Curriculum Reconstruction Research Articles

예비교사의 디지털 역량에 대한 요구분석

The recent digital transformation in school education, including advancements in g enerative AI and digital technologies, highlights the need for digital competence a mong teachers. This study investigates the digital competence needs of pre-service elementary school teachers using Importance-Performance Analysis (IPA), Borich's Needs Assessment Model, and The Locus for Focus Model. The study participants were 98 first-year pre-service teachers from University A. The results showed th at pre-service teachers perceived all four sub-competencies of digital competence a s highly important. Among these, the sub-competency with the highest priority wa s the capability to utilize digital technology in education, specifically in areas such as digital-based curriculum reconstruction, design of personalized learning using di gital technology, evaluation, selection, and development of digital technologies, data, services, and content, and design of practical learning experiences based on digital technology. The findings suggest that teacher education curriculum should be impr oved to reflect the high-priority competencies identified by pre-service teachers. B ased on the results, discussions and implications for research are proposed.

Rekonstruksi Kurikulum PKn Bermuatan Pendidikan Antikorupsi

This research discusses the reconstruction of the curriculum at the State High School level in Bengkulu City which contains anti-corruption education which is realized in the learning of Pancasila Citizenship. The research method used in this research is descriptive qualitative. The results of the research can be seen that the implementation of curriculum reconstruction containing anti-corruption education is better than those that do not implement curriculum reconstruction containing anti-corruption education in Civics learning. The conclusion of this research is that by implementing curriculum reconstruction containing anti-corruption education, it can be used as a strategy that can foster student anti-corruption in every line of life. Keywords: Curriculum, Reconstruction, Anti-Corruption Education, Civics

Optimizing English education curriculum for EFL students: Multimodal approach in academic writing

English education faces challenges in academic writing due to technological advancements and multimodal writing. Due to the incompatibility between present curricula and student demands, the study intends to restructure the curriculum to emphasize multimodal writing projects that meet students' needs and multimodal paradigms. The study was a type of Design and Development Research using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model, specifically the Analysis and Design stages. It involved 30 students and three team-teaching lecturers of the English Education Study Program at a private university in Indonesia. The data collection is conducted through a content analysis of the existing syllabus, needs assessment using questionnaires to the students, followed by interviews with the lecturers to further reinforce the data obtained from the questionnaires. Data analysis was conducted using a qualitative methodology that incorporates triangulation techniques and relationship mapping. The research results highlighted the need for curricula that are more tailored to multimodal projects and student needs. It implies that curriculum reconstruction has become crucial to accommodating changing needs and technologies. It is a progressive step in improving the quality of English language education.

How to Integrate the Concept of Deep Teaching into the Teaching of Values in Moral Education Course

Moral education course plays a far-reaching leading role in cultivating students’ moral emotions, moral judgment, and moral behaviors. However, in actual class teaching, teachers often pay too much attention to the diversification of the form of teaching activities and neglect the exploration of knowledge deeply, which may easily lead to undesirable results including students’ shallow cognition, value orientation deviation, and so on. To solve this problem, this thesis will based on the concept of depth teaching and combined with the content of values, through clarifying the theoretical approach to integrate the concept of depth teaching into moral education and promoting the unity of the knowledge system and the value system, to realize the reconstruction of moral education curriculum.

Rekonstruksi Kurikulum Pendidikan: Sebuah Analisis Filsafat untuk Membangun Kreativitas Siswa

The purpose of writing this scientific article is to find out about the reconstruction of the educational curriculum: a philosophical analysis to build student creativity. Reconstructing the educational curriculum is an important effort to adapt the education system to the demands of the ever-evolving times. This paper aims to provide an analytical philosophy in the context of curriculum reconstruction, with a focus on building student creativity. The philosophical approach provides a theoretical basis for understanding the essence of education and the role of creativity in the learning process. This analysis includes an in-depth understanding of the principles of educational philosophy, such as human essence, educational goals, and views on knowledge. The philosophies of existentialism and progressivism are the main conceptual frameworks that encourage student empowerment to develop their creative potential. Thus, it is hoped that the reconstruction of the educational curriculum based on philosophical analysis can create a generation of students who are not only skilled in terms of knowledge, but also have the ability to think creatively and innovatively in facing future challenges.

