Grade Curriculum Research Articles

Climate change and health topics in pre-university education in Kosovo: A Content Analysis

Abstract Background Climate health literacy (CHL), recommended and recognized as vital for the global response to climate change and impacts on health, lacks comprehensive studies on its integration into primary and secondary school curricula. In Kosovo, where numerous environmental issues already exist and are expected to worsen due to climate change, the resulting health outcomes pose significant challenges. Moreover, the low environmental knowledge among youth further adds to the complexity of addressing these issues. This study addresses this gap by focusing on understanding and enhancing the inclusion of climate change and health topics in pre-university education. Methods A content analysis was conducted on: (1) core curricula, (2) subject curricula, and (3) textbooks for pre-university education (grades 0-12) in Kosovo. The outcomes of the content analysis were then juxtaposed with the CHL framework to identify alignment and gaps. Results We found that curricula in Grades 0-5, contained one topic on climate change and health topic out of 638 (0.16%) topics documented; however, textbooks did not elucidate this focus. Grades 6-9 had 2 out of 701 (0.28%) and the relevant textbook revealed that various environmental and health topics are covered, but that they lack exploration of the interrelatedness between environmental pollution, climate change, and health. Grades 9-12 had the highest integration with 4 out of 745 (0.54%). Textbook analysis of these grades revealed a more in-depth coverage of climate change and health linkages. In total, seven topics out of a pool of over 2000 topics encompassed learning outcomes related to climate and health in Kosovo’s pre-university education. Conclusions The current efforts to integrate climate change and health into Kosovo’s curriculum fails to meet the recommendations for achieving CHL levels. Localized and context relevant additions are needed to fulfil CHL among students in Kosovo and other countries interested in improving CHL. Key messages • This case serves as a testing ground for a framework assessing climate health literacy within curricula. The results identify gaps and areas of improvement, which inform the implications to attain CHL. • Results reveal shortcomings in the incorporation of climate change and health topics in schools, underscoring the necessity for tailored strategies to foster CHL among students.

Needs Analysis for a STEM Discovery Learning-Based E-Module in Static Electricity

Abstract This study aims to determine the need for learning devices in the form of electronic teaching module based on STEM Discovery learning to measure critical thinking skills and collaboration skills of students so that it can be known and there is a follow-up from researchers to teachers in implementing learning. The need analysis studied was a teaching module need analysis, static electricity material analysis, critical thinking ability analysis, and collaboration skills. The subjects of this research are high school physics teachers who teach using the Merdeka curriculum and teach in grade 12. The participants of this research are 30 teachers from different schools in several districts/cities in Central Java, Yogyakarta, and Bangka Belitung. The research method used is the quantitative descriptive research method. The data collection techniques used in this study consisted of observation, questionnaires, documentation, and literature studies. The data collected were analyzed with appropriate instruments, with descriptive statistical analysis techniques. Based on the data analysis, the following results were obtained: 1) As many as 70% of physics teachers still face difficulties in developing teaching modules, but 85.83% of them expressed interest in creating modules that are aligned with the criteria for electronic teaching modules based on STEM Discovery learning in the Merdeka curriculum; 2) Static electricity is important but difficult for students to understand; 3) Teachers struggle with teaching aspects related to both students’ critical thinking and collaboration skills, with 70% of physics teachers reporting difficulties in fostering critical thinking and 52.78% facing challenges in enhancing collaboration skills; 4) Teachers need teaching module that supports aspects of critical thinking skills and collaboration skills of students.

GEOPOLITICS IN SCHOOL EDUCATION: ASSESSING THE PERCEPTION OF KEY ASPECTS BY SECONDARY SCHOOL STUDENTS IN KAZAKHSTAN

This article analyzes the section “Geopolitics” in school geography curricula in Kazakhstan and assesses the level of knowledge and perceptions of secondary school students on this topic. To collect data to determine the degree of assimilation of geopolitical concepts, a survey method was used. The authors set the goal of analyzing the content of educational materials, developing a survey instrument, conducting a survey and analyzing the data obtained to identify the level of knowledge and awareness of students. The study found that most students demonstrate a good understanding of geopolitical concepts and are able to analyze world problems by relating them to geopolitical factors. However, some students have an incomplete understanding of geopolitics, which may be due to lack of clarity in teaching materials or lack of interest. Overall, the authors conclude that the study of geopolitics in the school curriculum contributes to the formation of a deep understanding of global issues and analytical skills of students, but requires additional effort to improve the effectiveness of learning. In addition, the study found that geopolitics receives full coverage in the curriculum for grades 10-11. However, the main question remains how students perceive this concept upon completion of studying the section, how much they understand the essence of world problems and assess current global trends in the field of geopolitics of the world and Kazakhstan.

