Curriculum Development Activities Research Articles

Educational Management Based on Religious Moderation: Empirical Study of Practices in Pesantren

Religious moderation has become an important concept in Islamic education, especially in Indonesia, as an effort to instill the values of balance, tolerance, and inclusiveness. Pesantren, as traditional Islamic educational institutions, have a central role in teaching moderation values to santri. This article aims to analyze the application of religious moderation in educational management in pesantren, focusing on aspects of curriculum, leadership, and character education. This research uses a qualitative method with a case study approach at Pesantren An-Nawawi Berjan Purworejo. Data were collected through observation, in-depth interviews with caregivers, santri, and teaching staff, as well as document analysis related to curriculum policies and pesantren management. The analysis was conducted using a thematic approach to identify patterns of religious moderation implementation in the daily activities of the pesantren. The results showed that the application of religious moderation in Pesantren An-Nawawi Berjan Purworejo had a positive impact on increasing tolerance among students and inclusive character building. Religious moderation is also integrated in human resource management, curriculum development, and pesantren leadership activities. In addition, the values of religious moderation help this pesantren in managing social dynamics better, increasing the operational effectiveness of the Institute. The implementation of religious moderation in Pesantren An-Nawawi shows how the pesantren can adapt to modern challenges such as intolerance and radicalism, while still maintaining its traditional identity. The integration of moderation values in the curriculum and management of pesantren strengthens the role of pesantren as institutions that educate generations that are not only academically intelligent, but also have tolerant and inclusive characters. This research confirms that religious moderation plays an important role in pesantren education management, particularly in improving tolerance and management effectiveness. The implication is that this model of implementing religious moderation can be adopted by other pesantren in Indonesia in facing the challenges of radicalism and maintaining social harmony.

Peran Komite Sekolah dalam Meningkatkan Mutu Pendidikan

This study aims to analyze the role of the school committee in improving the quality of education at SDN 27 Palembang. The school committee has an important role as a strategic partner in developing the quality of education through support in aspects of policy, budget, and quality improvement programs. The research method used is a qualitative approach with data collection techniques in the form of in-depth interviews, observation, and documentation. The results of the study indicate that the school committee plays an active role in helping to provide facilities and infrastructure, supporting curriculum development activities, and contributing to training for teachers and staff. In addition, collaboration between the school committee, teachers, and parents helps strengthen an inclusive and effective education system, creating a conducive, adaptive, and student-oriented learning environment. Efforts to improve quality through the participation of this committee have been shown to increase student learning motivation and parent satisfaction with the school. With the increasingly strategic role of the committee, efforts to improve quality can be structured, systematic, and sustainable so as to produce long-term positive impacts on student development. The optimal role of the school committee is expected to continue to be improved through innovation, collaboration, and ongoing supervision, in order to encourage the achievement of quality education at SDN 27 Palembang.

Digital Transformation Framework for Higher Education: Principles, Guidelines, and Actionable Recommendations

Transforming higher education through technology does not simply mean adopting new technologies; rather, it involves reimagining educational models in order to enhance learning, accessibility, and institutional efficiency. In order to integrate digital tools into their curricula and administrative functions, universities and colleges require a comprehensive framework. The author presents a structured approach to navigate this transformational process. An integrated approach to curriculum development, teaching methods, student engagement, and administrative activities is provided through this framework. With actionable insights tailored to the specific needs of educational institutions, this paper lays out principles, guidelines, and actionable recommendations along with a digital transformation framework for higher education that serves as the foundation for successful digital integration into higher education. This framework and paper will enable higher education institutions and educational administrators to respond not only to immediate technological trends, but also to shape the educational practices of the future.

