Curriculum Improvement Research Articles

Efforts to Improve Science Learning Outcomes Through the Problem-Based Learning Model for Students in Bengkulu

Purpose of the study: This research aims to address the low student learning outcomes in the science learning subjects of class IV elementary school students in Bengkulu by applying the Problem Based Learning model and examining its effectiveness in enhancing the student learning outcome.
 Methodology: The research uses a Classroom Action Research method with two cycles, each consisting of planning, implementation, evaluation and reflection stages. The research subjects are 20 students in class IV Elementary School in Bengkulu. The data collection technique is a test.
 Main Findings: The research data shows that the Problem Based Learning model can improve the learning outcomes of class IV elementary school students in Bengkulu. The completeness of learning outcomes increases from 3% in the pre-cycle to 65% in the first cycle and 85% in the second cycle, exceeding the expected outcome of 75%.
 Novelty/Originality of this study: The novelty in this research is the application of the Problem Based Learning model in the science learning subjects of class IV elementary school students in Bengkulu, which have different characteristics and needs from other students in other regions or countries. The research also contributes to the development of the Classroom Action Research method, which involves the active participation of the teacher and the students in the learning process and the improvement of the learning quality. The research has implications for the improvement of the science curriculum and the teacher training program in Bengkulu.

Zahodnoslovanska književnost v srednješolskih berilih

The article is an analysis of how well literary works, whose authors are of Western-Slavonic origins, are represented in high-school textbooks. The author focuses on the analysis of two high-school textbooks, Branja (Readings) and Svet književnosti (The World of Literature). The results of the analysis show that the proportion of these authors is seriously low, while some important literary works from this part of the world, in particular from Slovak literature, have been omitted. The paper presents and gives reasons for the selected literary canon in high-school textbooks, also providing suggestions for the improvement of the current curriculum and education on the central-European area.

Wine sensory experience in hospitality education: a systematic review

PurposeThe aim of this paper is to examine the existing literature circa 2010–2023 of introductory wine education involving sensory experience components in an objective, transparent and replicable manner. Sensory experience education normally involves the usage of the five senses (smell, taste, sight, feel and hearing) as means to demonstrate, scaffold and illuminate introductory-level wine curricula. This study identifies the methodologies used in existing in educational wine sensory experience literature, identifies the pedagogical utilities of current wine research and explores findings useful for wine educators.Design/methodology/approachThis paper uses the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) for literature review reporting.FindingsFrom the existing body of literature involving wine sensory experience in education (N = 20), five pedagogical utilities emerged from the dataset: wine sensory experience training (n = 7), wine sensory analysis techniques (n = 5), teaching environment (n = 5), wine and food pairing (n = 2) and psychological context (n = 1). Furthermore, experimental design is the preferred method (n = 14) of research related to wine sensory experience in education.Practical implicationsThis study provides utility for wine educators at the college and university level and may provide perspective and tools for firms seeking consumer engagement through wine education.Originality/valueTo the researchers' knowledge, there are no literature reviews that explore wine sensory experience in education. Thus, the primary contributions of this study are threefold: identification of current gaps in wine education research, identification of future research questions and avenues of study, and resources for curriculum improvement of introductory wine courses.

Compassionate Care: A Qualitative Exploration of Nurses' Inner Resources in the Face of Burnout.

There is a universal shortage of nurses, with a current needs-based shortage of 5.9 million. This is not solely a recruitment issue but one of retention, triggered by high levels of work-induced stress, burnout, and reports of low job satisfaction resulting in poor care delivery. Some of the health repercussions on nurses include anxiety, insomnia, depression, migraines, irritability, absenteeism, and sometimes alcoholism and drug abuse. To tackle some of these costly issues, a qualitative exploration into how inner resources is used by nurses to cope with stress at different points of their careers is proposed. Through the lens of grounded theory, semi-structured interviews will be carried out with two distinct sets of participants: (1) Student nurses registered at the University of the Illes Baleares between 2022-2025. (2) Experienced nurses on the Balearic nursing register. Interviews will be coded and then analysed using Atlas.ti. Expected results will inform curriculum improvements that will benefit the well-being of (student) nurses, from the outset of their training, pre-empting potential psycho-social risks before they arise in the workplace. This is vital as it addresses nurses' mental health as well as chronic issues of retention and absenteeism.

