School Curriculum Development Research Articles

Schools Literacy Movement in Innovation of Language Curriculum Development

Innovations and changes have been made to the Indonesian curriculum since 2013. These changes aim to improve the quality of education in Indonesia. The curriculum currently used to learn Indonesian is text-based. Several years later, the government launched the School Literacy Movement (GLS) to realize the vision and mission so that people can adapt to developments in information and technology by updating them in the National Literacy Movement (GLN). The purpose of this study was to find out the literacy activities carried out in schools as well as see the responses from students after completing literacy activities. This study recommends handling literacy as an innovation in curriculum development in schools. This research is a descriptive study using structured interview techniques and questionnaire collection techniques using interview guidelines and questionnaires as working tools. Interviews were conducted with five Indonesian teachers in West Sumatra and 30 students were asked to answer a questionnaire. The results of the study show that in practice literacy is not carried out by the rules so literacy goals are not achieved properly. In practice, curriculum and literacy appear as two different things and their implementation is inconsistent. Learning activities are always related to literacy activities. Particularly in language learning, literacy activities in reading and writing are very important things to be carried out by each component of the school.

Komering Culture Local Content Curriculum Implementation at Primary School

The Komering cultural local content curriculum was adopted at Muhammadiyah Primary School in 2021. The school is using the Komering cultural local content curriculum to help pupils comprehend local culture. However, the development of the local content curriculum in schools has not been founded on a scientific review of the curriculum, thus, teachers who carry out Komering cultural local content are still drawn from general instructors or do not have backgrounds in arts and culture education. As a result, the implementation is incomplete. The goal of this research was to find out what role educators had in the implementation of the Komering Culture Local Content Curriculum at Muhammadiyah Primary School. Local content instructors' grasp of Komering cultural knowledge, the learning process for Komering culture local content, and assessment of learning results. The method utilised is qualitative with a descriptive approach. The instrument employed observation and interviews, which were then evaluated using descriptive qualitative methods using Miles and Huberman’s theory. The findings revealed that the basic concerns of schools in implementing the Komering culture local content curriculum were based on the vision and goal of the local government, which conveyed regional culture and taught students more about Komering culture. Teachers back them as curriculum implementers for commercial, and cultural content in their own communities, and principals recognise them as leaders.

Explaining a Model of Applying Critical Thinking Components in High School Curriculum Development: A Qualitative Approach

Explaining a Model of Applying Critical Thinking Components in High School Curriculum Development: A Qualitative Approach

Real Coding and Real Games: Design and Development of a Middle School Curriculum Using Unity 3D

Real Coding and Real Games: Design and Development of a Middle School Curriculum Using Unity 3D

Thai Language Curriculum to Enhance Creativity Thinking Skills for Primary School Students

Creativity in the present society is essential for growth and reform. It is also beneficial for having creative students organize thought, imagine and discover new ideas from an early age. This study aimed to 1) investigate primary information related to learning management results, current situations, and school curriculum development needs, 2) design a Thai language curriculum to enhance creative thinking for primary school students, and 3) study the effects of the curriculum. The study was divided into three phases: primary information research, curriculum design, and implementation. The participants consisted of 30 students in grade 5 during the 2019 academic year. Phase 1 revealed that the majority of schools still had fair fourth-standard results, which related to the ability of analysis, synthesis, critical, creative, and considered thinking. There were approaches to solving the problem that involved analyzing the policy and the practice outcomes. The results of phase 2 revealed that the curriculum’s principles and goals were to assist students in improving their creative thinking in two dimensions: 1) knowledge and intelligence and 2) feeling, mind, and attitude. The results of phase 3 yielded that 1) primary school students had higher scores after learning to enhance creative thinking significantly at .05, 2) creative thinking of students who learned by using the curriculum was higher than creative thinking of students who learned through traditional curriculum significantly at .05. It can be stated that promoting creative thinking should be encouraged in many subject areas as early as possible.

Problems and Countermeasures of School-based Curriculum Development in Primary Schools

Problems and Countermeasures of School-based Curriculum Development in Primary Schools

The Development of Islamic-Based Pancasila and Civic Education Curriculum at Junior High School: Research at Junior High Schools in Cluster 5 Bandung Regency

This research departs from an idea of how to develop an Islamic-based Civics curriculum that can improve morality (character building or character). The research conductedat SMPN 1 Cileunyi, SMPN 1 Cilengkrang, and SMPN 2 Cimenyan. An Islamic-based Civics Curriculum development design can inspire independent learning in a student-centric learning process and an Islamic teacher. The core values Islamic values into goals, programs, implementation, and evaluation. The primary purpose of this study was to determine the implications of Islamic-based Civics Curriculum Development in Junior High Schools that internalize Islamic values. This research used qualitative research and development, a process or steps to develop a new product or improve an existing product, which can be accounted for. Data collection techniques were obtained using library research, observation, interviews, questionnaires, and documentation studies. The result shows the implementation of Islamic-based Civics curriculum is based on the Thirteenth Curriculum, yet, or although there are still embryos of Islamic religious, moral values, teachers provide spiritual support in the learning process; The teaching resources are indeed less mastered on religious material so that teachers are needed who have two competencies, namely the competence of Civics and religious material

