School Curriculum Development Research Articles

Development and implementation of a three-year junior high school curriculum of inquiry activities based on project research

Development and implementation of a three-year junior high school curriculum of inquiry activities based on project research

LEARNING MANAGEMENT ISLAMIC JUNIOR HIGH SCHOOL (MADRASAH TSANAWIYAH) IN BANDAR LAMPUNG CITY, INDONESIA

The Purpose in this study was to determine the planning, organizing, implementation, and evaluation of learning in MTsN Bandar Lampung City.This study uses an interpretive (a perspective that relies on the goal of understanding and explaining the social world from the point of view of the actors involved in it) paradigm with qualitative-descriptive methods. The approach used is naturalistic phenomenology.Findings from the results of the study about planning, organizing, implementation, and evaluation in MTsN Bandar Lampung City are Planning starting with the establishment of the School Curriculum Development Team (TPKS) which is determined based on the school decree and is chaired by Headmaster. Organizingthe curriculum development team ranges from 7 people to 16 members. Meet the number of teacher qualifications.The teacher monitoring, evaluating the suitability of the SKL and evaluating the types of tests in the cognitive, effective, and practical fields.Implementation learning burden in the form of a package system. Build and develop Islamic education professional. Evaluation curriculum implementation includes objectives, learning strategies and methods, learning materials, time allocation, evaluation system, teachers ability, and learning outcomes.

SISTEM MONITORING DAN EVALUASI NILAI SISWA BERBASIS DASHBOARD BERDASARKAN KEY PERFORMANCE INDICATOR (STUDI KASUS : SMP KARTIKA II-2 BANDARLAMPUNG)

Abstract – In the world of education, every school must have a good, quality and national standard teaching system. This step can be achieved by learning to make annual repairs and evaluations such as Bandar Kartika II Junior High School. The evaluation process is carried out by the teacher and the school curriculum development team which is conducted every semester. This step starts by collecting all student data from learning grades to non-academic activities. These data are scattered in the form of excel documents or homeroom records used as information. Information is obtained from operators who play a role in gathering all data for curriculum meeting decisions. The process of collecting data often experiences obstacles such as incorrect data entry, copy and paste data from teachers often error when inputted on the application value operator. Still have to be verified manually by curriculum sections and large program sizes that require high specifications on a PC or laptop. Not all teachers provide complete information for non-academic assessments. Then the evaluation process always does not have accurate data, especially the operator must wait for completing the evaluation recap.The application of monitoring and evaluating student grades is done by the assessment method using KPI (Key Performance Indicator) with the weight of the assessment that has been set by the school and has 3 assessments namely Tests, Measurements, and Assessments. Designed using UML (Unifield Modeling Language), Usecase Diagrams, Activity Diagrams, and Prototyping as a system development method, based on the results of implementation carried out with the application of testing using ISO / IEC 25010 Quality in Use Model (Usability) obtained 88% and 83% results for testing functionality so that the system can be concluded to be feasible to use. Key words: Monitoring System, Evaluation of Value, Students, Dashboard, Key Performance Indicator

Challenges of Curriculum Implementation in Junior Secondary Schools

Since the inception of Western Education in Sierra Leone, frantic efforts have been made to formulate policies in order to improve the quality of education. It has been acknowledged by various educationists that curriculum implementation is instrumental in improving the quality of education in any society. Therefore, it is seen as an approach which improves students’ academic achievements, equipping graduates with sufficient knowledge and skills for them to survive academically and socially in this modern world.
 On that note, the development of school curriculum is very significant in the life of a nation. The National School Curriculum as a program of learning is supposed to be a highly sensitive document as it contains the aspiration of the nation, preparing its citizens to face future challenges. It is supposed to be a document of hope.
 Notwithstanding the wide recognition and acceptance accorded the roles of curriculum as a career of national philosophy in Sierra Leonean Educational system, there seems to be challenges in the implementation of this important blue print. This could not be disassociated with inadequate trained and qualified teachers in the field/classroom; community/volunteer teachers unpaid; ill-trained and sometimes confused graduates and inadequate Teaching Learning Materials; lack of guidelines for the implementation of curriculum and the complexity of managing the curriculum coupled with inadequate training regarding curriculum implementation. Capacitation of teachers is essential in the successful implementation of any curriculum as they are the main role-players in promoting quality education. This and other related problems should be a cause for concern.
 By and large, the researcher is optimistic that although people are different and despite the negativity and inadequacies surrounding the curriculum, there is hope that with time and effort and given the total commitment of all stakeholders to implement the curriculum, success can be attained. Especially with the President’s (Retired Brigadier Julius Maada Bio’s) New Direction Agenda on education in Sierra Leone. Therefore, it can be concluded that the aim of the study and primary research questions which were explored, namely the Challenges towards Curriculum Implementation in Four Selected Junior Secondary Schools in Kpanga Chiefdom, Pujehun District, were adequately addressed and answered.