Employment of accounting professionals: A descriptive analysis for Chile

Purpose: The objective is to descriptively analyze the employment of accounting professionals from a university in Chile, contrasting their situation with the national average.Methodology: The analysis employed frequency distribution tables, contingency tables, Chi-square tests, and correlation coefficients. Data were obtained from a survey administered to 184 accounting graduates between 2012 and 2021 from a university in Chile.Results: The findings indicate that employability is higher among graduates from the studied university; however, their gross income is lower compared to the national average.Implications: The results are useful for improving aspects of the curriculum to better align with current and future labor market trends for accounting professionals. Additionally, it calls for an exploration of the determinants that explain the employment situation, with the aim of identifying potential areas for professional development.Value: Although there are existing studies on the employability of accounting professionals, this work contrasts a local reality with the national average to identify differences that can be translated into curricular improvements and public employment policy to balance labor market conditions.

Bridging the Knowledge Gap: Enhancing Kogi Secondary School Students' Understanding of Climate Change through Effective Environmental Education

This study investigates the current understanding of climate change among secondary school students in Kogi State, Nigeria. Climate change poses a significant threat, and equipping future generations with the knowledge to address it is crucial. However, a knowledge gap exists regarding student understanding. This study aims to bridge this gap by employing a quantitative research design targeting a sample population of 100 (20 teachers, 80 students) from Kogi State's 280 secondary schools with an estimated 3,000 teachers and 20,000 students. Surveys designed for teachers and students will assess their current understanding of climate change concepts, causes, impacts, and potential solutions. The study anticipates revealing existing knowledge gaps and areas requiring improvement in environmental education curriculum and pedagogy. The findings will inform the development of targeted and effective environmental education programs, fostering a generation of informed and empowered Kogi State secondary school students who can contribute to climate action. Keywords: Climate Change Education, Secondary Education, Knowledge Gap, Environmental Education, Climate Change Understanding, Climate Action Journal Reference Format: Musa, A.A., Ogbaini, C.A., Enefu, S.M. & Omoyeni, O.E. (2024): Bridging the Knowledge Gap: Enhancing Kogi Secondary School Students' Understanding of Climate Change through Effective Environmental Education. Humanities, Management, Arts, Education & the Social Sciences Journal. Vol. 12. No. 2, Pp 45-56. www.isteams.net/humanitiesjournal. dx.doi.org/10.22624/AIMS/HUMANITIES/V12N2P6

Transforming Higher Education: Effective Strategies for Contemporary Curriculum Design

This study explores the transformative potential of contemporary curriculum design strategies in higher education, focusing on the challenges and opportunities presented by the era of digitalization and global competitiveness. Through a comprehensive literature review and qualitative analysis of case studies from leading universities worldwide, this research identifies effective approaches to curriculum design that foster interdisciplinary learning, digital literacy, and global competencies. The findings suggest that successful curriculum transformation requires a systemic and collaborative approach, involving the integration of technology-enhanced learning, project-based learning, and experiential learning opportunities. Furthermore, the study highlights the importance of faculty development, student-centered design, and continuous curriculum evaluation and improvement. The insights derived from this research contribute to the ongoing discourse on higher education reform and provide practical recommendations for educational leaders and policymakers seeking to align curriculum design with the demands of the 21st-century knowledge economy. By embracing innovative and adaptive curriculum design strategies, higher education institutions can better prepare graduates for the complex challenges of an interconnected and rapidly evolving global landscape, while also enhancing institutional competitiveness and relevance in an increasingly digital and knowledge-driven world.

