Education In School Curriculum Research Articles

Rethinking General Education from the Perspective of High School and Higher Education Curriculum Articulation

This study explores the concept of curriculum articulation between secondary and higher education, focusing on the continuity of curricula and their implications for foundational liberal education in universities. It analyzes the similarities and differences between general education at the high school and university levels. Both frameworks aim to cultivate holistic individuals equipped with essential competencies and a sound moral character through broad-based education. They share commonalities in historical origins, educational objectives, and curricular structures. However, high school curricula are typically organized around subject-based learning, whereas university curricula are more discipline-oriented, with pedagogical differences arising from the distinct roles of teachers and professors. These differences manifest in instructional content, teaching methodologies, and assessment practices. From the perspective of curricular continuity, sequence, and integration, the study advocates for the development of academically rigorous liberal arts courses at the university level that facilitate interdisciplinary mobility and integration for students, and the enhancement of teaching methods for interdisciplinary courses through ongoing faculty research. The conclusion suggests conceptualizing liberal education as encompassing three distinct domains: basic literacy education, liberal arts education, and experiential learning. It emphasizes that the scope of liberal arts education should extend beyond basic competencies, asserting that continuous faculty engagement and scholarly inquiry are essential for the effective development and refinement of liberal education curricula.

Features of the development of strength and flexibility of middle school children by means of fitness with elements of martial arts

The article is devoted to the study of the peculiarities of the development of flexibility and strength of schoolchildren aged 13-14 under the influence of martial arts fitness. The purpose of the study is to determine the effectiveness of using fitness exercises with elements of martial arts for the development of flexibility and strength abilities of secondary school children. The research involved 20 boys and 20 girls who studied in the 8th grade of a secondary school. The following methods were used to solve the research tasks: studying and analyzing literary sources on the research topic; pedagogical experiment; pedagogical testing of the level of physical abilities development, methods of mathematical statistics. To conduct the pedagogical experiment all participants of the experiment were divided into two groups: experimental (10 girls and 10 boys) and control (the same composition). The essence of the experiment was that for children who were included in the experimental group during 5 weeks during physical education lessons an experimental variable module on fitness with elements of martial arts was introduced. When developing the variable module on martial arts fitness, we adhered to the requirements for variable modules in the current physical education curriculum for schools. Girls and boys in the control group attended physical education classes based on the educational material of the variable module gymnastics. The study proved that the use of a variable fitness module based on the use of classical aerobics exercises and martial arts elements during physical education lessons in middle school contributes to a statistically significant improvement in flexibility (forward bending) and strength (flexion and extension of the arms in a lying position and lifting the torso from a lying position in 30 seconds). At the same time, such exercises are emotional and can have a positive impact on adolescents' functional fitness, well-being, and mood.

The Essence of Islamic Religious Education Curriculum: Integrating Islamic Values with Contemporary Education

The purpose of writing this article is to explain the essence of the Islamic religious education curriculum in schools. Where the Islamic education curriculum plays a central role in shaping identity and scientific development in the context of religion-based education. This research is literature research by examining the nature of the Islamic education curriculum. The literature review method includes indirect observation or looking at internet platforms, books and other sources, then analyzing facts relevant to the specified topic. The essence of the Islamic education curriculum is activities that involve learning plans, material content and student learning method strategies that are implemented well, which will create a generation that is obedient and obedient to Allah SWT, has a high religious attitude, becomes human beings who are highly capable, have interests and appropriate talent.

Influence of Senior High School Strand on the Academic Performance in College

The influence of a senior high school (SHS) on academic performance in college is an interesting topic that involves exploring how the specific curriculum and focus of senior high school education can impact students’ success in higher education. In this context, this study explored the influence of senior high school strands on the academic performance of Accountancy students. Data for this descriptive study were collected from 128 respondents using a 30-item, self-made data-gathering instrument that has passed rigorous tests for validity and reliability. The data show that age and senior high school strands significantly influence students’ academic performance in foundational knowledge. However, the level of influence of the SHS strand and the level of academic performance have no significant relationship. This suggests that regardless of the specific strand a student pursues during their SHS years, their performance in higher education is not directly affected by this choice. Keywords: Accountancy, senior high school strand, academic performance, Negros Occidental, Philippines

Implementasi Kurikulum Pesantren pada Sekolah Formal (Studi Kasus: SMP Muhammadiyah Plus Klaten Utara)

