Learning Curriculum Research Articles

Curriculum-guided dynamic division strategy for graph contrastive learning

Contrastive learning is a commonly used framework in the field of graph self-supervised learning, where models are trained by bringing positive samples closer together and pushing negative samples apart. Most existing graph contrastive learning models divide all nodes into positive and negative samples, which leads to the selection of some meaningless samples and reduces the model’s performance. Additionally, there is a significant disparity in the ratio between positive and negative samples, with an excessive number of negative samples introducing noise. Therefore, we propose a novel dynamic sampling strategy that selects more meaningful samples from the perspectives of structure and features and we incorporate an iteration-based sample selection process into the model training to enhance its performance. Furthermore, we introduce a curriculum learning training method based on the principle of starting from easy to difficult. Sample training for each iteration is treated as a task, enabling the rapid capture of relevant and meaningful sample information. Extensive experiments have been conducted to validate the superior performance of our model across nine real-world datasets.

Pengaruh Kurikulum Merdeka terhadap Pendidikan Karakter di Sekolah Dasar

Strengthening the character of the students is the outcame of the educational process that is implemented and plays a role in the advancement of the civilization in the country. The Merdeka curriculum ensures that students are not only educated intellectually, but also have a good character. The aim of this research is to know the impact of the application of independent curricula in primary school on character education.This research method involves library research using a library survey as a data collection technique. For researchers' reference, data is taken from various journals or previous research. The results of this study explained that character education played an important role in drawing students who were not only cognitive intelligentsia but also noble morality. On the other hand, his research suggests that enhanced character education is combined with several other subjects, including good moral knowledge, good emotions or good love, good behavior. (moral behavior). Therefore, the application of the independent learning curriculum is very important in preparing Indonesia for the era of globalization and in educating the children of the nation who have high character values, values of nationalism, where in the Merdeka Curriculum one of the objectives is to develop character through the concept of student profile Pancasila that exists in the curricula.

Metode Yanbu’a dan Kemampuan Baca Tulis Al-Qur’an Siswa di SD Assalaam Kota Bandung

This study aims to find out how learning the Qur'an using the Yanbu'a method at Assalaam Elementary School. This type of research uses a qualitative approach with descriptive methods in the nature of field research. Data collection techniques using observation, interviews and documentation. The results of this study indicate that: First, OPP curriculum learning (Progressive Personal Orientation) has a developmental speed of understanding the material, optimal development frees students from the limitations of learning seasons and develops optimally. Second, this learning is in collaboration with TPQ Assalam the teacher has more competence in the field of Al-Qur'an. Based on the results of this study, it can be seen that using the Yanbu'a method can improve the ability to read and write the Qur'an.

Analisis Pembelajaran Matematika dengan Mengimplementasikan Kurikulum Merdeka di SMP Negeri 8 Medan

This research aims to: Understand the mathematics learning process by implementing the independent curriculum at SMP Negeri 8 Medan. This research method uses qualitative research which emphasizes analysis or descriptiveness. The subjects in this research were mathematics teachers who had become driving teachers and students of class VII SMP Negeri 8 Medan. The data collection techniques used were observation, interviews and documentation. The results of the research show that learning mathematics by implementing the independent curriculum at SMP Negeri 8 Medan has had an impact on changes in students' behavior in learning, as can be seen from the results of observations that students are more active in learning activities and creative in their work. assignments so that student learning outcomes match the learning objectives. Meanwhile, learning mathematics by implementing the independent curriculum by teachers can respond to learning needs by paying attention to the preparation, implementation and assessment of mathematics learning. This research shows that learning mathematics by implementing the independent curriculum has an impact on good changes in students' behavior and learning outcomes and the implementation of learning must be appropriate. with independent curriculum learning steps.

Deep learning with noisy labels in medical prediction problems: a scoping review.

Medical research faces substantial challenges from noisy labels attributed to factors like inter-expert variability and machine-extracted labels. Despite this, the adoption of label noise management remains limited, and label noise is largely ignored. To this end, there is a critical need to conduct a scoping review focusing on the problem space. This scoping review aims to comprehensively review label noise management in deep learning-based medical prediction problems, which includes label noise detection, label noise handling, and evaluation. Research involving label uncertainty is also included. Our scoping review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. We searched 4 databases, including PubMed, IEEE Xplore, Google Scholar, and Semantic Scholar. Our search terms include "noisy label AND medical/healthcare/clinical," "uncertainty AND medical/healthcare/clinical," and "noise AND medical/healthcare/clinical." A total of 60 papers met inclusion criteria between 2016 and 2023. A series of practical questions in medical research are investigated. These include the sources of label noise, the impact of label noise, the detection of label noise, label noise handling techniques, and their evaluation. Categorization of both label noise detection methods and handling techniques are provided. From a methodological perspective, we observe that the medical community has been up to date with the broader deep-learning community, given that most techniques have been evaluated on medical data. We recommend considering label noise as a standard element in medical research, even if it is not dedicated to handling noisy labels. Initial experiments can start with easy-to-implement methods, such as noise-robust loss functions, weighting, and curriculum learning.

