This study developed a mosque-based education integration model curriculum in the face of modernization. This development research adopted the ADDIE development model or analysis, design, development, implementation, and evaluation. This research was conducted in a limited way at the Syuhada Mosque Foundation, Yogyakarta, Indonesia. The informants were 19 people (one foundation administrator, three school principals, and 15 teachers). The research was conducted from January to June 2022. Data collection techniques were carried out through observation, questionnaires, and documentation. The data analysis technique was carried out in a qualitative and descriptive manner. The results of this study are in the form of a mosque-based education integration model curriculum (IPBM), also known as the Syuhada curriculum, with the characteristics of syuhada attached to this curriculum. The urgency and contribution of this research are to assist educational units in developing a curriculum that coincides with the policy of changing the 2013 curriculum to become an independent curriculum. In addition, to support the implementation of an independent curriculum, develop and design an operational curriculum that is unique to educational units.
The Implementation of Curriculum at Kuttab Al-Fatih SurabayaSubmissionResearchpa
This research describes the concept of the kuttab curriculum during the ancient time and its implementation at the lembaga pendidikan kuttab al-fatih surabaya as part of the national education system. This research is qualified as a special study approach. The data is collected using interview, observation and documents. Whereas in analyzing data it uses the concept of analysis of miles and huberman, which is data reduction, data presentation and making conclusion. This research concludes that: 1. Formerly the concept of the kuttab curriculum during the ancient time was made only to wish for allah's blessing but later developed to have a social and even material aim. Also the content of its curriculum is very simple and uses a separate curriculum pattern. 2. The concept of the kuttab curriculum which is applied at the lembaga pendidikan kuttab al-fatih surabaya contains the aim and contents of the curriculum, teaching method and the system of evaluation as well. Kuttab al-fatih educational institution surabaya also uses an informal education (pusat kegiatan belajar masyarakat/pkbm) in applying its educational program by creating an equivalence program in order to achieve the primary education diploma known as the package a diploma as part of the national education which is available in indonesia by Muhammad Yudo and Rahmad Salahuddin 2020. The Implementation of Curriculum at Kuttab Al-Fatih Surabaya. International Journal on Integrated Education. 3, 3 (Jun. 2020), 174-178. DOI:https://doi.org/10.31149/ijie.v3i3.425 https://journals.researchparks.org/index.php/IJIE/article/view/425/402 https://journals.researchparks.org/index.php/IJIE/article/view/425
The curriculum is the heart of education, whose job determines the life or
death of a school. This study aimed to compare the implementation of
Adiwiyata school curriculum between public and private school in junior
high schools, especially in Bantul Regency, Yogyakarta, Indonesia. Data
collection techniques by means of literature studies. Data analysis techniques
were carried out with qualitative comparative analysis. The results showed
that: public and private schools in junior high schools in Bantul Regency, had
fulfilled the four main components of the Adiwiyata curriculum, in terms of
objectives, content, methods, and evaluation. The implementation of
Adiwiyata curriculum in each public and private school varies according to
the characteristics and potential of each school.
This qualitative research emphasized learning strategies in the process of full
engagement by students and discovering the implementation of learning,
science process skills, and learners' creativity. The selection of contextual
teaching and learning methods due to teachers having a role more in strategy
affairs while learners were more focused on self-actualization of practice in
their groups. Here, there was an interaction between teachers and learners to
complement each other. The participant was student of class five Elementary
School/Madrasah Ibtidaiyah Ma'arif 37 Sunan Kalijogo, Ambulu, Jember
Regency, Indonesia. Methods of data collection were interviews,
observations, and documentation. Data collection was related to natural
science subjects. The study results showed the procedures for implementing
contextual teaching and learning in natural science subjects. Applying
contextual teaching and learning methods was very effective in natural
science subjects. The findings of this study showed that improving the
quality of learning and learning support facilities can realize the ability of
competence of students and teacher professionalism.
