Curriculum Development Strategies Research Articles

Student Engagement in Medical Research Curriculum Development Strategies: A Comprehensive Approach Utilizing Mixed-Methods Study and SWOT-TOWS-AHP Analysis

Student Engagement in Medical Research Curriculum Development Strategies: A Comprehensive Approach Utilizing Mixed-Methods Study and SWOT-TOWS-AHP Analysis

Literature Review: Efektivitas Metode Pembelajaran Inovatif dalam Pendidikan Biologi

This research aims to examine the effectiveness of innovative learning methods in biology education through a literature review. Innovative learning methods, which include project-based approaches, collaborative learning, and the use of digital technology, have become a major focus in improving the quality of education at various levels. By analyzing various studies and relevant literature, this research evaluates the impact of the method on conceptual understanding, student motivation, and learning outcomes in biology subjects. The results of the review show that the application of innovative learning methods not only increases student engagement, but also supports the development of critical and analytical thinking skills. Additionally, this research identifies challenges faced by educators in implementing innovative methods, as well as recommendations for better educational practices in the future. These findings are expected to provide a significant contribution to curriculum development and teaching strategies in biology education.

Transformative Curriculum Development Strategy (Case Study At MTsN 1 Malang City)

The purpose of this research is to identify transformative curriculum development strategies at MTsN 1 Malang City. The research method employed is a qualitative research approach. Data collection procedures used in this study include: participant observation, in-depth interviews, and documentation. As this research utilizes a case study design, data analysis is conducted in three stages: (1) data reduction, (2) data display, and (3) verification and conclusion drawing. The research findings include: First, formulating the goals of transformative-integrative curriculum development using the institution's vision and mission. Second, establishing the foundation for transformative-integrative curriculum development, based on the Quran, Hadith, Ijma’, and Qiyas as the specific foundations, and philosophical and juridical foundations as the general basis. Third, determining the principles of transformative-integrative curriculum development, with the main principles being relevance, efficiency, effectiveness, and continuity. Fourth, defining the content of the transformative-integrative curriculum by integrating it with other curriculum such as the National curriculum, pesantren, Cambridge, and specific school curriculum to result in a transformative-integrative curriculum. Fifth, developing a transformative learning schedule; in scheduling, principles of collaboration, fairness, truth, equal distribution, and learning are applied. Sixth, realizing the transformative-integrative curriculum by implementing the PAI curriculum referring to the 2013 Curriculum, NU principles, Javanese language, Tahfidz, learning programs, and the development of students' talents, interests, and skills through extracurricular activities, entrepreneurial education, and habituation programs becoming the cultural norms in the school. Seventh, developing future-oriented learning methods. Eighth, using engaging learning media appropriate to the teaching material. Nineth, establishing collaborations with the community and stakeholders that benefit the institution. Tenth, continuously evaluating the transformative-integrative curriculum, covering three aspects: Learning Evaluation, which includes cognitive, affective, and psychomotor domains; Curriculum Evaluation, which includes components of objectives, content, methods, facilities, and learning evaluation; and Student Achievement Evaluation, which includes academic and non-academic achievements in various competitions.

A Reaction Paper: Task-based Language Teaching in a Local EFL Context

This reaction paper provided a detailed summary and reflection on the implementation of Task-Based Language Teaching (TBLT) in a local EFL context based on Liu and Ren s (2021) research. It highlighted various aspects, including the understanding of TBLT among Chinese university teachers, obstacles faced in adopting TBLT, roles of teachers and students, curriculum design, difficulties in implementation, and implications for improving TBLT in the Chinese EFL setting. The paper began with an introduction to TBLT and the methodology used in the research, which involved semi-structured interviews to understand teachers perspectives on TBLT. The findings were divided into sections focusing on teachers and students roles, implementation of TBLT, difficulties faced, and implications for improvement. The reflection delved into the criteria for TBLT tasks, emphasizing the need for tasks to focus on meaning while integrating form and meaning effectively. It discussed the challenges teachers faced in designing tasks and assessing students performance within the TBLT framework. The reflection also touched on the need for ongoing professional development and autonomy for teachers in curriculum design and assessment. The conclusion acknowledges the potential of TBLT to enhance language learning but calls for ongoing support and training for teachers, alongside institutional backing in curriculum development and assessment strategies. This paper underscores the significance of adapting TBLT to fit the local educational settings and suggests directions for future research and practice in the context of Chinese EFL education.