The purpose of this study is to examine how the implementation of the pesantren curriculum is integrated into formal educational institutions, especially in the Muhammadiyah Plus North Klaten Junior High School in designing the curriculum as a form of process of fostering, educating and encouraging students to underlie every behavior with good moral values or character. Formal School Education Curriculum to the Islamic Boarding School Curriculum In strengthening character education, data collection is carried out through observation, interviews and documentation. After data processing, the findings are presented in a descriptive form, and conclusions are formed from the data using source triangulation and methods. The results of the study show that there is an implementation of a formal education curriculum development model by collaborating with the values of the pesantren education curriculum which can be a solution in strengthening the morals of students. Thus, the curriculum becomes a tool in education that contains systematic and dynamic planning to achieve educational goals that have an impact on the social environment and society and are able to answer the challenges of the times.

VALUES OF CHARACTER EDUCATION IN JEUNG PANGGEUING'S PEPELING BOOK WORKS OF KH ACENG ZAKARIA

This research aims to identify and analyze the values ​​of character education contained in the book "Pepeling jeung Panggeuing" by KH Aceng Zakaria. This book, written in Sundanese, is a collection of advice from a leading scholar who has significantly contributed to education and moral development in society. The language used in this book is very persuasive and easy to understand, especially for the people of West Java. A qualitative approach with content analysis was used in this research to understand the moral and ethical messages contained in the book. Data was collected through an in-depth study of book texts and secondary references related to character education theory. The research results reveal several core values ​​taught in this book, namely the book "Pepeling jeung Panggeuing" which plays an important role in shaping readers' character through applicable and relevant advice. The book "Pepeling jeung Panggeuing" contains a collection of advice that makes people aware of negative actions and awakens the human mind so that they can rise from laziness and be more optimistic in living their lives. This book contains character education values, including religious character education, cooperation, tolerance, hard work and generosity. The implication is that this book can be used as a reference in the character education curriculum in schools and as a guide for families and communities in developing the morals of the younger generation. This research recommendation includes the development of a more integrative and adaptive educational program based on the values ​​contained in this book

Perkembangan Kurikulum Pendidikan Agama Islam dan Pendidikan Budi Pekerti di SMA

The development of the Islamic Religious Education (PAI) and Character Education curriculum in Senior High Schools (SMA) is crucial amidst increasingly complex social dynamics. This research aims to analyze the curriculum development process of PAI and Character Education, focusing on the implementation of character-based learning methods. The research employs a qualitative approach through literature review to explore relevant theories and concepts. The research design centers on identifying curriculum development principles, including the stages of planning, implementation, and evaluation. The findings reveal that effective curriculum development involves intracurricular, co-curricular, and extracurricular activities, with the primary goal of shaping students with strong moral character and a deep understanding of religion. A holistic curriculum that is relevant to students' needs can strengthen their moral character and mitigate the negative influences from external environments. The implications of this research highlight the importance of collaboration between schools, parents, and the community in developing a PAI curriculum that can address contemporary challenges and prepare young generations to face modern life with integrity.

Physical Education Curriculum Implementation Using Hyflex Learning Modality in the New Normal

In order to address issues on the delivery of quality education during the COVID-19 pandemic and to transition to post-pandemic teaching and learning delivery, hyflex was introduced in many schools all over the world. The purpose of this study is to explore the implementation of the physical education curriculum in junior high school using hyflex learning modality and identify the teaching practices, challenges and opportunities that teachers encountered during implementation. This study utilized a qualitative research method using a case study approach employing focus group interview with physical education teachers in a selected private school in Zamboanga City. Hyflex learning modality allows students to attend classes flexibly. The learning modality presented an avenue for teachers to become efficient in the digital age thus responding to a future-ready education landscape. Digital literacy and innovative pedagogical strategies among teachers were seen as opportunities in this modality. Challenges on internet connectivity, technological resources, assessment and monitoring of online distance learners (ODLs), and equity in learning need to be addressed first. The results of this study provided education administrators an overview and a guide in curriculum innovations in physical education to improve the delivery of the course in the context of new normal.

