasks to better meet curricular demands and student interests. Timely mediation was essential to successful task completion. Implications for further research on task design in VE are discussed.

Environmental Education and the new curriculum for Wales: an evaluation of how a family of schools in a rural area used a Theory of Change approach

This paper evaluates an Environmental Education programme where the barriers and opportunities for professional development, access to specialist resources, provision through technology and partnership are considered within the context of Wales and the demands of a new curriculum. The findings reflect on the first three years of an education programme that uses a Theory of Change framework to plan for learning with 9–11 year olds in Wales, UK. Drawing on qualitative individual and group interviews with teachers and pupils across six schools, the successes and challenges of this framework are presented. I suggest that combining a Theory of Change framework with a Capability Approach—focussing on values and agency—offers a more useful planning tool for curriculums developing strategies where teacher agency is encouraged—compared to using one approach alone.

Satisfying curriculum and rewarding curiosity—A case study in recording studios for education, experimentation, and verification

While the acoustic performance goals of a recording studio in an academic setting have much in common with those of a commercial studio, the school diverges quickly from the business. The owner, users, and activities unique to the academy shift and expand priorities, motivating additionaldesign features. Students of audio learn to practice critical thinking informed by critical listening. It is not enough, however, that recording studios for education offer spaces withbest-in-class acoustics for listening and sound recording. Present and future generations of creative recordists must master problem solving that includes acoustic sleuthing, exploring a deliberately wide vocabulary of sonic spaces on campus to prepare them for success working in the wide range of architectural forms that await them in the course of future professional work. The snapshot of acoustic features presented here is the current solution to the ever-evolving curricular demands of one successful sound recording program.

Perceptions of Science Teachers regarding Capacity Building Teachers Training Programme in Khyber Pakhtunkhwa

This research aimed to evaluate Khyber Pakhtunkhwa's Capacity Building Teachers Training Program for science educators. The study focused on the program's effectiveness in meeting the demands of the science curriculum, the applicability of acquired skills and knowledge, and participants' opinions on the course materials and instructional strategies. A descriptive research design was used, and data were collected from 50 science instructors who participated in a 2-week capacity development workshop in May 2012. The study utilized a self-made questionnaire, and the chi-square statistical method was used to analyze the responses. The study found that the course participants were satisfied with the course's standards, teaching methods, and ability to raise teachers' mindfulness and remove material-related teaching challenges. The study recommended that a capacity-building science teachers training program should be held regularly with improved training materials and more information on teachers in the training program.

IMPLEMENTATION OF KURIKULUM 2013 (K13) USING SEMESTER CREDIT SYSTEM IN BIOLOGY AT SMART EKSELENSIA INDONESIA

Indonesian education is always developed. One of the innovations is the availability of educational programs to accommodate students to complete study, according to their abilities. The purpose of this research is to describe implementation of Kurikulum 2013 (K13) with Semester Credit System in biology learning. There are four research focuses; planning, organizing, implementing and evaluating. This research is qualitative research with analytical descriptive method. The research was carried out from February to June, 2021, with teachers as informants. The data collected online to avoid spread of COVID-19. The results of research obtained are the planning of biology at SMART Ekselensia Indonesia with additional credits, organizing biology learning using elaboration theory and integrating of Technology Pedagogical Content Knowledge (TPACK), implementation refers to learning designs and learning models according to curriculum demands, and collaboration-based models and using a scientific approach, and learning evaluation includes three assessment domains; cognitive, affective and psychomotor.

The facilitators and barriers to implementing Emotion Coaching following whole-school training in mainstream primary schools

ABSTRACT Initial research into the use of Emotion Coaching (EC) in educational settings has suggested that it can support social and emotional development, and promote positive relationships and behaviour. This research used a sequential mixed-methods design to examine the factors which impact on the implementation of EC. The views of 40 staff across six mainstream primary schools in the UK who had undertaken whole-school training in EC were examined via an online questionnaire. Follow-up semi-structured interviews with 13 staff from two of those schools were analysed using thematic analysis. Key facilitators to implementation included quality training, a school ethos where wellbeing was central, and an actively engaged senior leadership team. Key barriers to implementation were the pressure faced by school staff due to time constraints and curriculum demands. Implications for senior leaders in schools, educational psychologists (EPs), and policymakers are discussed.

