School Curriculum Development Research Articles

Activism as education in and through the youth climate justice movement

AbstractYoung people worldwide are increasingly participating in a global movement for climate justice, yet to date, little research has examined how youth climate justice activists conceive of and experience activism as education. The present study used in‐depth, semi‐structured interviews with 16 US climate justice activists (aged 15–17) to address the research question: How do youth climate justice activists explain and experience the educative power of their activism? The results of reflective thematic analysis bring to light youths' dual roles as ‘learners of the movement’ and ‘climate justice educators’. As learners, youth described gaining awareness of climate justice directly from the movement, as well as learning a variety of skills (e.g., organising, communication, conflict resolution) through their activist engagement. Simultaneously, youth described their role as educators through a range of activities intended to raise awareness among adult and youth audiences, including educational workshops and trainings, school visits, teach‐ins, curriculum development, talk shows and interviews, creating digital resources, social media outreach and public protest (e.g., strikes, marches and demonstrations). Beyond spreading knowledge of climate in/justice, youth activists were also educators of action and social change processes—noting that learning about governmental institutions and political processes enabled them to exercise their democratic citizenship and equip and embolden other young people to do the same (e.g., via political advocacy trainings). The findings of the present study have implications for creating climate justice curricula that not only attend to the scientific and technological dimensions of the climate crisis, but also enable learners' justice‐driven action and democratic participation.

Perkembangan Kurikulum Pendidikan Agama Islam dan Pendidikan Budi Pekerti di SMA

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

Examining The Integration of Faith and Qur'an Curriculum in Kuttab Ibnu Abbas

This research aimed to analyze the integration of the Iman and Qur'an curriculum at Kuttab. This study employed a case study method with a qualitative approach to explore the integration of Iman and Qur'an curriculum at Kuttab Ibnu Abbas. Data was collected through semi-structured interviews were conducted with key stakeholders, including school administrators, curriculum developers, teachers, students, and parents. The data collected through interviews, observations, and document analysis were subjected to thematic analysis.the research found that Qur'anic education at Kuttab Ibnu Abbas aims to instill Qur'anic values through a comprehensive curriculum that includes reading, writing, tajweed (correct pronunciation), tahfidz (memorization), and tadabbur (reflection) of the Qur'an. Several factors influence the success of this faith and Qur'an education, such as having well-prepared human resources, employing the right teaching methods, and ensuring the commitment of santri guardians (student caretakers). And the inhibiting factors were some students may lack proficiency in reading the Qur'an, have concentration issues in class, or lack parental cooperation in supporting learning at home.

Enhancing High School Student Engagement and Academic Achievement: A Comparative Analysis of the JIA Application

This study compares the effectiveness of the JIA application in enhancing student engagement and learning outcomes in Pancasila Education for Class X students SMA Methodist 02 Palembang. The study employed a quasi-experimental design with a 2x2 format, using non-equivalent groups. Data were collected through observation and multiple-choice tests administered as pretests and posttests. Research sampling was carried out Participants were selected using purposive sampling, purposive sampling type. Data collection was carried out using observation sheets on learning activities and multiple choices formative test questions as pretest and posttest. The JIA application significantly improved student engagement and learning outcomes. The N-Gain Score for learning activities was 46.8%, and for learning results, it was 52.5%. Learning activity increased by 12.70%, from 59.54% to 72.29%. The average learning outcome score improved by 31.02 points, from a pretest score of 47.95 to a posttest score of 78.97. The findings underscore the significant impact of the JIA application in enhancing both student engagement and learning outcomes in Pancasila Education for Class X students at SMA Methodist 02 Palembang. The study's results suggest that integrating technology, such as the JIA application, into educational curricula can substantially elevate student participation and achievement. These findings advocate for the broader implementation of digital tools in educational settings to foster more interactive and effective learning experiences, potentially guiding future policy and curriculum development in schools.

Kolaborasi Guru dan Manajemen Sekolah dalam Pengembangan Kurikulum Efektif

This research aims to identify the role of collaboration between teachers and school management in developing an effective curriculum at SMP Plus Darussalam. The research method used is a qualitative approach with a case study design. Data was collected through in-depth interviews with school principals, teachers and students, as well as participatory observation and analysis of documents related to the curriculum. The research results reveal that close collaboration between teachers and school management is very important in designing and implementing a curriculum that suits students' needs. Collaborative involvement with various parties enriches the curriculum development process, increases the relevance of the material, and facilitates responsive adjustments to educational challenges. This research concludes that a collaborative approach not only improves curriculum quality but also increases teacher satisfaction and student motivation. The implication of these findings is the need to integrate collaborative models in curriculum development in other schools to achieve more adaptive and effective education, as well as strengthen a supportive and inclusive learning environment.