Challenges and sustainable economic strategies in global vegetable oil trade: A qualitative analysis of cadets in nautical and technical programs

Abstract The global trade of vegetable oils is a critical component of the global supply chain, with significant economic, environmental, and policy implications. This research focuses on cadets in nautical and technical programs, who are prospective seafarers responsible for the distribution of vegetable oils. Incorporating a qualitative research approach and a comprehensive literature review, this study aims to elucidate the cadets’ understanding of and perspectives on the challenges and sustainable economic strategies associated with vegetable oils. The methodology includes semi-structured interviews with cadets, followed by thematic data analysis. The findings are expected to provide insights for policy change, curriculum development, and industry strategies. Understanding the cadets’ viewpoints is crucial for crafting effective solutions in an industry marked by price fluctuations, environmental concerns, and geopolitical influences. This research emphasizes the importance of sustainable economic strategies in ensuring the long-term viability and environmental responsibility of the vegetable oil supply chain. By enhancing the awareness and preparedness of future seafarers, this study contributes to the ongoing dialogue on sustainable and economically viable vegetable oil trade.

Curriculum Development Strategies in Facing Competency Demands at Sepaso Bengalon Junior High School

This study aims to describe the curriculum development strategy at Sepaso Bengalon Junior High School and what obstacles the school will face when developing the curriculum. This research utilizes data collection techniques in terms of document analysis, interviews, observation, and documentation. The results of this data research can be concluded that in the framework of the implications of curriculum development strategies, there are several stages, namely assessing the needs in accordance with the school situation, conceptualizing curriculum planning, developing plans to implement the curriculum, implementing the curriculum in the field, carrying out curriculum assessment and monitoring, and carrying out improvements according to the evaluation results when developing the curriculum. Meanwhile, in developing the curriculum, there will definitely be some obstacles that will be experienced by the school. For example, inadequate facilities and infrastructure so that an educator cannot maximize the teaching and learning process. By updating and improving the curriculum system continuously, it will help especially for an educator in order to keep the material taught relevant to the times and the needs of the community.

RELEVANCE OF AHMAD DAHLAN'S CONCEPT OF RENEWING ISLAMIC EDUCATION TO TODAY'S EDUCATION

This study investigates the relationship between the philosophical works of KH Ahmad Dahlan and modern Islamic education. This research focuses on this question and the problems facing the modern Islamic education system, which is characterized by the need to integrate traditional Islamic teachings with contemporary educational demands. This research also examines how Dahlan's thinking can help bridge these problems. This paper interprets Dahlan's educational philosophy through analysis of historical texts and modern educational theory. This is done using a qualitative methodological approach. These results indicate that Dahlan's emphasis on critical thinking, rationality, and community involvement in education is in accordance with current educational needs. This study concludes that Dahlan's approach offers an important perspective on curriculum development and pedagogical strategies that are rooted in Islamic traditions and adapt to the needs of modern society. In a broader context, this research emphasizes the possibility of change in Islamic education that considers the spiritual and practical aspects of modern education.

Futures Thinking in Middle School Science Textbooks

This research aims to illuminate the characteristics of "Futures Thinking" components within the interdisciplinary units of "Science, Technology, and Humanity" and "Nature and Humanity" and "Sustainable development" within Japanese middle school science textbooks. Grounded in pre-existing literatures, this research meticulously organizes the essential competencies of future-oriented thinking into three distinct components: "Envisioning the Future," "Predicting the Future," and "Planning for the Future." Each component is further broken down into more precise indicators. For "Envisioning the Future," indicators include perspectives on "Multiple Futures," the "Science of Future," and "Hope and Fears." For "Predicting the Future," we delve into the "Scenario" technique, alongside "Forecasting" and "Backcasting" strategies. "Planning for the Future" assesses the "Precautionary" approach, "Evaluating Action," and understanding "Risk and Changes." The research involved a cross-sectional analysis of content types (such as texts, diagrams) and contexts (individual, regional, national, and global), determining the presence or absence of these indicators. The findings reveal: (1) a more frequent articulation of these competencies within the "Science, Technology, and Humans" unit, (2) a scant representation of "Multiple Futures" and "Scenario" methods among the nine indicators, (3) a prevalence of explanatory text in presenting these concepts, and (4) a consistent inclination towards a global context in the textbooks' narratives. These insights imply an extant gap within the current pedagogical tools, underscoring the importance of an expanded, multifaceted approach to teaching these competencies. The implications for future curriculum development and instructional strategies in middle school science education are profound, necessitating a more integrated approach that resonates with the uncertainties and possibilities of the future.