High school physics teachers’ pedagogical discontentment: The effect of curriculum improvement and professional development programs

Pedagogical discontentment refers to the feeling of dissatisfaction or frustration that teachers experience with the current state of their teaching. The purpose of this study is to explore high school physics teachers’ pedagogical discontentment within the Kazakhstani context. A survey was administered to 126 physics teachers from urban and suburban areas. This quantitative research using Bayesian factor analysis was carried out to analyze the data. The results indicated that teachers are slightly discontented about their teaching and there were no relationships between gender and discontentment, qualification, and discontentment, as well as location and type of the school and discontentment. The results of our study indicate that the professional development programs for physics teachers should prioritize enhancing their abilities to teach using an inquiry-based approach. Furthermore, based on our findings, it can be inferred that the recent educational reforms aimed at improving physics education in secondary schools in Kazakhstan have been effective.

Assessing Abdominal Examination Skills in a Surgery Clerkship Standardized Patient Encounter for Curriculum Improvement.

Standardized patient (SP) encounters allow medical students to practice physical examination skills and clinical reasoning. SP cases are used for learning and assessment, but recorded encounters can also be valuable curriculum evaluation tools. We aimed to review SP encounters to improve abdominal examination skills and the broader physical examination curriculum. We reviewed recorded SP encounters of third-year medical students on surgery clerkship rotation. Students examined a cisgender woman presenting with acute right lower abdominal pain. We observed abdominal examinations to determine which maneuvers were attempted and completed correctly. We then used these outcomes to develop targeted clerkship training for the subsequent student cohort. Our intervention targeted abdominal examination gaps by explaining how to integrate abdominal examination findings with a focused history for surgical patients. We evaluated the intervention's impact on abdominal examination skills with third-year medical students in comparison (2021-2022, n = 119) and intervention (2022-2023, n = 132) groups. In both the comparison and intervention groups, nearly all students attempted at least 1 general examination maneuver like auscultation, palpation, percussion, or rebound tenderness. Only 40% of students in the comparison group attempted an advanced maneuver like the Rovsing, Psoas, or Obturator sign. After the intervention, 75% of students in the intervention group attempted an advanced maneuver (χ2(1, 251) = 31.0, p < .001). Cohorts did not gain skills over time through the clerkship. Rebound tenderness was frequently assessed incorrectly by students in both groups, with many avoiding the right lower quadrant entirely. This project highlights how medical students struggle to utilize abdominal examination maneuvers and integrate findings. The results also showed that students did not consistently learn advanced examination skills either before or during clerkship rotation, which may be commonly assumed by clinical faculty. Finally, this work demonstrates how SP encounters can be used to evaluate and improve surgical education curriculum.

National Curriculum Education Policy "Curriculum Merdeka And Its Implementation"

The Merdeka Curriculum is a curriculum introduced by the Ministry of Education, Culture, Research, and Technology in 2021 as an effort to improve the education system in Indonesia. In the era of globalization, the demands on students' abilities are not only limited to academic abilities, but also life skills abilities, creativity, and innovation. The Merdeka curriculum is designed to meet these demands and help students be prepared for future challenges. Improvement of the national curriculum Previously, the national curriculum in Indonesia has undergone several revisions and adjustments, but there are still shortcomings in terms of life skills development and innovation. Therefore, Curriculum Merdeka was created to enhance the previous national curriculum and provide a more holistic and relevant learning experience for students. This writing methodology uses the literature study methodology. The writing of this article is done by reviewing journals related to curriculum and implementation. The results of the study found that the character development of Curriculum Merdeka students also aims to develop superior student character, such as critical thinking skills, collaboration, and good ethics. That way, students not only become academically smart, but also able to become individuals who are more competitive and character. With this background, the Merdeka Curriculum is expected to provide a more meaningful and relevant learning experience for students in Indonesia.