Clarifying Cultural Safety: its focus and intent in an Australian context

The nursing/midwifery professions are facing a sea change with the inclusion of cultural safety in the Code of Conduct for Registered Nurses [Nursing and Midwifery Board of Australia. (2018a). Midwife standards of practice. Retrieved January 30, 2021, from https://www.nursingmidwiferyboard.gov.au/codes-guidelines-statements/professional-standards.aspx], the Code of Conduct for Midwives [Nursing and Midwifery Board of Australia. (2018b). Code of conduct for nurses. Retrieved January 30, 2021, from https://www.nursingmidwiferyboard.gov.au/codes-guidelines-statements/professional-standards.aspx], the Registered Nurse Accreditation Standards (Australian Nursing and Midwifery Accreditation Council. (2019). Registered Nurse Accreditation Standards. Retrieved from https://www.anmac.org.au/), and the Midwife Accreditation Standards [Australian Nursing and Midwifery Accreditation Council. (2021). Midwife Accreditation Standards. Retrieved from https://www.anmac.org.au/standards-and-review/midwife]. In this paper, we focus on the theme of enabling cultural safety seeking to overcome the barrier of confusion surrounding it. The inclusion of cultural safety in codes and accreditation standards highlights the pressing need for these professions to attain deep understanding of cultural safety so that clinicians and educators can confidently practice and teach in this area. This need is underscored by the context of heightened awareness, that developed amongst mainstream Australians with Black Lives Matter in 2020, of inequity including health inequity. Our concern as academics responsible for staff development, curriculum development and implementation in university Schools of Nursing/Midwifery is to enable and support the teaching and practice of cultural safety. Its focus on working in partnership, addressing power imbalances, racisms and related systems of discrimination constitutes it as a vastly different model to cultural other-awareness and notions of cultural competency which have held sway on matters of culture in health service provision up to now. Our approach was to undertake a reflection on our combined decades of studying, leadership, teaching, and practice of cultural safety, which consistently showed the confusion in Australia about the model overall and about the definition of culture underpinning it. This paper supports the profession by addressing the need to educate academics and clinicians on cultural safety itself and on the role of all nurses/midwives, Indigenous and non-Indigenous, in these endeavours. This paper encourages a coherent development and confident implementation of cultural safety curriculum and practice to meet current requirements.

Student Stress and Mental Health during Online Learning: Potential for Post-COVID-19 School Curriculum Development

Student Stress and Mental Health during Online Learning: Potential for Post-COVID-19 School Curriculum Development

Application of Multimedia Technology in Middle School Education Management

<p>In today’s era, the connection between science of technology and all aspects of social life is increasingly in-depth. Multimedia technology, particularly in the sphere of education and teaching, demonstrates its tremendous advantages, such as vast teaching resources and the ability to move between various teaching modalities at any moment. To a large extent, all of these have aided the successful execution of China’s education reform. Teachers and students were continually adjusting to the dispersion of conventional roles, resulting in an increase in instructional efficacy. How to improve the significance of multimedia in middle school curriculum development and achieve our academic objectives of "fostering individuals" has now become a contentious issue among academicians. Aiming at the current situation of the development of middle school education management in China, this paper adopts the method of combining questionnaire survey with comparative experiment, proving the advanced nature of multimedia teaching mode. Meanwhile, with the help of questionnaire analysis, the author also understands some middle school students’ real ideas about the application of multimedia technology to the classroom. The experimental results show that multimedia technology is very effective in middle school education management. The classroom quality has been effectively improved, and the enthusiasm of students in class has been improved by about 20%. Furthermore, such an improvement was obtained in only one month of testing, which is quite encouraging. Finally, the researcher provides a thorough review of the research, arguing that using multimedia technology should not only enhance the material’s effectiveness, but also prevent overwhelming the viewers.</p> <p> </p>

Islamic Leadership School Curriculum Development in Taruna Panatagama Putri Yogyakarta

This research focuses on the process of curriculum development at Islamic Leadership School (ILS) in Taruna Panatagama Yogyakarta. This study aims to determine the concept and implementation of ILS curriculum development and its implications for learning outcomes. The method used in this research is descriptive qualitative method. The subjects were the founder, the Principal, the Caregiver, the teachers, the students and the alumni of the ILS Taruna Panatagama School. The data were obtained through interviews, observation, and documentation. The data were analyzed by using Spradley model, namely data analysis and data collection processes carried out simultaneously, consisting of analysis of conceptual domain information, taxonomic analysis (exploring important domains and subdomains by referring to library materials to obtain in-depth understanding), componential analysis (contrasting elements in the domains obtained and the subsequent relevant categorization), and theme analysis. The results of the study indicate that the curriculum with a homeschooling model has been built based on the potential development of each student. The basic concepts and ideas are applied based on Islamic teachings with a focus on leadership competencies by building awareness of Islamic personality and developing leadership. The implications for student learning outcomes are the changes in attitudes and behavior of students and achievements.