ANALISIS KOMPETENSI PEDAGOGIK GURU DALAM PEMBELAJARAN TEMATIK KELAS III B DAN III C DI SDN X JAKARTA BARAT

This research only focuses on teacher pedagogical competence in teaching thematic for third grade III B and III C of SDN X West Jakarta. Pedagogic competence is an ability that must be mastered by teachers in carrying out their professional duties, namely in managing, implementing, and evaluating learning. The aims of this study were to: (1) describe the pedagogic competence of teachers in thematic learning for class III B and III C, (2) describe the inhibiting factors of teachers in implementing thematic learning for class III B and III C, and (3) describe the supporting factors for teachers in the implementation of thematic learning class III B and III C. The method used is qualitative research using a qualitative descriptive approach. Data collection techniques were carried out by means of observation, interviews and documentation. Data analysis techniques are carried out by collecting data in the field, data reduction, data presentation, and drawing conclusions. The validity of the data is carried out through credibility tests, namely source triangulation and member checking. The results of this study indicate that the pedagogical competence of class III B and III C teachers in the implementation of thematic learning in class as a whole is good. Teachers can understand the characteristics of students, are able to master learning theory and learning principles, teachers carry out curriculum development and educational learning activities, develop students' potential, and carry out assessments and evaluations. From the results, the percentage of teacher competency obtained is still categorized as low, namely 65%. Teachers need to improve the quality of their pedagogical competence in order to become professional teachers. Teachers are expected to be able to maintain and improve their pedagogical competencies so that thematic learning can run optimally.

Curriculum Development, Guidance, and Innovation in Schools

The purpose of this research is to explain the purpose of developing, fostering and innovating curriculum. Want to explain the renewal of the school curriculum and the impact of curriculum reform in schools. The research method used is library research starting from collecting research materials to analysis. The results of the research Curriculum development and development activities are activities that alternate or can be said as one cycle, after the development activities are completed, they are continued with coaching activities. Renewal does not by itself bring improvement even though it is intended to improve / improve quality. This depends on the implementation and assessment of the value system is determined. Every curriculum change must have a clear philosophy that underlies it, it also needs intensive outreach to the community

The Tradition of Rejectiveness: The Character of Responsibility in Islamic Education Values

Purpose of the study: The aim of this research is to find out the values of Islamic education in the 1 Muharram Tradition which strengthen the character of community responsibility.
 Methodology: This research uses a qualitative approach with the people of kepahiang. The data collection techniques are observation, interview and documentation methods. The data analysis technique is triangulation, which involves comparing and cross-checking data from different sources and perspectives.
 Main Findings: The values of Islamic education in 1 Muharram can strengthen faith and piety and obedience to Allah SWT and always be grateful for the blessings that Allah has given. Local wisdom values can be found in various aspects of culture, such as language, art, literature, religion and customs . Local wisdom values can be used as values in Islamic education in any country, by integrating them with Islamic teachings and values, as long as they do not conflict with the Qur'an and Sunnah. In this way, Islamic education can benefit from the richness and diversity of local culture, and respect and preserve it. Islamic education can also increase the relevance and application of Islamic values in local contexts, as well as foster harmony and cooperation between Muslims and other communities and cultures. Local wisdom values can be used as values in Islamic education in any country, using various methods and strategies, such as curriculum development, teaching and learning activities, extracurricular programs, and community service.
 Novelty/Originality of this study: The novelty of this research lies in exploring and evaluating the potential benefits and dangers of a culture of rejection towards the development and enhancement of Islamic values and the character of responsibility in Islamic education, using a critical and comparative approach.

Need Analysis dalam Pengembangan Kurikulum

This article describes the importance of need analysis or need assessment in the development of a curriculum in educational institutions considering that the success of an educational program is highly dependent on how effectively the curriculum can be implemented. This article is expected to help provide understanding to teachers, lecturers, or certain parties who contribute to curriculum development activities related to the implementation of needs analysis. For this reason, two main issues are the focus of this paper, namely curriculum development and needs analysis. Matters relating to needs analysis begin with definitions, objectives, focus, and implementation procedures supported by several references such as books and research results.

A commentary and call to action for inclusive workforce development.

I have the privilege of serving as the Director for the Washington State Allied Health Center of Excellence; one of 12 Centers of Excellence (each representing a different "driver" industry) devoted to addressing the workforce needs of the State. The Center provides statewide leadership in workforce education and training within the health care sector: Allied Health-Nursing-Behavioral Health-Health Sciences. We serve as a state-wide hub, connecting with the state's community and technology college system as well as health care industry. Our Center serves as the point of contact and resource for industry trends, best practices, innovative curriculum, and professional development activities. The Center works to maximize resources by bringing together workforce education and industry partners to develop highly skilled, work ready graduates. The Center of Excellence system in Washington State is an important workforce development innovation. In this commentary I am excited to share some of our work in the health care sector. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