Diniyah Education Curriculum Integration in Learning State Primary School 2 S...SubmissionResearchpa
Research aims to know how this process of implementation of integrated curriculum in sd negeri 2 sedayulawas. Using this research qualitative research, research in the field ie. Data collection using interview, observation and documentation. The analysis data analysis using descriptive. Results indicate that the concept of curriculum integration of applied in sd state 2 sedayulawas formulated with: concept vision, mission and purpose, integration curriculum, planning curriculum, the implementation of curriculum, rational interactive design of curriculum model, as for the procedural including planning model deductive by Al-Hidayah and Akhtim Wahyuni 2020. Diniyah Education Curriculum Integration in Learning State Primary School 2 Sedayulawas Brondong Lamongan. International Journal on Integrated Education. 3, 4 (Jul. 2020), 64-67. DOI:https://doi.org/10.31149/ijie.v3i4.428 https://journals.researchparks.org/index.php/IJIE/article/view/428/406 https://journals.researchparks.org/index.php/IJIE/article/view/428
This study aimed to analyze learning at the level of higher education. The
practice of higher education, of course, also requires a transformation of
learning. It is intended to achieve the competencies needed in the 21
st
century. The study used a qualitative approach. Observations were made on
online learning practices at Lambung Mangkurat University, Banjarmasin,
Indonesia from March to May 2021. In-depth interviews employed with 17
students who live in Banjarmasin. Miles and Huberman's data analysis
technique reduces interview data. The study results described that learning at
the higher education level has differences in the achievement of the graduate
profile. There are two main patterns, namely, institution-centered learning
and student-centered learning. The student's need for network strengthening
requires the systemic transformation of learning. One learning
transformation that can be carried out is strengthening learning practices
outside the classroom with partners (stakeholders). The primary purpose of
partner involvement is a condition designed so that students can increase
network capital. This linking capital is expected to be an opportunity for
students to increase student succession when they graduate from higher
education.
Curriculum Management as Strengthening Pancasila Students ProfilesAJHSSR Journal
ABSTRACT: The independent curriculum as a revolutionary curriculum in Indonesia has many
implementations, one of which is strengthening the Pancasila student profile project. Globalization and
industrial revolution 4.0 have encouraged the government to instill students' morals with Pancasila values.
Curriculum management as a basis for implementing a program is very much needed. In fact, not all educational
units understand and interpret this profile project correctly. Therefore, researchers conducted research to analyze
curriculum management related to planning, implementing, and evaluating of strengthening the Pancasila
student profile project at State JHS 1 Getasan. The research method used is qualitative research, where
interviews, observations and documentation are carried out to strengthen the findings. The results of this
research illustrate that curriculum management is meaningful for the sustainability of profile projects. Planning,
implementation, evaluation and follow-up need to be improved in the areas of collaboration, communication,
and additional references. Therefore, it is hoped that this research can become an illustration and reference for
improving curriculum management to strengthen the profile of Pancasila students.
Keywords–curriculum management, education, Pancasila Students’ Profile, character, diversity.
The study investigated the effectiveness of the project writing training
developed and implemented for pre-service primary teachers. A case study
was adopted in the research. The participants of the study were 17 students
of the department of primary school teaching at nine different universities in
Turkey. In this context, an online project preparation training was given to
participant pre-service primary teachers. The prepared training was
presented to pre-service teachers as theoretical and practical. At the end of
this process, pre-service teachers were provided to prepare project proposals
under the guidance of academic consultancy. A semi-structured interview
form developed by the researchers was used to collect the research data. The
obtained data were subjected to descriptive and content analysis. Within the
scope of the research, it was determined that the participant pre-service
teachers had positive opinions about the planning of the developed education
and its contribution to them. It was concluded that some of the participants
had negative opinions about the duration, timing and onlineness of
the training.
The findings of the research are the tarbiyah curriculum journey grouped into eight stages of curriculum development. Starting from the embryo curriculum in 1961, this is the first stage as a curriculum based on the main points of the Pancasila Education System. The second stage of the curriculum, which contains prioritising the mastery of science and technology, has not been focused on formulating its abilities. In the third stage, the paradigm shift to the concept of competency-based curriculum. The college itself developed the fourth stage of the curriculum. The fifth stage is the university curriculum is developed and implemented based on competency for each study program. Sixth, the curriculum of learning achievement is adjusted to the level of KKNI. The seventh stage, the competence of graduates, is determined by referring to KKNI. In the eighth stage, the higher education curriculum contains an equal quality of learning outcomes. Find curriculum design concepts for tarbiyah in the future. Where the eight components of the curriculum concept are Competence Achievement, Continuous Improvement, Functional for users, Adaptable to the social community, Sharing on core values of UIN, Build real scientist. This is all to answer the challenges of developing the tarbiyah curriculum in the future.