Reflection: A Tool for Learning and Assessment in Competency-Based Curriculum

Reflection: A Tool for Learning and Assessment in Competency-Based Curriculum

Pembelajaran Terintegrasi Pendidikan Agama Islam Di Smp Islam Terpadu Syakur Al Marzuqi

Learning is a process of interaction between students and educators with learning resources through appropriate strategies, approaches, methods, and learning models in a learning environment to achieve learning objectives, curriculum goals, and educational goals. This research is a qualitative study. The research location is at the Syakur Al-Marzuqi Integrated Islamic Middle School, Ngelingi Hamlet, Bareng Village, Ngasem District, Bojonegoro Regency. This school is under the auspices of an Islamic boarding school, so integration between general and religious studies definitely occurs. As for data collection techniques, they are carried out through observation, interviews, and documentation. Meanwhile, for data analysis, the researcher uses the Miles and Huberman data analysis model, whereby after the data is collected (data collection period), data reduction, data display, and conclusion drawing are performed. The design of this Islamic Religious Education learning includes active learning methods. The steps of learning in this school are broadly divided into 3 stages: initial activities, core/main material activities, and closing activities. (2) In this application, the role of the teacher must be more professional, both in mastering the material and classroom management. The teacher must also be able to control the learning process in the classroom so that students do not become bored with the material and the way the teacher delivers the material. (3) The implications of this learning are effective for student learning outcomes and also impact the Islamic Religious Education subject teachers.

The Praxis of Differentiated Learning in the Independent Learning Curriculum Judging from the Idea of "Totality and Infinity" Emanuel Levinas

The Praxis of Differentiated Learning in the Independent Learning Curriculum Judging from the Idea of "Totality and Infinity" Emanuel Levinas

Pengaruh Kurikulum Merdeka Pada Pembelajaran Ppkn Sebagai Optimalisasi Pembentukan Karakter Siswa Sekolah Dasar

Education is an important activity for every person to be able to develop the potential that exists within him. Currently, the curriculum applied to education in Indonesia uses the Merdeka Belajar curriculum. The Merdeka Belajar curriculum has a system where teachers and students can of course have the freedom to learn independently, be creative and innovate. In the Merdeka Belajar curriculum, of course, there are subjects studied by students, one of these subjects is PPKn. The aim of this research is to determine the optimization of the character of elementary school students in PPKn learning based on the Merdeka Belajar curriculum. The type of research used is quantitative, the data collection procedure begins with determining the sample using test techniques, questionnaires, observation rubrics, documentation, as well as the research population and sample, namely class IV students at SDN Balas Klumprik 1 Surabaya. The results of the research show that the Merdeka Belajar curriculum in PPKn learning has an influence in optimizing the character formation of elementary school students. In the conclusion of the research, the influence of the Merdeka Belajar curriculum on PPKn learning as optimizing student character formation in elementary schools is that students are able to optimize character formation in PPKn subjects based on the Strengthening Pancasila Student Profile Project (P5) with the dimension of working together and doing it in life. real.

Paradigma Baru Pendidikan dan Perkembangannya di Era Society 5.0

New Paradigm Learning or Merdeka Curriculum is learning that is oriented towards strengthening competencies and developing characters in accordance with the dimensions of the Pancasila Student Profile. This service aims to facilitate teachers in West Seram Regency to change their way of thinking about education that develops in this society 5.0 era so that the learning process that is built is more innovative and creative and students experience a better transfer of knowledge. The target of the service was 45 teachers from elementary to high school / MA and was carried out at MA Gemba. The activity took place with an interactive lecture model. To measure the achievement of this service activity, information about the satisfaction of the participants following the activity was collected through a questionnaire that was filled out. The results of the questionnaire showed that more than 85% of the participants strongly agree with this activity so that it has an impact on the learning process activities that are more innovative. The hope of the service activity is to conduct workshops to implement all activities.