Music curriculum integration and reconstruction model based on advanced music waveform iterative reconstruction algorithm

To improve the effect of intelligent teaching in music classrooms, this paper combines the advanced music waveform iterative reconstruction algorithm to analyze the integration and reconstruction of the music curriculum. Aiming at the problem that the projection matrix occupies a large space and takes a long time to calculate in iterative reconstruction, a fast and real-time incremental method for generating a music wave matrix is proposed. The improved method avoids the judgment and comparison calculations performed by the incremental method when calculating the length and number of each voxel that the ray passes through. The research results show that the music curriculum integration and reconstruction model based on the advanced music waveform iterative reconstruction algorithm can effectively improve the teaching effect of modern music classrooms.

基于OBE理念的体育教育专业实践课程重构

基于OBE理念的体育教育专业实践课程重构

Analysis of Educational Curriculum Reconstruction Mining Vocational in Preparation of MBKM in Industry

The research aims to analyze empirical data concerning the competencies essential in the field of mining work, aligning them with industry needs, and assess the outcomes of the analysis in relation to the implementation of Mining Vocational Education and its curriculum, focusing on relevance to industry standards. The Delphi technique method was employed for this research, with participants including experts invited to the FGD forum, mining student alumni, students from the Faculty of Engineering at UNP, and representatives from the industry. Data collection utilized questionnaires and direct interviews. The research results substantiate the necessity for technical and managerial competencies, as well as other essential soft skills. It is emphasized that lecturers must possess teaching competence along with expertise in their respective fields. Additionally, industry collaboration with the educational sector is imperative. The findings underscore the need for the development of a Relevant Competence-Based Curriculum (MBKM), encompassing curriculum design, industry-aligned learning activities, tools for MBKM implementation, and effective socialization of MBKM. Notably, only 46.3% of students graduated on time, with 77.1% securing employment. Language proficiency was identified as a challenge, with 30.4% facing difficulties due to foreign language skills. Personality aspects were deemed crucial by 93% of companies, and the research indicated a high demand for practical learning experiences, particularly in the laboratory setting, at 85%. The overall Learning Experience Assessment yielded a score of 78%.

개인중심접근 기반 개별화교육계획 수립을 위한 2022 개정 특수교육 기본교육과정 성취기준 분석

Objectives This study is a study that analyzes the achievement standards of all subjects of the 2022 revised spe-cial education curriculum based on the curriculum area of the COACH program to establish an individualized edu-cation plan through an person-centered approach.
 Methods To this end, keyword analysis was conducted based on the curriculum area of the COACH program, and the analysis subjects were selected from all grades from elementary to high school, including integrated curricu-lum (right life, wise life, fun life), Korean, math, science, practical course, career and job, physical, music, art, and information and communication, health.
 Results As a result of the analysis, first, when looking at the analysis results of each curriculum area of the COACH program, it was analyzed that academic preparation skills had the most achievement standards and jobs had the least achievement standards. Second, looking at the results of the analysis by school level, all elementary, middle, and high school levels included the highest achievement standards for academic preparation skills. On the other hand, elementary and middle school levels had the least job-related achievement standards, and high school lev-els had the least community-related achievement standards. Third, according to the results of the analysis of subjects by curriculum area, the communication area was the highest, and the social area was analyzed as society, personal management as science, leisure as science, academic preparation skills as science, functional learning skills as math, community as well as career.
 Conclusions Based on the results of this study, the implications for establishing an individualized education plan based on an person-centered approach and follow-up research are as follows. First, in order to design an in-dividualized education plan based on an person-centered approach, special teachers' high curriculum literacy and curriculum reconstruction capabilities are required. Second, in order to design an individualized education plan based on an person-centered approach, it is necessary to establish an individualized education plan so that the learned content can be linked to real life.

