Formulate Learning Objectives Research Articles

The Management of International Cooperation in Intensive Arabic Course

Course institutions need good program management to be able to create Arabic language learning in accordance with the goals and objectives. Learning management itself has four functions: planning, organizing, implementing, and controlling. This research aims to describe the planning, organizing, mobilization and management control of the An-Najah Center Course Program in Medan, Indonesia. This research uses a qualitative descriptive research method. Data collection techniques include observation of Arabic language program activities, interviews with course founders and teachers, and documentation. The data collected was analyzed using descriptive data in three main steps, namely data reduction, data exposure, and conclusion drawing. The research results show that planning starts with analyzing needs, classifying student competencies, formulating learning objectives, designing the curriculum and syllabus, and determining teaching materials.

Tantangan Berkelanjutan: Problematika Guru dalam Penerapan Kurikulum Merdeka Pada Mata Pelajaran Sejarah

The Merdeka Curriculum represents an evolution from the 2013 Curriculum, introducing several changes aimed at providing schools, teachers, and students with opportunities to innovate, improvise, and negotiate for independent and creative learning. This research aims to investigate the implementation of the Merdeka Curriculum, highlighting challenges and efforts in teaching history. The research methodology utilized is descriptive qualitative, employing data collection techniques such as observation, interviews, and document analysis. Data analysis involves data reduction, presentation, and drawing conclusions, with validity ensured through measures of credibility, transferability, dependability, and confirmability. The findings reveal that Vocational High School 2 Banjarmasin has adopted the Merdeka Curriculum since 2021, emphasizing learning to generate products and services. Intracurricular learning is categorized into regular classroom sessions and extracurricular learning activities. The Project to Strengthen the Profile of Pancasila Students (P5) is conducted for a month outside regular teaching hours, with teachers independently preparing teaching materials. Teachers encounter various challenges in implementing the Merdeka Curriculum, including difficulties in analyzing learning outcomes, formulating learning objectives, constructing the flow of learning objectives, developing teaching modules, and selecting appropriate teaching media and methods. Additionally, limitations in technology, student textbooks, and classroom space contribute to these challenges. Efforts to address the obstacles in implementing the Merdeka Curriculum involve collective commitment, specialized training such as upskilling sessions and subject teacher collaboration activities, as well as enhancements to educational facilities and infrastructure. In conclusion, teachers must adapt to curriculum changes, overcome implementation obstacles, and possess the flexibility to ensure the effectiveness of curriculum implementation at Vocational High School 2 Banjarmasin.

Development of Environmentally Inspected Boarding School Curriculum at Integrated Salafi Boarding School

This article aims to describe research on Darussyifa Al-Fithroh YASPIDA Sukabumi Integrated Salafi Islamic Boarding School, an Islamic educational institution that is committed to developing an environmentally sound Islamic boarding school curriculum. This curriculum aims to provide students with an understanding of the importance of protecting and preserving the environment in the context of Islamic religious teachings. The development of an environmentally friendly pesantren curriculum at Darussyifa Al-Fithroh YASPIDA Sukabumi Integrated Salafi Islamic Boarding School was carried out through several stages. First, identify the needs and potential of the environment around the pesantren. This is done by conducting environmental studies which include analysis of natural conditions, natural resources, and existing environmental problems. After identifying environmental needs and potential, the next step is to formulate learning objectives that are oriented toward developing students' awareness and responsibility for the environment. The objectives of this lesson include understanding the importance of preserving nature, using natural resources wisely, and efforts to reduce negative impacts on the environment.

THE READINESS OF ELEMENTARY SCHOOL TEACHERS IN IMPLEMENTING THE INDEPENDENCE CURRICULUM

ABSTRACT
 This study aims to describe (1) teachers' understanding of independent curriculum policies, (2) teachers' readiness in formulating learning objectives of the Pancasila profile, (3) teachers' readiness in implementing 21st century learning, and (4) teachers' readiness in identifying students' potentials. The research design uses surveys and needs analysis. The study population consisted of 40 elementary school teachers in cluster 4 of Nglegok District, covering 5 institutions. The sample is determined using a random technique. Data collection techniques used questionnaires and interviews with teachers and principals. The results showed that the teachers understood (1) the essence of the independent curriculum policy, (2) how to formulate learning objectives for Pancasila student profiles, (3) how to implement 21st century learning, (4) the concept of identifying various kinds of student potential. The recommendations from the results of this study are: teachers need reinforcement in understanding learning outcomes in the independent curriculum, how to develop learning paths and objectives, steps for preparing school operational curricula, and implementing projects to strengthen Pancasila student profiles.
 
