School Curriculum Research Articles

Implementasi Kurikulum Sekolah Alam dalam Pembentukan Pendidikan Karakter

The purpose of this study is to determine how the Nature School curriculum is used to build student character. This research method is a literature study method. The literature study method is a research method used in this study. Data collection techniques are carried out by studying literature from written sources, such as books, journals, and articles to strengthen arguments. The data sources used are scientific journals with quantitative data analysis techniques. The results of the study are that the nature school curriculum does not only focus on cognitive aspects, but also on students' social, emotional, and spiritual development. In facing climate change and other environmental issues, nature-based character education is very relevant to prepare future generations. Examples of nature school activities that can shape students' character are planting trees, cleaning rivers, watering plants, gardening, raising livestock, disposing of garbage in its place, and market day activities.

The effectiveness of teaching methods for preparing teacher education students to teach road safety-related content

IntroductionRoad traffic accidents account for numerous fatalities worldwide, disproportionately affecting vulnerable groups such as children. To counteract this trend, innovative educational approaches are essential, integrating road safety into school curricula. This study presents a novel teaching model for student teachers specializing in traffic physics. The model employs a holistic and interdisciplinary approach to foster safety awareness during teacher training and to prevent accidents effectively.MethodsThe teaching approach combines theoretical concepts of traffic physics with real-world applications. Schools serve as testing grounds where prospective teachers conduct traffic analyses, identify hazardous zones, and examine physical laws such as traffic density and speed patterns, alongside psychological aspects like behavioral deviations. Qualitative methods, including design thinking and interviews with road users, promote empathy and provide deeper insights into the challenges of road safety. Prototypes, such as optimized traffic signs and technology-driven safety solutions, illustrate practical applications and solutions.ResultsThe active involvement of students in analyzing and resolving traffic issues enhanced their understanding of physical principles. The combination of theory and practice improved hazard perception, risk assessment, and empathy toward road users. The developed prototypes translated learning objectives into actionable safety measures and demonstrated potential for scalable applications. An evaluation tool ensured the objective assessment of learning outcomes, incorporating pedagogical principles and subject-specific standards.DiscussionThe findings emphasize the importance of integrating traffic physics into school education. This context-oriented approach connects learning with students' everyday experiences, fostering cognitive, emotional, and behavioral dimensions of road safety. By involving prospective teachers, the program not only enhances their individual competencies but also contributes to a broader societal impact, improving road safety education. This study outlines an innovative framework for teaching traffic physics that integrates theoretical knowledge with practical application to promote road safety. The model provides a replicable and scalable solution for embedding safety education into school curricula, addressing a critical public health issue effectively.

Analisis Kesesuaian Kurikulum DPIB SMK dengan Kebutuhan Pasar Kerja: Studi Wawancara dengan Lulusan dan Pengusaha Konstruksi

This study aims to analyze the suitability of the Building Information Modeling Design (BID) curriculum in Vocational High Schools (SMK) with the real needs in the job market, especially in the construction industry. Qualitative research methods were used through in-depth interviews with three groups of respondents: BID teachers, graduates working in the construction industry, and construction entrepreneurs. The results of the study indicate that the BID curriculum has provided a strong foundation for students, with basic competencies such as reading engineering drawings and project management. However, there are shortcomings in mastering the latest technology and developing soft skills. Graduates are often less prepared to face the demands of the industry that increasingly prioritize technology and collaboration. The existing Prakerin program also needs to be adjusted to be more relevant to industry needs. This study suggests the need for integration of modern technology in the curriculum, increased focus on soft skills, and further involvement in the Prakerin program to improve graduates' work readiness. Synergy between the world of education and industry is essential to ensure that graduates can contribute significantly to the competitive construction job market.