Research and Application of Mixed Teaching Mode in C Language Course

The current situation of “C language programming” course in our school is characterized by wide teaching scope, more students in class, heavy teaching tasks and so on. In recent years, the curriculum reconstruction and teaching reform have been carried out in the aspects of teaching mode, platform selection, resource utilization and feasibility. the research results in the “C language programming” course have been adjusted and improved, and then applied to teaching. The application results show that the mixed teaching approach based on independent SPOC, which integrates online and offline platforms and multiple teaching methods, can achieve great teaching effect. The new teaching mode fully integrates the advantages of different platforms. It not only guarantees the teaching effect in such a special period, but also provides novel ideas and ways for the future teaching reform.

Curriculum Reconstruction: Alignment of Profile, Body of Knowledge, and Learning Outcomes of the Indonesian Islamic Education Study Program

Purpose – The misalignment between the profile with the body of knowledge (BoK) and the graduates’ learning outcomes (LO) of the PAI Study Program has caused the unclear educational objectives of the PAI study program, requiring the reconstruction of the PAI curriculum. This study aims to examine the reconstruction process of the PAI curriculum including the Profile, BoK, and LO of the PAI.
 Design/methods/approach –The research was conducted qualitatively using survey, interview, and documentation methods packaged in seminars, guest lectures, workshops, and Focus Group Discussions. The subjects in this study were 83 PAI Study Program managers from Sumatra, Jakarta and Jabodetabek, DIY and Central Java, East Java, and the Eastern regions; the interviews were carried out with 15 study program managers. The obtained data was processed through the stages of reduction, display, and interpretation.
 Findings – The results showed: 1) there are 6 profiles of Indonesian PAI after being reduced from 51 profiles, namely PAI teachers in schools/madrasahs, educational consultants, research assistants, administrators of educational institutions, Da’i/muballigh, and edupreneurs, 2) PAI’s Body of Knowledge consists of four scientific families: PAI science (what to teach), teaching science (how to teach), education and psychology (how to discipline), Research methodology, philosophy, language, technology, edupreneur (how to produce), 3) Graduate learning outcomes include in-depth mastery of PAI science, teaching, pedagogic, and PAI development, as well as how to teach PAI science effectively.
 Research implications/limitations – This research has implications for the importance of preparing graduate profiles based on tracer studies, rather than based on ‘personal wishes’; and Learning outcomes must be adjusted to the standardized BoK of the Study Program.
 Originality/value – the importance of profile mapping based on tracer studies, the significance of PAI’s body of knowledge in achieving PAI goals, and the importance of graduate learning outcomes for the expertise of PAI graduates.

Dynamics of Salafiyah Islamic Boarding Schools: Enhancing Religious Identity and Fostering Independence

This study aims to analyze the efforts of the salaf Islamic boarding schools and their implications in strengthening identity at the Nurul Qadim Islamic boarding school, Probolinggo, East Java. This study uses a qualitative approach to the type of case study. Data collection techniques in this study used three techniques, namely: participant observation, in-depth interviews, and documentation. Data analysis was carried out using data reduction, data display, and conclusion drawing/verification. The research results show that; The efforts of the salaf Islamic boarding schools to strengthen identity at the Nurul Qadim Islamic boarding school are carried out by means of; strengthens its salafi identity, is not affected by the dynamics of the times, has its own curriculum, builds the image of the institution, and is not old-fashioned. The implications of strengthening the religion and independence of Islamic boarding schools for the identity of the Nurul Qadim Islamic boarding school are curriculum reconstruction, strengthening the concept of Islamic values, strengthening partnerships and strengthening work ethics.