 Keyword: Elementary School Teacher Readiness, Implementation of the Independent Curriculum

Principal's Perception of the Performance of Teaching and Learning Teachers (Study in Beutong District, Nagan Raya Regency in 2022)

Penjasorkes is an educational process that utilizes physical activities that are planned sequentially to develop and improve individual physical fitness of students within the framework of the national education system. This study aims to determine the extent of the performance of Penjasorkes teachers in the teaching and learning process in Beutong District, Nagan Raya Regency in 2022. This type of research is classified as qualitative descriptive research. The population in this study was all 17 principals. Given the limited population, the entire population is used as a sample. The sampling technique with Total Sampling is that the entire population is sampled. Data collection techniques are carried out by filling out questionnaires. The results of the research obtained in this study are the performance of Penjasorkes teachers in planning, implementing, evaluating and disciplined tasks in learning in Beutong District in the good category. This can be seen in general (88.24%) of teaching teachers make learning plans to be given to students and compile curriculum content standards as a reference or guideline in learning, formulate learning objectives, make teaching materials used relevant to learning objectives. In general (100%) Penjasorkes teachers conduct post tests to students. In general (88.24%) teaching teachers carry out learning evaluations according to a predetermined schedule, explain the material again and assign additional tasks to students as improvements, carry out teaching in the form of providing learning materials and carry out regular evaluations and provide grades to students objectively. In general (88.24%) teaching teachers come to school on time, carry out all the rules set by the school and complete the tasks given by the principal on time.

Integrating oral health in the nursing curriculum: Formulating learning objectives using a Delphi-study.

Background. Oral health and oral health care should be an integral part of the standard health care provision for care dependent individuals. Nevertheless, it is often neglected when confronted with limited time for daily hygiene care by caregivers, and it is experienced as difficult, intimate, and sometimes even shameful for both the caregiver and the care dependent person. Previous research revealed that nurses had poor knowledge, skills and attitudes towards oral health. Recently, training programmes in oral health care are being developed for care-organisations and international research is exploring the curriculum of caregivers. This research showed half of the respondents being aware of the relation between oral and general health and did not see the need to incorporate oral health care in the curriculum.
 Aim. The aim of this study is to gain insight into the extent of oral health care education in the curriculum that is necessary and feasible to make nurses competent to provide good oral health care for dependent persons. This will be translated into learning objectives that can be implemented in the curriculum of nurses.
 Method. First, to map the proportion of oral health care in the Flemish curricula for nurses, all European Credit Transfer System files (ECTS fiches) were evaluated. In addition, a survey was sent to teachers and curriculum coordinators to ask about the extent of oral health education in their program. Second, a Delphi study will be set up to build a consensus about the relevant oral health topics for nurses. The Delphi study consists of 3 rounds and an additional round with focus groups. Three target groups will be asked to participate: (1) oral health professionals, (2) teachers of the curriculum for nurses, and (3) nurses already employed in the field. A fourth round will discuss the ambivalent topics within and between target groups using several focus groups of important stakeholders.
 Results. ECTS files of the academic year 2019-2020 were used in the analysis. About half of the organisations who offered a 4-year nursing bachelor mentioned oral health care related topics in their ECTS fiches. The organisations spent a little over 2 hours on oral health care theory and 1.5 hours of practical oral health care training during the 4-year bachelor training or in the school. Lack of time, difficulty of the subject and low relevance were the most important mentioned barriers. A practical training was mentioned about the performance of oral care during their internship. The Delphi study will be carried out between November 2022 and June 2023. Preliminary results will be discussed during the ICIC conference.
 Discussion. Even though oral health care is an essential part of the daily care for patients, oral health care is seen as not so relevant and it is only minimally covered in their curriculum. With the reported barriers in mind, reaching a consensus between oral health professionals and caregivers is crucial for the introduction of oral health care learning objectives in the curriculum for nursing degrees.