The Effect of Bilingualism on Children's Creative Thinking of Cognitive Functioning: Evidence from Chinese Native Speaker

This essay investigates the impact of bilingualism, specifically learning English as a second language, on the creative thinking of Chinese-speaking children. Bilingualism's influence on cognitive functioning, particularly creative thinking, has been widely debated, with studies showing varying results. The study includes Chinese monolinguals and Chinese-English bilinguals from different age groups, with the aim of exploring potential differences in creative thinking between the two groups. To assess creative thinking, a battery of standardized creativity tests adapted to the Chinese language and culture is used, including linguistic, figural, and ideational tasks. The results are analyzed using a mixed-method approach, considering the effects of bilingualism, age-related changes, and task-specific differences. Expected outcomes may include identifying a bilingual advantage in certain aspects of creative thinking, age-related variations in creative thinking skills, and task-specific disparities. This research provides insights into the complex relationship between bilingualism, cognitive functioning, and creative thinking, particularly within the context of Chinese-speaking children. The findings have implications for educational practices, curriculum development, and language learning strategies, highlighting the importance of considering language and culture when studying the impact of bilingualism on cognitive functioning and creative thinking. This study emphasizes the significance of investigating the effects of specific language pairs on cognition and creative thinking, shedding light on the potential advantages and challenges associated with bilingualism.

Towards Technical Fluency: Assessing the English Language Needs of Mechanical Engineering Students in a University ESP Context

This study investigates the English language needs of Mechanical Engineering students in a university ESP class. Through a questionnaire distributed to 21 students, the findings reveal that 81% recognize the crucial role of English proficiency in their academic and professional pursuits. Specific language skills such as vocabulary and grammar practice are considered important, emphasizing the overall significance of language proficiency. The research underscores the importance of reading tasks, with technical documents, textbooks, and instructions deemed essential. However, a lack of emphasis on oral communication skills is evident, as tasks related to speaking are generally considered non-essential by the majority of students. While specific listening skills in certain contexts are valued, the study also points to a need for curriculum development in oral communication. Writing tasks, particularly SOPs and technical reports, are highly valued, but other forms of writing receive less emphasis. The study provides valuable insights into the linguistic needs of Mechanical Engineering students, offering guidance for curriculum development and instructional strategies to enhance their language skills for academic and professional success.

Introduction English for Mathematics Course: What are the Student Difficulties and Causing Factors?

English for Mathematics is a required university course designed to bridge the gap between general English proficiency and the specific linguistic demands of mathematics. This study aims to explore the challenges students face in adapting to this specialized curriculum, aiming to deepen our understanding of the educational hurdles posed by evolving academic requirements for graduates. Employing a descriptive qualitative research design, the research examines the experiences of 35 students enrolled in the English for Mathematics course at the Mathematics Study Program of Universitas PGRI Sumatera Barat. Data were collected through semi-structured questionnaires, revealing five principal areas of difficulty: listening, reading, writing, and speaking skills, along with comprehension of mathematical content. The study identifies several factors contributing to these challenges, including limited vocabulary, inadequate prior knowledge, misinterpretations of course material, a lack of effective learning aids, and frequent writing errors. The findings suggest that these obstacles hinder student performance and impact their engagement and satisfaction with the course. The study calls for targeted interventions by educators and curriculum designers to enhance instructional methods and learning materials, thereby improving student outcomes and making learning more engaging and effective. These insights have broader implications for curriculum development and instructional strategies in specialized English education settings.

