Studies Curriculum Research Articles

Assessment Guidance of Wudhu at Elementary School Students A Study in Elementary school Pesanggrahan 10 Pesanggrahan Sub District South Jakarta

This research is aimed to make an assessment guidance of a proper and objective wudhu ability of the student to be used by religious teachers in elementary school which use competency standard curriculum of religious study. The population are 392 students and the samples are 60 students by stratified random sampling. The instrument of this assessment guidance which is developed in assessment scale where the wudhu ability of the student by using rating scale from 0, 1 and 2 for each scale interval has a different description ability. Teachers’/assessors choose and give the proper rating scale with the wudhu ability performed by students.This assessment guidance has been analyzed the content and construction validity by seventeen experts. The result of the analysis shows this assessment instrument of the wudhu ability is valid for try-out need. Based on its validity by using a formula of product moment on the significant level, 1 % in the table r is 0.325. The result of all items of Rukun which are stated valid and all item of Sunnah which are stated valid. The conclusion is that the wudhu assessment guidance could be standardized as it has its condition and standard of a valid and good instrument building.

A contextualização de um currículo plural e seus efeitos sobre os processos de ensino-aprendizagem à luz das questões de gênero

This article proposes a discussion about the aspects of the curriculum and their possible effects on the learning process based on gender issues. Therefore, the central issue of curriculum analysis and its effects on the learning process requires some questions regarding the structuring of the curriculum and the social changes in this path. The school contributes to this process by mirroring its social relationships in experiences, by privileging some and making others invisible. So, it is through a theoretical and structural reflection that we seek to contribute to a possible practical reflection in the educational field. Thus, this research is about Curriculum Studies and Gender Studies. The research methodology is characterized as qualitative, exploratory and bibliographical. As for the challenges to problematize gender issues in the teaching-learning process, it is concluded that it is necessary to re-signify the school curriculum and teaching practices so that it is possible to deconstruct the barriers characterized by the gender factor.

Enhancing National Cohesion through Primary Social Studies Learning Experiences in Kenya

The purpose of this study was to explore the effectiveness of educational experiences contained within the basic Social Studies curriculum that help foster the development of unity and harmony in Kenya. The study utilized a descriptive survey design for its format. The research focused on a sample population consisting of 467 primary schools in order to target the heads of those schools (467), as well as all social studies teachers (4,832) and students (98,600) from classes five, six, seven, and eight, as well as 40 Curriculum Support Officers. A technique known as proportionate stratified randomization was utilized to select 47 schools from six different sub-counties, along with four teachers and students from each of those schools. For the purpose of data collection, we made use of things like questionnaires, interview guides, observation schedules, conversations with focus groups, and document analysis. Approaches both qualitative and quantitative were utilized in the study of the data. According to the results of the research, the subject matter taught in Kenya's Social Studies classrooms plays a critical role in fostering the country's national cohesiveness and integration. It was also discovered that the curriculum for social studies provides students with the knowledge, skills, and values necessary for a harmonious life in society. This, in turn, fosters a sense of oneness and unity among the students who are enrolled in the program. As a result of these findings, it was proposed that the curriculum should be revised, that teachers should be taught, and that civic involvement should be promoted in order to increase the impact that social studies education has.

The Role of Social Studies in Achieving the Sustainable Development Goals in Nigeria: An Overview

This paper highlights the transformative role of social studies education in achieving the United Nations Sustainable Development Goals (SDGs) in Nigeria. The Sustainable Development Goals (SDGs) are a set of 17 global goals adopted in 2015 at the United Nations General Assembly which sets out a framework to achieve the goals in a span of 15 years, by 2030. This paper shows that social studies, as an interdisciplinary discipline, plays a pivotal role in creating awareness and fostering civic engagement among Nigerian citizens to achieve these development goals. Also, this paper explores the crucial role of the social studies curriculum particularly in higher education institutions in advancing the sustainable development goals (SDGs) by fostering a deep understanding of societal challenges and encouraging active engagement in addressing them. This paper underscores the need for integrating principles of sustainable development into the social studies curriculum and provides recommendations for effective implementation strategies.

