Principles Of Curriculum Development Research Articles

Implementation of Curriculum Development and Application at Madrasah Aliyah Nurul Islah, Sukabumi Regency

Research Objectives To find out (1). The Concept of Curriculum Development at Madrasah Aliyah Nurul Islhah, Sukabumi Regency. (2). Implementation of curriculum development at Madrasah Aliyah Nurul Islhah. The objects of this research are the head of Madrasah, deputy head of Madrasah curriculum, teachers, documentation and literature related to curriculum development. The research method used is a descriptive qualitative approach. Data collection techniques include in-depth interviews, field observations and documentation studies. The research results show that (1). Teachers at Madrasah Aliyah Nurul Islhah Sukabumi Regency have not all met academic quality at the madrasah level education unit, some teachers have completed undergraduate education (S1), according to academic qualifications there are 15 people who have not graduated as many as 10 people are in the process of studying. All teachers are involved in developing the curriculum with the main discussion on the concept of curriculum development which includes the principles of curriculum development, principles of curriculum development. Curriculum development is goal-oriented, relevant, effective, efficient, flexible, integrated and sustainable, based on the national, psychological and sociological philosophy. (2). Implementation of curriculum development consists of annual programs, semester programs, learning implementation plans and minimum completeness criteria.

Implementation of the Principles of Islamic Religious Education curriculum development at Al Hadi Mojolaban Sukoharjo Islamic Junior High School in 2021/2022

The purpose of this study is to describe the implementation of curriculum development principles towards the development of the Islamic Religious Education curriculum at Al Hadi Mojolaban Sukoharjo Islamic Junior High School and identify supporting and inhibiting factors in the development of the Islamic religious education curriculum at Al-Hadi Mojolaban Islamic Junior High School. This research is a qualitative descriptive research. The results showed that there are 4 principles in curriculum development, namely religious principles, philosophical principles, social principles and organizational principles. Al-Hadi Islamic Junior High School in developing Islamic religious education has been based on these principles. The form of curriculum development of Islamic education is carried out in intracurricular, co-curricular, extracurricular and school habituation activities.

The Development of Multicultural Curriculum for Islamic Religious Education: A Literature Review

The integration between curriculum and multicultural awareness is one of the solutions to create a good education. This article aims to review the development of a multicultural-based curriculum in Indonesia. This research uses a literature review system method. Data collection uses the help of Google Scholar (2019-2022) to search for articles relevant to developing a multicultural-based Islamic religious education curriculum. Based on the results of the literature review analysis, it can be concluded that in developing a multicultural-based curriculum, the points that need to be considered are: 1) The curriculum must pay attention to clear objectives following current conditions. 2) The curriculum must pay attention to relevant development models. 3) The curriculum must be based on the principles of curriculum development in Indonesia. 4) The development of a multicultural-based curriculum must have characteristics that include multicultural values of understanding and awareness.

Development of Multicultural-Based Arabic Learning Curriculum: Challenges and Opportunities in the Global Era/ تطوير منهج تعلّم اللغة العربية على أساس متعدد الثقافات: التحديات والفرصات في عصر العولمة

Multiculturalism is the social reality of Indonesian society, and it cannot be separated from other aspects of life, especially education. In learning Arabic, multiculturalism not only comes from the diversity of students' backgrounds, but also considers learning orientation, learning style, learning objectives and past educational history. This multicultural phenomenon is a challenge in learning Arabic in the era of globalization, but if these challenges are properly managed, they can be turned into valuable opportunities for the advancement of Arabic learning in the future. Therefore, efforts are needed to design an appropriate curriculum with multicultural principles in learning Arabic. This research aims to delve into the principles of curriculum development on a multicultural basis for teaching Arabic, opportunities, and challenges in the application. This paper uses the Library Research method, which is written based on the results of a study of various relevant library materials. The data collected is qualitative data. The data was analyzed by data reduction, data classification, data description and conclusion. إن تعدد الثقافات هو الواقع الاجتماعي للمجتمع الإندونيسي، ولا يمكن فصله عن جوانب الحياة الأخرى، وخاصة التعليم. في تعلم اللغة العربية، لا يأتي تعدد الثقافات فقط من تنوع خلفيات الطلاب، ولكن ينظر أيضًا في توجه التعلم وأسلوب التعلم وأهداف التعلم والتاريخ التعليمي السابق. تعدّ هذه الظاهرة أي متعدد الثقافات تحديًا في تعلم اللغة العربية في العصر العولمة، ولكن إذا تم توجيه هذه التحديات بشكل صحيح، يمكن تحويلها إلى فرص ثمينة لتقدم تعلم اللغة العربية في المستقبل. لذلك هناك حاجة إلى بذل جهود لتصميم المنهج الدراسي المناسب بمبادئ متعدد الثقافات في تعلم اللغة العربية. ويهدف هذا البحث إلى التعمق في مبادئ تطوير المنهج الدراسي على أساس متعدد الثقافات لتعليم اللغة العربية، وتحديات وفرصات في تطبيقها. يستخدم هذ البحث طريقة البحث المكتبي (library research)، التي تتم كتابتها بناءً على نتائج دراسة مواد مكتبية متنوعة ذات صلة. نوع البيانات هي البيانات النوعية. وتم تحليل البيانات بإجراءات تقليل البيانات، وتصنيف البيانات، ووصف البيانات، والاستنتاج