From traditional to digital: The impact of drones and virtual reality technologies on educational models in the post-epidemic era

Employment of various innovative tools for education in the post-epidemic era is an urgent issue of improving the quality and efficiency of education and the relevance of educational material. The study aims to investigate the impact of the use of drones and virtual reality in educational models of student learning in the post-pandemic period. The study was conducted using a quantitative method, a sociological survey, a pedagogical experiment, and mathematical processing of the results. The study involved fourth-year students (n=748) studying in the following specialties: geography and ecology (n=119), engineering, robotics (n=135), architecture and urban planning (n=120), agriculture, agronomy (n=118), information technology (IT) (n=139), journalism (n=117), and teachers (n=258) with more than 5 years of experience. For the educational process of students of each specialty, the scope of application of drones and virtual reality has been developed. Classes with the use of drones and virtual reality were held two times a week for one academic semester. Afterward, students were interviewed using an adapted questionnaire to study their attitudes toward virtual reality technologies and drones for learning. Students of all specialties positively evaluated various aspects of the use of drones and virtual reality in their educational process. The use of drones helps to improve student engagement and visual attention and has a positive impact on learning efficiency and student satisfaction with the learning process. Teachers approve of the use of drones and virtual reality in teaching but point out that further development of the methodology for training stakeholders in the educational process, infrastructure, improvement of curricula, and consideration of various aspects of technology use is needed to effectively implement drones and virtual reality in the learning process. The practical significance of this study is to present aspects of the use of drones in teaching students of certain specialties and to study the impact of the effectiveness of the use of these technologies on the opinions of students and teachers.

Assessing Foster/Adoptive Parent Training Curriculum's Improvement of Resource Parent Knowledge and Skills

Purpose Caregiving for children in foster, kinship, and adoptive placements (hereon referred to as resource parenting) is a challenging role that requires unique knowledge and skills, but there is limited evidence for currently available trainings. The National Training and Development Curriculum for Foster and Adoptive Parents (NTDC) was recently developed with support from the US Children's Bureau. Methods Baseline and 6-month follow-up surveys from 540 resource parents receiving NTDC training and 409 receiving training-as-usual (propensity score matched; group assignment based on location) were compared on a variety of knowledge types and skills. Results NTDC parents had larger growth in trauma-informed parenting, potential to promote positive child development, and key resource parent knowledge from baseline to post-training. NTDC parent growth in receptivity to working with biological parents approached but did not reach statistical significance. Conclusions NTDC offers promise as a new training resource for improving resource parent knowledge and skills.

Medical student perceptions of mental illness: a cross-sectional transnational study in two medical schools

BackgroundDespite shifting global attitudes, mental illness remains highly stigmatised amongst practicing doctors. This has wider implications on doctors’ training to care for patients with mental illness. There is need for exploration of the presence and mitigation of stigma in early medical education to prevent such attitudes propagating into clinical practice. Thus, this study explores whether stigmatising attitudes are detectable amongst medical students in London and Singapore and examines whether they are ameliorated by specific curricular and welfare features of formal medical education, utilising the Mental Illness Stigma Framework (MISF).MethodsA mixed-methods approach was adopted. Medical students at Imperial College London (UK; n = 211) and Nanyang Technological University (Singapore; n = 141) completed a validated scale (the OMS-HC-15) to assess attitudes towards mental illness. Semi-structured interviews were conducted (Imperial: n = 12, NTU: n = 8) until theoretical saturation was reached. Quantitative data were analysed descriptively and comparatively using SPSS and interview data subjected to inductive thematic analysis.ResultsTotal OMS-HC-15 scores ranged from 19–51 for Imperial (n = 211) and 16–53 for NTU (n = 141). No significant differences in overall stigma scores were found between the two schools (p = 0.24), nor when comparing year groups within each school. Four themes were identified across interview data: student perceptions, impacts of medical school culture, university support, and curricular impacts on mental illness perceptions. Themes allowed identification of aspects of medical school that were well-received and warranted further emphasis by students, alongside areas for improvement.ConclusionMental health stigma was identified in two medical schools, with differing cultures. Mean stigma scores obtained were comparable between both UK and Singaporean medical students. Nuanced differences were identified via subgroup analysis, and the MISF identified both shared and country-specific drivers for this stigma across the qualitative data. Actionable recommendations to mitigate this were hypothesised. Curricular improvements such as earlier psychiatric teaching and sharing of personal stories may improve future stigma scores as students’ progress through the course. Specific welfare-based changes to formal support systems were also deemed to be beneficial by students. The impacts of welfare and curricular redesign in relation to societal influence on students’ attitudes warrants further investigation, as does medical students’ self-stigma.