Metode Mengajar Guru Aqidah Akhlak Kelas VIII Di MTI Tarusan Kamang

This research was motivated by the fact that the learning process of moral aqidah was less enjoyable for students, it was found that students were not focused on learning, chatting with friends and sleeping in class and also the values ​​contained in learning Aqidah Morals had not been implemented in the students' daily lives. Based on this background, the author formulates the problem, namely how teachers teach moral aqidah methods for class VIII and the supporting and inhibiting factors for implementing class VIII learning methods at Mti Tarusan Kamang. This research uses a qualitative approach, to collect data by means of interviews and observations. The results of the research show that there are five learning methods used by teachers in learning moral aqidah in class VIII, namely the lecture method implemented by the teacher by starting to formulate learning objectives, preparing material and assessment techniques. However, teachers do not have good strategies and communication in delivering material so that there are students who are not enthusiastic about the teacher's explanation. The question and answer method is only used by teachers as a complementary method in implementing the lecture method. The teacher implements the exemplary method by providing examples in accordance with the values ​​contained in the material, but in some circumstances there are some teacher behaviors that cannot be used as examples. The habituation method often occurs outside of class hours and is carried out by routinizing several positive activities, but in some situations it becomes neglected due to busy school activities and this habituation seems to force students. And finally, the story method is implemented by the teacher as a complement to the lecture method. The supporting factor for implementing the Aqidah Akhlak class VIII learning method is because this method is seen as capable of achieving the objectives of learning Aqidah Akhlak. Meanwhile, the inhibiting factors are the lack of teacher preparation before teaching in the form of learning equipment and media, as well as the lack of communication and cooperation between teachers and students' parents.

Development of Web-mediated Audio-Visual Listening Book to Boost the Understanding of Implicatures in the TOEFL Short Dialogues

Purpose of the Study: Understanding implicatures in TOEFL Short Dialogues is difficult. It is essential to develop web-based media to boost implicature understanding. This current study aimed at testing the implicature inference-making ability of English teachers, identifying the factors that affect listening difficulties and developing web-mediated audio-visual books for the TOEFL.
 Methodology: This is a three-phase R & D model: 1) ‘Research Phase’ (Testing the English teachers listening ability; Examining factors affecting implicatures understanding; and Profiling the English teachers listening abilities); 2) ‘Development Phase’ (Constructing the test instrument; Formulating Learning Objectives; Selecting Audio-visual materials, Designing the web-mediated audio-visual book; Validating and revising the book) and ‘Production Phase’ (Dissemination and Mass Production).
 Main Finding: The products of the ‘Research phase’: 1) Listening ability, 2) Factors affecting listening, 3) Profile of the English teachers’ pragmatic ability. There are five primary causes of difficulty, ‘Speech Rate Delivery,’ ‘Voice,’ ‘Sentence Complexity,’ ‘Mishearing,’ and ‘Colloquial.’ The product of the ‘Development Phase’ is a ‘Web-based audiovisual book for the TOEFL Short Dialogues.’ All lessons are aided with online links to audio and videos. Finally, the product of ‘Production Phase’ is a massed published book.
 Novelty/Originality of the Study: No single study has ever been reported that focused on developing a web-mediated audio-visual listening book to boost the understanding of implicatures in the TOEFL Short Dialogues.

WORKSHOP IMPLEMENTASI KURIKULUM MERDEKA BELAJAR BAGI GURU SEKOLAH DASAR DI KECAMATAN CABANGBUNGIN

The implementation of the Merdeka Learning Merdeka Campus curriculum has been launched in 2020. The MBKM curriculum is a real challenge for every school or university to respond positively to the face of this new curriculum. The aims of this study were (1) to describe the understanding of elementary school teachers in SetiaJaya Village, Branchbungin District regarding independent curriculum policies, (2) to describe the readiness of elementary school teachers in Branchbungin District in formulating learning objectives for Pancasila profiles, and (3) to describe the readiness of elementary school teachers in Branchbungin District in identifying the self-potential of students. The results of the research provide information that the obstacles to the implementation of the MBKM curriculum have four main things, namely; curriculum adjustments, funding, and academic information system adjustments. Therefore, the implications of implementing MBKM need to be planned, implemented, and evaluated jointly by both the government and study programs as the frontline in implementing the MBKM curriculum. implementation of the curriculum in driving schools has been carried out optimally and is ongoing, in practice, there are still many shortcomings and obstacles. The key to successfully implementing the curriculum in driving schools is that the principal and teachers must have the will to make changes. The principal as a leader must be able to change the mindset of the human resources in the school to want to make changes so that the independent curriculum can be implemented.