MANAJEMEN PENGEMBANGAN KURIKULUM BAHASA ARAB (Studi Tentang Proses dan Mekanisme Pengembangan Kurikulum Bahasa Arab)

When a curriculum is created and then implemented, whether the curriculum is centralized or decentralized, both have their own advantages and disadvantages. Sometimes a centralized curriculum is appropriate for a particular area, but not suitable for other regions. As in rural or remote areas, it is difficult to adjust the progress of education in urban areas.There is an opinion which says that curriculum means vehicle (currere/Latin). No matter how reliable the vehicle is made, that reliability can only be achieved if the driver is competent enough. Success, professionalism and competence are in the hands of the teacher. Because basically the curriculum was made as good as possible by the compilers.However, along with its development, the curriculum is still undergoing changes so that it is not uncommon for there to be gaps in its implementation. For this reason, with an analysis of curriculum needs, it will be known about the distance or gaps, solutions and assessment of the education curriculum in Indonesia.With the direction of writing this paper, the problems are formulated as follows: What are the stages of curriculum development?, What are the application of the principles of curriculum development? Who are the elements involved in curriculum development?Keywords: curriculum, curriculum development, Arabic Language

Development and piloting of an instructional video quality checklist (IVQC)

Purpose Medical education instructional videos are more popular and easier to create than ever before. Standard quality measures for this medium do not exist, leaving educators, learners, and content creators unable to assess these videos. Materials and methods Drawing from the literature on video quality and popularity, reusable learning objects, and multimedia and curriculum development principles, we developed a 26-item instructional video quality checklist (IVQC), to capture aspects of educational design (six items), source reliability (four items), multimedia principle adherence (10 items), and accessibility (six items). Two raters applied IVQC to 206 videos from five producers across topics from two organ systems (cardiology and pulmonology) encompassing four disciplines (anatomy, physiology, pathology, and pharmacology). Results Inter-rater reliability was strong. According to two-rater means, eight multimedia items were present in over 80% of videos. A minority of videos included learning objectives (46%), alternative language translations (41%), when the video was updated (40%), analogies (37%), or references (9%). Producer ratings varied significantly (p < .001) across 17 of 26 items. There were no significant differences according to the video topic. Conclusions IVQC detected differences in elements of instructional video quality. Future work can apply this instrument to a broader array of videos and in authentic educational settings.

Arabic Language Curriculum Development in Ma’had Umar Bin Al-Khattab Surabaya in Maintaining Middle Eastern Culture-based Educational Institutions.

Ma’had Umar Bin Al-Khattab Surabaya is an educational institution that concentrates on providing Arabic language education and islamic studies with an institutional style based on Middle Eastern Culture. This study aims to describe and analyze the development of the Arabic language curriculum and the achievement of Arabic curriculum development at MUBK Surabaya in maintaining Middle Eastern culture based educational institutions.This research uses a naturalistic qualitative approach with the type of field research and case study research design. The subjects in this study were Mudir, Deputy Mudir, Lecturers of Ma’had, alumni and students of MUBK Surabaya. data was collected by observation, interview, and documentation. Data analiysis techniques using data analysis techniques of Miles and Huberman, namely data reduction, data presentation, and drawing conclusions.The results of this research showed that the development of the Arabic language curriculum at MUBK Surabaya was carried out because of many background aspect including: stakeholder demands and students need. The principles of curriculum development are relevance, flexibility, continuity, as well as effectiveness and efficiency. The foundation of curriculum development used is religious, capability, psychological, and sosio-cultural. Middle Eastern culture at MUBK Surabaya includes 3 aspects, namely: first, the value system and nature of Middle Eastern people thought. Second, the pattern of life, attitudes, and Islamic habits of the Middle East. Third: patterns of student-teacher relationships in Middle Eastern cultures. The acvievement of curricilum development at MUBK Surabaya is by designing several courses to support the implementation of the 3 aspects of Middle Eastern culture.&#x0D; Keywords : Arabic Language Curriculum Development; Educational Institutions; Middle East Culture.