Menstruation Knowledge, Stigmatization and Support Perception of Adolescent Boys in a Rural Secondary School in Benue State, Nigeria

Purpose: To assess menstruation knowledge and stigmatization and support the perception of adolescent boys in a rural secondary school. Materials and Methods: A cross-sectional descriptive study of 121 secondary school boys drawn from all classes using a simple random sampling technique. An interviewer-administered questionnaire was used to collect data on socio-demographic characteristics, knowledge, and perception of menstruation. Findings: Most of the respondents, 55.4 % were aged between 15-18 years. Those in their fourth-year class (SS1) were more (40.5%). Some felt that menstruation was a disease (13.4%), contagious (24%), and unclean (29.8%). Those with correct knowledge of menarche were 97.5%. Those willing to obtain more knowledge on menstruation were 79.3%. More than half, 57% were unwilling to share food, items, and bedrooms with a menstruating female and 38.8 % believed that women should observe restrictions during their period. Those willing to offer support were 47.9% which was the highest and no support 1.7%. Teasing of girls in their period was reported by 20.6% of the respondents. Implications to Theory, Practice and Policy: There was good knowledge of menarche. However, misconceptions about menstruation and teasing were observed. This study contributes to theory by exploring boys' perceptions of menstruation and linking their misinformation to menstrual stigma. Practically, it emphasizes the need for educational programs, awareness campaigns, and peer support systems to reduce stigma and improve understanding. On a policy level, it advocates for menstrual education in school curricula, gender equality in health education, and policies addressing cultural misconceptions around adolescent reproductive health. More health education on menstruation needs to be given to secondary school boys.

Manhaj al-Lugah al-‘Arabiyyah fi Madāris al-Ṡānawiyyah al-Islamiyyah: Taqwīm al-Taṭbīq Binaan ‘ala Qarar Wazīr al-Syuūn al-Dīniyyah

The formulation of evaluation tools needed to apply the curriculum in the process of evaluating the application of the curriculum at the practical level in education units. The objectives of this scientific research are: 1) Describe the curriculum application evaluation model with specifications for the formulation of components, aspects, context indicators, inputs, process, product, and outputs (CIPPO). Based on the decision of the Minister of Religious Affairs No. 183, 184, 189 and the theory of linguistic performance. 2) Analyzing the evaluation results of the implementation of the Arabic language curriculum. This scientific research utilized a research and development (R&D) design) with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data collection tools using interview, questionnaire, and documents. The data collection techniques are Dhelpi techniques; consultative discussions with experts as validators in preparing the instruments, group discussion forum; discussions with Arabic language teachers to analyze the needs and formulate the components, aspects, and indicators to achieve Arabic language curriculum application. And qualitative data analysis using triangulation method; data reduction, presentation, and conclusion. The results of the research indicated that; 1) Implementing the evaluation of the Arabic language education curriculum in the Islamic high school using the CIPPO evaluation model with representative formulas and criteria from KMA 2019 No. 183, 84, and 189 with Dell Hymess' language performance theory Furthermore, CIPPO becomes an evaluation model in the form of curriculum achievement evaluation tools that include components on; context, inputs, process, outcomes, and learning outcomes with all aspects and indicators. The results of the evaluation of the implementation of the Arabic language curriculum for Ma'arif Islamic Secondary Schools Jepara are as follows; 1) Context aspects are at a very good level. 2) Aspects of the input components of the curriculum at a good level. 3) Aspects of the process components of the curriculum at a very good level. 4) The product component aspects of the curriculum are at a good level. 5) The learning outcomes aspects of language performance are at a poor level.

Field Work Practice Monitoring System to Support Practical Activities for Vocational High School Students

Internship (INTERNSHIP) is an important part of the vocational education curriculum in vocational high schools, including SMK Negeri 1 Gesi. However, its implementation often faces various obstacles, such as inefficient communication, delayed reporting, and difficulties in monitoring student progress. To address these issues, an Internship monitoring system has been developed with the aim of optimizing the learning process. Therefore, this research aims to develop a internship monitoring system that is suitable for use by vocational high school students to support their activities. The research method applied in this study is research and development adopting the Alessi & Trollip model. The research subjects include software/media experts, content experts, and teachers. Data collection is carried out using observation, interviews, and questionnaires. The data obtained from the research is then analyzed qualitatively descriptively and quantitatively in terms of percentage. The research results show that in the alpha testing phase, the internship monitoring system product received a High Validity qualification from experts. Based on these results, it can be concluded that the internship monitoring system product deserves the category of high feasibility to use as an application or system to support a series of internship activities, both for teachers and students.

