Curriculum Perspective Research Articles

Fostering innovation in the perspective of the independent curriculum of Boyolali regency

Innovation can be applied in every aspect of life. Similarly, innovation can support the implementation of an accountable education system and support regional competitiveness. Innovation is easy to echo, but difficult to implement. Especially with regard to the Education curriculum which is based on many teaching norms. For this reason, the independent curriculum is a bridge for students and teachers in pouring their innovative ideas through projects that link and match with the world of Education. The problem is that not all schools in Boyolali Regency dare to experiment. There are only 20 schools that seem to be making innovations from the total number of schools as many as ± 400 school units. Qualitative descriptive study method with analysis through problem trees. The result of the study is that an innovation model will be created three concepts, namely Training model, professional Development and Capability Development using problem-based learning methods, project-based learning and discovery learning.

The Implementation of the Madrasah Principal's Policies in Enhancing the Competence of Educators and Educational Staff of Islamic Junior High School (Perspective of the Independent Curriculum)

This research aims to analyze the policies, implementation strategies, and influence of the policies of the Principal of the Islamic Middle School to improve the competence of educators and education staff based on the independent curriculum perspective. This research used a qualitative approach with a case study method. The informants in this research were the school principal, deputy principal for curriculum, educators/teachers, and education staff. The data was collected through in-depth interviews, observations, and documentary studies. The data analysis technique used the Miles and Huberman model with the following stages: (1) Data Collection, (2) Data Reduction, (3) Data Presentation, (4) Conclusion Drawing/Verification. Data validity used triangulation techniques, including source and technical triangulation. The results of the research show that: (1) the policies implemented by the principal of the Islamic Middle School, among others, recruitment of educators and educational staff is always adjusted to their qualifications or abilities, placement of educators and educational staff is based on competency, fostering active and communicative relationships with educators and educational staff, giving awards to educators and educational staff who excel; (2) the strategy of the principal of the Islamic Middle School includes: regular meetings, training, supervision, Subject Teacher Working Groups (MGMP), follow-up studies, and benchmarking; (3) The influence of the policy of the principal of the Islamic Middle School including increased accreditation, increased student achievement, and high public trust. The conclusion of this research is to implement the Islamic Middle School policy to improve the competence of educators and education personnel from the Independent Curriculum perspective.

What do you mean? Developing a ‘model of the aesthetic dialogue’ in collaborative music making

This article explores a teaching method wherein undergraduate music performance students were given the task of making music in four different modes: (1) Nashville mode, (2) DAW mode, (3) track-for-topline mode and (4) topline-for-track mode. Thematic analysis of qualitative interviews highlights four domains influencing quality and efficiency of negotiation of musical ideas: (1) what the environment affords, (2) students’ ability to show or explain, (3) students’ taste and preferences and (4) students’ comfort sharing opinions. Based on these findings, we develop a model of aesthetic dialogue, understood as negotiation of musical ideas within a group. We argue that aesthetic dialogue is dynamic and constantly negotiated and that the model provides a framework suitable to address a range of issues relevant to students wanting to progress as co-writers. This model is proposed as a starting point for addressing collaborative music making and dialogues from student, teacher and curriculum perspectives.

Analysis of Quantum Physics Lectures from the Perspective of the MBKM and OBE Based Higher Education Curriculum