PEMANFAATAN LITERASI DIGITAL DALAM PENINGKATAN SKILL PEMROGRAMAN

The dissemination of technological, scientific, social and cultural advances is very important to inform the community so that the implementation of learning activities is integrated with the educational curriculum. The development of science and technology must be applied directly and precisely to the school environment. Policy holders carry out strict supervision of school activities, especially so that students wisely, creatively and responsibly use digital devices. Achievement-based learning expands space for activities in formulating learning objectives. This activity applies the teaching model of lectures and practice (demonstrations). The fundamental role of the target audience is to increase the use of digital literacy media as a learning tool. The target of the activities for Grade 10 SMA Gajah Mada students aims to motivate students to explore their potential and talents by utilizing internet media as a learning resource according to the topics of interest. This activity utilizes digital hard and soft computer media.

Enhancing Teachers’ Competence in Developing Lesson Plans through Continuous Guidance: A School Action Research

Teachers are required to be able to develop lesson plans as a guide or reference for conducting learning activities. However, many teachers encounter difficulties in developing lesson plans due to various factors. Therefore, this study aims to investigate how the implementation of continuous guidance can enhance the competence of high school teachers in developing lesson implementation plans. This school action research (SAR) involved 60 teachers from MAN 2 Bone, South Sulawesi, as participants. The SAR was conducted in two cycles, with four meetings in each cycle. Data were collected through observation, questionnaires, and interviews. The findings of this SAR reveal that continuous guidance can greatly enhance teachers' ability in developing the one-page lesson plan Merdeka Belajar. The teachers' abilities in formulating learning objectives, designing learning activities, and creating assessments – the main components of the lesson plan – improved from cycle 1 to cycle 2. Furthermore, continuous guidance also improvemud the alignment of instructional implementation with the lesson plan. In the first cycle, 45% of the teachers showed good and very good performance. However, after receiving guidance, their performance in the second cycle significantly improved, with around 92% of the teachers achieving good and very good performance.Keywords: Continuous guidance, Lesson plan, School action research, Teacher competence

Analisis Rencana Pelaksanaan Pembelajaran Tematik di Kelas V Sekolah Dasar Negeri 16 Pontianak Kota

This study aims to describe the plan for implementing thematic learning by the fifth grade teacher at SD Negeri 16 Pontianak Kota. The research method used is descriptive with a qualitative research form. Sources of research data were obtained from class V teachers at SD Negeri 16 Pontianak. The data in this study are in the form of thematic learning implementation plan documents as well as the results of interviews and questionnaires. The data analysis used in this study is the Miles and Huberman model. To test the credibility of the data on the research results using triangulation of data collection techniques, namely by checking the data to the same source with different techniques. The techniques used are documentation, interviews, and questionnaires. The results of the analysis show that the thematic learning implementation plan by the teacher is complete, but the accuracy of the content in each component of the thematic learning implementation plan which is guided by the minister of education regulation number 22 of 2016 concerning process standards made by the teacher is not completely correct. In making learning implementation plans there are several difficulties, namely formulating learning objectives, determining operational verbs, and making learning activities.

TAṢMĪM TA’LĪM AL-LUGAH AL-‘ARABIYYAH AL-MUTTAJIH ILA MAHĀRĀT AL-TAFKĪR AL-ULYA FI ḌAUI AL-MADKHAL AL-LUGAWI AL-KULLI FI MADRASAH AL-MUTAWASSIṬAH AL-ISLAMIYYAH AL-HUKUMIYAH 2 MAGETAN JAWA AL-SYARQIYYAH