A Metaphorical Approach to the Gap Between Intended and Implemented Curriculum : Focusing on Teachers' Challenges in the Integrated Curriculum of First and Second Grade in Elementary Schools

A Metaphorical Approach to the Gap Between Intended and Implemented Curriculum : Focusing on Teachers' Challenges in the Integrated Curriculum of First and Second Grade in Elementary Schools

Menggali Berpikir Kritis Siswa Kelas V Pada Pembelajaran Matematika Melalui Media Papan Ular Tangga Berbasis Budaya

Policies carried out by the education government over time have changed, especially the current curriculum which has changed to an independent curriculum. Teachers have an important role in the success of the applicable curriculum, especially teachers in implementing math learning. The independent curriculum for grade V mathematics has angle material which students believe is still difficult to learn because of the lack of using critical thinking skills, angle material is also related to mathematical problems in learning. Culture is often forgotten by students today, researchers have a solution, namely using learning media in the form of snakes and ladders boards containing cultures in Indonesia. This research uses descriptive qualitative research to explain in detail what happened during the research, the researcher chose one of the students, namely subject NP as a high ability representative. Subject NP fits the criteria for critical thinking skills in solving problems, starting from how to answer and provide reasons for his answers. The researcher believes that the use of learning media is very effective in improving student understanding when students do not understand what is being learned.

Deskripsi Pembelajaran IPAS dalam Kurikulum Merdeka Kelas IV di SD Negeri 01 Anjongan

The Independent Curriculum was introduced as a response to the need for a more flexible and relevant education to global developments. Science and Technology learning integrates scientific and social elements to provide a holistic understanding to students. This study aims to describe the implementation of Natural and Social Sciences (IPAS) learning in the Independent Curriculum in grade IV of SD Negeri 01 Anjongan. The research method used is qualitative descriptive, with direct observation as the main data collection technique. Data analysis is carried out qualitatively with the stages of data reduction, data presentation, and conclusion drawing. The results of the study show that social science learning in grade IV of SD Negeri 01 Anjongan has been carried out well, with teachers successfully linking learning materials with daily life and practicing process skills effectively. However, challenges are still encountered in terms of providing resources and developing innovative learning methods. This research provides important insights for the development of educational practices that are more in line with the goals of the Independent Curriculum, especially in the context of basic education. It is hoped that the results of this study can be a reference for teachers and other schools in implementing science and technology learning optimally.

Navigating Opportunities for Middle Level Education Research: The MLER SIG Research Agenda

In 2016, the Middle Level Education Research Special Interest Group (MLER SIG) of the American Educational Research Association (AERA) published The MLER SIG Research Agenda, a white paper identifying critical issues and concerns facing the field of middle level education. Since its release, much has changed. This manuscript is a revised version of The MLER SIG Research Agenda. More than 40 researchers from across the globe collaborated to develop an agenda for future middle level research that illuminates strategies for moving middle level education forward in support of young adolescents within the current state of affairs. The research summarized in this manuscript represents eight focus areas: (a) middle grades curriculum; (b) middle grades pedagogies; (c) middle level certification and licensure; (d) middle level leadership; (e) middle level schools, classrooms, culture, and learning environments; (f) middle level teacher development; (g) social and emotional wellbeing; and (h) young adolescent identity and experiences. Each group summarized the current literature in their area and developed a list of questions to guide future middle level education research. This manuscript is intended to start conversations, generate ideas for research projects, and contribute new knowledge to the field of middle level education.

Analysis of the Development of the PAI Curriculum for Grade IV Elementary School from K13 to Independent Curriculum

Islamic religious education is given as a form of effort to guide students so that in the future, after learning, a person can understand and apply Islamic teachings correctly. The change that occurred from the 2013 Curriculum to the Independent Curriculum, of course happened because of the development where the development of this curriculum aims to make teaching and learning interactions between teachers and students will be more efficient and effective during the learning process. This study aims to see how the form of change in PAI subjects from the 2013 Curriculum to the Independent Curriculum. The method used in this study is literature. The results obtained from this study show that there is a difference in PAI Learning from K13 to the Independent Curriculum, namely in the use of media, methods and approaches that produce fun learning. In the PAI class IV subject, there are not many changes in the material, only how the teacher applies learning, starting from the use of fun learning methods, the use of interactive media, and the use of learning approaches that need to be adjusted to the interests and talents of students.