Accelerating EFL Learners’ Speaking and Listening Skills through the Audio-Lingual Teaching Method

Teaching English as a foreign language is a great challenge for EFL teachers in Indonesia because they are expected to be more creative and innovative in arousing students' attention during the learning-teaching process. The Audio-Lingual Method (ALM) is one of the teaching methods in foreign language learning that may be utilized in teaching speaking and listening skills. This conceptual article attempts to explore how ALM can accelerate EFL learners’ speaking and listening skills. Therefore, it discusses the concept of ALM, the strategy of ALM in learning speaking and listening skills, as well as the benefits of using ALM in learning language skills. A descriptive qualitative research approach with library research design was utilized to review and explore the concept, strategy, and benefits of using the ALM in accelerating EFL students’ speaking and listening skills. This method enables researchers to delve into relevant information and experts' perspectives on the ALM. In addition, it gains more insight into learning and teaching speaking and listening skills, and reviews the learning of speaking and listening skills using the ALM. The data were obtained from previous research findings, related articles, and documentation on the ALM. The data were qualitatively analyzed and comprehensively described the issues and provided valuable insights for all stakeholders in the field of education, including EFL teachers, students, school curriculum developers, and researchers.

Models and Implementation of Curriculum Development in Schools

Curriculum development cannot be separated from various aspects that influence it. Various curriculum models have been developed by curriculum, education and psychology experts. This research aims to find a model for curriculum development in schools and its implementation. In this article, the author uses library research or what could be called qualitative research which obtains data from appropriate journals, articles and books. The research results found that in developing the curriculum, teachers can choose several models including the Tyler Model, Administrative Model, Grass Roots Approach Model, Demonstration Model, Beauchamp's System Model or Beauchamp Model, Roger's Model, Problem Solving Model and Taba's Inverted Model. The procedures for curriculum development include curriculum planning, curriculum organization, staffing and curriculum control. Meanwhile, curriculum implementation is the process of applying ideas, concepts, policies, in the form of practical actions, so that it has an impact, both in the form of changes in knowledge, skills, as well as students' values and attitudes. The success of curriculum implementation is also determined by communication about the implementation plan and the support of all resources in the implementation

Effects of Teachers’ Participation in Decision-Making on Organisational Commitment in Ghanaian Basic Schools

This study investigated the effects of teachers’ participation in decision-making in Ghanaian basic schools on their organisational commitment. The study utilised a descriptive survey design to randomly select 285 teachers from the La Nkwantanang-Madina Municipality of the Greater Accra region of Ghana to participate in the research. The generated data were analysed using descriptive statistics (means and standard deviations), confirmatory factor analysis, and structural equation modelling. The results showed that teachers moderately participated in school decision-making. Similarly, their level of organisational commitment to the teaching profession was moderate. Finally, the effect of teacher participation in decision-making on organisational commitment was positive and statistically significant. The study’s findings suggest that implementing shared leadership models, where teachers are consistently involved in discussions about school policies, curriculum development, and other critical areas, can enhance their commitment and performance. Consequently, the study recommends that school leaders initiate pragmatic policies to promote teachers’ participation in decision-making, thereby increasing their organisational commitment.

Management Strategy for the Development of Pesantren's Hidden Curriculum in Schools

The curriculum at SMPIQu Al-Bahjah Cirebon faces a challenge in integrating the formal, official curriculum with the non-formal pesantren (Islamic boarding school) curriculum. This disconnect has resulted in the pesantren curriculum becoming somewhat "hidden" or underrepresented. The core issue addressed in this research is how to design, implement, and evaluate the development of this hidden pesantren curriculum. Using a qualitative research method, the study draws from both primary and secondary data, collected through observation and interviews. The findings reveal a five-step approach to developing the hidden curriculum. Implementation is achieved through structured activities such as work meetings, scheduling academic activities, enhancing the management information system (SIM), improving teaching staff and student resources, strengthening students' morals, and increasing proficiency in foreign languages. The evaluation process includes supervision, regular meetings, audits, and reporting. The study concludes that effective curriculum development hinges on a morals and creed-based education, improved administrative and management systems, optimization of media as a development tool, and active participation in competitions and events. This research contributes to the formulation of strategies for developing the hidden pesantren curriculum, offering practical benefits for all stakeholders involved.