Eighth-grade creativity reveals insights into understanding global warming, prompting interventions for enhancement

This quantitative study examines the creative abilities of eighth-grade students at SMP Muhammadiyah 10 Sidoarjo in addressing global warming issues. Conducted on June 21, 2023, with 43 participants, the research utilized a validated creative thinking skills test alongside literature reviews. Findings indicate varying levels of creativity among students, with the majority demonstrating high creativity overall but lower proficiency specifically concerning global warming topics, scoring at 35.47%. These results emphasize the importance of tailored interventions to enhance students' creative thinking skills, particularly in understanding complex scientific concepts like environmental sustainability, informing curriculum development and instructional strategies to foster creativity and environmental literacy. Highlight: Eighth-grade creativity varies, especially in global warming understanding. Interventions enhance student creativity in complex scientific concepts. Findings guide curriculum for fostering creativity and environmental literacy. Keyword: Creativity, Eighth-grade students, Global warming, Education, Curriculum development

Islamic Education Curriculum That is Relevant to the Challenges of the Times

Presently, Islamic education is confronted with intricate challenges that stem from internal and external sources. The objective of this article is to furnish insights into the current challenges and demands encountered by Islamic education, along with curriculum development strategies that can effectively address these issues. Utilised is qualitative descriptive analysis as the methodology. Information was acquired via a comprehensive review of the literature, encompassing authoritative papers, scientific journals, pertinent to the topic under investigation. The findings of this study indicate that Islamic education is presently confronted with obstacles emanating from both internal and external domains. An Islamic schooling. Islamic education faces the following internal obstacles: the fulfilment of the eight national education standards; the demographic dividend, which is increased by Indonesia's population growth; and character issues. The external obstacles that Islamic education must contend with are more prospective in nature. Islamic education is necessary in order to address contemporary societal issues, foster the development of the creative and cultural sectors, prepare for future demands, and facilitate the internationalisation of education.

Strategi Pengembangan Kurikulum Berbasis Kompetensi Di Sekolah Dasar Inpres 16 Ende

This article aims to provide an overview of competency-based curriculum development strategies. Participants in this research are educators, school principals, parents, who have relevant experience and knowledge related to the Competency Based Curriculum. Data collection techniques use interviews, observation and documentation studies. Data analysis was carried out using a thematic approach. Research findings show: the Competency Based Curriculum development strategy is realized with an approach that emphasizes developing practical skills and applying knowledge to face the challenges of daily life, as well as creating a collaborative and inclusive educational environment with teachers, parents and students. The implications of the results of this research can be used by education policy makers to create strategies for developing a Competency Based Curriculum.

Comparative study on curriculum design of art education between China and Kyrgyzstan

Relevance. The comparative analysis of art education curricula in China and Kyrgyzstan offers valuable insights for enhancing educational programs in both countries.Purpose. This study aims to identify commonalities and significant differences in the approaches to shaping art education systems in China and Kyrgyzstan.Methodology. A comparative analysis, induction, and deduction were employed to comprehensively examine the art education curricula in both countries and identify notable differences and common principles.Results. The study reveals significant differences in curriculum development strategies. China�s centralized system with a rigidly structured curriculum is contrasted with Kyrgyzstan�s more flexible approach, allowing for individualized choices in topics and teaching methods. Cultural and historical aspects significantly influence curriculum development, with Kyrgyzstan emphasizing national artistic traditions and China supporting both traditional and contemporary art movements.Conclusions. The differences in curriculum development strategies highlight the substantial impact of cultural and historical factors on art education in various countries. The study provides a valuable foundation for exchanging experiences and improving the quality of educational programs in both China and Kyrgyzstan.

The Effectiveness of Utilizing Spoof Text in English Language Learning for Students of SMA Negeri 4 Praya

This study explores the efficacy of incorporating spoof texts into high school education, specifically focusing on enhancing students' knowledge and process skills. Employing a pre-post-test experimental design with control and experimental groups at SMA Negeri 4 Praya, students engaged with spoof material through diverse mediums such as learning videos, spoof images, and audio-visual texts. Utilizing student worksheets (LKS) to support comprehension, the results indicate that the integration of spoof texts effectively develops students' knowledge and skills. Students demonstrated the ability to explain spoof material from various sources, showing increased engagement during the learning process. The implementation of LKS further supported their understanding of spoof texts. These findings contribute significantly to high school learning methodologies, with practical implications for curriculum development and teaching strategies aimed at enhancing students' grasp of spoof texts. Future research may delve into additional aspects of spoof text utilization to deepen understanding of their impact on students' knowledge and process skills development.