Integration of Project-Based STEM Learning in the Meliuk Menerjang Material within the Emancipated Curriculum

This study aims to develop a project-based STEM (Science, Technology, Engineering, and Mathematics) learning tool for the "Meliuk Menerjang" material in the Emancipated Curriculum for grade IV students in Indonesian elementary schools. The objective is to create a tool that is feasible, practical, and effective in improving student learning outcomes. The research employs a Research and Development (R&D) approach, specifically following the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. Data was collected through validation from material and design experts, questionnaires, and student performance assessments. The study included 25 students and 20 teachers from various elementary schools in Malang City to identify the needs and effectiveness of the project-based STEM learning model. Data analysis was performed using SPSS for effectiveness analysis and qualitative analysis for feedback and validation results. Findings: The project-based STEM learning model demonstrated high feasibility with significant improvements in students' understanding and skills. Validation results showed that the content was relevant and supportive of STEM skill development. Both teachers and students positively accepted the learning model, indicating increased confidence and motivation. Conclusion: Integrating project-based STEM learning in the Emancipated Curriculum positively impacts student engagement, motivation, and learning outcomes. This approach fosters critical thinking, creativity, and teamwork among elementary students, preparing them for future technological challenges.

Navigating challenges and crafting solutions: Implementing CAPS for grade 7 natural sciences in rural South African schools

This qualitative study explores the implemen­tation of the Curriculum and Assessment Policy Statement (CAPS) for Grade 7 Natural Sciences in two rural schools in the Eastern Cape, South Africa. The researcher uses semi-structured interviews and classroom observations with six teachers to investigate the challenges and adapta­tions in CAPS implementation within resource-constrained environments. The study reveals significant hurdles, in­cluding severe resource limitations, language barriers, and assessment difficulties. The findings highlight teachers' re­markable creativity in adapting CAPS to rural contexts by using locally available materials and innovative teaching strategies. However, these adaptations often fall short of fully meeting curriculum requirements, which could po­tentially widen the educational gap between rural and ur­ban learners. The study emphasises the need for context-specific professional development, flexible assessment guidelines, and tailored resources to support effective CAPS implementation in rural settings. It argues for a more nuanced approach to curriculum design and implementa­tion that takes into consideration the unique socio-cultural and resource contexts of rural schools. This research contributes to our understanding of curriculum implementation in challenging contexts and provides insights for improving science education in rural South Africa.

Exploring the Relationship between Fundamental Movement Skills and Health-Related Fitness among First and Second Graders in Korea: Implications for Healthy Childhood Development.

This study investigated the relationship between fundamental movement skills (FMSs) and health-related fitness (HRF) among first and second graders in South Korean elementary schools. It aimed to provide foundational data for developing physical education programs tailored to the motor development stages and fitness levels of younger elementary school students. This study utilized secondary data from the physical activity competence evaluation conducted by the Health Physical Activity Institute (HPAI). In October 2023, the HPAI evaluated the fundamental movement skills (jumping, running, hopping, static balance, dynamic balance, overhand throwing, and kicking) and health-related fitness (muscular strength, cardiorespiratory endurance, and flexibility) of 291 first and second-grade students. The collected data were analyzed through frequency and multiple regression analyses performed using SPSS software. The results revealed that higher scores in jumping and hopping are associated with greater muscular strength, cardiorespiratory endurance, and flexibility. Running had no significant effect on HRF elements. Higher scores in static balance (i.e., that used in single-leg stance) were associated with increased muscular strength, cardiorespiratory endurance, and flexibility, but dynamic balance (balance beam walking) did not have a significant effect. Higher scores in overhand throwing were associated with greater muscular strength and cardiorespiratory endurance, but kicking did not show a significant association. Overall, these findings emphasize the importance of prioritizing jumping and static balance in physical education for the well-rounded health development of first and second graders. Based on the results derived from this study, it is expected to serve as a theoretical basis for including "jumping" and "static balance" in the first and second grade curriculum of elementary schools, thereby providing essential guidance.