The Implementation of Curriculum at Kuttab Al-Fatih SurabayaSubmissionResearchpa
This research describes the concept of the kuttab curriculum during the ancient time and its implementation at the lembaga pendidikan kuttab al-fatih surabaya as part of the national education system. This research is qualified as a special study approach. The data is collected using interview, observation and documents. Whereas in analyzing data it uses the concept of analysis of miles and huberman, which is data reduction, data presentation and making conclusion. This research concludes that: 1. Formerly the concept of the kuttab curriculum during the ancient time was made only to wish for allah's blessing but later developed to have a social and even material aim. Also the content of its curriculum is very simple and uses a separate curriculum pattern. 2. The concept of the kuttab curriculum which is applied at the lembaga pendidikan kuttab al-fatih surabaya contains the aim and contents of the curriculum, teaching method and the system of evaluation as well. Kuttab al-fatih educational institution surabaya also uses an informal education (pusat kegiatan belajar masyarakat/pkbm) in applying its educational program by creating an equivalence program in order to achieve the primary education diploma known as the package a diploma as part of the national education which is available in indonesia by Muhammad Yudo and Rahmad Salahuddin 2020. The Implementation of Curriculum at Kuttab Al-Fatih Surabaya. International Journal on Integrated Education. 3, 3 (Jun. 2020), 174-178. DOI:https://doi.org/10.31149/ijie.v3i3.425 https://journals.researchparks.org/index.php/IJIE/article/view/425/402 https://journals.researchparks.org/index.php/IJIE/article/view/425
The curriculum is the heart of education, whose job determines the life or
death of a school. This study aimed to compare the implementation of
Adiwiyata school curriculum between public and private school in junior
high schools, especially in Bantul Regency, Yogyakarta, Indonesia. Data
collection techniques by means of literature studies. Data analysis techniques
were carried out with qualitative comparative analysis. The results showed
that: public and private schools in junior high schools in Bantul Regency, had
fulfilled the four main components of the Adiwiyata curriculum, in terms of
objectives, content, methods, and evaluation. The implementation of
Adiwiyata curriculum in each public and private school varies according to
the characteristics and potential of each school.
This qualitative research emphasized learning strategies in the process of full
engagement by students and discovering the implementation of learning,
science process skills, and learners' creativity. The selection of contextual
teaching and learning methods due to teachers having a role more in strategy
affairs while learners were more focused on self-actualization of practice in
their groups. Here, there was an interaction between teachers and learners to
complement each other. The participant was student of class five Elementary
School/Madrasah Ibtidaiyah Ma'arif 37 Sunan Kalijogo, Ambulu, Jember
Regency, Indonesia. Methods of data collection were interviews,
observations, and documentation. Data collection was related to natural
science subjects. The study results showed the procedures for implementing
contextual teaching and learning in natural science subjects. Applying
contextual teaching and learning methods was very effective in natural
science subjects. The findings of this study showed that improving the
quality of learning and learning support facilities can realize the ability of
competence of students and teacher professionalism.