Development of Worksheet based on Elicit Confront Identify Resolve Reinforce (ECIRR) for Grade XI Science High School Students

The curriculum 2013 requires students to be more active in the learning process. The case with physics learning carried out at SMA N 2 Batang Anai, it still focuses on learning from educators. Not only that, the use of teaching materials such as textbooks and worksheet has not been combined with learning models aimed at students, so that curriculum demands have not been achieved. One effort to overcome this is by developing elicit-based worksheets based on confront identify resolve reinforce for grade XI IPA students at SMA N 2 Batang Anai. The aim of the research is to produce valid and practical worksheet. The type of research used is Research and Development (RD), with the ASSURE model consisting of stages (1) recognizing the character of potential users of teaching materials, (2) determining the competence and learning objectives, (3) designing teaching materials, (4) producing teaching materials , (5) involving students in using teaching materials and (6) evaluating and revising teaching materials, this model is also combined with the Evalution Formative Tessmer which consists of expert review, one-to-one, small group and field test stages. The subjects of this study were 1 teacher and 40 students in grade XI IPA SMA N 2 Batang Anai. The results of the validity test show that the developed worksheet is categorized as very valid with a percentage of 94.15%. The value of practicality by educators and students shows that the worksheet developed is categorized as very practical with a proportion of 90.24%. Based on these results, the worksheet with material on dynamics of rotation and balance of rigid bodies that has been developed is categorized as valid and practical. After obtaining a valid and practical product, the product is suitable for use in assisting the learning process.

Prevalence and Determinants of Mental Health Problems and Mental Health Stigma Among Medical Students of Different Nationalities in Qatar

IntroductionPast studies have shown high prevalence of mental illness among medical students. This is often linked to the demands of the medical curriculum, and to mental health stigma that prevents students from seeking help. This study aimed to examine experiences of mental health problems among medical students of different nationalities in Qatar and to uncover sociodemographic factors related to their prevalence and associated stigma.MethodsA cross-sectional online survey was conducted with medical students in their second through fifth years at the College of Medicine at Qatar University. The survey began with a consent form, and those agreed to take the survey were directed to the questionnaire. The survey comprised 64 items across three sections. The first section collected sociodemographic data. The second section screened depressive symptoms using the PHQ-9; anxiety symptoms using GAD-7; and psychological distress symptoms using Kessler-6. The third section included 27 questions adopted from Schwenk et al, which evaluate students’ perceptions of stigma and their attitudes toward seeking help with their mental health.ResultsOne hundred and eighty-two students participated in the study. The prevalence of self-reported symptoms of severe depression, anxiety, and psychological distress was 4.4% (95% CI 2–9), 10.4% (95% CI 7–16), and 39.6% (95% CI 33–47), respectively; the prevalence of high stigma was 31.9% (95% CI 25–39). Parental education, repetition of an academic year, progress in medical studies, gender, and nationality had statistically significant correlations with mental health problems and stigma.ConclusionIn addition to the impact of the requirements of medical study, the high prevalence of reported mental illness among medical students is impacted by sociodemographic factors and the mental health stigma that constitutes a barrier to seeking help. Preventive wellbeing programs should be an essential component of medical curricula.

MEANINGFUL LEARNING MODEL THROUGH CONTEXTUAL TEACHING AND LEARNING; THE IMPLEMENTATION IN ENGLISH SUBJECT

Teaching English in the Indonesian National Curriculum demands a change in the learning paradigm towards student-centered, participatory, and contextual learning. However, there are still many teachers who do not know the true nature of English learning. Thus, it causes problems in English language teaching. This research aims at 1) determining the learning process using meaningful learning through contextual teaching and learning, and 2) improving student learning outcomes after being taught using the learning model. This study was conducted at eighth grade of SMP Islam Pecangaan, Jepara regency in which it consisted of 18 students and one English teacher. The design was collaborative classroom action research with two cycles, where in each cycle consisting of four steps; planning, acting, observing, and reflecting. The data were collected through observation, interview and test with qualitative and quantitative analysis. The finding indicated that the implementation of the meaningful learning model through CTL could 1) improve the students learning completeness from 44% in the first cycle to 89% in the second cycle, 2) improve the learning process carried out by teachers in the aspects of advance organizer, progressive differential, contextualization and constructivism, meaningful learning development, and evaluation, and 3) improve students learning outcomes in each cycle.