The Review Study of Environmental Education Curriculum in Climate Change Mitigation

The Review Study of Environmental Education Curriculum in Climate Change Mitigation

The Level of Social Media Communication Skills of the Faculty of Law Students at Prince Mohammad Bin Fahd University in view of Certain Variable

The current study aimed to identify the level of social communication skills among students of the Faculty of Law at Prince Mohammad Bin Fahd University, according to some variables. The study used the descriptive approach to achieve its objectives, and the scale (Al-Qarni: 2015) was applied to the study sample in a random manner consisting of (300) students, of whom (50) males and (250) females, and after processing the data, the study reached the following results: The degree of the level of social communication skills is medium if the arithmetic mean is (2.33), and that the most used skills are the symbolic communication skill, and the least is the skill of listening . The results also revealed that there were no statistically significant differences at the level of statistical significance (0.05) or less, according to the gender variable.
 The study reveals the presence of statistically significant differences at the level of statistical significance (0.05) or less in favor of the study sample who are in the first and second academic levels. There are statistically significant differences at the level of statistical significance (0.05) or less in favor of the study sample who are at the seventh and eighth levels of study.
 There are statistically significant differences at the level of statistical significance (0.01) or less in favor of the study sample who are in the first and second academic levels. The researcher concluded the study with a number of recommendations, the most important of which is urging those in charge of the matter in the College of Law to activate the psychological, social and academic counseling unit to pay attention to increasing the level of social communication skills for students of the College of Law due to the importance of their role in the future and the need for them to possess these skills through study curricula, university activities and training programs.

A Comparative Analysis of the Outcomes of Elementary 4th Grade Social Studies Curriculum

Bu araştırmanın amacı, 2005, 2018 ve 2023 ilköğretim 4. sınıf sosyal bilgiler dersi öğretim programı, öğrenme alanları kapsamında yer alan kazanımları, nicel ve nitel olarak karşılaştırarak; her üç programda vurgulanan ortak temaları ortaya çıkartmak ve yeni programın bir önceki programa göre değişim ve farklılıklarını ortaya koymaktır. Bu çalışma, nitel araştırma yöntemlerine bağlı kalınarak yürütülmüştür. Araştırmada doküman olarak kullanılan veriler, Milli Eğitim Bakanlığı tarafından hazırlanan 2005, 2018 ve 2023 ilköğretim sosyal bilgiler dersi 4. sınıf öğretim programından oluşmaktadır. Doküman incelemesi yöntemiyle toplanan veriler betimsel analiz yöntemiyle çözümlenmiştir. Araştırmanın inandırıcılığını desteklemek için 2005, 2018 ve 2023 ilköğretim 4. sınıf sosyal bilgiler öğretim programındaki kazanımlar, tablolarda sunulmuştur. Araştırma sonuçlarına göre öğrenme alanlarında belirtilen kazanımların nicel olarak sayısı, 2005 öğretim programında 46 iken 2018 ve 2023 öğretim programında 33’e düştüğü görülmektedir. Nitel olarak 2005 ilköğretim sosyal bilgiler 4 sınıf öğretim programı kazanımında yer alan “Atatürk” isminin, 2018 ve 2023 ilköğretim sosyal bilgiler 4. sınıf öğretim programı kazanımlarında yer verilmediği belirlenmiştir. Ancak genel itibariyle 2005, 2018 ve 2023 sosyal bilgiler öğretim programındaki kazanımların benzer özellikler taşıması dikkat çekicidir. Ayrıca 2018 ve 2023 ilköğretim sosyal bilgiler dersi öğretim programında “etkin vatandaşlık” adlı yeni bir öğrenme alanı oluşturulduğu, bu nedenle bu öğrenme alanındaki kazanımların da “etkin vatandaşlık” kapsamında sunulduğu saptanmıştır. Bu durum, program geliştirme çalışmaları için kazanım ifadelerindeki ayrıntıdan ve benzer açıklamalardan kaçınıldığını göstermektedir. Özellikle teknoloji ve iletişim alanındaki hızlı gelişmeler yeni kazanımların eklenmesini zorunlu kılmıştır. Bu bağlamda, çağımızın siyasi, ekonomik ve toplumsal olayları ışığından hareketle öğrencilerin, bilişsel, duyuşsal ve psikomotor becerilerine uygun kazanımlar eklenebilir veya değiştirilebilir.