Lecture analysis in the core courses of the study program contributes to the evaluation of the curriculum used. This field study was carried out to analyze Quantum Physics lectures from the perspective of a university curriculum based on Independent Learning Campus (MBKM) and Outcome-Based Education (OBE). Data collection techniques were carried out through observing the implementation of learning in the Quantum Physics course, interviews with lecturers teaching quantum physics courses, and reviewing curriculum tools in the form of curriculum books, semester lecture plans (RPS), and assessment documents. The instruments used refer to content standards, process standards and learning assessment standards listed in Permendikbud Number 3 of 2020, Permendikbudristek Number 56 of 2022, and Permendikbudristek Number 53 of 2023. The participants involved in this research were a lecturer and 29 students of the undergraduate physics education study program at one of the universities in Garut Regency. The lecturer in question is a lecturer who teaches quantum physics courses, while the students in question are final year students who are taking quantum physics courses in the odd semester of the 2023/2024 academic year. Data collection was carried out over the period October – November 2024. Data analysis was carried out qualitatively using a data triangulation approach. The results of data analysis show that in the Bachelor of Physics Education curriculum, the Quantum Physics course is in the group of upper-level compulsory courses with physics concept study material. From an MBKM perspective, this course can be converted to Program Pertukaran Mahasiswa (PMM) and Program Magang dan Studi Independen Bersertifikat (MSIB), but cannot be converted to the Teaching Campus Program. Conversion to the PMM program is carried out by taking courses in other study programs that have course learning outcomes that are related to quantum physics. Conversions to the MSIB program are carried out at companies or agencies related to the application of quantum physics concepts. From an OBE perspective, this course contributes to graduate learning outcomes in Specific Skills and supports the graduate's profile as a Physics Teacher. The special skill in question is being able to apply mathematical models in explaining physical phenomena in learning.

Single National Curriculum English 2020 Implementation Determinants: Intended and Enacted Curriculum Perspective at Primary Level in Punjab

The current study was designed to determine the gap between the intended curriculum and enacted SNC English 2020 implementation determinants: instructional materials, teaching methods, formative assessment techniques, and professional development. The study was quantitative and descriptive based on the survey method. A self-developed questionnaire was used to collect the data from the teachers in Punjab. Five English curriculum experts ensured the content validity of questionnaires, and reliability was calculated employing Cronbach’s Alpha score of .926. A simple random sampling technique was used to collect from a sample of 268 teachers. The collected data were analyzed employing descriptive and inferential statistics. The result of the study revealed that overall, 62% of the curriculum was implemented, and a 38% gap existed. The results declared that 54% of instructional materials were in use and a 46% gap existed. The results affirmed that 59% of teaching methods were in use and 41% of the gap existed. The results showed that 62% of teachers were trained, and a 38% gap existed. The results asserted that 71% of formative assessment strategies were in use, and a 29% gap existed. Furthermore, results delineated a significant difference in locale regarding teaching methods and teachers’ professional development. Based on the study results, it was recommended that the government should provide funds for English instructional materials and English curriculum-based teacher training on using instructional materials, teaching methods, and assessment. The education department and head teachers may bind teachers to use English curriculum-based implementation guidelines.

Ocean Literacy Competency in Vocational Education in the Perspective of Blue Curriculum: A Document Analysis

Blue Curriculum is a new paradigm in curriculum development that utilizes ocean potential as the main basis for learning. Education is considered an easy and effective way to address the negative impacts of human activities on the marine environment. All aspects of vocational education are equipped with knowledge and skills that support sustainable development goals (SDGs), especially to reduce the negative impacts caused by human activities on the environment through sustainable and environmentally friendly practices. Vocational education is closely related to the competencies that graduates must possess. To realize the blue curriculum in vocational education, knowing the ocean literacy competencies that vocational education graduates must possess is necessary. Content analysis of the two documents found that vocational education competencies under the themes of Critical Thinking, Hard Skills, Technology, Soft Skills, and Market Orientation are present in both marine literacy documents and can be integrated into vocational education. These competencies aim for vocational education graduates to have the ability to understand the role of the ocean, respond to ocean challenges with innovative ideas, and participate in sustainability solutions.

Expertise Development at Work: A Workplace Curriculum Perspective in the Domains of Sales Representatives and Leadership Coaches in a German Context