Redesign of Indonesian Language Textbooks Based on Student Needs Analysis

The available Indonesian language textbooks, both compulsory and commercial, might not fully meet the students' future needs and industrial demands. This study examines the concept of redesigning Indonesian language textbooks based on students' needs analysis, presenting a critical review of several relevant studies from journals, conference articles, and other permanent references. This study reveals three primary results. First, teachers are responsible for evaluating the textbooks' content and determining how they can contextually adapt and modify it without losing the essence of curriculum demands. Secondly, teachers are supposed to be aware of the students' needs to facilitate the demands of the current context. A need analysis will help the teachers to get an overview of the aspects that must be adapted in Indonesian language textbooks. Thirdly, through a critical and in-depth review of the textbooks, it was found that it is necessary to redesign a model of Indonesian language textbooks, particularly the grammar textbook model, the listening and speaking skills textbook model, and the reading and writing skills textbook model. The expected product should be organized as an integrative textbook package and designed in a digital model that can be easily accessed through the network.

Challenging the ‘Dual’: designing translanguaging spaces in a Mandarin-English dual language bilingual education program

ABSTRACT In response to a growing call for developing flexible, multilingual spaces in dual language bilingual education (DLBE) programs, this paper explored how [Sánchez, M. T., O. García, and C. Solorza. 2018. “Reframing Language Allocation Policy in Dual Language Bilingual Education.” Bilingual Research Journal 41 (1): 37–51.] translanguaging allocation policy could be strategically and purposefully implemented in a Grade 3 Mandarin classroom in a U.S. Mandarin-English DLBE program where the majority of the students were English-dominant speakers. Taking the form of participatory design research [Bang, M., and S. Vossoughi. 2016. “Participatory Design Research and Educational Justice: Studying Learning and Relations Within Social Change Making.” Cognition and Instruction 34 (3): 173–193.], I (as a researcher) and a Mandarin teacher worked together to co-design translanguaging spaces within and across three content areas: Chinese Language Arts, Science, and Social Studies. Data collection included classroom and design meeting recordings, observational field notes, and teacher and students’ artefacts and interviews throughout one whole school year. Inductive and deductive coding were adopted for data analysis. Findings revealed that it was a balancing act to create translanguaging spaces while maintaining the language-minoritized space and privileging students’ use of Mandarin. Translanguaging spaces took many shapes based on contextual factors such as different learning objectives and curricular demands of each content area. Students were able to demonstrate a fuller picture of their academic performance, develop deeper content understandings, build cross-linguistic connections, and become more aware of their bi/multilingual and bi/multicultural identities.

Multiple systems, multiple shadows: Diversity of supplementary tutoring received by private-school students in Dubai

Dubai has a unique overall structure of educational provision in which 89% of students attend private schools serving multiple nationalities. About half of these students receive supplementary tutoring, widely known in the literature as shadow education. Different school systems within Dubai have different shadows, shaped by various factors including curricular demands and the cultures of the learners. Some supplementary tutoring is received within the schools, and some externally. Patterns of school-provided tutoring are shaped by the operators’ business models. Some schools charge high fees and include supplementary tutoring within their packages, while others charge lower fees and require separate payments for tutoring. Further variations are caused by the policies of school principals, thus indeed forming multiple systems with multiple shadows. Particularly employing interview data from 18 schools, the paper draws on Dubai’s unique features to make conceptual contributions to wider literature about the ways in which curricula, cultures, business models, and school-level administrations shape shadow education provision.

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.