Principles of Curriculum Development in Improving The Quality of PAI Learning

The curriculum of education is always changing and developing according to the needs of education in which all components of the nation also provide encouragement for education providers aiming to always carry out the process of improvement. For this reason, the implementation of the curriculum must have guidelines that must be adhered to. To overcome the above problems, the principles of curriculum development can be used as guidelines for the delivery of education. In this article, the speaker uses a type of library research method, namely in obtaining data from library documents such as books, books, magazines, journals and other documents. Literature study is a form of research related to the way of collecting research materials and data. The data collection technique used is the documentation method, namely by collecting and analyzing documents. The result of this research is that in implementing the curriculum, it is necessary to have guidelines that can be used as guidance. And among the 9 principles of developing the existing curriculum, each education provider is good to be applied in accordance with the existing institutional conditions.

The Evaluation of the Social Studies Curriculum in Turkey: The Guiding Principle of Balance

This study investigates the social studies curriculum applied in 4th 5th 6th and 7th grades in Turkeyaccording to the principle of balance, which is one of the guiding principles of curriculum development. The research is conducted with a case study of qualitative research methods. The research is designed with a holistic case study design. Research data were collected by the methods of the interview with social studies teachers, observation in 4th 5th 6th and 7th grades and document review of the course objectives in the social studies curriculum and analyzed by content analysis technique. The reliability of the data was calculated with the multi-degree Kappa coefficient based on the agreement between the observers and the opinion agreement for the opinions. According to the results of the study, it was found out the principle of balance was generally neglected, and there is balance with regards to the past and present, different cultures and local culture, close and distant environment, classroom and out-of-class learning while there is no balance in terms of using only written, verbal and visual materials and the other principles. The research consequently suggested recommendations to curriculum development experts and teachers to ensure the principle of balance.

Review Kurikulum Pendidikan Cara Belajar Siswa Aktif (CBSA) Tahun 1984 dalam Pendidikan Indonesia

Curriculum is an essential thing in the implementation of education. Curriculum changes over time are not without clear reasons and foundations, because these changes are driven by the desire to continuously improve, develop, and improve the quality of national education. The National Education Curriculum has undergone changes from 1947 to 2006. The change is a logical consequence of changes in the political, economic and science and technology systems, socio-cultural, in national and state societies. Curriculum 1984 carries the Skill Approachprocess. Although it prioritizes the approach of the process, but the goal factor remains important, this curriculum is also often called "Enhanced 1975 Curriculum" where students are placed in the subject of learning. One of the principles of curriculum development 1984 is the principle of deconcentration which means the division of authority in the development of the curriculum between the center and the region, the regional authority in this case mainly lies in the development of skills in accordance with the development of community culture and employment in the region.

How might Covid-19 affect the biology curricula of the future? Two principles for curriculum developers to consider.

Understanding the lifestyle changes that authorities have requested or required in response to Covid-19 requires some biological knowledge. Therefore, articulations of intended biology learning at the school level will need to be evaluated, to see if they continue to be fit for purpose in light of the pandemic. This article proposes two principles of curriculum development and applies them to the (re)development of biology curricula in response to Covid-19. Firstly, while Covid-19 provides a vivid contextualisation of many biological concepts, it does not change the underlying concepts themselves. Moreover, it will not take long before it passes from being contemporary experience to a historical case study. Care is, therefore, needed to retain focus on the core concepts of biology, rather than allocating too much time to the particulars of the Covid-19 case. Secondly, biology curricula are often used to educate a population about public health. However, policymakers should be aware that knowledge alone is often insufficient to generate healthy behaviours.