Post-pandemic education: hospitality program revisit

ABSTRACT Inadequate understanding of how hospitality education should be approached indicates that learners may face difficulties adapting to future workplaces in the post-pandemic era. This study investigates perspectives on the need for hospitality programme revamps in order to meet post-pandemic requirements, with a focus on programme perceptions, career requirements shifting, and curriculum improvements. A purposive sampling technique was employed to select a cohort of 26 participants, which included individuals representing pivotal stakeholders, including students, academic professionals, and industry experts. Subsequently, interviews were conducted with these participants, and the resultant transcripts underwent thematic analysis. This analytical process was undertaken with the aim of evaluating the strengths and weaknesses of the existing program, while also identifying areas for potential improvement. This study’s findings indicate that personal factors, environmental influences, and learner behavior significantly shape learners’ perceptions and expectations of the university’s hospitality program in post-pandemic era. Furthermore, the study also highlights the limitations of online teaching, emphasizing the importance of physical engagement, particularly in the development of soft skills. Hence, future hospitality programs contemplating online teaching integration should carefully consider curriculum offerings and instructional pedagogy, suggesting that program administrators should approach revamping not only through subject additions or removals but also from a strategic pedagogical perspective considering both post-pandemic industrial demand and graduates’ career development processes.

Upaya Peningkatan Standar Mutu Standar Mutu Pendidikan di SMA Al-Hidayah Medan

Improving the quality standards of education in schools is an important struggle in achieving the goal of quality and equitable education. The techniques in collecting this data are observation, interview, and documentation. This research aims to find out the various efforts and strategies that have been implemented to ensure that students receive quality and relevant education. The article discusses several measures to improve the quality of education in schools, including curriculum improvement, teacher training, stakeholder participation, the use of technology and careful monitoring. With a strong commitment and a systematic approach, quality education can become more accessible to all students, creating a smarter and more competitive society

Research on the Construction and Quality Improvement of Art Curriculum in Rural Primary Schools

Curriculum quality is the foundation of education development and the core element of primary education and teaching. It is a key indicator to measure and evaluate the level of educational development in a country and region. Curriculum quality needs to be examined not only from the perspective of the degree of achievement of the preset curriculum goals, but also from the perspective of students’ subjective feelings and experiences. Art course is the core service provided by the school for students, and the quality of the course is judged by the acquisition and development of students. At the same time, the value of aesthetic education also calls for the reform and improvement of the fine arts curriculum, which requires the fine arts curriculum in all stages in rural areas to get closer and change in this direction. After the promulgation of art curriculum standards, the fine arts curriculum of rural primary schools should follow high quality standards, which is a process of optimization and iteration of various elements of primary art curriculum. The fine arts curriculum of rural primary schools needs to meet the exploration needs of current students, effectively and appropriately develop excellent local resources while enriching the curriculum content, introduce the essence of regional culture and art, improve the evaluation of curriculum quality, and form a scientific curriculum management system, so as to promote the sustainable development of students. According to this understanding, we can improve the quality of art curriculum in rural primary schools from four dimensions: curriculum objectives, curriculum content, curriculum implementation, and curriculum evaluation

Curricular innovation as a strategy for improvement in educational careers

This article was derived from a research project and its objective is to systematize the results of the diagnosis in the curricular improvement as part of the evaluation of the teaching-learning content of the redesigns in the Psychopedagogy and Initial Education careers of the Universidad Laica Vicente Rocafuerte of Guayaquil. The problem was related to the need to refine the designs of the careers, which starts from the revision of the curricular design approved in 2016 by the Council of Higher Education where critical-reflective scenarios were raised that justified the need for curricular innovation. Work tables were organized that promoted a hermeneutical exercise, to obtain support information in the curricular update and production of knowledge about the elaborated design. The approach considered was mixed, with a non-experimental descriptive design. A survey was applied to teachers and students on situations observed in the curricular design and an interview to the graduates who were part of the analyzed fabric and includes the exploration of resources to diagnose the practice and lay the foundations of the new curricular design. From this, different perspectives of future curricular planning were determined, to respond to the sustainability of the quality of Higher Education in educational careers. The changes analyzed and proposed for the academic organization of the curriculum based on the diagnosis made, will favor the contextualization of knowledge and the articulation of substantive processes in order to optimize the profile of the future professional through innovation.