Voices of the Disinvited: The Dream and Reality of Invitational Education For Underachieving and Apathetic Students Reflections from a “Long Marcher” in Invitational Education

The purpose of this study was to see if invitational teaching techniques and procedures, used to help college students become clearer about their personal commitments to teaching and more purposeful in their course in school curriculum development, were related to their behavior patterns of (1) achieving far below their potential or (2) apathy or indifference to normally challenging course activities.

Employers expectations and requirements. Case study: Employers of Schools of Economics and Business Graduates in Romania

Abstract Nowadays, employers are reconsidering the definitions of professionalism and professionals. In addition to job related knowledge and skills, a professional need some general behavioral skills too, which are especially required when working with others. These inter-relational skills are not “hard skills”, but “soft skills” Being challenge to face an economic reality that is changing permanently, universities have to adapt themselves and to respond to the needs of the socio-economic environment by developing and adapting their educational services to the contemporary requirements. Among the multiple dimensions of the changes universities are facing nowadays important ones are the changes at the curriculum level: goals consisting in competences according to the labor market requirements, new educational plans and programs, new content and teaching and learning strategies, new learning settings and environments. The paper presents the experts’ perspective in respect with the ways in which universities are developing and innovating their curricula and analyses Romanian employers’ opinions regarding the curriculum development and innovation in schools of economics and business. The analysis is based on a survey conducted among the most important employers in Bucharest, the capital city of Romania and, in the same time, the largest local labor market in the country with national and multinational companies. Recommendations regarding the curriculum development and innovation are included too. These are meant to enhance the capacities of universities to provide high quality education and develop competences required on the labor market.

고교학점제에 따른 학교 교육과정 개발 과정에서 학생 참여의 양상 및 쟁점 분석

In developing the school curriculum, the ߢstudentߣ has been regarded as a resource for decision-making. However, with the recent introduction of the high school credit system raises the meaning of student participation in the school curriculum development. The goal of this study is exploring the meaning and the issues of student participation in the school curriculum development following the implementation of the high school credit system. Data collection was conducted interviews with nine people, including teachers and supervisors. In the high school credit system, students were regarded as an important ߢresourceߣ for decision-making related to the curriculum as in the existing method. Students also had the meaning as important ߢparticipantsߣ in determining the subjects of the school curriculum, and sometimes as ߢchange facilitatorsߣ who make teachers to find alternatives. In this process, there are difficulties in relation to how well students have understanding and competency in subject selection, differences in the voices of students about the demand for opening subjects, and the extent to which teachers should intervene when the needs of students are importantly reflected in the curriculum. Based on the results of this study, this study suggests that a change in the perspective on student participation is necessary to develop curriculum under the high school credit system, and practical support should be prepared to resolve detailed issues related to student participation.

English Teachers’ Understanding of Thailand Basic Education Core Curriculum

This qualitative study aimed at exploring English teachers’ understanding of the Basic Education Core Curriculum in Thailand and to investigate the contributing factors. The selected research with triangulation design was used to analyze the data, which was obtained from 66 English teachers. The drawings and questionnaire data showed that most teachers possessed ‘impeding understanding’, which may interfere with the development of a localized school curriculum. No clear trend was found in the present study on how teachers’ professional experiences, teachers’ qualifications, professional development activities, and involvement in curriculum development may contribute to teachers’ comprehension, as suggested in previous studies. The findings on teachers’ lack of understanding of the Core Curriculum after ten years of its implementation indicate the pressing needs to carefully design the implementation of the new national curriculum the Ministry of Education is developing. Effective communication processes and continual in-service professional development activities are recommended. Further investigation on how to effectively provide in-service professional development activities in Thai schools to promote teachers’ understanding of a new educational policy will be needed.