Tiktok’s effect on english vocabulary learning: an empirical study of English major curriculum

TikTok is a famous social networking site in Vietnam and throughout the world. Although several research on social media platforms has been undertaken for educational objectives, there are currently very few studies on TikTok. The purpose of this study is to determine the impact of TikTok on vocabulary learning of English Major students at Thu Dau Mot University, Vietnam as well as the attitudes of students and teachers about TikTok in learning vocabulary and developing other language abilities. The study involved 122 participants, and data were gathered using questionnaires, controlled experiments, tests (pre- and post-test), and organized interviews with students and teachers. The results suggest that survey participants thought TikTok was a good tool for learning English. It was also discovered that using videos on the TikTok platform as an English learning approach improved students' capacity to retain English vocabulary. This study aims to give insights into the possibilities of utilizing TikTok as a tool for learning English vocabulary as well as developing other language abilities.

Effects of Puppetry on Motivation and Academic Achievement of Primary Schools Pupils in Kuje LGA, Abuja, Nigeria

This study examined the effects of puppetry techniques on motivation and achievement of primary school pupils in Social Studies in Kuje LGA Abuja. The specific objectives are to determine the effects of puppetry techniques on the academic achievement of primary school pupils in Social Studies in Kuje of FCT, Abuja and to find out the mean score of pupils taught with puppetry techniques and those taught with traditional methods. The study used 3 research questions and 3 hypotheses. The study adopted an experimental design in which the quasi-experimental design of a separate sample pretest-posttest design was chosen. The population of the study was 205 pupils with a sample size of 100. The study adopted a simple random sampling technique. Social Studies Motivation and Achievement Test (SSMAT) for data generation and the t-test statistic was employed for data analysis. The findings from the study revealed that the achievements of male and female pupils taught using the puppetry technique were more effective than that of those taught using the traditional method; there is a significant relationship between the puppetry technique and academic achievement and that, the achievements of pupils taught using puppetry technique were more impressive technique than those taught using the traditional method. The study among many others recommended that professional associations like the Social Studies Association of Nigeria (SOSAN) should popularize the effective use of puppetry techniques in teaching Social Studies through seminars, workshops, conferences and publications and the use of puppetry techniques should be recommended in schools Social Studies curriculum.

AN EXAMINATION OF WOMEN THINKERS WHO HAVE CONTRIBUTED SOCIOLOGICALLY, PSYCHOLOGICALLY OR PHILOSOPHICALLY TO EDUCATIONAL PROGRAMS FROM A FEMINIST PERSPECTIVE

This study is a research conducted by using the document analysis technique, one of the qualitative research methods, in order to examine women thinkers who have contributed to curriculum studies in sociological, psychological or philosophical terms by revealing the place of women in education throughout history. Although there are many scientists who have contributed to the field of educational programs, nine women who are considered to have contributed the most are included in the research. These women are Hypatia, Mary Wollstonecraft, Jane Addams, Maria Montessori, Melanie Klein, Hilda Taba, Nel Noddings, Jane Roland Martin and Fatma Varış from Turkey. As a result of the research, the following results emerged. Although there are women who have contributed to education programs, their number is not very high in the history of education. This is due to the fact that women's rights to education were taken away from them or that women's actions and thoughts are considered insignificant in historiography. It is also a fact that their work is often overshadowed. Nevertheless, the research shows that these women scientists have carried out important studies in many fields such as learning processes, curriculum development and teaching methods. Hypatia's experimental-based understanding of education pioneered the creation of content. Mary Wollstonecraft's views on the importance of individual development and physical activities in education were included in the programs. Addams' experimental studies, the idea that these experiments should go from concrete to abstract and that students should establish activities with each other have been guiding the development of educational programs. The Montessori method continues to be applied in many schools. Her ideas contribute to the determination of materials in the preparation of programs. Klein's developmental stages have guided the design of parent programs and the content of the programs. Taba's curriculum development model, which adopts an inductive approach and consists of eight stages, is still used in curriculum development studies today. Noddings' views were utilized in determining the aims of education and paved the way for raising more democratic and tolerant individuals. Martin's ideas have been useful in making education programs emphasize the equality of women and men in education. While Varış's curriculum stages and his emphasis on this subject are still used in curriculum development studies today, she has also been a pioneer with his egalitarian and secular views.