Proses Manajemen Kinerja di SMP Swasta Muhammadiyah 02 Medan

The performance management process which consists of planning, monitoring and assessing performance in schools has a crucial role in improving the quality of education. This article aims to analyze the performance management process carried out at SMP Swasta Muhammadiyah 02 Medan Medan. The research method used in this article is qualitative by collecting data through interviews with informants. The results of the interviews conducted showed: 1) Planning includes curriculum development strategies, resources and school policies. 2) Monitoring focuses on evaluating the learning process, classroom management, and student engagement. 3) Meanwhile, performance assessment helps measure student achievement, teaching effectiveness, and achievement of school goals. The synergy of these three aspects creates an adaptive and progressive educational environment. By implementing careful planning, continuous monitoring, and holistic performance assessment, schools can ensure optimal development of student potential, respond to changing educational dynamics, and ensure sustainable learning quality.

Curriculum Development Strategy for Independent Learning in Arabic Language Learning at PTKIN in East Java

This study aims to analyze the MBKM curriculum development strategy for Arabic learning and its implementation at PTKIN in East Java. The approach used a qualitative approach with a multi-site study in the Arabic language education study program at UIN Maulana Malik Ibrahim Malang and IAIN Kediri which already organized MBKM for learning Arabic. The data obtained in this study are in the form of views of stakeholders or heads of study programs and curriculum documents regarding the implementation of the MBKM program either through guidelines or through websites. The data collection techniques used were interview, observation, and a study through documents on the implementation of learning Arabic. The results of this study concluded that the curriculum development strategy is carried out through the stages of determining graduate achievements, mapping courses, marketing courses based on specialization in teaching assistance and apprenticeships designed with an internship within 6 months at school institutions and apprenticeship institutions, as well as the preparation of lesson plans, and conversion of assistance, internship, and Certificate of Substitute for Diploma for students’ competencies.

Analisis Efektivitas Penggunaan Teks Anekdot dalam Pembelajaran untuk Pengembangan Elemen Pengetahuan dan Keterampilan Proses pada Peserta Didik SMA

This research aims to analyze the effectiveness of using anecdotal texts in learning at the Senior High School (SMA) level with a focus on developing elements of knowledge and process skills in students. The research method involves a pre-post test experimental design with a control group and an experimental group. The sample for this research consisted of students from SMA Muhammadiyah 1 Taman who received anecdotal text material. The research variables focus on developing students' knowledge elements and process skills. Anecdotal material is presented through various media, including learning videos, anecdotal images, and audio-visual texts. Students are given student worksheets (LKPD) to support their understanding of anecdotal material. The results of the research show that the use of anecdotal texts in learning is effective in developing students' knowledge elements and skill elements. Students can provide explanations regarding anecdotal material from learning videos, anecdotal images and audio-visual texts. Apart from that, students' involvement in the learning process increases along with the implementation of LKPD which supports their understanding of anecdotal texts. These findings provide an important contribution to the development of learning methods that focus on anecdotal texts at the high school level. The practical implications of this research can be applied in curriculum development and teaching strategies to increase students' understanding and involvement in learning anecdotal texts. Future research could explore additional aspects of the use of anecdotal texts in learning to further deepen understanding of their contribution to the development of students' knowledge and process skills.

An Acoustic Analysis of Word Stress Production by Indonesian Learners of English

: Although word stress is a crucial aspect of English speaking, it is not given much emphasis in Indonesia's EFL instruction. Students, consequently, lack the theoretical understanding of how to properly stress syllables in English words. This study uses a program named Praat to examine the acoustic parameters of word stress produced by EFL students in terms of its intensity level. These parameters can indicate whether the students pronounce two-syllable words of nouns and verbs accurately. The subjects of this research were the third-year students of English Education Department who were selected purposively based on the students’ results of EF SET (Standardized English Test). The findings revealed that the students produced more inaccurate word stress when pronouncing nouns than they did when pronouncing verbs. Moreover, the inaccurate word stress produced by the students was divided into three categories: equation stress, no-stress placement, and reverse stress. Among the three categories, equation stress is the most common error found in this study. This study provides insight into the features of word stress and the acoustic measurement of word stress produced by Indonesian learners of English. It implies that there is a need to integrate explicit instruction on word stress. This could involve dedicated lessons on stress placement, incorporating practical exercises and feedback mechanisms to help students develop a theoretical understanding and practical skills in pronouncing English words accurately. The study also encourages future research in related areas, suggesting a focus on other pronunciation problems like intonation. This broader approach to research can contribute to a more comprehensive understanding of the challenges Indonesian learners face in mastering English pronunciation that can provide a foundation for curriculum development and instructional strategies aimed at enhancing English language proficiency in Indonesia.