This research based on the phenomenon of the implementation of higher order thinking skills in Arabic language learning which is characterized by memorizing linguistic knowledge and recognizing language symbols, in fact it can grow if students are facilitated to understanding and reasoning the knowledge as a basis for applying, analyzing, evaluating and creating. Therefore developing the Arabic language teaching design based on high order thinking skill with a learning model that can accommodate the learning of language skills is indispensable. This research use the research and development method, and the datas collection method is observation, questionnare, test and documentation. The results of the study are innovation of developing Arabic teaching design based on high order thinking skill with whole language model which includes several stages material analysis, basic competency analysis, indicators analysis, formulating learning objectives, developing model, strategies and learning activities, developing learning materials, tools, assessments, linking the principles of HOTS. The study result indicate that the Arabic teaching design meets the effective criteria seen from the N-Gain score 0,72 with a good criteria, as for the average of all validation instruments 92,54% with a very good category, and the average of observation of 74,2% were practical.

Model Desain Pembelajaran PPSI Pada Mata Pelajaran Pendidikan Agama Islam

The background of this research is to find out the steps of PAI teachers in the PAI learning design model at SD Negeri 22 Ujung Gurun, Padang City and to find out the strengths and weaknesses in the PAI learning design at SD Negeri 22 Ujung Gurun, Padang City. The method used in this research is qualitative method. The data sources are two informants through interviews, consisting of two Islamic religious education teachers at SD Negeri 22 Ujung Gurun, Padang City. The datas collection techniques are observation, interviews, and documentation. All interview results were then analyzed systematically through four steps of analysis activities, namely (data collection, data reduction, presentation and conclusion). Overall the results of the analysis show; (1) Regarding the steps of the PPSI learning design model at SD Negeri 22 Ujung Gurun, Padang City, there are five: (a) formulating learning objectives (b) Developing evaluation tools (c) Determining teaching and learning activities (d) Planning teaching and learning activities programs ( e) Execution. (2) regarding the excesses and defficiencies of the PPSI learning design model. The results of this study can be used as initial data for further research in examining different issues related to this problem and other issues that are relevant to this context.

Analisis Proses Pembuatan Tujuan Pembelajaran Berdasarkan Capaian Pembelajaran pada Siswa Kelas IV SDN Pondok Jengkol

Learning activities are the core of the educational process. Learning activities and the preparation of learning tools have changed along with the change in curriculum from K-13 to Merdeka Curriculum. In the independent curriculum, Basic Competencies are updated to competency achievements which are written from several paragraph sentences. Indicators are also updated to Learning Objectives. The independent curriculum has three phases related to Learning Outcomes. In grade IV elementary school, it enters phase B in the Learning Outcomes. The method used in this research is descriptive qualitative method with data collection through observation and interviewing one of the fourthgrade teachers. The results of the study state the difficulty of teachers in formulating Learning Objectives and teachers have difficulty in analyzing whether or not the available assessment assessments are in accordance with all teaching and learning activities in the classroom.

Pre-service English Teachers’ Adaptation Skills in Two ESP Courses

Background: The ability to adapt, imitate and modify knowledge in a learning context into another learning context is an important ability for students. However, the ability of pre-service English teachers to adapt their knowledge and skills from one course to other courses has not been studied. This research seeks to find out how pre-service English teachers in one state university in Indonesia adapt knowledge and skills acquired in the Syllabus Design (SD) and Developing EFL Materials (DEM) courses into ESP Program Design (ESP PD) and ESP Materials Development (ESP MD) courses. Methodology: This research is a mixed quantitative and qualitative study involving 54 students who have taken SD, DEM, ESP PD and ESP MD courses in 2022 in a state university in Indonesia. Fifteen of them also took part in a focus group discussion. Their answers to the semi-open questionnaire asking whether the 16 knowledge and skills learned in SD and DEM courses had been adapted were analyzed in a simple quantitative manner with percentages and modes. While the results of focus group discussion about how they adapted them were analyzed qualitatively for themes.Findings: The results of this study show that 15 knowledge and skills in SD and DEM courses were adapted by students into ESP PD and ESP MD courses. The participants adapted them by changing the context of the syllabus and materials the developed in SD and DEM from English at school to English for specific purposes in ESP PD and ESP MD especially when formulating learning objectives. They also developed general English materials into ESP English materials for certain occupations. These findings indicate that students master the contexts of ESP PD and ESP MD.Conclusion: It can be concluded that pre-service English teachers have excellent adaptation skills, which are done not by force, but by choice, to the peripheral component and for the benefit of students. Originality: This is the contribution of this research to students’ learning theory in ESP in English teacher education to add to Leko’s (2015) Evidence by Practice (EBP) theory.