A Neural Network-Based Recruitment System for Optimizing Human Resources in Business Process Management Applications

Business processes have been formally studied from various perspectives since the onset of the industrial age. Despite this prolonged scrutiny, processes remain poorly understood, unmanaged, and ineffectively executed. Business school curricula are predominantly function-specific and limited, while IT programs concentrate on narrow technical competencies, neglecting the 'process view' and 'integration' aspects, which are often left to individual students or academics. This paper examines the deficiencies in current business and IS/IT education and reviews the historical context of business processes. It asserts the importance of business process management and underscores its potential to bridge gaps in business education. Additionally, it discusses the strategies adopted by business schools and the challenges faced in BPM education and research.

Communicating with Deaf Patients in the Clinical Environment through Deaf-Hearing Teams: Lessons Learned from a Virtual Patient Panel

Background Communication and cultural differences predispose Deaf patients to suboptimal healthcare. Despite this disparity, health professionals have historically received little to no training in caring for Deaf patients. Patient panels are an effective tool in medical education to model communication strategies. Objective In this paper, we describe the design, implementation, and results of a virtual patient panel focused on communicating with Deaf patients in clinical contexts. We offer practical suggestions for incorporating similar educational interventions in health professions education to prepare trainees to effectively navigate these conversations with their patients. Methods The panel consisted of a one-hour question and answer discussion facilitated by the authors with Deaf patients and Certified Deaf Interpreters (CDI). The panel was presented to 271 second-year medical students at our institution in November of 2023. Following this discussion, students were encouraged to share one or two key takeaways from the session through a survey link. These results were analyzed using pile-sorting qualitative analysis to identify main themes. Results There were 73 respondents, with a response rate of 27%. After the panel, the most popular takeaway points from student reflections included communication (n=56, 77%) and access to care (n=47, 64%), followed by autonomy (n=17, 23%), the doctor-patient relationship (n=15, 21%), and culture (n=11, 15%). Based on this initiative, we identified and offer twelve tips for developing similar exercises. These tips are thematically presented under three groupings: Virtual Panel Considerations, Curricular Considerations, and Special Considerations with Deaf Panelists. Conclusion This patient panel was the first of its kind in our medical school curriculum. Important considerations in panel design and implementation should focus on delivery time constraints with live-interpreting and further exploring the role of trust and communication in the physician-patient relationship.

Comparative Study of Common Core Curriculum Implementation in Urban and Rural Basic Schools in Ghana: Unveiling the Integration of Global Citizenship Education

AbstractThis study examined stakeholders' perspectives on the integration of Global Citizenship Education (GCE) into the Common Core Curriculum (CCC) in urban and rural basic schools in Ghana. A quantitative research approach was adopted and data was collected from 460 participants through a structured questionnaire. The analysis employed t-tests, ANOVA and Fisher’s F-tests to interpret the findings. The t-tests revealed significant differences in collaborative learning (t (458) = 3.008, p = 0.003), competency-based assessment opportunities (t (458) = -2.461, p = 0.014), and stakeholder engagement (t (458) = -2.087, p = 0.037), all favouring urban contexts. To test for variance differences, Fisher’s F-tests indicated significant disparities, such as in critical thinking and problem-solving skills (F (212, 246) = 2.215, p < 0.0001) and interpersonal skills (F (212, 246) = 0.029, p < 0.0001), reflecting urban schools' advantage due to greater resource availability and support systems. The study concludes that, although the CCC aims to standardize educational quality, rural settings face significant limitations in its effective implementation. It was recommended that adequate resources, enhanced teacher training, and context-sensitive policies should be provided to rural schools to promote equitable educational outcomes and ensure that the curriculum meets diverse educational needs across Ghana.

Drawing Prompts in Medical Education

This paper describes the development and use of brief 2-3 minute drawing prompts that have been successfully integrated into all phases of the medical school curriculum. The drawing prompts provide students with a way to express complex ideas visually, and are an effective way to introduce and discuss challenging topics through the medium of comics. They also serve as efficient ice-breakers, help students feel less isolated in their experience, and promote self-reflection and emotional awareness. Though there are some challenges to introducing such prompts into the curriculum, doing so can be fruitful for students and teachers alike.