Diniyah Education Curriculum Integration in Learning State Primary School 2 S...SubmissionResearchpa
Research aims to know how this process of implementation of integrated curriculum in sd negeri 2 sedayulawas. Using this research qualitative research, research in the field ie. Data collection using interview, observation and documentation. The analysis data analysis using descriptive. Results indicate that the concept of curriculum integration of applied in sd state 2 sedayulawas formulated with: concept vision, mission and purpose, integration curriculum, planning curriculum, the implementation of curriculum, rational interactive design of curriculum model, as for the procedural including planning model deductive by Al-Hidayah and Akhtim Wahyuni 2020. Diniyah Education Curriculum Integration in Learning State Primary School 2 Sedayulawas Brondong Lamongan. International Journal on Integrated Education. 3, 4 (Jul. 2020), 64-67. DOI:https://doi.org/10.31149/ijie.v3i4.428 https://journals.researchparks.org/index.php/IJIE/article/view/428/406 https://journals.researchparks.org/index.php/IJIE/article/view/428
This study aimed to analyze learning at the level of higher education. The
practice of higher education, of course, also requires a transformation of
learning. It is intended to achieve the competencies needed in the 21
st
century. The study used a qualitative approach. Observations were made on
online learning practices at Lambung Mangkurat University, Banjarmasin,
Indonesia from March to May 2021. In-depth interviews employed with 17
students who live in Banjarmasin. Miles and Huberman's data analysis
technique reduces interview data. The study results described that learning at
the higher education level has differences in the achievement of the graduate
profile. There are two main patterns, namely, institution-centered learning
and student-centered learning. The student's need for network strengthening
requires the systemic transformation of learning. One learning
transformation that can be carried out is strengthening learning practices
outside the classroom with partners (stakeholders). The primary purpose of
partner involvement is a condition designed so that students can increase
network capital. This linking capital is expected to be an opportunity for
students to increase student succession when they graduate from higher
education.
Curriculum Management as Strengthening Pancasila Students ProfilesAJHSSR Journal
ABSTRACT: The independent curriculum as a revolutionary curriculum in Indonesia has many
implementations, one of which is strengthening the Pancasila student profile project. Globalization and
industrial revolution 4.0 have encouraged the government to instill students' morals with Pancasila values.
Curriculum management as a basis for implementing a program is very much needed. In fact, not all educational
units understand and interpret this profile project correctly. Therefore, researchers conducted research to analyze
curriculum management related to planning, implementing, and evaluating of strengthening the Pancasila
student profile project at State JHS 1 Getasan. The research method used is qualitative research, where
interviews, observations and documentation are carried out to strengthen the findings. The results of this
research illustrate that curriculum management is meaningful for the sustainability of profile projects. Planning,
implementation, evaluation and follow-up need to be improved in the areas of collaboration, communication,
and additional references. Therefore, it is hoped that this research can become an illustration and reference for
improving curriculum management to strengthen the profile of Pancasila students.
Keywords–curriculum management, education, Pancasila Students’ Profile, character, diversity.
The study investigated the effectiveness of the project writing training
developed and implemented for pre-service primary teachers. A case study
was adopted in the research. The participants of the study were 17 students
of the department of primary school teaching at nine different universities in
Turkey. In this context, an online project preparation training was given to
participant pre-service primary teachers. The prepared training was
presented to pre-service teachers as theoretical and practical. At the end of
this process, pre-service teachers were provided to prepare project proposals
under the guidance of academic consultancy. A semi-structured interview
form developed by the researchers was used to collect the research data. The
obtained data were subjected to descriptive and content analysis. Within the
scope of the research, it was determined that the participant pre-service
teachers had positive opinions about the planning of the developed education
and its contribution to them. It was concluded that some of the participants
had negative opinions about the duration, timing and onlineness of
the training.
The findings of the research are the tarbiyah curriculum journey grouped into eight stages of curriculum development. Starting from the embryo curriculum in 1961, this is the first stage as a curriculum based on the main points of the Pancasila Education System. The second stage of the curriculum, which contains prioritising the mastery of science and technology, has not been focused on formulating its abilities. In the third stage, the paradigm shift to the concept of competency-based curriculum. The college itself developed the fourth stage of the curriculum. The fifth stage is the university curriculum is developed and implemented based on competency for each study program. Sixth, the curriculum of learning achievement is adjusted to the level of KKNI. The seventh stage, the competence of graduates, is determined by referring to KKNI. In the eighth stage, the higher education curriculum contains an equal quality of learning outcomes. Find curriculum design concepts for tarbiyah in the future. Where the eight components of the curriculum concept are Competence Achievement, Continuous Improvement, Functional for users, Adaptable to the social community, Sharing on core values of UIN, Build real scientist. This is all to answer the challenges of developing the tarbiyah curriculum in the future.
This document describes a study that compared the Value Clarification Technique (VCT) learning model and Contextual Teaching and Learning (CTL) model on student learning outcomes and motivation in a history class. The study found that:
1) Students who used the VCT model had significantly higher learning outcomes than those who used the CTL model.