Analysis of student ability formulating learning objectives in natural science phase D kurikulum merdeka

Prospective Biology teachers must have the ability to formulate learning objectives to develop teaching modules for science subjects according to kurikulum merdeka. Therefore, the research was conducted to measure students' ability to formulate learning objectives, especially for phase D. This research is a descriptive-qualitative, which begins with the preparation of indicators for assessing abilities, validating assessment indicators, collecting work results, processing and analyzing data, data tabulation, and discuss it descriptively. Based on the results of the study, 80% of students were very good at formulating learning objectives, 7% of students were in the good category, 7% of students were in the sufficient category, and the rest were in the less category. It was concluded that most of the students had a very good ability to formulate learning objectives, for the biology subject of Science in Phase D.

Independent Curriculum Implementation Training ror the Learning Teacher Community in Setu District

The independent curriculum is an entire unit and teachers are given the freedom to plan and carry out learning according to the characteristics and nature of the child, this is in line with the thoughts of Kihadjar Dewantara, as a national hero and the founder of national education, Ki Hadjar Dewantara's ideas about the education system through the among system have been widely studied and implemented in educational institutions throughout Indonesia. The development of the independent curriculum itself is optimized through the learning community in schools, between schools and the wider community. The participants can find out what an independent curriculum is, how to formulate learning objectives, determine dimensions in the five-dimensional student profile, and develop lesson plans using independent curriculum teaching modules. The existence of a pretest and post test shows that the knowledge and skills of the training participants show an increase as can be seen from the results of the post test where the average score increases to 78 from the average prestest score of 43, and the teaching modules produced by the participants show they understand and understand the curriculum independent.

INTERNALISASI NILAI NASIONALISME MELALUI PEMBELAJARAN KE-NU-AN PADA SISWA KELAS VIII DI MTs TARBIYATUL MUBTADIIN WILALUNG DEMAK TAHUN 2022

Internalization of Nationalism through NU learning is considered capable of having a good impact on students, schools and the community by creating a nationalist environment. This research method uses a field approach which is descriptive qualitative in nature involving resource persons from the Madrasah Head, Curriculum, Teachers, and students. Data collection was obtained through observation, interviews, and document studies. The results of this study found that: 1) Internalization steps include planning, implementing and evaluating by formulating core competencies and basic competencies, formulating competency achievement indicators, formulating learning objectives, selecting learning materials, selecting learning methods, determining learning steps, choose the media or learning resources, determine the evaluation of learning. 2) The difficulties in the internalization process include: Difficulties in formulating competency achievement indicators, difficulties in choosing learning methods, limitations of learning media, difficulties in implementing learning evaluations. 3) The solution to internalizing the value of Nationalism through NU-ness learning includes: Being active in Subject Teacher Consultations (MGMP) activities, participating in teacher training, creating active learning. The implication of this research is that the internalization of nationalism values ​​can be increased through the implementation of NU-ness learning activities.

Peningkatan Hasil Belajar Siswa Menggunakan Strategi Pembelajaran Berbasis Multiple Intelligence (Kecerdasan Majemuk) pada Mata Pelajaran Tematik Sekolah Dasar

As a teacher, you are constantly required to master the following things, understand and formulate learning objectives, understand the learning process, understand how to deliver lessons to students, be able to choose learning aids and media, be able to understand and provide services to individual differences of students, able to provide guidance to students, able to compile and use evaluation tools Each student has differences between individuals with one another. So on the basis of understanding the condition of students, the application of learning strategies must be able to provide opportunities for students to develop the potential that exists within themselves. The teacher as an educator who plays a role in the ongoing learning process has a responsibility in determining learning strategies. This research was conducted at SD Negeri 023 Belantaraya with 15 students. This type of research is classroom action research. After learning by using learning strategies based on multiple intelligences in cycle 1 and cycle 2, student learning outcomes have increased with the following results the completeness of student learning outcomes is 46.67% of students complete and 53.33% not complete then there is an increase in students who complete in student learning outcomes after applying multiple intelligence-based strategies with 93.33% of students completing learning and 6.67% of students not being complete in learning outcomes.