Improving Students’ Economic Learning Outcomes through Problem-Based Learning Methods

This study aims to evaluate the effectiveness of the problem-based learning method (PBL) in improving student learning outcomes in economics subjects at SMA Negeri 15 Palembang. The research method used was a quasi-experimental with a non-equivalent control group design, involving two classes of XI IPS selected as the experimental and control groups. The experimental group received economics learning with the PBL method, while the control group used conventional learning methods. Data were collected through learning outcome tests (pre-test and post-test) and analyzed using paired sample t-tests and independent sample t-tests to determine significant differences in learning outcomes between the two groups. The results showed that there was a significant increase in the learning outcomes of the experimental group compared to the control group. The average post-test score in the experimental group was higher than in the control group, indicating that the PBL method is effective in improving students’ understanding and critical thinking skills in economics material. In addition, observations during learning showed that the PBL method increased students’ active involvement in group discussions and problem-solving processes. This study concludes that the PBL method is an effective approach to improve students’ economic learning outcomes and can be used as an alternative learning method in the school curriculum. Recommendations are given for teachers to receive training to implement PBL optimally, as well as support from the school in providing adequate resources. The implication of this study is that PBL not only improves academic learning outcomes but also students’ collaborative and independent skills, which are important to face the challenges of 21st-century education.

Study Policies of Two Ministries in Implementing the Education Curriculum in Indonesia

This study aims to analyze the policies of two ministries, namely the Ministry of Religious Affairs (Kemenag) and the Ministry of Education, Culture, Research and Technology (Kemendikbudristek) at the elementary and junior high school levels, in implementing the education curriculum in Indonesia. This study is qualitative with a Systematic Literature Review (SLR) approach. Data in the form of scientific articles collected from 2015–2024. The data collection technique used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedure. The study results show significant differences in the curriculum's structure, focus, and approach implemented by the two ministries. The Ministry of Religious Affairs curriculum emphasizes integrating religious values ​​with science. In contrast, the curriculum under the Ministry of Education and Culture focuses more on developing general competencies based on science and technology. However, there is potential to synergize the policies of the two ministries to create a more holistic curriculum, which not only builds intellectual intelligence but also strengthens religious character and national insight. This study recommends harmonizing inter-ministerial policies through more intensive coordination mechanisms and adapting inclusive curricula according to the needs of the multicultural society in Indonesia. This study focuses on policy analysis at the ministerial level and does not directly evaluate school or district-level curriculum implementation. This study contributes by comparatively analyzing the education policies of two ministries in Indonesia, which have not been widely discussed in previous studies. This study also highlights the importance of policy synergy in building an integrative and adaptive curriculum to the challenges of education in a culturally and religiously diverse society.

Teachers' pedagogical knowledge of integrating indigenous knowledge systems in economics education curriculum

In South Africa, the movement towards a decolonised curriculum is gaining traction. In contrast to the Western-centric emphasis of school curricula, indigenous knowledge systems (IKS) highlight and utilise indigenous materials and knowledge processes. Several research works have emphasised the importance of IKS and the necessity of incorporating them into South African educational practices in an effective manner. This study aims to assess the pedagogical competency of instructors in integrating IKS into the teaching of economics. The pedagogical competency of economics teachers regarding the incorporation of IKS into economics education was investigated through a qualitative literature review. Sixteen studies were selected following a search conducted in electronic resources such as ResearchGate and Google Scholar. The results of the literature review synthesis were analysed using the content analysis approach in light of the framework for culturally responsive pedagogy. This review identified aspects, including IKS incorporation guidelines, policy reviews, teacher professional development on IKS, development of specific IKS study materials, and IKS knowledge strands, that influence teachers' integration of IKS in economics education. The study's recommendations, based on the findings, suggest that professional development, appropriate content selection training, instructors' competency in using IKS, and IKS integration policies all affect their pedagogical proficiency in the subject. According to the study's findings, the CAPS curriculum document ought to specifically specify which economics topics can be taught using IKS in order to prevent teachers from relying on their own judgment when deciding how to incorporate IKS into their lessons.