Development of Islamic boarding school curriculum through equalization policies

This study aims to find out the existence of the mu'adalah curriculum in the global era as well as to know the challenges of implementing the mu'adalah curriculum after the issuance of the Minister of Religious Affairs Regulation (PMA) number 18 of 2014. Global changes, technological and scientific developments, and the development of art and culture are the basis for changes in the education system, namely the curriculum. This is done so that educational institutions, especially Islamic boarding schools, can adapt and be able to compete with existing developments. This research method uses a qualitative approach with the type of library research. The results of this study state that the existence of Islamic boarding schools has not regressed at all to date. This is because Islamic boarding schools received recognition from the government with the mu'adalah policy which was strengthened by the birth of the Minister of Religious Affairs Regulation (PMA) Number 18 of 2014 which was able to make Islamic boarding schools able to compete with any educational institution. But of course, challenges related to it cannot be avoided. One of them, some people question the quality of mu'adalah Islamic boarding school graduates who do not take the national exam.

The conditional inclusion of Muslims in medicine: intersectional experiences of Muslim medical students at the University of Toronto’s Faculty of Medicine from 1887-1964

Background: Archival research has unearthed processes of exclusion impacting the experiences of Black, female, and Jewish communities at Canadian medical schools. However, the history of Muslim medical students is little known. Our research is the first known study to examine when Muslim medical students with varying identities were first admitted to the University of Toronto’s (UofT) Faculty of Medicine (FoM) and their experiences. Knowing this history can contribute to ongoing equity, diversity, and inclusion efforts in medical school admissions and curriculum development. Methods: This is an exploratory case study with no clear, single set of expected outcomes. We consulted the UofT’s Archive & Record Management Services and looked for students who self-identified as Muslim in primary documents from the FoM between 1887-1964, including admissions applications, correspondences from the Dean’s Office, photographs, and yearbooks. We analysed the archival data for emerging themes. Results: We found six medical school applicants who self-identified as Muslim (n = 6) and were admitted between 1945 and 1961 and graduated between 1948 and 1966. We also found four (n = 4) postgraduates from one South Asian country who may have been Muslim, and who were granted fellowships from the Canadian government. Conclusions: Self-identified Muslim students were first admitted to the UofT’s FoM in 1945 and continued to be admitted infrequently until 1964. These early students’ experiences included financial hardships despite having privileged backgrounds; discrimination due to being foreign; and conditional inclusion while in medical school. We discuss the study’s continuing contemporary relevance, limitations, and directions for future research.

ANALISIS HASIL BELAJAR PADA PEMBELAJARAN PROJECT BASED LEARNING DENGAN LITERASI DIGITAL RISET MAHASISWA

The purpose of this study was to describe the learning outcomes on the description of the Project Based Learning (PjBL) learning process activities with student research digital literacy. Several project based learning, no one has researched about learning outcomes with digital literacy based PjBL research. This research was conducted using qualitative methods with a descriptive approach. This study was conducted on 5th semester students in the Mathematics Education Study Program at PGRI Argopuro University Jember. Data can come from informants, locations, and events, as well as related documents or archives. The data collection method used was a test in the form of a project with a project assessment installation. The research instrument has been validated by 2 experts and declared valid after making minor revisions. The result of this study is that there are several slices of school curriculum development according to each school base. The study showed that project-based learning (PjBL) activities can help students in using digital literacy to research and search for data at school using digital literacy. The learning steps allow the learning to run well. Digital literacy helps sharpen project data collected in the field.

Analisis Perubahan Sikap Cinta Tanah Air dan Pancasila Siswa Pasca Pembelajaran Anti-Radikalisme di Sekolah Menengah Atas Negeri di Hulu Sungai Utara

This research aims to analyze changes in students' attitudes towards patriotism and Pancasila after anti-radicalism learning at State High Schools in Hulu Sungai Utara. The research method used is a case study with a qualitative approach. Data was collected through observation, interviews and document analysis. The data sources in this research are principals of State Senior Secondary Schools and teachers, as well as students. The results of the research showed that there were positive changes in students' attitudes towards patriotism and Pancasila after participating in anti-radicalism learning. Factors that influence this change in attitude include the quality of learning materials, interactive teaching methods, and the role of teachers as learning facilitators. This research contributes to the development of anti-radicalism curriculum and learning strategies in schools in the area.