Social Studies in Out-of-Class Learning Environments: A study on Teacher Candidates’ Views and Awareness

This research aimed to investigate the awareness of out-of-class learning environments that can be utilized in social studies courses among both social studies teacher candidates and primary school teacher candidates. Social studies, with its interdisciplinary nature, has the potential to provide a wide array of out-of-class learning opportunities, and we aimed to explore this aspect. In pursuit of this objective, we sought to evaluate the extent of teacher candidates’ familiarity with these learning environments and their ability to establish connections between these settings and the content of the social studies course. In our research we used the descriptive case study which is one of the types of qualitative research methods. In this context, we carried out the qualitative data collection process within the framework of the interview technique through a ‘semi-structured interview form’ for the participating teacher candidates. We analyzed all the collected data using descriptive analysis. As a result of our analyses, we found that teacher candidates from both programs who had taken this course were able to identify a wide range of out-of-class learning environments and that the most common examples they mentioned were ‘museums, libraries, schoolyard, canteens and historical sites/places, excursions and laboratories’. However, we found that both groups had relative difficulty in associating these learning environments with the social studies curriculum and content. When we assessed whether this finding indicated a difference in the extent of the teacher candidates’ own branches and the course hours they had taken, we found that the examples of association of the teacher candidates with less social studies field education were far behind the examples of the social studies teacher candidates. Another significant finding from the research is that the teacher candidates were more capable of offering robust examples of associations related to out-of-class in-school learning environments compared to those associated with out-of-school learning environments.

A STUDY OF THE GERMAN SOCİAL STUDİES CURRİCULUM: THE CASE OF BADEN-WÜRTTEMBERG

In Turkey, the social studies course is designed to include learning objectives related to history, geography, civic education, and rules of social life. In the German state of Baden-Württemberg, on the other hand, the course is designed to include learning objectives for social life and civic education that are independent of the learning objectives for history and geography. Separate courses for history and geography are also planned. In this study, which aims to examine the social studies curriculum of the German state of Baden-Württemberg, the document analysis method was used, and the descriptive analysis method was used to analyze the data. In line with the findings obtained, it was found that skills training was intensively included in the curriculum. Results showed that the subjects and outcomes are compatible with each other and that they are mostly related to citizenship education. It is understood that the curriculum aims to raise European citizens with political awareness as well as good German citizens. The curriculum focuses mainly on topics such as social life, rights, responsibilities, media and its impact on society, participation, politics, peace, human rights, decision-making processes in Germany and the European Union, migration, and life in Europe. At the end of the study, suggestions were made to renew the program, which has not been updated since 2016, in the context of changing global conditions and views of citizenship, to formally include a measurement and evaluation section in the program, and to make the program more functional.

“Urgently Needed to Protect Asian American Children and Families”: The Social Movement for Asian American Studies at K‐12 Grades

The national movement for Asian American Studies (AASs) curriculum at the K‐12 level has burgeoned during the COVID‐19 pandemic and the subsequent surge of anti‐Asian hate. Seventeen states proposed legislation requiring AAS content in their public schools and ten states have now mandated it. Using case studies of two states, Illinois and New Jersey, this article details how community activists and elected legislators framed their campaigns to successfully pass their bills. In both states, the campaigns utilized diagnostic frames from the broader Asian American movement. However, they also incorporated and developed prognostic frames and motivational frames more resonant with the current moment. Notably, stakeholders focused on organizing around a winnable issue, with an emphasis on racial bullying in New Jersey and multiracial solidarity and inclusion in Illinois.