P41 - Developing Midwifery Education Faculty Across Asia/Pacific Region

International midwifery publications and reports, including from WHO, ICM, and UNFPA identify the need for investment in strengthening midwifery education through strengthening midwifery faculty. A critical component of improving the quality of midwifery care provision is improving the quality of, or building capacity in, midwifery education. Currently, many countries across the Asia Pacific region rely on external support to produce high-quality and fit-for-purpose midwifery education programs. Providing opportunity to build capacity in midwifery education no matter where midwives work or teach, ensures that together we can support each other to the top of our profession. Following a review of available evidence on faculty development programs a six-module Faculty development curriculum was designed, developed, and delivered through 2020-21 to over 200 participants across 16 Asian and 8 Pacific region countries. The modules included curriculum development and review activities including the collaborative development of midwifery graduate attributes, learning design principles and supporting the development and implementation of contemporary approaches to learning, teaching and assessment. Delivery of the modules took a blended approach and included regular online sessions, use of a Learning Management System (LMS), workbook completion and the use of social media platforms to develop communities of practice. The Faculty Development Program (FDP) aimed to build in-country expertise in this important area of midwifery education so that all countries have top-quality midwifery educators. This presentation will provide an overview of the evidence supporting the strengthening of midwifery education and faculty development and describe the design, development, implementation, and evaluation of the midwifery education Faculty development program. The presentation will include the voices of the Faculty who participated in the program.

Chicago EYES on Cancer: Fostering Diversity in Biomedicine through Cancer Research Training for Students and Teachers.

The National Cancer Institute's Youth Enjoy Science Research Education Program (YES) supports cancer-based research experiences, curriculum development and outreach activities to foster diversity in the biomedical workforce. The University of Chicago Medicine Comprehensive Cancer Center was among the first recipients of the YES award in 2017, launching the Chicago EYES (Educators and Youth Enjoy Science) on Cancer program for high school and college students. The EYES team also introduced immersive research experiences and mentored curriculum development for high school science teachers, a potentially powerful means to extend science enrichment and career exposure to schools across Chicago. Ongoing evaluation of the EYES program suggests positive outcomes in terms of trainees' research skill development and their knowledge about, and positive attitudes towards, careers in biomedicine. Teacher research fellows reported that the program inspired new insights about science learning and practice that not only strengthened their skills as science educators, but also improved their ability to relate to their pupils. These findings contribute to the broader effort to establish best practices among cancer research training programs, particularly those with a shared mission to empower youth from diverse backgrounds to contribute to a field deeply in need of their talents and perspectives.

Pendampingan Pengembangan Kurikulum Terpadu pada Binar Ilmu Boarding School Cimenyan Bandung

This article provides a brief description on how to conduct curriculum development in educational institution. This measure has a significant position in our educational system. Curriculum development is a comprehensive process for determining the needs of a group of learners and for developing the aims or objectives of a school. This is manifested in the form of subject structures, teaching methods, and materials, as well as the evaluation process. This community service was carried out directly by evaluating the existing curriculum. Curriculum development activities were conducted in two months. The curriculum was discussed with the teachers and revised and adapted to the needs of institution at at Binar Ilmu Boarding School, Cimenyan, Bandung. The Participants were all teaching staff and all stakeholdrer school. This activities were caried out in three major stage. It was evaluating existing curriculum, revitalizing the existing curriculum and finishing. From those activities, it was produced the new curriculum of institution namely BIBS Curriculum.

PERCEPTION OF THE ACADEMIC COMMUNITY OF LANGUAGE FACULTY TOWARDS THE CURRICULUM OF INDEPENDENT LEARNING-INDEPENDENT CAMPUS (MBKM)

This research is a descriptive qualitative on adaptation to independent learning independent campus (MBKM) into the curriculum of study programs, especially on the survey result of questionnaire shared by DIKTI to the whole elements at university. Adaptation focused on concept study program curriculum development model and activity program implementation MBKM. The curriculum development model includes the MBKM policy design in higher education institutions, the design of the standard operational standards for the implementation of MBKM, the academic collaboration and identification of program support resource needs. This study aims to find out the survey results implementation of the MBKM program at the Faculty of Languages Widyatama University in supporting the vision and mission of the University. In addition, this study purposes to comprehend knowledge related to the MBKM program, the MBKM curriculum and to find out the obstacles encountered during program implementation and relation in shaping the character of students to be professional. The result of this study showed that 99.89% has familiar with MBKM program through the socialization program carried out by university. Besides, the curriculum of MBKM has been implemented at Faculty of Languages in both departments, within the transition phase.