Preservation and Transmission of Jinqian Ban in Chengdu City, Sichuan Province, China

This study focused on the preservation and transmission of Jinqian Ban in Chengdu City, Sichuan Province. The study employed a qualitative research method, which involved conducting interviews and making observations. Furthermore, it used ethnomusicology theory. The study results are as follows: The preservation of Jinqian Ban involves systematic documentation of its repertoire, institutional support, and recognition of its practitioners. Efforts include recording songs, archiving performances, and providing platforms for musicians through governmental and community initiatives. Transmission strategies emphasize education, with Jinqian Ban incorporated into school curricula and university programs to engage younger generations. Collaboration between expert inheritors and music educators ensures the continuity of traditional teaching methods, while school-based activities cultivate a broader base of practitioners and enthusiasts. Publicity efforts, including competitions, exhibitions, and digital media, enhance the visibility and appeal of Jinqian Ban. Additionally, integrating the art with local tourism highlights its cultural heritage, offering new opportunities for performers and expanding its audience. This research underscores the importance of a collaborative, multifaceted approach in preserving and transmitting Jinqian Ban, ensuring its relevance in contemporary contexts while maintaining its authenticity. Through these efforts, Jinqian Ban continues to thrive as a symbol of Sichuan’s rich cultural legacy.

Literacy Practices for the Preservation and Transmission of Chinese Liuqin Opera

This study investigates the literacy practices of preserving and transmitting Liuqin Opera in Suining County, Jiangsu Province, China. Liuqin Opera, a traditional Chinese drama originating in the mid-Qing Dynasty, faces challenges in modern society due to shifting cultural interests and digital entertainment advancements. This research highlights the significance of historical and educational literacy in understanding and maintaining Liuqin Opera’s cultural heritage. By integrating Liuqin Opera into school curricula and community programs, we can foster a deeper appreciation and participation among younger generations. The study employs qualitative research methods, including ethnographic fieldwork, interviews, archival research, and thematic analysis, to explore the experiences and strategies of four key informants involved in Liuqin Opera. Findings underscore the importance of master-apprentice relationships, rehearsal techniques, and digital literacy in preserving and promoting Liuqin Opera. Digital tools and social media are identified as crucial for engaging younger audiences and expanding the opera’s reach. This study suggests that a balanced approach combining traditional and modern methods, along with collaboration with government agencies and cultural institutions, is essential for the sustainability of Liuqin Opera. The insights could inform strategies for other traditional art forms facing similar challenges.

Promoting Traditional Music Literacy: A Case Study of Tuhu Preservation through School Education

This study investigates the current promotion of traditional music literacy through the preservation and integration of the Tuhu, a two-stringed bowed instrument deeply rooted in the cultural heritage of the Zhuang ethnic group, into school education. Despite its cultural significance, the Tuhu faces challenges such as declining skilled practitioners, limited formal educational initiatives, and insufficient institutional support. Employing a qualitative methodology, this research focuses on educational institutions in Guangxi Zhuang Autonomous Region, where the Tuhu holds historical and cultural importance. Data were gathered through interviews, observations, and document analysis involving five key informants, including educators, performers, and cultural practitioners. The findings reveal significant barriers, including the aging demographic of Tuhu practitioners, lack of formal curricula, and minimal integration into school programs. However, schools were identified as critical platforms for advancing Tuhu literacy through structured programs, interdisciplinary approaches, and digital tools. The study highlights the need for tailored educational resources, teacher training, and supportive policies to preserve and transmit this unique tradition. It concludes that integrating the Tuhu into school curricula can foster cultural awareness, strengthen Zhuang identity, and ensure the instrument’s survival. Future research should explore digital innovations, community-driven models, and comparative studies on traditional music preservation.

Beyond risk: reducing the gap between diaspora youth digital citizenship needs and school curricula

ABSTRACT Young people’s digital citizenship education has often been approached from a risk perspective with less attention given to how young people use digital technologies to positively engage with social issues and citizenship practices. Diaspora youth are further stigmatised, being defined as ‘at-risk’ of greater harm from digital environments, which frames them as victims or non-agentic. This article draws on qualitative research with diaspora youth, as well as policymakers and educators, about their digital citizenship education needs, practices and views. We explore their perceptions of digital citizenship: as a concept and practice, and also its place and framing within Australian school education. The findings reflect a disconnect between diaspora youth and key stakeholders regarding the purpose and benefits of digital citizenship education. This illustrates a need for a more nuanced approach that takes diaspora youths’ own experiences, needs and aspirations seriously in the design of school curricula.