Functional Language: A Panacea for Effective Implementation of the Primary School Social Studies Curriculum

Functional Language: A Panacea for Effective Implementation of the Primary School Social Studies Curriculum

Assessment of Needs for Developing Curriculum Study Program for Masters of Education in Madrasah Ibtidaiyah Teachers Towards Excellent Accreditation

This research was conducted to find out how the curriculum development design for the Madrasah Ibtidaiyah Masters of Teacher Education Study program led to superior accreditation, how to implement the curriculum for the Madrasah Ibtidaiyah Masters of Teacher Education Study program towards superior accreditation, as well as the learning outcomes in the Madrasah Ibtidaiyah Masters of Teacher Education study program. This research is a mixed research with a sequential explanatory research approach. The result of this research is that the curriculum development design for the Madrasah Ibtidaiyah Masters of Education (MPGMI) study program towards superior accreditation is carried out by conducting a continuous review of the MPGMI Study Program curriculum to obtain input for curriculum improvements that are being implemented. Implementation of the Madrasah Ibtidaiyah Teacher Education Master's Study Program Curriculum Towards Superior Accreditation is presented in the form of the MPGMI Study Program Curriculum Structure, MPGMI Study Program Activities and Prospects, MPGMI Study Program HR, Supporting Educational Facilities and Infrastructure. Learning Outcome Achievements in the Madrasah Ibtidaiyah Teacher Education Masters Study Program can be seen from the progress of alumni and the results of student publications.

The state of undergraduate palliative care education at Austrian medical schools – a mixed methods study

BackgroundThere is an increasing demand for universal, high-quality access to palliative care in Austria. To ensure this, the implementation of palliative care in the medical studies curriculum is essential. This is the first study to investigate the state of undergraduate palliative care education at Austrian medical schools.MethodsFor this mixed-methods study with concurrent embedded design, expert interviews and online surveys were conducted between March and August 2022. The interviews were subjected to a thematic analysis according to Braun and Clarke, while the questionnaires were analysed descriptively-statistically. For the final integration, the results of both methods for each topic are presented and discussed complementarily. Both the primary qualitative and supportive quantitative data were collected to combine the advantages of the in-depth nature of the qualitative data and the consistent structure of the quantitative data to provide a more precise representation of the state of teaching.ResultsTwenty-two persons participated in the study, of whom twenty-one participated in the interview and eight in the questionnaire. The participants were experts in palliative care teaching at Austrian medical schools. Currently, palliative care is taught at seven out of the eight universities. Large differences were found in the number of hours, organisation, teaching formats, and interprofessional education. At present, three universities have a chair for palliative care and at least five universities have access to a palliative care unit.ConclusionUndergraduate palliative care education in Austria is very heterogeneous and does not meet the minimum standards suggested by the European Association for Palliative Care (EAPC) curriculum recommendations. However, several universities are planning measures to expand palliative care teaching, such as the introduction of mandatory teaching or the establishment of new teaching formats. Better coordination and networking within and between universities would be beneficial for the expansion and quality of teaching.

An Overview of the Legal Literacy Skill in the Social Studies Curriculum from the Perspective of Jurists

An Overview of the Legal Literacy Skill in the Social Studies Curriculum from the Perspective of Jurists

Techers Perceived Problems Of New Curriculum Implementation In Secondary Schools In Fagge Local Government Areas, Kano State, Nigeria