2) Students with high motivation had higher outcomes when using VCT compared to CTL.
3) Students with low motivation also had higher outcomes with VCT than CTL.
4) Using VCT was more effective at improving outcomes for highly motivated students.
Research on the teaching quality structure of Sino foreign joint university a...inventionjournals
With the Chinese economy’ rising, the development of Sino foreign joint university also rapidly smoothly developed. As one of the few China jointly University, the teaching quality of Xi`an Jiao Tong - Liverpool University (XJTLU) has a typical characteristics of its remarkable advantage. This research through the analysis on the internal structure of its teaching quality, saying that there are three aspects playing very important roles: one is the teaching management system better rely on high efficient but simple functions; second is the research-led training or teaching process can guide teachers, students and teaching itself to stimulate the potential; third is the teaching quality assurance system essentially can effectively guide and control the teaching quality of higher education on the right way. It is proved that the teaching quality orientation system can flexibly adapt to the development of education industry
This research was conducted in order to determine the opinions of preschool
teachers on eduation with a mixed age group in preschool education. In the
research, the case study method, one of the qualitative research methods,
was used in order to examine the opinions of the teachers in detail. The
study group of the research consists of 12 pre-school teachers who were
selected by the criterion sampling method, one of the purposive sampling
methods, working in the schools affiliated to the Ministry of National
Education in the Kirikhan District of Hatay Province and teaching in classes
of mixed age groups. The data of the research were obtained with a semistructured
interview form applied to pre-school teachers. As a result of the
research, it was concluded that teaching in a mixed-age classroom gave
teachers different perspectives on experiences and events, and that teachers
had the most difficulty in preparing a joint education plan suitable for all age
levels. Furthermore, in the research, it was concluded that receiving
education with a mixed-age group supports the development of the students,
gives responsibility to the older students, reinforces their knowledge, and
gives exemplary behaviors to the younger students.
What the job market demanded in the last few decades is overwhelming.
Universities are working hard to meet the quality required by the job markets
and it took a lot of effort, physically and mentally. Recently, the Minister of
Education and Culture Republic of Indonesia releases a policy that opens up
the door to unlimited resources of learning. Students will be facilitated to
choose their learning sources from outside the classroom, with real
professionals. It is hoped that the quality of education in Indonesia will be
enhanced and universities can produce graduates who have competencies
that are relevant to the needs of industry, business, and the world of work.
This research mainly reviews the Freedom to Learn–Independent Campus
(FLIC) policy as an opportunity to conduct independent learning.
Independent to choose the more contextual source of learning. Our study
context is the implementation of the FLIC program specifically at the School
of Business. The researchers conducted interviews with stakeholders related
to the implementation of this policy (students, faculty members, coeducators).
As a result, FLIC is perceived to have a positive impact on
improving student abilities. However, there are still some obstacles that can
be used as a basis for policy improvement.
The previous research result showed that the learning model based on the investigation could increase the students’ critical thinking skills. The aim of this research was to measure the effectiveness of the using of problem-based learning model to increase the students’ critical thinking skills. The research design was quasi-experiment by using post-test only design. The population of this research was the eleventh grade students of science which contained 124 students of SMAN 6 and SMAN 7 Kupang that were chosen randomly. The treatment that was given in this research was problem-based learning model for the experiment class and conventional model for the control class whereas the given materials were the reaction rate. The instrument that was used in this research previously validated by two experts of theory and material. The result of this research showed that the students who studied in experiment class had different critical thinking skills better that the students who studied using conventional model.
A comprehensive examination of the impact of instructional leadership provided by school principals on teacher commitment was carried out across different nations, including Indonesia. This research employed a literature review approach, scrutinizing journal articles that delved into the connection between the instructional leadership of school principals and teacher commitment. After applying predefined criteria to 120 chosen articles in this domain, only 15 articles met the specified criteria and were subsequently incorporated into the review. The findings of the literature review revealed that the instructional leadership of school principals and the resulting organizational commitment have a positive, and mostly said statistically significant, effect on teacher organizational commitment in various countries.