The Relationship Between School Principal Leadership Management And Curriculum Development on Students' English Learning Achievement at Sunan Gunungjati Senior High School Tulungagung

This research to analyze the relationship between the principal's leadership management on student achievement, the relationship between curriculum development on student learning achievement, and the joint relationship between the principal's leadership management and curriculum development on student learning achievement at Sunan Gunungjati Senior High School Tulungagung . The research method uses a quantitative approach with a population of 55 teachers. Data collection techniques using a questionnaire with a Likert scale were used to provide flexibility in respondent responses. Multiple linear regression analysis technique. The research results showed that there was a positive and significant relationship between principal management and student achievement (R=0.70, p < 0.05). Likewise, curriculum development has a positive and significant relationship with student achievement (R=0.75, p < 0.05). When the two variables were entered together into the regression model, it was confirmed that the combination of principal leadership management and curriculum development made a significant contribution to student achievement (R Square=0.64, p < 0.05). The conclusion of this research shows that efforts to improve principal management and curriculum development can have a significant positive impact on student achievement at Sunan Gunungjati Senior High School Tulungagung . Recommendations for increased investment and attention to principal training and curriculum development are expected to improve the quality of education and student achievement

Psychological Assessment and Behavior of Students: An Intervention for School Curriculum and Development Plan

The study aims to identify the extent of psychological assessment and behavior of students as a basis for an intervention of a school curriculum development plan program among the respondents. Mixed methods are utilized in the study which is a triangulation of Focus Group Discussion (FGD). On the other hand, convenience sampling is used in the selection of the sample size in the study. The study consisted of Two Hundred Fifty (250) psychology students from the different Higher Education Institutions in Metro Manila. It shows that extent of psychological assessment on the behavior of students manages and transforms difficulties that affect the persons’ success and performance and the person’s ability to face obstacles, problems, and situations in life opportunity and advantage, it shows that intelligent quotient determines the ability of the person to utilize his ability on logic, essentials in getting right, and make wise prediction, it shows that emotional quotient determines the assessment based on individual responses to a situation, it shows that spiritual quotient develops self-awareness in discovering and connecting true self-image aligns with the purpose of individual souls, it shows that creative quotient is designed to measure the baseline of creativity aptitude and capability of individual person, and it shows that adversity quotient determines how people can adapt and walk to overcome situation and hardships. Findings show that there is a significant agreement on the extent of psychological assessment and behavior of students as an intervention for school curriculum development plan program as observed among the respondents.

Curriculum Leadership of Academic Administrators in Selected Higher Vocational Schools in China

In today's ever-changing and developing educational environment, the curriculum leadership ability of school administrators has become a key factor in improving the quality of school education. Therefore, an in-depth understanding of teachers’ and administrators’ evaluations of administrators’ curriculum leadership abilities and best practices in school curriculum development is of great significance for promoting educational innovation and improving the overall quality of schools. This study aims to delve into this topic through literature research, logical analysis, interviews and other methods, provide scientific guidance and practical experience for school administrators, and deeply explore the evaluation of teachers and administrators on the curriculum leadership ability of school administrators and their best practices for administrators in school curriculum development. In terms of evaluation, the current design status shows the characteristics of diversification, comprehensiveness, combination of quantitative and qualitative, dynamic and interactive, providing managers with more comprehensive course leadership feedback. In terms of instructions, clear, specific, and consistent features provide a clear direction for evaluation and ensure that the evaluation is fair and effective. The implementation process focuses on standardization, comprehensiveness, objectivity, effectiveness and sustainability, making evaluation a continuous driving force for the development of managers. The evaluation process emphasizes science, comprehensiveness, combination of qualitative and quantitative, dynamic and developmental nature, and provides managers with targeted development suggestions. Finally, in terms of best practices in school curriculum development, managers can effectively lead the development of school curriculum through steps such as needs analysis, curriculum design, teacher training, resource integration, feedback and improvement, curriculum evaluation and quality assurance, and curriculum promotion and sharing, improve the quality of education. These findings provide a useful guidance framework for school administrators to better understand and improve their own curriculum leadership.