Implementasi Kurikulum Merdeka di SMK Negeri 2 Bukittinggi

This study aims to find out the implementation of the independent curriculum at SMK Negeri 2 Bukittinggi. The research method used is qualitative descriptive with data collection using observation, interviews, and documentation. The informants in this study consisted of school principals, curriculum representatives, facilities and infrastructure representatives, teachers and students. Data analysis is carried out qualitatively with the stages of data reduction, data presentation and conclusion drawing. The results of the study show that the implementation of the independent curriculum at SMK Negeri 2 Bukittinggi is carried out in three stages, namely (a) Learning planning is carried out in several activities, namely forming a special team of subject teachers, analyzing learning outcomes, formulating learning objectives, compiling the flow of learning objectives, compiling teaching modules, and planning P5; (b) The implementation of learning consists of preliminary activities, core activities, and closing activities; (c) Assessment of learning using formative assessment and summative assessment. Factors that support the implementation of the independent curriculum at SMK Negeri 2 Bukittinggi are the principal, teacher competence, student activity, commitment from school residents, facilities and infrastructure. Meanwhile, the factors that hinder the implementation of the independent curriculum at SMK Negeri 2 Bukittinggi are teachers' understanding of the concept of the independent curriculum that is not yet complete, limited time in implementing differentiated learning and student learning readiness

Hybrid didactic design in mathematics learning on fraction: A hermeneutic phenomenology

Although many studies have involved fractions in the elementary school curriculum, research on this topic at the junior high school level has been limited, particularly in identifying the factors causing student learning difficulties and designing alternative didactic approaches to overcome these challenges. Therefore, this study aimed to investigate these aspects. Hermeneutic phenomenology was used in this study. The participants in this research were students from a junior high school in Lombok, Indonesia, consisting of 29 eighth-grade students (aged 14-18), most of whom were female and from the Sasak ethnic group. Instrument, such as fraction operation tests, in-depth interview guidelines, and a hybrid didactic design for mathematics learning. Data related to learning difficulties were analyzed using a thematic analysis approach with NVivo-12 software. The study's findings revealed that students' low ability to operate integers, especially multiplication and division, was a primary factor in learning difficulty. The hybrid mathematics learning design sequence consists of three stages. The first stage encompasses several activities, namely Let’s Guess and Let’s Read. The second stage involved activities like Let’s Search, Let’s Discuss, and Let’s Conclude. The third stage comprised activities of Let’s Practice and Self-Reflection.

The Perceived Impact of Global Surgery Engagement on Career Advancement among US Medical Students.

There is growing interest among medical institutions to formalize global surgery training. Understanding medical students' perceptions of how global surgery engagement can enhance career advancement is essential for providing appropriate guidance and support for individuals with aspirations in academic global surgery. A cross-sectional survey study of US-based medical students from 38 participating schools was performed. Univariate and multivariate logistic regression models were constructed to assess motivations and the perceived impact of global surgery engagement on career advancement. The primary outcomes of interest were whether students perceived global surgery participation as beneficial for residency applications and for becoming a better surgeon. Of the 708 responses, 251 (35.5%) students indicated interest in global surgery. The most common top-ranked motivations for participating in global surgery were feeling a "responsibility to help those who are less privileged or underserved" (32.8%), "finding global health academically interesting" (19.3%), "having a moral commitment to global surgery as a component of health equity" (16.7%). Regardless of global surgery interest, most students believed global surgery engagement would make students better surgeons (83.1%) and better residency applicants (70.5%). On multivariate analysis, having global surgery in the medical school curriculum was associated with increased odds of perceiving the benefit of global surgery engagement for residency applications (aOR: 3.04, p = 0.042). Student membership in a global surgery interest group was associated with increased odds of perceiving the benefit of global surgery engagement for becoming a better surgeon (aOR: 2.17, p = 0.028). Students with curricular and extracurricular involvement in global surgery during medical school tend to perceive the career benefits of global surgery engagement. Medical institutions should consider how participants will regard their professional growth when developing global surgery programs for trainees.