Analysis of Learning Difficulties in Biology Material Through The Implementation of Merdeka Curriculum in First Grade (X Class) Senior High School Students of SMA Negeri 2 Percut Sei Tuan

Analysis of Learning Difficulties in Biology Material Through The Implementation of Merdeka Curriculum in First Grade (X Class) Senior High School Students of SMA Negeri 2 Percut Sei Tuan

Transitioning learners from literacy instruction in local languages to English in Zambia: teacher practices and parental responses

ABSTRACT In Zambian primary schools, children begin learning to read in one of seven Zambian languages, transitioning to English as the language of instruction by fifth grade. Research on early-exit language transition in this context is limited. This case study aimed to examine this transition in four primary schools in Serenje, Zambia. Study participants included teachers, parents, and Ministry of Education officials. We found that phonics-based approaches were frequently used by grade 3 and 4 teachers to scaffold transition, as well as learner-centred approaches. A recurrent theme was the lack of sufficient teaching and learning materials to support transition. We found a great deal of support for initial literacy instruction in local languages among parents, in contrast with much of the literature on parental preferences, but parents identified the same challenges as teachers regarding the lack of materials to support language transition. We recommend the development of a specific transition curriculum for Grades 3 and 4, in alignment with the National Literacy Framework; corresponding alignment of the pre-service and in-service teacher training systems; and the provision by the government of sufficient materials specifically designed to support transition, including home reading materials.

Implementasi Kurikulum Pendidikan Agama Islam di MA Nihayatul Amal Rawamerta Karawang

Education is the most important foundation in the formation of quality individuals and society. The concept that education is a conscious and planned effort highlights the importance of careful planning and deep awareness in every aspect of learning. The curriculum is one of the most important parts in the world of education, because the curriculum is used by educational experts, especially teachers to develop a more innovative educational process and can achieve the expected educational goals. This study aims to determine the Islamic religious education curriculum implemented at MA Nihayatul Amal Rawamerta Karawang. In collecting data, the method used is through a descriptive qualitative approach, namely by means of observation, interviews, and documentation. The conclusion of the research shows that at MA Nihayatul Rawamerta there are two curricula used, namely the 2013 curriculum for grades 11 and 12, and the independent curriculum for grade 10.

Analisis Hambatan dan Solusi dalam Penerapan Kurikulum Merdeka di SDN Jomblang 03

This article analyzes the obstacles faced in implementing the Merdeka Curriculum at SDN Jomblang 03, Candisari Sub-district, and provides solutions to overcome these challenges. Using a descriptive method, data were collected through observation, interviews, and document analysis. The data were analyzed to identify obstacles and formulate solutions. The study found that SDN Jomblang 03 has implemented the Merdeka Curriculum in grades 1, 2, 4, and 5, shifting the focus from teacher-centered to student-centered learning. Despite progress, obstacles such as limited resources, difficulties in formative assessment, the need for curriculum development, challenges in parental and community involvement, and resistance to changes in learning culture persist. The findings suggest positive potential for the Merdeka Curriculum but highlight significant barriers. Proposed solutions include optimizing resources, training teachers in formative assessment, providing clear curriculum development guidelines, fostering active parental and community involvement, and effectively communicating the benefits of the Merdeka Curriculum.

Content Analysis of Peace Education in English Curriculum at Secondary Level

Every society develops its curriculum according to its needs and philosophical thoughts. A peaceful environment is an important element for the overall development of society. The researcher conducted a content analysis of peace education in the English curriculum in grade 10th at the secondary level in Punjab. The qualitative research design was adopted and the suggested framework by Braun and Clarke in 2006 was applied to the content analysis to analyze one aspect (Affective phase) of Castro and Galace Model of Peace Education. The concept map instrument based on the aspect of peace values was developed. The concept map tool was validated through experts’ opinions while experts’ peer reliability was established. The aspects of peace education were analyzed in the English textbook of grade 10th based on content, learning objectives and activities. The text was examined, noted and explained in the concept framework to find out the quality of the description. The learning objectives of the English curriculum in grade 10th at the secondary level reflected that peace education has not been satisfactorily addressed. Only eleven aspects of peace education are represented and there is no content on the value of gender equality. Only four units out of 13 (31%) directly addressed peace values. It is recommended to revise the English curriculum, integrate peace aspects and give equal weightage to all aspects of peace education.

Development of a platform for state online education services: Design concept based on meta-universe

AbstractThe incorporation of metaverse technology in education, particularly within standardized state educational frameworks, holds promise for significant improvements in learning outcomes. This study aimed to assess the effectiveness of integrating an online metaverse platform into state educational services, thereby fostering the development of digital environments. A total of 278 students from middle and high school levels in China participated in the study. Academic achievement tests, alongside the Engagement Level Scale (ELS) and Motivation Level Scale (MLS), were employed as measurement tools. The utilization of the metaverse platform, hosting the state-approved curriculum for seventh and tenth grades, resulted in notable enhancements in students’ academic performance, engagement, and motivation. Among seventh graders, the most significant improvements in academic performance were observed in mathematics (5.897), literature (5.101), and history (5.767). For tenth graders, enhancements were noted in Chinese language (7.500), literature (5.800), and chemistry (5.650). Moreover, improvements in engagement and motivation were statistically significant. Seventh graders in the experimental group exhibited higher levels of intrinsic motivation (6.45), extrinsic motivation (5.28), and self-regulation (7.18) compared to the control group. For tenth graders, the respective increases were 5.70, 4.00, and 4.65 for each subscale. The practical and scientific significance lies in demonstrating the potential of enhancing educational outcomes and student motivation through the implementation of an online metaverse platform, which could be integrated into state school curricula.