Investigation and Countermeasures of Chinese Physical Education Teachers' Teaching Status under Integration of Sports and Education

School physical education is an ideal place to improve the physical fitness of young people. In China, school physical education includes physical education and health education. Physical education teacher is an important factor that influences the quality of school physical education. This study was based on the government policy of “deepening the comprehensive reform in the field of education”. The purposes were to investigating the current situation of Chinese physical education teachers’ teaching, providing suggestions and directions for the improvement of their teaching, and subsequently improving students’ physical health. This study adopted the following methods: literature review, questionnaire and interview methods. The participants of this study were physical education teachers who were recruited through random sampling across the country. Interview and questionnaires were conducted at three occasions: before class, during class, and after class. In-depth quantitative and qualitative analyses were conducted to understand the cognition and teaching status of physical education teachers. Data analysis results showed that teachers’ academic qualifications was positively correlated with their understanding of theoretical knowledge such as curriculum standards (p < 0.05, r = 0.468). For class implementation, only about 23.3% teachers’ teaching practice met the requirement of China’s healthy physical education curriculum model in term of the amount of physical activity. There was a significant difference between the length of teaching and the curriculum arrangement (p < 0.01). Finally, for after-school activities, the organization of after-school physical activities was mainly focusing on sport practices, and varsity team training accounted for 61% of these sport practices. Many different types of reasons were raised by the teacher about the factors restricting physical exercise after school. Under the background of policies advocating the integration of sports and education, it is important to raise the professional standards of being a physical education teacher. Current physical education teachers should learn how to implement the “Chinese Health Sports Curriculum Model”. More professional development opportunities should be provided for physical education teachers in terms of teaching methods, curriculum development, and after-school physical activity program development. Physical education teachers should learn the factors that restricts students from participating in after-school physical activities and the strategies to address these restricting factors.

Evaluating and Publishing Curriculum Development Activities

Evaluating and Publishing Curriculum Development Activities

The Building Obe of Curriculum on Quality Assurance System of Accredited a Private Technical Study Program in Medan City

The purpose of this research to: 1) to find out data and information related to the commitment of higher education institutions in preparing their study programs to carry out international accreditation; 2) to find out the readiness of the study program in taking international accreditation; 3) to find out to what extent the preparation of the OBE curriculum has been developed by the study programs that will be prepared to carry out international accreditation.The research method used is descriptive method with data collection techniques using qualitative methods through an indept question approach. This research was conducted by using categorization analysis as a conclusion technique. Through this research, it has been found that the study programs at private universities in Medan have not prepared themselves well in order to face international accreditation. This can be seen from the implementation of OBE in SPMI that has not been implemented, so that the development of the OBE curriculum is also neglected. The main reason is the lack of commitment from the leaders of each university. The existence of national issues related to ongoing government programs is a top priority from the rectorate to the head of the study program. All preparation steps for international accreditation and all OBE curriculum development activities have not received serious attention.

MODEL PENGEMBANGAN KURIKULUM KEWIRAUSAHAAN DI PESANTREN BUSTANUL FALAH BANYUWANGI

Pesantren is the oldest Islamic educational institution in Indonesia. Now its presence has undergone many changes, including in the development of its curriculum. In the implementation of education, the Pesantren Bustanul Falah Banyuwangi develops an entrepreneurship curriculum by establishing a formal educational institution in the form of a Bustanul Falah vocational high school (SMK). This study aims to describe the planning, implementation, and evaluation of the entrepreneurship curriculum at the Islamic Boarding School Bustanul Falah Banyuwangi. This research is research that uses a descriptive qualitative approach. This research data comes from primary and secondary data. Data collection techniques were carried out using observation, interview, and documentation techniques. Furthermore, the collected data is interpreted and analyzed according to data analysis techniques, namely data reduction, data presentation, and conclusion drawing. This study found several findings, namely: first, the curriculum planning stage begins with the formulation of curriculum objectives, which is followed by the formulation of the entrepreneurship curriculum at the Bustanul Falah Islamic Boarding School Banyuwangi. Second, at the curriculum implementation stage, information was found about several policies implemented in curriculum development, the ability of teachers to implement the curriculum, and some of the obstacles faced in developing the entrepreneurship curriculum. Third, the evaluation stage is an evaluation of an objective model that is carried out at the end of curriculum development activities or better known as summative evaluation.

Content Analysis of Teaching Competency in CBSE Textbooks in Mathematics of VI Standard

Educational institutions are more concentrated on preferable measured outcomes rather than theoretical ones. Measuring subject knowledge obtains through written examination is easy, even as skills such as critical and logical thinking, decision making, problem-solving ability, creative thinking are difficult to measure. The education field is mostly based on students and teachers; teachers want to one kind of knowledge is competency, it is important for making the teachers professionally content and teaching competency is the ability to teach efficiently in clearing up the activities, manifesting activities, enjoin maintaining activities, documentation and record-keeping activities, task making activities, curriculum development activities and many kinds of activities. This study is analyzing the teaching competency in school textbooks. The main aim of the study is based on to compare the teaching competency dimensions to 6th standard CBSE mathematics textbook content.