The study investigated teachers’ perceived problems of new curriculum implementation in secondary schools in Fagge Local Government Area of Kano State Nigeria. To achieve the objectives of the study, three research questions guided the researchers. Descriptive survey research design was adopted for the study. The population of the study consist 116 secondary schools in the study area and 3,452 teachers in the study area. Purposeful random sampling techniques were used to sample the schools and the teachers for the study. Ten (10) secondary school and one hundred and forty (140) teachers were selected for the study. The instrument for data collection was constructed questionnaire. The instrument was validated by experts in curriculum studies, the instrument yielded reliability coefficient of 0.80 using Cronbach Alpha coefficient. The data collected were collated and analyzed according to how they related to the research questions. Research questions were answered using mean score and standard deviation. The findings revealed the problems, causes and possible solutions of the new curriculum implementation in secondary schools which include; inadequate funding of the educational system, poor learning conditions, and lack of adequate time to cover the curriculum. The causes of the problems of new curriculum implementation also are poor remuneration of teachers, insufficient motivation for teachers and inadequate monitory strategy. The possible solutions to the problems are proper monitoring of curriculum implementation, enhanced teachers’ remuneration, and teachers’ promotion should be based on students rating, regular retraining programmes for practicing teachers. Based on the results obtained from the study, it was recommended that, the importance of teacher involvement in decision-making and curriculum planning cannot be over emphasized. Therefore, government should involve teachers in curriculum planning and development to give them sense of recognition.

Gender difference in undergraduates’ micro-teaching performance using Telegram and WhatsApp platforms in collaborative learning settings

Gender difference has continued to influence achievement and retention of students due to inconsistencies in performance, which troubles researchers. This therefore calls for different approaches to ameliorate this problem by deploying the use of Telegram and WhatsApp in collaborative learning settings in order to bride those gender gaps since technology serves as a leveler. This study examined gender difference on achievement and retention of students in microteaching using Telegram and WhatsApp platforms in collaborative learning settings. A sample of 282 students enrolled on Telegram and WhatsApp from two universities in Gombe State, Nigeria, was purposively selected for the study, where the two sampled groups were assigned into two experimental groups. The instrument used in this study is the micro-teaching achievement test validated by experts in the field of educational technology and curriculum studies, where a split-half method of reliability was used to obtain a figure of 0.91 using Pearson product moment correlation. Descriptive statistics of mean and standard deviation was used to answer the research questions while inferential statistics involving an independent sample t-test was used to test the null hypotheses at 0.05 level of significance. Findings revealed that there is no significant difference in the mean achievement scores of male and female students taught using Telegram platform (t=2.571, p>0.05); there is no significant difference in the mean achievement scores of male and female students taught using WhatsApp platform (t=3.671, p>0.05); there is no significant difference in the mean retention scores of male and female students taught using Telegram platform (t=5.274, p>0.05). However, there is a significant difference in the mean retention scores of male and female students taught using WhatsApp platform in favor of the female students (t=4.071,p<0.05). It is hereby recommended that lecturers should deploy the use of Telegram and WhatsApp platforms in collaborative learning settings during micro-teaching in order to bridge the individual differences occasioned by gender since technology has the potential to serve as a leveler and also be able to bridge gender differences.

Cultural Competence in Libraries: Utilizing the Critical Incident Technique and Reflective Journaling to Encourage Reflective Practice

In a political climate in which intellectual freedom and Critical Race Theory (CRT), among other concepts, are under attack, courses with diversity, equity, and inclusion (DEI) content are especially relevant. Examining Library and Information Studies (LIS) curriculum within the United States, scholars have repeatedly found DEI content, despite being foundational to the LIS profession, is insufficient in preparing future LIS professionals. Furthermore, once professionals are employed, opportunities for additional training are limited, given the one-shot nature of many professional development opportunities. This article describes one attempt to effectively integrate DEI content into a continuing education course in which participants can incorporate material into their professional activities via the Critical Incident Technique (CIT) and reflective journaling. The article examines existing scholarship regarding LIS education to establish the need for concerted efforts to implement useful and actionable approaches to DEI concepts. It then describes a continuing education course in which the CIT and reflective journaling can be utilized as effective ways to translate coursework into professional practice. The discussion focuses on the specific nature of this course within the context of continuing education and professional development, with suggestions for incorporating course content into required LIS curriculum, and outlines avenues for future research.