Student Assessment in Formal Education: Nepali Community School Teachers’ Perspectives

The present secondary level English curriculum of Grade 9 and 10 in Nepal has made the provision of 25 marks internal assessment system as part of summative evaluation. In this context, this study examines the existing internal assessment practices adopted by the English language teachers in the Secondary Education Examination of the community schools in Nepal. Employing the qualitative phenomenological research design, five secondary level English language teachers were selected purposively as research participants. Semi-structured interviews and participant observation were used as tools for collecting data. The data were analyzed inductively as content analysis using the internal assessment criteria of participation, listening, speaking, and score from terminal examinations as determined by the curriculum as part of summative evaluation. The result was interpreted through the perspective of Vygotsky’s (1978) zone of proximal development and the theory of scaffolding in relation to the assessment for learning, assessment as learning, and assessment of learning. The prominence of assessment of learning as the dominant practice has resulted in the marginalization of the other two purposes of assessment. The findings of the study highlight the need for a more balanced approach that encompasses assessment for learning and assessment as learning, ensuring a comprehensive and holistic evaluation of students’ progress and development.

Practical work as a means of implementing an activity-based approach to teaching biology in high school at the profile level

The article deals with the problem of forming subject competence in the application of an activity-based approach to the study of biology in high school. Therefore, the purpose of this article is to identify and substantiate specific examples of the application of the activity approach in the course of practical work in biology in the 10th grade of high school at the specialized level. It is shown that the current stage is preparatory to the implementation of the education reform in Ukraine (New Ukrainian School) in high school. Research methods: theoretical (analysis and synthesis, generalization, comparison, etc.), which were used to identify the peculiarities of using practical work in high school biology lessons; empirical (pedagogical observation) - to finalize the conclusions and prospects for further research. It is indicated that practical work in biology, provided in the school curriculum for grades 10-11 at the specialized level, provides ample opportunities for the formation of skills and abilities necessary for life in modern society. The article identifies the topics of specific practical works from the general list of them in the school curriculum in the topics "Introduction" and "Biodiversity". The possible ways and methodology of their implementation for the effective formation of subject competence in biology are shown. The implementation of these practical works involves the analytical activity of students, their identification of important components in the general array of biological information, the use of various sources and means to obtain information with the subsequent critical assessment of their reliability. It is recommended to use a number of modern mobile applications that simplify the process of plant identification - Plant Identifier & Care, Planti: Plant Care, Lovely: plants care journal, etc. The article notes that the practical work "Calculation of basic statistical indicators for comparing the variability of biological objects" is the basis for the formation of critical thinking skills and the application of the method of scientific knowledge, which is defined in the school curriculum as the expected learning outcomes. The author emphasizes the expediency of using the group method of teaching during practical work not only for the effective implementation of the activity approach, but also for the formation of students' communicative competence. The examples and methodology of performing certain practical works given in the article will help teachers to effectively use the activity approach to achieve the expected results of teaching biology to high school students at the profile level.

Pengembangan LKPD Berbasis Role Playing Pada Pembelajaran IPAS Dalam Kurikulum Merdeka Dengan Materi Indonesiaku Kaya Budaya Untuk Meningkatkan Hasil Belajar Siswa Kelas IV Sekolah Dasar

This research aims to improve thematic LKPD learning using a role-playing model in grade 5 elementary schools in Bengkulu City.This research is research and development (R&D) carried out by modifying Thiagarajan and Sammel's four-dimensional model.This research shows that LKPD in thematic learning using the role-playing model received a score of 78.10 in the "good" category at level 1 by LKPD experts and 89.25 in the "very good" category at level 2 by 90 students. He gave me the answer which is very good.Therefore, from the research that has been conducted it can be concluded that LKPD using the social and natural sciences (IPAS) role-playing learning model in the independent curriculum for grade IV elementary school can be classified as a very good LKPD and can be used for learning.