DEVELOPING WEB-BASED TEACHING MATERIALS ON THE SUBJECT OF SCHOOL CURRICULUM DEVELOPMENT

The development of science and technology has changed the elements in all fields, especially education. The learning patterns have also changed; one of which is using computer-based or internet / web-based learning, such as: E-learning, online courses, web-based education, and others. This paradigm shift sometimes requires lecturers to be more creative in delivering learning materials to students, especially, in this research, in the subject of school curriculum development. This aims to increase the effectiveness and flexibility of learning. In its implementation, the school curriculum development subject still ituilize printed teaching materials during the learning process. The purpose of this research was to develop web-based teaching materials for the subject of school curriculum development. This research applied research and development method with ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The development of web-based teaching materials in this research was assessed through the expert review stage with an accumulation of assessment results from media experts, design experts, linguists, and media experts. The result showed that the percentage of the expert review was 86% very good category. Then, the percentage of the individual test (one to one) was 85% with very good category. After that, the percentage of small group test was 85% with very good category. Based on these results, it can be concluded that web-based teaching materials are feasible to be applied to in the subject of school curriculum development.

Gifted Education in Hong Kong: A School-Based Support Program Catering to Learner Diversity

Purpose: This study explores the contributions and effectiveness of the Jockey Club “Giftedness into Flourishing Talents” Project (Project GIFT) in supporting learner diversity in gifted education, including meeting the educational and psychological needs of highly capable and gifted students in Hong Kong. Design/Approach/Methods: This study investigates the effectiveness of Project GIFT in supporting the development of diversity in learning in 20 project schools. Through close cooperation with project schools, Project GIFT comprised six developmental areas: school development, curriculum development, teachers’ professional development, parent empowerment, student development, and financial support. To further assess the usefulness of the school-based support provided by Project GIFT, this study examines the implementation of school-based gifted education in two project schools based on the aforementioned components. Findings: This study reveals Project GIFT’s significant role in promoting school-based gifted education in Hong Kong schools. Indeed, it was the first cross-institutional and research-based educational program in gifted education that intervened at both Level 1 (whole class) and Level 2 (pullout) of the three-tiered policy stipulated by the Hong Kong Education Bureau. One of the few gifted education programs implemented in Asia, Project GIFT focused on six key components to specifically support high-ability and gifted students with diverse educational and affective needs. This study shows that Project GIFT significantly enhanced diversity in learning, its collaboration with two key schools resulting in the successful enhancement of school development, professional development, curriculum development, student development, parent empowerment, and financial support. Originality/Value: The article fills the research gap by examining the effectiveness of a school-based gifted education program focused on enriching and differentiating curricula for different regular and pull-out programs. In doing so, this article attests to the success of the program in addressing the educational and psychosocial needs of gifted students at local schools in Hong Kong.

Chemistry Education and the Post-constructivist Perspective of Bruno Latour

Using Bruno Latour’s framework of a “collective of humans and nonhumans”, this paper presents an analysis of chemistry instruction in a high school curriculum and professional development setting to present the chemistry education community with a new way to think about reality and knowledge construction and, at the same time, to reconsider the contentious problem of constructivism and realism in chemistry education. Latour’s notion of science as a process where humans and nonhumans produce knowledge in “construction sites” enables a research and commentary project where, through the methodology of narrative case study, four different parts of Latour’s framework are considered: (1) mobilization of the world into scientific activity, (2) the use of procedures that act as “speech prostheses” where nonhumans can enter discourse, (3) the depiction of a process where small steps enable the activity of materials to circulate into the knowledge structures of the classroom, and (4) a process where humans and nonhumans have new identities constructed and stabilized through the mutual exchange of their properties. This paper presents Latour’s ideas through the research question: “What are empirical examples from chemistry education of the operation of Latour’s framework of a concept of collective of humans and nonhumans in knowledge construction?” These results support a conclusion where Latour’s collective of humans and nonhumans has the potential to support new ways to think about research and practice in chemistry education, including in ways that align with emerging feminist materialist research.