Implementation of School Culture-Based Character Education Strengthening Prog...Paulus Robert Tuerah
This study aims to analyze the implementation of the school culture-based Character Education Strengthening (PPK) program at SMP Negeri 10 Satap Tondano. This research uses a qualitative approach. Data collection in this study was carried out using in-depth interviews, observations, and documentation studies. The results of this study show that the implementation of the school culture-based Character Education Strengthening Program (PPK) at SMP Negeri 10 Satap Tondano has not been implemented optimally due to: 1) the availability of inadequate school facilities and infrastructure to support extracurricular and co-curricular activities which are mandatory components in the implementation of school culture-based KDP, 2) parental support for the child's education process that is still lacking, and 3) inadequate school financing in financing the implementation of activities and the procurement of school facilities and infrastructure. For this reason, we should: 1) schools need to coordinate with all stakeholders in the field of education, 2) the government needs to provide sufficient funds to support the implementation of school-based KDP, 3) need maximum support from parents in the form of attention and supervision of children's associations
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Curriculum is the heart of education that is considered important and should be
considered by all parties related to education itself. Curriculum is flexible and must be
developed to achieve the quality of graduates, let alone the quality of graduates in
college. Higher education is seen as the highest institution and must print graduates as
agent of change. Therefore, students must be equipped with life skills by integrating in
learning activities so that it can be applied in the real world and everyday life. Although
up to now all universities have developed curriculum with ideal, but in reality in the
implementation level is not in accordance with what is written on the curriculum. This
means there is a gap between idea and reality. Curriculum development should pay
attention to various aspects of its development, such as its own curriculum, actors who
play a role in curriculum development and the approach used for curriculum
development. Thus, we must remain optimistic to innovate in developing the curriculum
as a future curriculum in Higher Education.
This study aims to find out: 1) strategy of teachers in instilling character caring for the environment; 2) successful instilling character caring for the environment; 3) supporting and inhibiting factors for instilling character caring for the environment. The research used in this study is qualitative research. The research subjects were headmaster, deputy headmaster, teachers, and students. Determination of the subject of the study was carried out by purposive sampling technique. The technique of data collection is done by using interview, observation and documentation methods. The type of data analysis uses the Miles & Huberman model, namely reduction, data display, and conclusion/data verification. 1) Strategy of teachers in instilling character through materials, methods, and implementation of tasks; 2) Successful instilling character attention can be seen from students who have been able to find answers to the assignments given by the teacher which make the students increase. 3) Supporting factors character development are teachers being role models, able to move other teachers to continue to accompany activities, teachers always appeal, teachers integrate the concept of environmental care in the RPP, syllabus and teaching and learning process. While the inhibiting factor of student character involvement is in the students themselves.
The Sekolah Penggerak program is one of the Indonesian Government's efforts to realize the vision of Indonesian education, namely an advanced Indonesia that is sovereign, independent, and possesses the Pancasila personality. As the leading actors in education, teachers play an important role in implementing educational programs. This study was carried out to examine the experiences of teachers involved in the Sekolah Penggerak program regarding the impact of implementing the program. This study is qualitative with an exploratory case study design and a retrospective approach. The participants in this study were 15 mover teachers willing to participate, selected using a purposive sampling technique. To collect data, an open-ended questionnaire, and semi-structured interviews were used. The results of the study reveal that, in general, the Sekolah Penggerak program has a positive impact on teachers, namely helping them change mindsets to be more innovative in utilizing student-focused learning, and on students, namely increasing their motivation and critical skills. The experiences after participating in the Sekolah Penggerak program also direct teachers to be involved in collaborative reflective practice of program implementation to produce teachers who are more professional so that this program runs more effectively in the future.
This study aims to identify publication trends and recommendations for problem-based science learning research in elementary schools. We used a mixed-methods research design in which descriptive, qualitative, and bibliometric analyses were used to look at the data. We selected the sample by using the purposive sampling technique. Secondary data contains Sintaindexed research articles published in the Google Scholar database. Data were analyzed using content analysis and the VOS-Viewer. The results of the analysis show that between 2017 and 2021, 98 articles have been published with the keywords [problem-based learning] and [IPA or science learning] in national and international journals with research settings in Indonesia. Most publications occurred in 2020. The keywords that appear the most in the published articles obtained are [problem-based learning], [learning outcomes], [critical thinking skills], and [science learning]. The keyword [Tri Hita Karana], or three causes of well-being, appears, but with weak nodes. These keywords appear in many publications whose research settings are in Bali because they are ethnoscientific findings from that area. Weak nodes have several conjectures, namely that this theme has been researched to saturate or that research on this theme is still rarely carried out. This research contributes ideas for future research involving the theme of problem-based learning in science.