Preparation of Islamic Religious Education Teachers in Secular Countries: A Study in Austria

Especially in Austria itself, it is estimated that in 2050 the Muslim population will be around 19.9% of the total population and the population increase will be second in Europe after Sweden with 30.6%. Interestingly again in Austria apart from being a secular country but it provides concern for Muslims to develop Islamic religious education there. Therefore, this study aimed to determine how universities in Austria prepared Islamic religion teachers at undergraduate level both in terms of models and curricula to face increasingly complex challenges and a growing number of Muslim citizens. This study used library research, while the approach used interpretative approach. The main reference source was the content on the university website that offers Islamic Religious Education programs. In addition, various sources lead to discourse and curriculum development in Austria. The number of data were displayed using descriptive statistics and described using descriptive qualitative. Then research design that would be carried out was to reveal the course content contained in the web and then reduced, especially in terms of the preparation curriculum for Islamic Religious Education teachers. Of the various courses presented were analyzed using content analysis where the important point was to take the most fundamental content that was related to the principles of curriculum development, namely contextual and responding to the challenges of the times. The results showed that the preparation of Islamic teachers in one of the colleges in Austria consists of undergraduate, graduate, and postgraduate degrees. Undergraduate program of Islamic Religious Education consists of two models, namely Bachelor’s Program Secondary School Teacher Training (General Education) – Subject: Islamic Religion and the specific name is Bachelor’s Program - Islamic Religious Education. In general, the content emphasis applied in the preparation of Islamic religious education teachers is still material-based.

PRINSIP-PRINSIP PENGEMBANGAN KURIKULUM

ABSTRACTThe curriculum is the core of the education process in schools. The implementation ofthe curriculum directly influences the educational outcomes. The curriculum reallydetermines the process and results of an education system. The curriculum is adescription of the material presented in learning, is also a very important component inan education system, the curriculum is a tool to achieve educational goals and at thesame time as a guide in the implementation of teaching at all types and levels ofeducation. Curriculum development is a process that plans, produces a better tool basedon the results of an assessment of the curriculum that has been in effect, so that it canprovide good teaching and learning conditions. In other words curriculum developmentis an activity to produce a new curriculum through the steps of curriculum preparationbased on the results of the assessment conducted over a certain period of time.Curriculum principles can also be regarded as rules that animate curriculumdevelopment. This principle has the aim that the curriculum is designed or produced inaccordance with the demands of all parties, namely students, parents, community andnation. In general, curriculum experts view curriculum development activities as acontinuous process, a cycle that involves several curricula, namely components,objectives, materials, activities and evaluations. This paper uses the method oftheoretical study of the principles of curriculum development. The theories put forwardin this paper are understanding the curriculum and its developers, plus theories aboutthe sources and principles of curriculum development, learning and evaluation ofcurriculum development.Keywords: curriculum concept, curriculum development, curriculum principles

'The Virtual Check-In': A tool to facilitate virtual patient interaction for early clinical learners in a longitudinal integrated clerkship.

This article was migrated. The article was marked as recommended. In response to restrictions on learner placements in clinical environments during the COVID-19 pandemic the authors developed a tool, 'The Virtual Check-In', for clinical clerks in the University of Calgary Longitudinal Integrated Clerkship. These learners, who had been pulled from their rural and remote communities because of the pandemic, used the tool to continue to develop their clinical skills while working with their preceptors and patients online. This paper describes the rapid development of the tool using Kern's principles for curriculum development and implementation, the format and uses of the final tool, and its potential use in other contexts.

Prinsip-prinsip dalam Pengembangan Kurikulum

Curriculum development is an important thing to do. In Indonesia, there have been ten curriculum changes that have started from the 1947 Curriculum to the present, the 2013 Curriculum. In fact, the curriculum changes show that the principles of education must be able to adjust the development of the times without leaving the cultural values of the relevant community. The purpose of this research is to find out the principles in curriculum development. This research uses library research method. The results of this study indicate that curriculum development resources, including; empirical data, experimental data, folklore and general public knowledge. The principles in curriculum development are divided into two things: 1. General Principles, which include; the principle of relevance, the principle of flexibility, the principle of continuity, the practical principle, and the principle of effectiveness, 2. Special Principles, which include; principles for determining educational objectives, principles for selecting educational content, principles for selecting teaching and learning processes, principles for selecting media and teaching tools, and principles relating to assessment.

INOVASI KURIKULUM DALAM DIMENSI TAHAPAN PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM

This paper contains a presentation about the curriculum in the development of Islamic religious education. The curriculum becomes very important in educational institutions because the curriculum is the "heart" of education. The curriculum is a set of tools to achieve goals, starting from planning, starting from initial planning, to planning, such as; strategic planning program planning, such as; Individual-based programs, module-based programs, competency-based or entrepreneurial-based programs. In the dimensions of Islamic religious education curriculum development, there are several matters such as theological foundation, philosophical foundation, social foundation, foundation of wisdom and foundation of Pancasila and technology foundation. While the principles in the development of the PAI curriculum are the principles of relevance, effectiveness, efficiency, sustainability, approval and integration. Based on the concepts of educational curriculum development and curriculum development, the curriculum development after observing the characteristics of the Islamic education curriculum are the basis of curriculum development, the principles of curriculum development, then it must be in accordance with what will be done in curriculum development; Whether discussing fields of study, discussing between participants, discussing reconstructionism, discussing humanism, or accessing national development.