Curriculum for minority Indigenous communities: social justice challenges

ABSTRACT The development of state/federal mandated curricula for schooling is a highly politicised process, and even more so for marginalised Indigenous groups who are simultaneously attempting to revitalise their traditional language and knowledge. An example of this is the ongoing struggles between the New Zealand State and Māori to develop curricula for Māori-medium schooling over the past 25 years. While state funding was provided to support the inaugural Māori-medium curriculum development in the 1990s, it had to mirror the hegemonic English version, a continuation of the past 100 years of assimilationist practice. In the subsequent revision of the Māori-medium curriculum 2007–2008, the State was more accepting of difference and the capacity to develop Māori-medium curriculum had significantly expanded. In 2013, the state agreed to fund the development and implementation of localised school curriculum for one of the more highly politised Māori-medium sectors – kura kaupapa Māori. We draw on Fraser’s (2005. Reframing justice in a globalizing world. New Left Review, 36(Nov–Dec), 69–88) social justice tripartite of distribution, recognition and representation to critique and examine the tensions, and in many cases, unresolved issues in curriculum developments for Māori-medium schooling.

Kebijakan Pengembangan Kurikulum di Sekolah Dasar (Sebuah Tinjauan Kurikulum 2006 hingga Kebijakan Merdeka Belajar)

Curriculum development is very important for curriculum developers in primary schools to improve the quality of educational processes and outcomes. The aim of this research is to find out how curriculum development in primary schools in the KBK, KTSP, Curriculum 2013, and the independent learning policy. This research method is descriptive qualitative. Literature review method is taken to collect the data from relevant resources. The research found out that curriculum development of the primary school occurs in the span of Indonesian history. The primary school curriculum is a competency-based curriculum designed in the KBK, KTSP, Curriculum 2013, and independent learning. The characteristics of the primary school curriculum in KTSP are a separated curriculum for grades IV-VI and thematic curriculum for grades I-III. The characteristics of the primary school curriculum in the 2013 curriculum are a cross curriculum or integrated curriculum for all grades with a scientific approach and authentic assessment. The primary school curriculum in independent learning needs to pay attention to curriculum simplification, national exams, simplifying lesson plans, the teaching profession. Meanwhile, the implementation of independent learning must include objectives, flexibility, and benefits of the curriculum.

Validity and reliability of cognitive tests study and development of elementary curriculum using Rasch model

The instrument for measuring knowledge in the subject of Elementary School Curriculum Study and Development has been created to measure students' understanding of teacher candidates in applying concepts, implications and curriculum development at the elementary school level. In order to make reliable and feasible instrument for measuring students knowledge in the subject of Elementary School Curriculum Study and Development, this study aims to produce empirical evidence about the validity and reliability of test instruments using the Rasch model analysis. The study was conducted by testing 20 items on 142 elementary school teacher candidate at one of the State Universities in the City of Mataram, West Nusa Tenggara. The validity and reliability of the instrument were measured by the Rasch analysis model using the Winstep program. The one-dimensional testing of 20 items has a variance measured at 42.7% which exceeds the minimum points of 40.0% desired by the Rasch model. The reliability index of the respondents was 0.65 and the item reliability index was 0.98. All items show a positive value for Point Measure Correlation (PMC) in terms of item polarity which means there is no conflict between the item and the construct being measured. Outfit Mean Square value also shows that all items that almost all items have an MNSQ Outfit value smaller than 1.5 which means the measurement value can be said to be productive except for item 13 (3.77) and item 16 (3.77). Both of these items need to be re-examined because they have problems in measuring their validity. The results of this study have proven that the knowledge measurement test instrument in the Elementary School Curriculum Study and Development course has validity and reliability values that meet and are empirically feasible to be used in measuring Basic School Curriculum Study and Development knowledge for prospective teacher students.