This document proposes a model for incorporating Critical Literacy Pedagogy (CLP) principles into an English reading class in an Indonesian high school to foster students' critical thinking skills. The model involves three interventions using Indonesian folklore texts, which contain controversial topics to encourage questioning. Each intervention teaches critical thinking concepts, uses a seven-step reading procedure incorporating CLP principles, and discusses critical thinking skills. The goal is to provide an alternative approach to teaching critical thinking in the Indonesian context by connecting academic instruction to students' culture and experiences.
Incorporating ‘Ahmad Dahlan Values’ in the Curriculum of Higher Educationidhasaeful
In 2012 the Directorate General of Higher Education of Indonesia required all higher education institutions to implement the Curriculum of Higher Education. As a part of higher education institutions, English Education Department of Universitas Muhammadiyah Yogyakarta has been implementing this curriculum for five years. Curriculum of Higher Education has shifted the old paradigm of teacher-centered learning to the new pedagogical approach called student-centered learning. The implementation of the Curriculum of Higher Education necessitates all study programs to alter their curriculum oriented to produce competent graduates. English Education Department of Universitas Muhammadiyah Yogyakarta has also been making attempts to incorporate the Muhammadiyah values proposed by its founder, KH. Ahmad Dahlan. The research is aimed at exploring how the Ahmad Dahlan’s’ values are implemented in the CHE setting at the EED of UMY. The data were collected by means of interviews with a head of department and two lecturers, teaching observation, and document analysis and focus group discussion with 20 students. The research found that the principles proposed by Ahmad Dahlan including the curriculum structure, pedagogical techniques, and character education had been successfully incorporated in the implementation of CHE and the Ahmad’s Dahlan values’ correspond to the CHE principles.
This study aims to determine how using an active learning model based on the three higher education principles can improve students' active learning. Qualitative research methods were applied in this study, with data collection through interviews, literature study, and observation. The results showed that active learning based on the three higher education principles was included in the "good" or "acceptable" category. The application of this model can make this campus a place with a positive academic atmosphere that enhances and supports collaboration, discussion, and positive and critical thinking. The novelty of this research lies in the use of active learning with mini-research projects, which are developed based on university principles and embody it. The hope is that this can help solve problems in the student learning process at the State Islamic University Sunan Kalijaga, Yogyakarta, Indonesia. The expected implication is that the university's policy supports applying the model to resolve learning problems and build real scientists for students.
The Muhammadiyah organization has inclusive schools that need to adapt
during the coronavirus disease 2019 (COVID-19) pandemic. This study
aimed to analyze the adaptation strategies carried out by two Muhammadiyah
inclusion schools in Surabaya, Indonesia, Sekolah Peduli Anak Hebat
(SPAH) and the Sekolah Kreatif Surabaya. This study used a qualitative
descriptive approach with a phenomenology method to see the particular
context of the two inclusion schools' learning situation during the COVID-19
pandemic. The data were collected using interviews and observations. Two
coordinators for students with disabilities and five teachers were interviewed
about policies and learning processes during the pandemic. The observation
was done during the learning process. The secondary data was also collected
by searching in their social media and e-learning platforms. The data analysis
showed that the adaptation strategies were to coordinate and regularly
collaborate between parent-teachers-students, build community cooperation,
and make flexible and accessible learning policies. It proved that the two
Muhammadiyah inclusion schools in Surabaya had adapted to online learning
during the pandemic COVID-19. However, the two schools still need to
improve quality, especially in creating an accessible asynchronous learning
platform for students with disabilities.
This document summarizes a study that examined the implementation of inclusive education in 7 elementary schools in Karangmojo Sub-district, Gunungkidul Regency, Indonesia. The study revealed that:
1) School members cultivated mutual respect and the principal played a key role in supporting inclusion.