Pemikiran KH. Hasyim Asy’ari Tentang Pendidikan Karakter dan Relevansinya Dengan Kurikulum Merdeka Belajar

The aim of this research is to explain the concept of character education according to KH Hasyim Asy'ari, explain KH Hasyim Asy'ari's thoughts on student character in education and explain the relevance of KH Hasyim Asy'ari's thoughts on character education to the implementation of the 2023 Merdeka Belajar curriculum. The approach used in this research is a historical approach. With this approach, the author can use it to study the biography and works of KH Hasyim Asy'ari. The type of research that the author uses is library research, namely research carried out to solve problems which basically relies on a critical and in-depth review of relevant library materials. The limitations of the problem that will be discussed are only regarding the relevance of character education according to KH Hasyim Asy'ari and character education in the independent learning curriculum. The results of this research are that the concept of character education according to KH Hasyim Asy'ari's thoughts includes Sincerity, Practicing Qona'ah, Tawdhu', Zuhud, Behaving Waro', Behaving Patience, Avoiding Immorality and Dirty Things. The character education of students according to the thoughts of KH Hasyim Asy'ari in the book adabulalim walmuta'alim is as follows: Student Character towards Themselves, Student Character towards their Teachers, Student Character towards the lesson, Student Character towards the book (book) and learning tools. The relevance of the adabulalim walmuta'alim book to the implementation of education in 2023 includes: Faith, Devotion to God Almighty, Noble Character, Independence, Mutual Cooperation, Critical Reasoning, Creative.

(034) EDI QUALITY IMPROVEMENT IN REPRODUCTIVE MEDICAL EDUCATION: A WORKED MODEL

Abstract Introduction Countless patients face challenges obtaining holistic generalist care and experience health disparities related to race/ethnicity and social structural determinants of health (SSDOH). Revisions to medical curriculum are necessary to ensure that graduates can competently provide care that is socially accountable and aligns with the needs of patients. Evidence supports the inclusion of generalist and equity, diversity and inclusion (EDI) content in curriculum to foster such competency. However, a 2022 study conducted at our medical school revealed a lack of generalism and EDI content in the case based learning (CBL) curriculum. An evidence-based process for assessing existing CBL curriculum for generalist content exists, but no process for revision has been described. While a process to revise EDI content in CBL curriculum exists, no studies to date have focused on reproductive medicine and urology content and the unique challenges associated with this area of medicine, such as the additional impact of stigma, trauma and discrimination related to pregnancy-related choice, sexual orientation or gender diversity. Objective To enhance generalist and EDI content within the Reproductive Medicine and Urology Course (RMUC) CBL curriculum. Further, to develop a worked model for enhancing generalist and EDI content in an existing CBL reproductive medicine and urology curriculum. Lastly, to provide medical graduates with the tools to provide care that is socially accountable and aligns with the current needs of patients. Methods We evaluated and revised five CBL cases in our medical school’s RMUC curriculum. We employed the Toronto Generalism Assessment Tool (T-GAT) to assess generalism, and adapted guidelines from Krishnan et al. to assess and implement the necessary changes related to EDI. Upon completion, we re-evaluated the RMUC CBL curriculum to ensure the incorporation of generalism and EDI content. We also used existing revision processes described by Bruner et al. to guide our overall approach. Results RMUC CBL cases were modified and our methods documented. Through this process, several challenges were identified and include difficulties with: (1) obtaining images due to lack of commercially available content that includes members of equity-deserving groups, (2) the time needed to appropriately incorporate SDOH already present in the cases, and (3) detecting content that was subtly paternalistic or missing a trauma-informed approach. Conclusions Generalism and EDI were lacking within the RMUC curriculum. Development of a worked model, accompanied by reflections on navigating encounters challenges, is underway. This will serve as a guide to others wishing to incorporate generalism and EDI into their reproductive medicine education programs. Disclosure No.

Model Pengembangan Kepemimpinan Islami Siswa di Sekolah: Analisis Interaksi Antara Kurikulum, Motivasi Belajar, dan Kinerja Guru

This study aimed to develop a conceptual model representing interactions among Islamic education curriculum, student learning motivation, teacher performance, and student Islamic leadership development in five Madrasah Aliyah in Bengkulu, involving 100 teachers and 100 students. Using the Partial Least Squares Structural Equation Modeling (PLS SEM) method, this research succeeded in identifying empirical interactions among the aforesaid variables. The analysis results showed that the Islamic education curriculum had very large influences on student learning motivation and teacher performance with a T-statistic of 11.341 and 38.421 and a P-value of 0.000 for both. Apart from that, this research also found that student learning motivation had significant impacts on teacher performance and the development of students' Islamic Leadership, as evidenced by T-statistics of 3.585 and 106.232 and a P-value of 0.000. The indirect influential relationship between the curriculum through student learning motivation on teacher performance also showed statistical significance with a T-statistic of 3.046 and a P-value of 0.002, and the indirect influence of student learning motivation on Islamic leadership development through teacher performance with a T-statistic of 3.613 and a P-value of 0.000. These results confirmed that the model had been well-developed and well-confirmed. The results also emphasized the importance of a good curriculum and high learning motivation in improving teaching performance and developing student leadership based on Islamic values. Keywords: Islamic education curriculum, student learning motivation, teacher performance, and student Islamic leadership development