Teacher Professional Education Curriculum Reconstruction (PPG) (An Overview of the Integration Between Nasr's Perennialism with Tri Education Center KH. Dewantara)

Along with the shift from the manual era to the digital era, it has an impact on the quality of learning, especially increasing teacher qualifications. Future teachers need more expertise than traditional learning. They not only have pedagogical abilities but also spiritual and moral characters. The government seeks to produce future teacher candidates through teacher professional training (PPG). From the observations related to the PPG curriculum, it shows unpreparedness. This can be seen through the PPG curriculum which is still the same as S-1 education. In fact, according to the KKNI, the profession has a higher level than S-1, so PPG must have a distinctive feature that distinguishes it from graduates of S-1 education. PPG should not only circumvent the pedagogical section as a characterization of PPG. Therefore, there are at least 6 things that need to be considered regarding the formation of future teacher candidates through the PPG program, namely, 1) the history of teacher formation in Indonesia, 2) the challenges of the times, 4) how to teach students, 5) reformulating the PPG curriculum according to needs. future, and 6) the urgency of the PPG Curriculum.
 Keywords: Pendidikan profesi guru, curriculum, future

Rahmatan lil'alami Islamic Education Curriculum Reconstruction: Healthy and Safe for Students' Spiritual and Physical Development

The purpose of this research is to find out the curriculum paradigm of Rahmatan lil ‘alamin, to analyze the strategy, framework, and curriculum model of Rahmatan lil ‘alamin. The research approach used was a literature study by collecting various books, journals and other sources related to the reconstruction of the Islamic Religious Education curriculum which is Rahmatan lil ‘alamin. The research results obtained are that the reconstruction of Islamic education rahmatan lil'alamin is an attempt to reconstruct the curriculum of Islamic education which has the potential to cause radicalism with humanist materials, so that a holistic way of thinking is formed regarding the portrait of Islamic education which is built through universal values. Based on the Qur'an and al-Hadith, by prioritizing love (mahabbah) togetherness (ijtima'iyyah), justice ('is) and brotherhood towards others (ukhuwah). The curriculum model must foster a sense of tolerance, caring, fairness, compassion, and be able to develop interests and talents possessed by people around them, so that human existence will benefit the surrounding environment.

Implementasi Kurikulum Outcome Based Education (Obe) Dalam Sistem Pendidikan Tinggi Di Era Revolusi Industri 4.0

Abstract
 The purpose of this study was to determine the strategies, influencing factors, obstacles and challenges of implementing the Outcome Based Education (OBE) curriculum in the Higher Education System in the Industrial Revolution Era 4.0. The method used in this study is a library research method with a descriptive qualitative approach. Data collection techniques were carried out using library research techniques, literature reviews and research journals. There are strategies that can be implemented the OBE curriculum in the Higher Education System in the Industrial Revolution Era 4.0, namely curriculum reconstruction by compiling the structure of learning objectives, graduate learning outcomes and learning outcomes in the syllabus and analyzing the teaching and learning process. The learning system can be done with blended learning. Improving literacy 4.0 (data literacy, technological literacy, human literacy among students) and implementing the learning phase and learning space. And there are factors that influence the successful implementation, namely a learning method that consists of turning on student discussion spaces outside the classroom, modern and multidisciplinary learning, factors Furthermore, there is also academic freedom and the role of lecturers and students who greatly support the successful implementation of the OBE curriculum. Furthermore, there are 12 challenges in implementing OBE, namely the challenge of accepting OBE, paradigm shifting, maintaining the quality of education, restructuring results and assessment techniques, OBE as a top priority, design down approach, impact on students with special needs, teacher's role, learning responsibilities, break typecast, waves of opposition, and perceptions of students and teachers.
 Keywords: Outcome Based Education (OBE), Industrial Revolution 4.0, Higher Education System.

Competencies of Travel Department Students in e-Commerce- Based Business

Contributing to research on industrial revolution 4.0 era , this study investigates e-commerce practices carried out by tourist travel businesses in relation to the preparation of human resources in the tourism education sector. Key informant managers in two cities, Bali and Yogyakarta were interviewed to explore their adopted employee training and development models. The resulting data, triangulated by informal observation and document study, were analyzed using a theoretical framework that emphasizes seven indicators of interdependent employee development. The findings indicate that the global-oriented education management will be able to answer various needs in the job market through curriculum reconstruction with a digital human approach.