A Unique Simulation Methodology for Practicing Clinical Decision Making.

While bedside teaching offers invaluable clinical experience, its availability is limited. Challenges such as a shortage of clinical placements and qualified teaching physicians, coupled with increasing medical student numbers, exacerbate this issue. Simulation-based learning encompasses varied educational values and has the potential to serve as an important tool in medical students' education. In this study, we evaluate a new Clinical Decision Making Integrated Digital Simulation (CDMIDS) method that was developed in order to enhance the clinical decision-making competency and self-confidence of medical students early in their clinical training through practicing fundamental core skills. The study compares 108 4th-year medical students' questionnaire responses pre-/postself-assessments following practice of a new clinical decision-making simulation methodology. Results indicate a positive participant experience, with the simulation perceived as a valuable platform for practicing integrated bedside decision making. Notably, participants demonstrated a statistically significant increase in willingness to make clinical decisions. The simulation contributed to enhanced knowledge, professional skills, and self-confidence in clinical decision making. The use of a CDMIDS method integrates clinical decision making as part of early medical school curriculum. Moreover, the method boosts learners' professional confidence, self-directed learning, and additional experiences. The method is flexible and can be applied in any medical school, especially those with limited resources, by making specific, localized modifications.

AGRICULTURE TEACHER’S PERCEPTION OF AGRICULTURAL MECHANIZATION IN SECONDARY SCHOOL CURRICULUM: A CASE STUDY OF ZURU, KEBBI STATE

The aim of the study was to assess how agricultural teachers view the importance of agricultural mechanization within the agricultural education curriculum in secondary schools in Zuru Local Government, Kebbi State. Four research objectives with correspondent research questions were formulated to guide the study. A descriptive survey research design was adopted. Ten (10) secondary schools were purposely selected for the study across the study areas out of which two (2) were private schools. Simple random sampling technique was used to select one hundred (100) agricultural science teachers from the sampled schools. Questionnaire with four point rating scale was used to elicit responses from the respondents. Data were analyzed using descriptive statistics of mean and standard deviation. The results revealed a positive perception held by secondary school teachers regarding the concepts in agricultural mechanization education with the overall mean of 3.52 that was above the 2.50 cut of point on a four point rating scale among others. Based on the findings, it is recommended that efforts should be made to improve agricultural mechanization curriculum by incorporating the rejected instructional areas, training workshops and capacity-building programs should be organized for secondary school teachers to deepen their understanding and ability to teach mechanized farming concepts effectively.

An Assessment and Analysis of Financial Literacy in Kerala, India

Aims: To assess financial literacy levels in Kerala, India, using the OECD framework. Kerala's financial literacy rate (39%, NCFE 2019) underscores the need for targeted education programs. This study identifies gaps in financial knowledge, behavior, and attitudes, offering insights for policymakers to integrate financial literacy into education systems and community initiatives. Study Design: Cross-sectional quantitative survey. Place and Duration of Study: Conducted in Kerala, India across 14 districts from June to November 2024. Methodology: A sample of 125 respondents, selected using stratified random sampling, was surveyed. Financial literacy was measured based on the OECD framework's three dimensions: knowledge, behavior, and attitudes. Statistical analysis included descriptive statistics and logistic regression to identify significant predictors. Results: 84% of respondents were moderately literate, 12% highly literate, and 4% financially illiterate. Gaps were identified in understanding compound interest and risk diversification, and in adopting long-term financial planning and budgeting behaviors. Conclusion: Education level significantly influenced financial literacy. The findings suggest integrating financial literacy programs into school curriculums and promoting community-based initiatives to address gaps in financial knowledge, behavior, and attitudes.