Identifying the Best Model for Implementing Technology-Based Education in Indonesian Schools

This research aims to identify optimal models that can be implemented effectively in Indonesian schools using technology-based education. The approach used in this research is literature study analysis, using literature study research methods to collect and summarize related literature from various sources such as journals, books, research reports, and theses. An in-depth evaluation of the literature reviewed shows that each model, such as Blended Learning, Flipped Classroom, Learning Management Systems, Game Based Learning, Video-Based Learning, Open Educational Resources – OER, STEM Model, Social Media in Learning, and Mobile Learning (m-learning), has specific advantages and disadvantages. The results of this research identify optimal models to be implemented in the context of technology-based education in Indonesian schools but also provide a basis for improvement and concrete recommendations for further research and implementation. The implications of these research findings are significant, providing valuable guidance for educational stakeholders, teachers, and researchers. The resulting conclusions can also be a basis for policymakers to design more effective technology-based education strategies in Indonesia. Thus, this research has the potential to inspire positive changes in curriculum development and technology education in schools while supporting efforts to improve the overall quality of education in Indonesia.

Teacher Perceptions In Implementing The Curriculum Merdeka

This research describes how teachers perceive the implementation of the independent curriculum in School. This research is qualitative research. Qualitative research is research that explore and understand the meaning a number of individuals or groups of people derive from social problems. Researchers construct reality and understand its meaning, so this research pays great attention process, event, and authenticity. Respondents are teachers at school. Data collection in this research was through interviews. The main instrument of this research is the researcher supported by field notes. All data is collected and studied descriptively to obtain reliable and reliable findings. Research result shows that: (1) teachers' perceptions are positive and appreciative of the implementation of the Merdeka Curriculum in schools, (2) teachers have an important role in the process of curriculum development and implementation in schools and success in implementing the curriculum really depends on how intense the teacher is in implementing the curriculum in the classroom; (3) teachers have the ability to develop and implement curriculum and class design, in order to improve the quality of teaching and learning processes; (4) There has not been optimal socialization and specific training regarding the formation of student profiles Pancasila; and other.

Status of teaching and learning descriptive writing in Zanzibar secondary schools: a case of Wete District

This paper investigated the status of teaching and learning descriptive writing among Secondary Schools in Zanzibar. The paper focused on (i) Identifying the types of errors made by secondary school students in their descriptive writing skills and (ii) exploring teaching and learning materials in descriptive writing for secondary schools. A mixed method approach was used, and a case study design employed. Simple random sampling was used to select 140 form four students and they have given a test. Also, eight English language subject teachers and two quality assurers were purposively selected. Data were collected using students’ test, interview, and documentary reviews. The results depict that students had different errors such as grammatical errors, punctuation marks, coherence and content problems. Also, the findings show that many topics prosed using non-digital materials such as textbooks, and written text for teaching and learning descriptive writing in secondary schools. These materials were also not sufficient to give students ability and competence in descriptive writing in ordinary secondary schools. This indicates that there is a need for designing digital lessons for supporting teaching and learning descriptive writing for F1 students. The study concludes that proper teaching and learning digital contents lessons is needed to support teachers and motivate students in the teaching and learning of descriptive writing to secondary school students. To achieve effective descriptive writing to secondary school students, curriculum developers, teachers and other education stakeholders should emphasize on digital materials to motivate students in teaching and learning process.

Stakeholder Perception of Extracurricular Activities at the Tertiary Level in Vietnam

The statement of NCES on its website that "extracurricular activities (ECAs) provide a channel for reinforcing the lessons learned in the classroom, offering students the opportunity to apply academic skills in a real-world context, and are thus considered part of a well-rounded education" has further consolidated the significance of this component in a school's curriculum development. No matter how important these activities are, they have seemingly not received due attention and investment from universities in Vietnam. This study was conducted at four universities in Vietnam to examine the perceptions of three stakeholders, namely administrators, teachers, and students about ECAs. Survey questionnaires and informal interviews were used for data collection. Descriptive statistics was used to analyse quantitative data while qualitative data were approached by deductive content analysis. Major findings reveal both matches and mismatches in the perceptions of the participants, and there was an association between the encouragement of extracurricular activities and students' engagement as well as improvement in their academic performance; however, an unwelcome fact remained regarding students' participation rate, teachers’ belief, and administrators' engagement.