Approaches to Integrating Entrepreneurial Education in School Curriculum

In recent years, a noticeable and worrisome pattern has emerged in numerous developing nations which is a steady and persistent rise in unemployment rates. To effectively tackle this pressing unemployment issue, it is imperative to adopt a holistic approach like incorporating entrepreneurial education across curriculum at all levels of the educational system. Therefore, the authors explored approaches to integrating entrepreneurial education into school curricula focusing on the following research questions. How can an entrepreneurial mindset among learners be promoted in school? And how far have pedagogical approaches improved entrepreneurship in schools? To address these questions, a systematic literature review underpinned by Human Capital Theory. The data were specifically sought from publishers with wide coverage of scholarly literature like Sage, Taylor and Francis, Emirate, and Springer, covering publications from 1965 to 2023. The search was supported by two broad terms such as promoting entrepreneurial mindset in learners and pedagogical strategies for enhancing entrepreneurship. It was found that an entrepreneurial mindset could be acquired through an innovative classroom environment, resilience, and guest speakers. Also, teachers could promote entrepreneurial education through the adoption of pedagogical approaches such as hands-on learning and experiential activities, role-playing, and business simulation games. It was recommended that the Ministry of Education should develop tailored training programs and workshops aimed at empowering educators with the essential competencies and insights to deliver impactful entrepreneurial education.

Analysis of design and implementation of physical education curriculum in primary school: A literature study

Analysis of design and implementation of physical education curriculum in primary school: A literature study

Human rights education as a human right – A logical analysis based on Kanger’s theory of rights

This article provides a theoretical foundation to argue for an effective and meaningful realization of human rights education in school curricula and beyond. Despite emerging research on a content-related basis and large-scale initiatives, the practical realization of human rights education is mostly still a desideratum. By analyzing relevant documents by the United Nations (UN), particularly the Universal Declaration of Human Rights (UNGA, 1948), this paper shows that human rights education is a human right itself. Upon joining the UN, member states pledged to provide human rights education to all citizens. However, the question what it means to ensure the right to human rights education is complex because the concept of ‘right’ is ambiguous. Thus, this manuscript logically analyzes the right to human rights education by means of Kanger’s theory of rights that encompasses a classification of all possible types of right. The analysis shows that the right to human rights education consists of two complex types of right that contain both a claim right as well as service rights. The author concludes that in order to meet the obligations of the UN Charta, UN member states are required (1) to provide mandatory human rights education in compulsory education and (2) to grant access to human rights education to all citizens.

Intents and Actualities of Health Optimizing Physical Education (HOPE) Curriculum Implementation: A Sequential Exploratory

This study explores the implementation of the Health Optimizing Physical Education (HOPE) curriculum in senior high schools in Pasay City, Philippines. Utilizing an exploratory sequential mixed-method design, the research first employed validated questionnaires to quantitatively assess the implementation of HOPE 1, 2, 3, and 4. Subsequently, Focus Group Discussions (FGDs) with teachers provided qualitative insights into the challenges and experiences during the curriculum's initial three years. The study involved 428 private school students, 412 public school students, 27 private school teachers, and 38 public school teachers. Quantitative findings indicated a moderate to limited extent of curriculum implementation, with significant differences between public and private schools for HOPE 1 and 2, but not for HOPE 3 and 4. Qualitative data highlighted challenges related to curriculum content, facilities, equipment, and teacher training. Recommendations include targeted workshops, Learning Action Cell sessions, collaboration with community resources, and initiatives like the Family Activity Challenge. These interventions aim to enhance the curriculum's effectiveness, promoting physical activity and health literacy among students.

Developing the Islamic Religious Education Curriculum in Inclusive Schools or Madrasah and Its Implementation: A Systematic Literature Review

Purpose – This research aims to obtain information about the development and implementation of Islamic religious education curricula in inclusive schools or madrasas. An inclusive school or madrasah is an educational institution that provides opportunities for all students, including students with special needs, to study together with the help of accompanying teachers. Design/methods/approach – This study used a systematic literature review of accredited articles from 2018-2023, data collected from Google Scholar, the Science and Technology Index of the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia, and Scopus. Descriptive analysis techniques were used as data analysis techniques. The researcher obtained 120 articles, which further extracted and coded them using the NVivo application, and then found 25 articles that met the TAPUPAS criteria and were relevant to the research question. Findings – Based on the results of the analysis and literature review, some conclusions have been drawn. First, developing an inclusive Islamic religious education curriculum in schools or madrasas has been adjusted to the character of students with special needs and the simplification of subject matter. Meanwhile, the obstacle for Islamic teachers in developing the curriculum is the lack of knowledge to identify students with special needs and limited learning resources and media about it. Second, the implementation is in the form of the application of individual approaches, varied models and methods that have an impact on the effectiveness of learning, and visual media and assessment techniques based on basic abilities for students with special needs in inclusive schools or madrasas. Research implications/limitations – The results of this study still have limitations in the number of articles analyzed and reviewed, especially those published in Sinta 1 accredited journals. Originality/value – This study can be used as a reference for future research, which is expected to provide a more comprehensive study so that the research findings can be improved or perfect.