Exploring attributes of high-quality clinical supervision in general practice through interviews with peer-recognised GP supervisors

BackgroundClinical supervision in general practice is critical for enabling registrars (GP trainees) to provide safe medical care, develop skills and enjoy primary care careers. However, this largely depends on the quality of supervision provided. There has been limited research describing what encompasses quality within GP clinical supervision, making it difficult to promote best practice. This study aimed to explore the attributes of high-quality clinical supervision for GP registrars.MethodsIn 2019–20, 22 semi-structured interviews were conducted with GP supervisors who were peer-nominated as best practice supervisors, by Regional GP Training Organisations and GP Colleges in Australia. Purposeful sampling sought respondents with diverse characteristics including gender and career stage, practice size, state/territory and rurality. Interviews were conducted by video-consultation and recorded. De-identified transcripts were independently coded using iterative, inductive thematic analyses to derive themes that reflected quality in GP supervision.ResultsSeven themes emerged. Participants understood the meaning of quality supervision based on their experience of being supervised when they were a registrar, and from reflecting and learning from other supervisors and their own supervision experiences. Quality was reflected by actively structuring GP placements to optimise all possible learning opportunities, building a secure and caring relationship with registrars as the basis for handling challenging situations such as registrar mistakes. Quality also encompassed sustaining and enhancing registrar learning by drawing on the input of the whole practice team who had different skills and supervision approaches. Strong learner-centred approaches were used, where supervisors adjusted support and intervention in real-time, as registrar competence emerged in different areas. Quality also involved building the registrar’s professional identity and capabilities for safe and independent decision-making and encouraging registrars to reflect on situations before giving quality feedback, to drive learning.ConclusionsThis study, although exploratory, provides a foundation for understanding the quality of clinical supervision in general practice, from the perspective of peer-recognised GP supervisors. Understanding and adopting quality within GP supervision may be improved by GPs sharing exemplars of best practice and having opportunities for professional reflection. The findings could be used as a point of reference for devising GP supervisor curriculum, resources and professional development activities.

Policy Recommendation for Educational Management to Promote Occupations in the Community Learning Centers for Non-Formal and Informal Education

This study was planned to investigate the current and desirable conditions of educational management to promote occupations in the community learning centers for non-formal and informal education using needs assessments. A sum of 423 respondents encompassed 184 school administrators and 239 teachers participated in the survey using a stratified random sampling method. A questionnaire consisted of 47 items was used as the research instrument. Data were analyzed using mean scores, standard deviation, and priority needs index modified. The study results showed that the overall current state was at a high level (mean score=3.53) while the desirable condition was at the highest level (mean score=4.41), respectively, for educational management to promote occupations in the community learning centers for non-formal and informal education. Finally, the needs assessment results indicated that the highest priority was the change management factor (PNImodified=0.403), followed by curriculum development and learning activities in promoting occupations factor (PNImodified=0.254), promotion of educational partners’ networking factor (PNImodified=0.247), and being a lifelong learner factor (PNImodified=0.206). The lowest priority index of needs was digital literacy for occupations (PNImodified=0.161). The results contribute significantly to knowledge with regard to needs assessments which will be the reference for educational managers and teachers to understand how to promote occupational education.

Integrative STEM education for undergraduate neuroscience: Design and implementation

As an integrative discipline, neuroscience can serve as a vehicle for the development of integrative thinking skills and broad-based scientific proficiency in undergraduate students. Undergraduate neuroscience curricula incorporate fundamental concepts from multiple disciplines. Deepening the explicit exploration of these connections in a neuroscience core curriculum has the potential to support more meaningful and successful undergraduate STEM learning for neuroscience students. Curriculum and faculty development activities related to an integrative core curriculum can provide opportunities for faculty across disciplines and departments to advance common goals of inclusive excellence in STEM. These efforts facilitate analysis of the institutional STEM curriculum from the student perspective, and assist in creating an internal locus of accountability for diversity, equity, and inclusion within the institution. Faculty at the College of the Holy Cross have undertaken the collaborative design and implementation of an integrative core curriculum for neuroscience that embraces principles of inclusive pedagogy, emphasizes the connections between neuroscience and other disciplines, and guides students to develop broad proficiency in fundamental STEM concepts and skills.