MÔ HÌNH TRƯỜNG TRUNG HỌC PHỔ THÔNG CÔNG LẬP TỰ CHỦ ĐÁP ỨNG ĐỔI MỚI GIÁO DỤC VIỆT NAM HIỆN NAY

Innovative policy in high school management of Vietnam is focused on giving more autonomy in decision making of task performance for education quality improvement. International literature reviews have shown that decentralizing on school curriculum development and delivering, finance allocation and human resource management is one of performance enhancing policies in education. This effort proposes an autonomous public high chool model in the context of 2019 Education Law enforcement and fulfillment of 2018 general education program.

EVALUASI PENGEMBANGAN KURIKULUM MUATAN LOKAL SEKOLAH DASAR NEGERI KOTA MEULABOH

This research was motivated by the fact that local content curriculum development in schools, was not yet optimal. This research aimed to evaluate local content curriculum development of elementary schools in Meulaboh. The main problem of this research was how the evaluation results of the development of local curriculum in Meulaboh Elementary School. This research was evaluated study using quantitative models. Evaluation is done by collecting information in the form of data component of curriculum development to then analyzed average percentage aspect by using descriptive analysis. The instruments used were questionnaires, and document observation sheets. The population consisted of 6 schools pilotting Curriculum 2013 and respondents consisted of 6 headmasters, and 19 teschers were chosen using purposive sampling technique. The results of the research indicate that: the condition of curriculum development categorized good category (59%). The results showed that over all components of the evaluation in the evaluation of each aspect of good category.

Curriculum Development and Accreditation Standards in the Traditional Islamic Schools in Indonesia

This research aims at describing qualitatively the reality of curriculum, instruction, and academic tradition development in madrasahs (traditional Islamic schools) based on the school/madrasah accreditation standards in Indonesia. The findings from this research show that madrasahs in Indonesia generally have met the standards of curriculum development and the model of Education Unit Level Curriculum in terms of mechanism, document completeness and involvement of external parties in its development. The aspects of planning, learning document availability, instructional book, learning load and study group generally have met the standards of national accreditation. The weaknesses lie in the aspects of development, contents, strategy, study resources, media, model, approach and learning method that support the strengthening of students' Higher Order Thinking Skills (HOTS). The creation of academic atmosphere is weak when it comes to 1) conditioning students to become true life-long learners, 2) enhancing students' skill to think creatively, productively, and critically, 3) applying scientific approaches such as study tours, practices in the laboratory, seminars, demonstrations, and exhibitions and 4) strengthening students' skill to act individually, collaboratively, and communicatively.

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

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

Practitioners’ Involvement and Challenges, they Encountered in Curriculum Development: The Case of Secondary Schools in Amhara Sayint Woreda, Amhara Region, Ethiopia

The purpose of this study was to assess practitioners’ perceived involvement and challenges they encountered in the process of curriculum development in Secondary schools of Amhara Sayintworeda. Mixed research design was employed to provide answer to the basic questions of this research. The sample consisted of 125 secondary school teachers, 3 school principals, 4 vice principals, and 1 supervisor. Proportional random sampling technique was used to select the sample teachers and comprehensive sampling technique was used to select the sample school principals, vice principals, and the supervisor. The data was collected through questionnaire and semi-structured interview. The collected data was analyzed using percentage, one sample t-test and thematic description. The findings indicated low practitioners’ perceived involvement in all the curriculum development phases other than curriculum implementation. Absence of financial and material incentives and practitioners’ lack of motivation were considered as the major inhibiting factors for practitioners’ involvement in the different phases of the curriculum development process. On the basis of the major findings, relevant recommendations are suggested in the paper.

Integrated Teaching Material with Education for Sustainable Development on History Subject for High Schools Curriculum Development

This study aims to identify History subject materials that can be integrated with Education for Sustainable Development (ESD) for curriculum development in high schools. This research uses the documentation study method which is collaborated with the Focus Group Discussion (FGD) method. Data validation of FGD results was carried out with expert judgment. Data were analyzed using descriptive statistics. The results of the study showed that there were historical subject materials which made it possible to be integrated with ESD. The conclusion of this research is that the history subjects in high school have the potential to be integrated with ESD so that this can be a significant point in the development of the history curriculum in high school.