Context: Active engagement and participation in professional practices are an important requirement for expertise development in vocational domains. However, not much is known about how work contexts foster or hinder such expertise development. To further fill this research gap, this study investigates two vocational domains, namely sales representatives and leadership coaches, using the Workplace Curriculum Approach. This approach focuses on three aspects. First, how novices get access to certain tasks. Second, which tasks at work are especially conducive to learning, referred to as pedagogically-rich activities. Third, what knowledge is hard-to-learn through practice alone. By focusing on these three aspects, the Workplace Curriculum Approach helps to understand learning. Method: Eleven highly competent sales representatives and ten highly competent leadership coaches from German organizations participated in an interview study. A thematic qualitative text analysis was applied using deductive and inductive coding. Results: For sales representatives, task sequencing is different across organizations due to structural factors, particularly products, and infrastructure. Ideally, apprentices start by getting to know the customers by selling products on site at a counter and by getting to know the products in the warehouse. challenging interactions with customers on the phone are most conducive to learning. The scope of the product portfolio and the amount of technical knowledge are hard to learn. Leadership coaches are encouraged by peers to start at team leader and smaller team levels before moving on to more senior executives and larger team levels. Weekly team meetings offer important social learning opportunities similar to informal discussions among peers. Methodological and organizational knowledge are hard to learn. Conclusion: Regardless of differences between both domains, the Workplace Curriculum Approach proved useful for analyzing learning and expertise development in the different workplace contexts. The approach proved to be a fairly tangible and easy-to-use tool to investigate how workplaces support expertise development and how workplace learning regimes might be changed to further foster novices’ learning and development. Researchers and practitioners alike can utilize the Workplace Curriculum Approach to analyze learning in different domains in their respective organization. However, individual factors of the learners such as motivation to participate in activities in the workplace are not explicitly included in this approach to investigate professional learning and development. They should be of additional focus in any study interested in vocational expertise development.

호주 뉴 사우스 웨일즈 주 교과 교육과정에 대한 분석을 통한 역량 기반 교과 교육과정 설계 개선 연구

Objectives The purpose of this study is to analyze the deficiencies of the 2022 revised curriculum from the perspective of a competency-based curriculum and derive implications from the curriculum system of New South Wales, Australia. Methods In order to achieve this purpose, the 2022 revision and the curriculum of New South Wales, Australia were analyzed based on the linkage of goal-content-achievement standards, which are important standards for competency-based curriculum design, and the clarification of achievement standards by grade level. Results The main research results are that the 2022 revised curriculum is still found to be insufficient in the linkage of goal-content-achievement standards and the criteria for clarifying the level of achievement standards by grade level, but the Australian New South Wales state curriculum is designed to meet the two standards. Conclusions In order to more fully realize the direction of the competency-based curriculum in the next curriculum revision, the subject curriculum needs to be developed in the order of ‘establishing educational objectives and goals development of achievement s → tandards → development of content standards’.

‘Acceptance of diversity’…but not too much? (Restricted) pathways towards transgender and intersex inclusivity in sex education curriculum guidelines

AbstractPositive representation of LGBTQIA+ perspectives in curriculum can help improve well‐being of transgender and intersex students. However, research on sex education curriculum indicates that the experiences of intersex and transgender students are largely absent in the respective curriculum or constructed as other, pathologized or stigmatized. These discourses of silence and stigmatization negatively affect transgender and intersex students and prevent all students from getting informed and affirmative sex education on gender and body diversity. This study explores how curriculum documents for sex education in Europe and Germany may be facilitating or limiting the (de‐hierarchized) inclusion of diversity regarding gender and sex/body characteristics. The study employs a structuring qualitative content analysis. Thematic summaries and analysis through the lens of heteronormativity are used to examine how diverse subjectivities are made (in)visible, normalized or othered through the lexical choices and the general framing of the curriculum documents, as well as how binary categorizations are deconstructed and power relations subverted. Key findings indicate that some curricula, while strongly promoting diversity or explicitly including intersex and transgender as topics, are worded in ways that contribute to the normalization of cisgender and endosex experiences, while transgender or intersex perspectives are either fully silenced or othered. The data also reveal power‐critical approaches, in which transgender and intersex are affirmatively included, cis‐ and endonormativity is disrupted and which encourage a critical engagement with societal power relations.