Undergraduate Agricultural Extension Qualifications in South Africa: Comparing Available Curricula to Desired Skills and Competencies

Globally, the need for the agricultural extension profession to change from a top-down, production-focused approach to a more participatory and holistic approach has been reiterated. Different stakeholders in South Africa have criticised the public sector service delivery efficiency. To enhance the standard of service, the South African government has specified that every person employed as an agricultural extension worker in the public sector should have a minimum of a bachelor's degree. The department has made much progress. Currently, 73% of all extension professionals in the public sector have a minimum of a bachelor's degree. Despite this, the department still highlights training as inadequate regarding the profession's needs. A proficient agricultural extension sector is vital in assisting farmers in dealing with challenges and enhancing food security. This article examines the available undergraduate bachelor qualifications in agricultural extension in South Africa to determine their relevance in the competencies and skills required by the profession. The curriculum evaluation and improvement model is used as methodology, and coding is used as an analytical tool. The results show that available curricula are still excessively focused on technical subject matter and expertise, and there is an urgent need for updating curricula to be more relevant to the profession's needs.

Evaluation Of Physical Education Independent Curriculum Through CIPP: Managerial Implementation In Learning Activities

The government has created an independent curriculum as a learning recovery, but not all schools implement it well. Therefore, an evaluation is needed, especially regarding the management of learning activities. The purpose of this study is to evaluate the implementation of the independent curriculum model in physical education subjects at State Vocational Schools in Tasikmalaya City. This research used a qualitative descriptive approach. In this study, data were collected through triangulation techniques consisting of observation, semi-structured interviews, and documentation. This study involved the vice principal for curriculum, four physical education teachers, and four students. They were selected through a purposive sampling technique. Data analysis involved preparation, inference, and verification. The results showed that the context evaluation of goals and objectives indicators and strength indicators had been fulfilled. However, weakness indicators related to teacher consistency in implementing learning still exist. Input evaluation on indicators of curriculum structure, PE teacher competence, teaching materials, and students have been fulfilled and run well. However, input evaluation on indicators of infrastructure availability still needs to support the continuity of PE learning. Process evaluation on indicators of implementation and implementation of assessments has gone well, but product evaluation on indicators of program achievement still needs to be improved. Implementing CIPP managerial evaluation is carried out by ensuring that the evaluation is carried out systematically, periodically, and comprehensively. Evaluation results are used as the basis for decision-making related to the improvement and development of the Physical Education curriculum. Teachers and school management play an active role in ensuring the sustainability and effectiveness of the evaluation.

EXPLORING THE PRACTICAL APPLICATION AND APPRAISAL OF THE 2013 ENGLISH CURRICULUM IN A STATE JUNIOR HIGH SCHOOL: A QUALITATIVE INVESTIGATION

The constant enhancement of Indonesia's educational curriculum is aimed at improving the overall quality of education. This research specifically investigates the application of the 2013 English Curriculum at a state yunior high school in Palembang, South Sumatra, Indonesia, utilizing a qualitative evaluative approach. The study, conducted at SMP Negeri 1 Palembang, involved two English teachers and eighth-grade students. The findings revealed that the English teachers adhered to standard content and government syllabi when developing lesson plans. Teaching methods and assessments also aligned with government policies. Additionally, factors such as teacher quality, resource accessibility, and community involvement were identified as potential influencers on curriculum effectiveness. Although the curriculum has evolved, evaluating the 2013 curriculum can provide valuable insights for future improvements in Indonesia's educational curriculum.