The rationale for subsidiarity as a principle applied within curriculum reform and its unintended consequences

Following trends across the developed world to devolve power and responsibility for public services to more local agencies, curriculum reforms in several countries have been characterised by policies designed to increase teacher agency and professionalism as a means of achieving successful change. In Wales, this approach has been promoted through adoption of a principle of subsidiarity. Four interconnected reasons are presented for its use within the development of a new curriculum. These can be summarised as follow: that it will encourage teacher professionalism; stimulate improvements in teaching; enhance the responsiveness of schools to local and national needs; lead to increased confidence in the reforms. This paper explores the extent to which these four justifications are reflected in teachers' experiences of curriculum development in schools involved in leading the reform process. Drawing on data from 10 in‐depth semi‐structured interviews with teachers and a survey of over 600 teachers, data reveal that although the principle of subsidiarity is broadly welcomed, whether or not its application fulfils the justification criteria presented is far from clear. Questions about the application of a subsidiarity principle in relation to curriculum reform are discussed.

Penguatan Literasi Digital melalui Model Pengembangan Kurikulum SMA Islam Berbasis Media Digital di Era 4.0

This paper aims to describe the strengthening of digital literacy through the development of digital media based Islamic high school curriculum in facing the challenges in 4.0 era. The method used in this study uses a qualitative descriptive approach with data collection techniques through direct observation and interviews. Based on the results of first observations at SMA Muhammadiyah 1 Park, the condition of the school has the potential that has not been maximized, namely the use of digital media in learning. Strengthening digital literacy is done through a model of curriculum development based on digital media in designing objectives, materials, strategies and evaluating learning. The digital literacy component that is the focus of research includes skills in information literacy and media literacy; digital scholarship skills, media literacy, learning skills, ICT literacy through guided assignments using digital media; and communication and collaboration skills through the active participation of students by using their digital media to collaborate and communicate in learning. This research is expected to make a positive contribution in the model of curriculum development in Islamic high schools that is in line with the times, through strengthening digital literacy to face challenges in 4.0 era.

Green Skills Understanding of Agricultural Vocational School Teachers around West Java Indonesia

This study investigated understanding of agricultural vocational school teachers about green skills and its entity in the curriculum. Data were gathered through survey of teachers from fifteen agricultural vocational high school of agricultural food processing technology study program in West Java Province, Indonesia regarding their understanding about green skills. The results showed that the teachers had less knowledge of green skills, limited to environmental issues. However, they agreed that students needed to be equipped with green skills. The entity of green skills has not been stated explicitly in the curriculum of agricultural vocational school. However, the teachers argued that green skills could be embedded in the subjects of the existing curriculum. The findings of this preliminary study indicated the need to increase teacher understanding of green skills and curriculum development in agricultural vocational schools to meet industrial needs in order to support sustainable development in accordance with the UNESCO strategy for vocational education.

The Influence Factors of School Management in Developing Entrepreneurship Literacy in Vocational Education

This paper aims to explain the effect of school management on entrepreneurship and literacy education in vocational secondary education students (Indonesian: SMK). However, school management itself is estimated to be influenced by various factors which are also described in this paper, including: competence of school principals, curriculum development, entrepreneurship training, community participation, and local potential. The research sample was conducted at 14 vocational schools in 7 (seven) provinces in Indonesia, with a sample size of 824 students. Data collection was carried out through questionnaires, interviews, and FGD. In particular, questionnaires were distributed to students who had previously been tested to determine the validity and reliability of the existing questions, using Person and Cronbach Alpha criteria. The research analysis used Structural Equation Modeling (SEM) with the help of the Lisrel 8.70 program. The results showed that school management in entrepreneurship education was influenced by factors or variables of school principal competence, entrepreneurship curriculum, entrepreneurship training, community participation, and local potential. Furthermore, school management influences the management of teacher competence, learning facilities, and the application of entrepreneurship education in developing student entrepreneurial literacy. It is suggested that entrepreneurship education be an element in the vision, commitment and seriousness of school management. On the other hand, it is necessary to pay attention to the indicators that contribute the strongest value to each of the factors or variables that affect school management, and variables that are influenced by school management.