단위학교 소방안전교육 인식도 분석 및 개선방안 연구

This study analyzed the perception of fire safety education methods, satisfaction, consciousness, and behavior as the risk of fire increases due to the high-rise nature, complexity, and undergroundization of new schools and the aging of older school buildings. Based on the analysis, this study proposes improvement measures such as effective fire safety education methods, support measures, and curriculum organization. Differences in perception and needs between faculty and staff were first analyzed based on data of selfawareness of fire safety education conducted for school faculty and staff in the Sejong City Office of Education. As a result, remote training was the highest in the fire safety education method, and satisfaction was in the order of teachers, administrative staff, and educational assistants. In addition, the degree of change in fire safety awareness of faculty and staff was found in the order of teachers, administrative staff, and educational assistants. The degree of change in fire safety behavior was also in the order of teachers, administrative staff, and educational assistants, and an overall low awareness was found. By analyzing these needs, the following improvement measures are suggested. First, fire safety education should be conducted based on practice and experience from the perspective of an activist curriculum to enhance the ability to respond to actual incidents involving fire safety. Second, by linking fire safety education with the seven areas of school safety education, self-directed response ability can be enhanced from the perspective of a constructivist curriculum. Third, a plan is proposed to design and operate a fire safety curriculum by specializing in fire safety education according to the role of faculty members such as teachers and administrative staff.

An ecosystem of knowledge: relationality as a framework for teachers to infuse Indigenous perspectives in curriculum

ABSTARCT New data is presented from two studies involving thirteen practising secondary teachers and twelve pre-service early childhood, primary and secondary teachers in Australia. The first study explored how non-Indigenous practising teacher identities, shaped by external and policy discourse, create obstacles to teachers’ willingness and confidence in infusing Indigenous perspectives in curriculum. With this knowledge in hand, the researchers utilised a Design-Based Research methodology to conduct a second study with pre-service (ITE) teachers, exploring the power of relationality as a framework to re-shape non-Indigenous pre-service teachers’ conceptualisation of racial and place-based identity. By enabling non-Indigenous pre-service teachers to construct an authentic connection to Indigenous ways of thinking and being, relatedness pedagogy increased pre-service teacher willingness and confidence to infuse Indigenous perspectives into their future teaching.

Autoethnography as a decolonising tool: bringing identity into the classroom

ABSTRACT The need to include indigenous perspectives in curricula is a challenge facing education internationally. In the context of higher education, decolonising practices and processes are the responsibility not just of institutions but also individual academics. Despite individual aspirations to decolonise teaching, it can be difficult to know where to start. Our aim is to guide others to engage in teaching practices that seek to decolonise. To do this we outline our respective teaching and research experiences that are united by our use of critical autoethnography in workshops we have designed for our respective teaching in different institutions. Our paper describes different ways to bring into focus the lived experience and nuanced views of groups who, through the process of colonisation, have not previously been given space or voice in higher education. Enabling the inclusion of indigenous enquiry within classroom settings provides a valuable decolonisation tool for groups such as the indigenous Māori population in Aotearoa New Zealand. Our practices seek to create space to prioritise storytelling, the sharing of researcher positionality, and personal identity in a way that centralises indigenous perspectives. We argue that these autoethnographic practices help teachers and students to hold hegemonic systems to account, explore strengths-based solutions and express aspirations for the future.

Independent Curriculum Analysis from Constructivism and Ki Hajar Dewantara Philosophy Perspective

This research discusses the central role of education in reform in Indonesia through the Independent Curriculum, with a constructivist philosophical approach and Ki Hajar Dewantara's perspective. This literature research aims to explain the Independent Curriculum from the perspective of constructivism and the philosophy of Ki Hajar Dewantara. This research aims to understand the extent to which the Merdeka Curriculum implements a constructivist approach and to determine the implementation of character education values and the formation of national identity in the Merdeka Curriculum by the views of Ki Hajar Dewantara. The results of this research show that the Merdeka Curriculum perspective from constructivism and Ki Hajar Dewantara's philosophy shows the importance of active student participation, social interaction, learning contextuality, character values, national identity, local wisdom, freedom and student independence. Holistic evaluation is needed to ensure implementation that is consistent with the philosophical vision, thereby creating individuals with character, national identity and independence.