Islamic Education Curriculum in Junior High Schools

The Islamic education curriculum in Junior High Schools (SMP) plays an important role in shaping students' character and spiritual values. This research aims to analyze the curriculum structure, teaching methods, and challenges in implementing the Islamic education curriculum in junior high schools. The research methodology used is qualitative with a case study approach in several junior high schools in Indonesia. Data was collected through interviews, observation and document analysis. The research results show that the Islamic education curriculum in junior high schools includes subjects such as the Al-Qur'an, Hadith, Fiqh, Aqidah, Akhlak, and the History of Islamic Culture. The teaching methods applied vary, from lectures, discussions, to religious practices. The main challenges faced are limited resources, teacher readiness, and support from the school and parents.

Landasan Filosofis-Teologis dalam Pengembangan Kurikulum PAI pada Mata Pelajaran Pendidikan Agama Islam dan Budi Pekerti Tingkat Sekolah Dasar

This study explores the philosophical and theological foundations in the development of the Islamic Religious Education (PAI) curriculum for elementary schools. The study aims to synthesize a holistic approach that integrates religious, moral, and academic dimensions to strengthen students' character and faith. The research methodology employed is a qualitative approach, utilizing an extensive literature review to analyze relevant principles in Islamic philosophy and theology. The study focuses on developing the PAI curriculum based on a philosophical-theological framework derived from the Qur'an and Hadith. The main findings indicate that integrating these foundations supports a comprehensive learning experience, which not only encourages students' moral development but also enhances their understanding of Islamic teachings. The results highlight the significant role of philosophical and theological foundations in shaping an educational environment aligned with religious and educational goals. Additionally, the study underscores the importance of continuous curriculum evaluation to ensure its relevance in addressing modern educational challenges. This research contributes to the literature on curriculum development by offering a framework applicable in various educational contexts while emphasizing a balanced approach to religious education.

Addressing the Lacuna in Critical Thinking in Kenyan Secondary School Chemistry Curriculum

Abstract: There are numerous studies on critical thinking (CT), but very few studies have been done that relate CT dispositions especially self-efficacy in classroom theory and practice, particularly in Kenya's secondary school chemistry curriculum. This paper analyzed reports from scholars, policymakers, and the curriculum reforms for Kenyan secondary schools to establish the extent to which CT is incorporated into the curriculum. These reports were used to experiment with the standard critical thinking analysis model. The analyzed categories were used to develop key theoretical propositions for the study. Theoretical propositions formed an explanatory theory that supported the analysis. From the analysis, although education reforms recognize CT as a key skill, it is not clear how CT self-efficacy should be developed in Kenyan secondary school chemistry learners. In this paper, we argue that CT can only be realized in the Chemistry classroom if the learning approach is learner-centered as opposed to the current teacher-centered approach. CT self-efficacy indicators also ought to be infused into the secondary school education curriculum for chemistry learners to acquire CT skills.

Bibliometric Analysis of the Implementation of Character Education in the School Curriculum

This bibliometric analysis investigates the evolution and thematic structuring of research concerning the implementation of character education in school curricula. Utilizing data sourced from major academic databases from 1893 to 2024, this study maps out the academic discourse through VOSviewer. Our findings identify distinct thematic clusters such as curriculum integration, ethical considerations, and the role of character education within religious and civic education. Temporal trends indicate a shift from foundational discussions to a focus on the implicit dimensions of character education, such as the hidden curriculum and character-building across educational levels. Potential future research opportunities were identified in less explored areas such as independent and culturally specific curricula. The analysis of the author collaboration network reveals a robust community with significant interconnections among key scholars, highlighting both dense clusters and emerging researchers. Overall, this study offers a comprehensive overview of the field, demonstrating its dynamic evolution and the collaborative nature of research that contributes to ongoing debates and educational practices in character education. This work not only charts historical and current trends but also provides direction for future scholarly endeavors in this vital area of educational research.