Main Trends of History Teaching in Africa From a Postcolonial Perspective

History education has always been a highly contested terrain especially in contexts whose pasts are marred by huge controversial, sensitive and emotive moments. This reality is more significant in the African continent, where issues such as slavery, colonisation, decolonisation, the partition of Africa; border crises; complexity of identity; race; apartheid, wars, xenophobia; chauvinism; military coups, forced evictions and subsequent land reclamations, are some of the key themes and discourses that are characteristic of its history. This experiential reflection and theoretical paper draw from the researcher’s personal experiences as a history teacher/lecturer in at least three African countries and from literature to reflect on the main trends of History teaching and learning in Africa. Although there has been a wave of curricular decolonisation in Africa at the turn of the century, including in History teaching, the article argues that there is still a lot of reasons to be concerned about the state of history teaching as a subject. The article acknowledges an existential and humane need for a reconstruction, decolonisation and Africanisation of the history curriculum in Africa by means of postcolonial socio-cultural and epistemic systems and practices that reclaim indigenous African voices in curriculum knowledge. The article recommends that history teaching and curriculum in postcolonial Africa need to move away from discrete and sometimes overt, heroic, one-dimensional and neatly packaged master narratives that deny students the opportunity to critically engage and interrogate the rich and complex histories as a pathway to improve the relevance of the subject in the continent.

Construction of an Islamic Studies Curriculum Based on Religious Moderation in Higher Education Institutions

<p class="06IsiAbstrak">This study aims to explain the Islamic studies <span lang="EN-GB">curriculum</span> based on religious moderation in higher education institutions (HEIs). In developing an Islamic studies curriculum, it is necessary to have an integrated concept between goals, materials, strategies, and evaluation. Curriculum development also needs to pay attention to supervision and cooperation with the Ministry of Religion and partnerships with religious leaders. The focus of Islamic studies based on religious moderation in HEIs is the Islamic religious education course. This literature research used primary data from books on the HEIs curriculum and learning Islam in HEIs. Meanwhile, secondary data sources came from books and articles related to the Islamic studies curriculum in HEIs. The findings revealed that for the measurable construction of Islamic studies curriculum in HEIs, it should fulfill at least three aspects: (1) normative curriculum construction, (2) current facts curriculum construction, and (3) curriculum reconstruction (rearrangement). This research further contributes to HEIs in compiling Islamic studies curricula to create students with a moderate attitude.</p><p> </p>

Re-construction of the mathematics curriculum in the context of the didactic knowledge of the primary teacher

Re-construction of the mathematics curriculum in the context of the didactic knowledge of the primary teacher

예비교사의 수업지도안에 대한 피드백 내용 분석

Objectives The study analyzed feedback on lesson plans written by preservice teachers(PSTs) for the first time, identified problem patterns, and sought appropriate teaching methods for each type of feedback. Methods PSTs designed lesson plans for the world regional geography units of the elementary social studies. After reviewing them, a total of 475 cases of instructor feedback provided to PSTs were categorized by the thematic analysis method that classifies feedback content according to similar topics. Results In top categories, there were 5 types: understanding of achievement standards, curriculum reconstruction, introduction of instructional activities, body of instructional activities, and conclusion of instructional activities. There were 10 sub-types appeared frequently: guidance for teaching and learning activities, composition and planning of lessons, unit marking, recognition of the number system of achievement standards, detailed explanation methods, validity of learning topics, confirmation of prior lesson, description of learning objectives, playing time of video clip and allocation of time within lesson. Conclusions Various difficulties that PSTs may experience while preparing lesson plans and guidance methods in response to them were examined in detail. The professionalism of instructional design is a competency that is formed in the long term throughout the entire life cycle and career stage of a teacher. Even if the level of preparation and experience of PSTs is low, meaningful educational effects can be achieved if they are guided with goals and methods suitable for them.