Application of Knowledge Sharing Decision Model Based on Computer-Aided System in Student Education Management Platform

The knowledge-sharing, decision-making model can not only combine the two processes but also improve the teaching quality and students' learning achievements. However, the existing knowledge-sharing, decision-making model has many shortcomings. Therefore, for this article the authors applied the computer-aided instruction (CAI) system to the knowledge-sharing decision model and compared it with the traditional knowledge-sharing decision model. They compared and analyzed the application effects of the two processes in the student education management platform, and the experimental comparison was made from the perspective of curriculum and students. When the authors used the traditional knowledge-sharing decision model, the average score of the five people in the course A exam was 78.2. After they used the knowledge-sharing decision model based on the computer-aided instruction system, the average score of the five people in the course A exam was 85.4. Obviously, the knowledge-sharing, decision-making model based on the CAI system can effectively improve students' academic performances.

Exploring decolonial and anti‐racist perspectives in teacher education and curriculum through dialogue

Exploring decolonial and anti‐racist perspectives in teacher education and curriculum through dialogue

Exploring the Mirror World in Organic Chemistry: The Teaching Design of "Enantiomers" from the Perspective of Curriculum and Ideological Education

Exploring the Mirror World in Organic Chemistry: The Teaching Design of "Enantiomers" from the Perspective of Curriculum and Ideological Education

课程思政视域下总体国家安全观融入高校《军事理论》课教学路径研究

课程思政视域下总体国家安全观融入高校《军事理论》课教学路径研究

The Practical Research on Enhancing the Quality of Cultivating from the Perspective of Ideological and Political Curriculum in Vocational College

The Practical Research on Enhancing the Quality of Cultivating from the Perspective of Ideological and Political Curriculum in Vocational College

Evaluation of STEAM Project-Based Learning (STEAM PBL) Instructional Designs from the STEM Practices Perspective

Currently, there is a wide diversity of project-based learning instructional designs presented as “STEAM projects”. However, it is essential to evaluate if all these STEAM projects align their learning objectives and activities with the intended STEAM competences. This paper aims to characterize the impact of the STEAM educational approach through the analysis of contemporary STEAM projects implemented in five Spanish secondary schools from a curricular perspective based on STEM practices. A dataset comprising 46 secondary school STEAM projects implemented in Spain was evaluated using STEM project-based learningrubric, considering 21 evaluation criteria. The findings reveal an imbalance in the sophistication of STEAM projects concerning Science and Technology disciplinary-linked criteria and meta-disciplinary-linked criteria within this framework. These results enable the mapping and highlighting of the fact that not all STEAM projects equally serve their intended educational purposes or integrate all their features with the same level of sophistication. Curriculum organizations from different secondary school levels are also pointing out notable differences regarding how they address STEM competence. Acknowledging these differences and challenges in further initiatives of STEAM PBL instructional designs could support their design. By identifying areas of improvement, educators can optimize the impact of these projects on fostering STEAM competences among students.

영어교육의 새로운 패러다임으로서 복합양식 리터러시 연구

Objectives This study proposes a model of multimodal communicative competence for English education in Korea based on the review of multimodal literacy theories and suggests instruction, materials, and evaluation methods to implement the model in the school curriculum.
 Methods To this end, the study reviewed the theories of Canale and Swain (1980), Byram (1997), and Coccetta (2018) to select sub-competency elements that are applicable from a school curriculum perspective, based on Royce's (2002, 2007) concept of multimodal communicative competence (MCC).
 Results The study extracted four sub-competency categories that constitute MCC: linguistic competence, discourse competence, sociolinguistic competence, and multimodal competence, and set up five stages of elements to constitute multimodal competence, considering the current perspective of competency education: attitude, knowledge, receptive skills—viewing, productive skills—presenting, and multimodal literacy.
 Conclusions This study proposes a multimodal communicative competence model and its sub-competency elements that expand the traditional language-centered communicative competence model for English education by including non-verbal communicative modes from a school curriculum perspective. This study is expected to contribute to the improvement of the learner’s communicative competence by complementing the learning of non-verbal communicative modes, which have been neglected in the practice of English education.