An explanatory study of factors influencing engagement in AI education at the K-12 Level: an extension of the classic TAM model

Artificial intelligence (AI) holds immense promise for K-12 education, yet understanding the factors influencing students’ engagement with AI courses remains a challenge. This study addresses this gap by extending the technology acceptance model (TAM) to incorporate cognitive factors such as AI intrinsic motivation (AIIM), AI readiness (AIRD), AI confidence (AICF), and AI anxiety (AIAX), alongside human–computer interaction (HCI) elements like user interface (UI), content (C), and learner-interface interactivity (LINT) in the context of using generative AI (GenAI) tools. By including these factors, an expanded model is presented to capture the complexity of student engagement with AI education. To validate the model, 210 Chinese students spanning grades K7 to K9 participated in a 1 month artificial intelligence course. Survey data and structural equation modeling reveal significant relationships between cognitive and HCI factors and perceived usefulness (PU) and ease of use (PEOU). Specifically, AIIM, AIRD, AICF, UI, C, and LINT positively influence PU and PEOU, while AIAX negatively affects both. Furthermore, PU and PEOU significantly predict students’ attitudes toward AI curriculum learning. These findings underscore the importance of considering cognitive and HCI factors in the design and implementation of AI education initiatives. By providing a theoretical foundation and practical insights, this study informs curriculum development and aids educational institutions and businesses in evaluating and optimizing AI4K12 curriculum design and implementation strategies.

Curriculum Development Model of Islamic Education Based On the MB-KM Program

The study aims to develop an Islamic Education curriculum model based on the MB-KM program at Al-Hilal College Sigli, using the ADDIE model of Research and Development (R&D). The analysis stage involves curriculum needs identification, learning objectives analysis, student characteristics assessment, MB-KM program evaluation, literature review, and field studies. The design stage establishes learning objectives, flexible curriculum structure, material organization, learning and assessment methods, integration of Islamic values and MB-KM principles, and creation of modules. The development stage validates the design through expert assessment. Data is collected through interviews, observation, documentation, and questionnaires, and analyzed descriptively, qualitatively, and quantitatively. The findings indicate the curriculum aligns with MB-KM principles like interdisciplinary learning, digital technology, collaborative learning, flexibility, and activity assessment while adhering to relevant standards and industry needs. The curriculum is rated "Feasible" by expert validators, with an average score close to "Very Feasible".

IMPLEMENTATION OF MERDEKA MANDIRI CURRICULUM CHANGES IN ISLAMIC RELIGIOUS EDUCATION LEARNING AT UPT SMP NEGERI 2 GRESIK

The Merdeka Mandiri curriculum is the curriculum chosen by UPT SMP Negeri 2 Gresik to implement the independent curriculum initiated by the Minister of Education and Culture, Nadiem Makarim. This research aims to determine the design of the Merdeka Mandiri curriculum that has changed Islamic Religious Education learning and the implementation of the Merdeka Mandiri curriculum that has changed the learning of Islamic Religious Education, as well as evaluate the Merdeka Mandiri curriculum that has changed in the learning of Islamic Religious Education. To achieve the objectives of this research, qualitative research was the choice to reveal the implementation of the independent learning curriculum, especially in Islamic Religious Education learning with the method used to collect data: interviews, observations, and documentation. Meanwhile, the data analysis techniques used are data condensation, data presentation, and concluding. The results of the research are the design of the Merdeka Mandiri Curriculum Changes in Islamic Religious Education learning in accordance with the central learning outcomes and developed by teachers in charge of Islamic Religious Education through teaching modules, the implementation of the Merdeka Mandiri Changed Curriculum in Islamic Religious Education learning is carried out in accordance with the teacher's understanding and when there are problems in the process solutions were sought for learning together through MGMPS Islamic Religious Education and teacher meetings. Evaluation of the Merdeka Mandiri Changed Curriculum for Islamic Religious Education learning was carried out internally from UPT SMP Negeri 2 Gresik and externally from the Education supervisor at the end of the semester.