MPLEMENTASI PRINSIP-PRINSIP PENGEMBANGAN KURIKULUM PADA PENDIDIKAN ISMUBA DI SD MUHAMMADIYAH

Alternating the curriculum in almost every period of the Ministry of Education makes the education unit must follow and implement what is the policy of the Ministry of Education. The curriculum is one of the important components in achieving educational goals in schools. Not except in Muhammadiyah schools, which have curricula from elementary schools and primary and secondary education assemblies of Muhammadiyah's central leaders. So, so that curriculum development in schools does not come out of the development rules, every educational institution must refer to the principles in curriculum development. The purpose of this study is to find out the implementation of the development of curriculum principles in ISMUBA education at SD Muhammadiyah Kadisoka, Purwomartani, Kalasan, Sleman. The method used in this study is field research. From the results of the study, it is known that the Muhammadiyah Kadisoka Elementary School has successfully implemented the principles of curriculum development in ISMUBA learning and has met the achievement indicators.

Some recommendations for the enhancing of training quality through the link between universities and employers

In assuring and enhancing the quality of Vietnamese higher education, especially the output and outcome quality to fulfill the needs and requirements of the labor market, the curricula and training, as well as research activities, have to be continuously improved in accordance with the fast and constant changes in the globalized era, and to lead the society in various training fields. In addition, due to the massification of higher education, quite a lot of graduates who do not work in the academic or research areas need to be well equipped with a variety of skills required by different careers and labor contexts which are not approached in the academic context during the training period, especially the practical skills and experience. The paper first (1) gives an overview of theoretical background on the link between the university and the industry/labor market as well as the principles of curriculum development, development of research projects and programs in compliance with the stakeholders’ requirements. Next, it aims to (2) present some common types and activities of connecting with various employers to enhance the quality of training for lecturers, managers, and students through some case studies of some typical educational programs assessed by AUN-QA among VNU-HCM. Finally, it (3) gives some recommendations for strengthening and developing stronger and more effective links with the employers to make full use of their contributions and enhance the quality of training, research in the Vietnamese higher education institutions in the integration era.

Evaluation of 2018 initial teacher training programs

The aim of this study is to evaluate the initial teacher training programs updated in 2018 in Turkey. In the study, the basic interpretive research design was used. Participants of the study were 32 faculty members from different programs in a faculty of education of a university in the western part of Turkey. Data were collected via face to face interviews using semi-structured interview form. Findings of the study generally revealed that 2018 initial teacher training programs were not prepared in line with curriculum development principles. The faculty members think that the changes in the programs cannot meet the needs of qualified teacher training. They recommended updating the teacher training programs in line with the curriculum development principles, increasing the weekly course hours, adding the implementation hours in the courses and adding the school experience course back to the programs.

Analysis of Student Errors in Completing PISA Content Space and Shape Problems Viewed from Vak Learning Style

Trends in International Mathematics and Science Study (TIMSS) study and the Program for International Student Assessment (PISA) is one of the principles in curriculum development in Indonesia. Judging from the results of the PISA study, the achievements obtained by Indonesian children especially in the aspects of mathematical literacy have not been satisfactory. The low achievement is inseparable from the learning process in schools, one of which students are not accustomed to solving questions with characteristics such as the PISA context. In addition, the way students absorb information also determines how learning achievements will be obtained by students. The way students learn is often referred to as a learning style. This indicates that the mathematics literacy of junior high school students in Indonesia is so weak that they still have difficulty in solving PISA questions. As a result, many mistakes were made by junior high school students when faced with PISA questions. The purpose of this study was to describe the errors of students with visual, auditory, and kinesthetic learning styles in solving space and shape content PISA questions. Students' errors were analyzed from the adaptation of Newman's error analysis model namely comprehension, transformation, proccess skills, and encoding. This type of research is qualitative descriptive. Data collection techniques that be used are tests and interviews. The results showed that students with visual learning styles tend to make mistakes in the transformation step. Whereas students with auditory learning styles tend to make mistakes in understanding and transformation steps, and students with kinesthetic learning styles make mistakes in the steps of understanding, transformation, and process skills. This shows that students who have kinesthetic learning styles do not have a tendency in one type of error. Keywords: Error analysis, PISA, VAK Learning Style