Identification of Employability Skills for High School Curriculum Development: A Survey

Identification of Employability Skills for High School Curriculum Development: A Survey

Mathematics in Nature: A Pedagogical Approach

Most knowledge that we can acquire through discovery and investigation has been already known by the nature around us. It has the secrets long before we discover patterns, rhythm and calculations. This study was intended in exploring the unique way of teaching Mathematics through nature. Five individuals from different discipline of study accepted the seven-day challenge of teaching pre-school learners on a one-on-one basis while observing Philippine Enhanced Community Quarantine in the fight against COVID-19. The lessons are nursery number sense which includes Counting 1-10, Days of the Week, Months of the Year, Ordinal Numbers, Counting 11-20, and The Time and Clock. Pre-and post-assessment of numeracy skills were recorded using observable competency tallied with literal descriptions – A for mastered, B for developing, and C for beginning. Alongside teaching, online conferencing was conducted for a qualitative interview with the teacher-participants. Questions revolved around teaching mathematics using nature as springboard. Responses were put into transcription, coded, thematically analyzed and discussed in the light of sound principles in teaching and learning. After the seven-day challenge, it was found out that teaching using naturalist approach led to the increase in numeracy skills of pre-school learners. Six themes were developed based on common experience of the teacher-participants. Teaching Mathematics through nature was capsuled in the concepts of familiarity, practicality and affectivity. Nature’s aid in understanding Mathematics is due to interaction, imagination and concrete notion. Learners’ response to nature discussion was characterized into expressiveness, attentiveness and inquisitiveness. The features of nature that makes it a feasible springboard are calming, universal fitting and awe inspiring. Nature’s similarities to Mathematics are complex sense, obedience and cadence, while the Mathematics of protecting nature can be observed in valuing, balancing and growing aspects. Recommendations to school heads, community and curriculum developers were laid down near the end of the study.

Exploring the scope of and gaps in the teaching and learning of Business Studies at school and teacher education levels

The relevance of Business Studies Education (BSE) at school and in higher education is undisputed, given the rising levels of youth unemployment and the need for an appropriate skill set for potential entrepreneurs. Although a relatively large corpus of general business education literature is available, the same does not necessarily apply to published research related specifically to business studies teaching and learning at school and in teacher education. The aim of this research was to explore the scope, similarities, differences and potential gaps in the teaching and learning of Business Studies within school and teacher education contexts. A meta-study methodology was applied in this study to provide a comprehensive review and synthesis of peer-reviewed research publications in business studies education. An overview of the challenges facing BSE within the South African context is provided. A framework encompassing situational, pedagogical, practical and disciplinary knowledge areas guided the analytical overview to underscore the limitations and particular points of focus of current and past research. In addition, the meta-study set out to establish the scope, similarities and differences of promising areas for future research. Findings suggest that BSE research remains limited, entrepreneurship is an important focus for research and that not enough research has been conducted about situational knowledge. Recommendations include the need to analyse the complexities of teacher education and training, to investigate and critique the theoretical foundations of business studies education and to evaluate the shifts in school curriculum policy, development and design.

Psychosocial and Curricular Determinations of Intercultural Education Programs

The article is scientifically and axiologically justified by the assumption that the conceptual-methodological basis and the results in the field of intercultural psychosociology are sources and landmarks in the development of intercultural education and school curriculum. In this respect, this study highlighted relevant contributions in intercultural psychosociology, their educational and curricular impact and also explored some possibilities of developing intercultural education and reconfiguration of the school curriculum from the perspective of interculturalism. The article started from the general hypothesis that if we outline the students’ social representations, attitudes and curricular preferences concerning intercultural education of students, correlated to the European dimension of education, then it will be possible to develop the premises for action and intervention model in the field of intercultural education curricula. The general hypothesis was operationalized in four particular hypotheses that were subsequently confirmed. The research was conducted using an adapted questionnaire (InterQ) based on authors’ previous studies in the field of curriculum and was applied on a sample of 213 students from the University of Craiova. The article also includes critical analyses, personal opinions and authors' opinions on concerning socio-educational transposition of the research results from intercultural psychosociology, and also advances some directions for future research.

Impementasi Project Based Learning Dalam Pembelajaran Abad 21 Pada Mata Pelajaran Geografi Kelas XI IPS SMA Nasional 3 Bahasa Putera Harapan Purwokerto

The development of curriculum in schools is currently required to make changes in implementing teacher-centered learning approaches into student-centered learning approaches. This is adjusted to the demands of learning that will affect the development of children in the future, where children must have thinking and learning skills. These skills include critical thinking skills, problem solving, collaboration, and communication skills. These skills are often said to be skills in the independent learning process that must be possessed by students. Students can have these skills if the teacher is able to develop learning with activities that challenge students to think critically in solving problems. Another aspect that is no less important is the Assessment or Assessment. Assessment can be given among students as feedback, by the teacher with an assessment rubric that has been prepared by the teacher or based on the performance and products they produce. To achieve the aforementioned objectives, a learning approach that is quite challenging for teachers is a project-based learning (PBL) approach.