Curriculum adaptation method based on graph neural networks for universal domain adaptation

Universal domain adaptation (UniDA) aims to transfer knowledge between domains without prior knowledge of the label spaces. Category shift and domain shift are two primary challenges in UniDA, which require the method not only to distinguish common “known” samples from private “unknown” samples but also to align feature distributions of the common samples. In previous works, private samples have been involved to some extent in process of distribution alignment, leading to negative transfer. Therefore, we propose a curriculum adaptation method based on graph neural networks (GNN) to alleviate this issue. Specifically, our paper introduces a score to measure the transferability of samples and a curriculum adaptation strategy which only utilizes the most transferable samples for adaptation in each episode. To prevent classifier from overfitting on source samples, we assist classifier with the score and curriculum learning to obtain reliable pseudo-labels for target common samples. Furthermore, our method utilizes a graph neural network to aggregate features from similar samples across domains. Extensive experiments on three benchmarks demonstrate the effectiveness of our proposed framework.

Listening to children in nature: emergent curriculum in science teaching and learning in bush kinders

ABSTRACT Outdoor early childhood education contexts such as nature kindergartens have been established for well over 50 years in the United Kingdom and Scandinavia. Despite their popularity in these settings, similar approaches in countries such as Canada, China, New Zealand and Australia have taken time to become established. One example of where this approach to nature kindergartens in early childhood education has recently taken a foothold is the Australian ‘bush kinder’. Bush kinders are a context where four- to five-year-old preschool children can experience and learn biological, chemical and physical sciences in natural environments through play. This paper draws on research undertaken in bush kinders, applying ethnographic data. Data collection commenced in 2015 and subsequently, members of the research team returned to bush kinders in 2017, 2020 and 2023 to understand how the bush kinder approach to curriculum has continued to develop and grow. We respond to two research questions in this paper, (1) What are teachers’ experiences of an emergent science curriculum in bush kinder setting? And (2) How does an emergent science curriculum develop within bush kinder settings? Through observing educators’ application of emergent curriculum, we found that time spent in bush kinder provides children with the voice to articulate their science understandings.

(Implementation of the Independent Learning Curriculum at SMA Negeri 2 Mataram, West Nusa Tenggara)

The purpose of this research is to determine the implementation of the Independent Curriculum in Islamic Learning. The object of study is the Islamic Religious Education Teacher at SMA Negeri 2 Mataram. Type of qualitative research, data collection techniques using observation and interviews. The research results showed that in implementing the Independent Learning Curriculum there were three stages carried out by teachers, namely the planning stage, implementation stage and evaluation stage. All these stages have been carried out by the teacher.

Development and Implementation of an Experiential Longitudinal Health Systems Science Thread Into an Existing Medical School Curriculum.

Medical school graduates enter a complex health care delivery system involving interprofessional teamwork and multifaceted value-based patient care decisions. However, current curricula on health systems science (HSS) are piecemeal, lecture based, and confined to preclinical training. The VISTA program is a longitudinal, immersive learning curriculum integrated into the University of Chicago Pritzker School of Medicine curriculum between 2016 and 2018. Key components include a unit-based nursing interprofessional team experience, a discharge objective structured clinical examination (OSCE), a patient safety simulation, and the implementation of a Choosing Wisely SmartPhrase. Graduates before 2016-2017 and after 2018-2020 VISTA implementation completed a Likert-style survey assessing attitudes, knowledge, and behaviors on HSS topics. A free response question solicited improvement areas. The Association of American Medical Colleges (AAMC) Graduation Questionnaire (GQ) was also examined. The overall VISTA survey response rate was 59%, with 126 fourth-year medical student respondents before VISTA and 120 after VISTA. Compared with pre-VISTA graduates, post-VISTA graduates reported a significantly higher rate of competence on the HSS questions, with the greatest increases seen in effective communication at discharge (n = 73/126 [57.9%] to 116/120 [96.7%], P < .001), knowledge on safety event reporting (n = 53/126 [42.1%] to 96/120 [79.8%], P < .001), and considering costs in making health care decisions (n = 76/126 [60.3%] to 117/120 [97.5%], P < .001). All were directly addressed through experiential learning interventions, and 2 were intended practice behaviors. VISTA graduate responses to free-text questions demonstrated a more nuanced understanding of HSS compared with pre-VISTA responses. The AAMC GQ data showed increased agreement with an item that mapped to HSS understanding. The VISTA program provides a model for institutions to enhance HSS education between curricular overhauls. Next steps include implementing value-added roles and additional immersive learning exercises.