2) School policies promoted inclusion through flexible admissions, accessibility improvements, teacher collaboration, and curriculum flexibility for students with special needs.
3) Inclusive practices included identifying and assessing students with special needs, adapting teaching methods, and allocating school budgets for inclusion.
This article examined trends in Islamic education and finance publications using bibliometric analysis. The authors used co-citation and co-word analysis to examine 449 Islamic education and finance studies from Scopus database. In the co-citation analysis, 10 themes in Islamic education and finance were identified. After that, co-word analysis is used to understand and identify each research theme’s potential future research directions. The results showed that per year the average publication of articles was 2.65. There has been extensive research on this topic in the United States (US) and the United Kingdom (UK), and the most popped-up keywords are ‘education’, ‘finance education’, ‘banking education’ and very limited ‘Islamic finance education’. Further research can be developed using Islamic jurisprudence education, Islamic insurance education, Islamic capital market education, zakat education and waqf as keywords. In addition, the study offers a visualization map of theme patterns for future studies to create educational fields for Islamic banking and finance education, particularly in Muslim-majority nations like Indonesia, Malaysia, and the Middle East. This research contributes as a foundation for further research in enriching and developing knowledge about Islamic education and finance, especially in majority countries.
This document discusses blended learning as the new normal in Indian higher education. It begins by introducing blended learning as a fusion of online and traditional learning. It then states that COVID-19 has created an environment for technology-enabled learning in India. The objectives of the study are to examine the necessity of blended learning in higher education and its relevance in the new normal. Blended learning can promote deeper learning and increase student satisfaction. The document concludes that India is well-positioned to adopt blended learning given existing digital educational resources.
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
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This document describes a study that compared the Value Clarification Technique (VCT) learning model and Contextual Teaching and Learning (CTL) model on student learning outcomes and motivation in a history class. The study found that:
1) Students who used the VCT model had significantly higher learning outcomes than those who used the CTL model.
2) Students with high motivation had higher outcomes when using VCT compared to CTL.
3) Students with low motivation also had higher outcomes with VCT than CTL.
4) Using VCT was more effective at improving outcomes for highly motivated students.
Research on the teaching quality structure of Sino foreign joint university a...inventionjournals
With the Chinese economy’ rising, the development of Sino foreign joint university also rapidly smoothly developed. As one of the few China jointly University, the teaching quality of Xi`an Jiao Tong - Liverpool University (XJTLU) has a typical characteristics of its remarkable advantage. This research through the analysis on the internal structure of its teaching quality, saying that there are three aspects playing very important roles: one is the teaching management system better rely on high efficient but simple functions; second is the research-led training or teaching process can guide teachers, students and teaching itself to stimulate the potential; third is the teaching quality assurance system essentially can effectively guide and control the teaching quality of higher education on the right way. It is proved that the teaching quality orientation system can flexibly adapt to the development of education industry
This research was conducted in order to determine the opinions of preschool
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was used in order to examine the opinions of the teachers in detail. The
study group of the research consists of 12 pre-school teachers who were
selected by the criterion sampling method, one of the purposive sampling
methods, working in the schools affiliated to the Ministry of National
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of mixed age groups. The data of the research were obtained with a semistructured
interview form applied to pre-school teachers. As a result of the
research, it was concluded that teaching in a mixed-age classroom gave
teachers different perspectives on experiences and events, and that teachers
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levels. Furthermore, in the research, it was concluded that receiving
education with a mixed-age group supports the development of the students,
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What the job market demanded in the last few decades is overwhelming.
Universities are working hard to meet the quality required by the job markets
and it took a lot of effort, physically and mentally. Recently, the Minister of
Education and Culture Republic of Indonesia releases a policy that opens up
the door to unlimited resources of learning. Students will be facilitated to
choose their learning sources from outside the classroom, with real
professionals. It is hoped that the quality of education in Indonesia will be
enhanced and universities can produce graduates who have competencies
that are relevant to the needs of industry, business, and the world of work.
This research mainly reviews the Freedom to Learn–Independent Campus
(FLIC) policy as an opportunity to conduct independent learning.
Independent to choose the more contextual source of learning. Our study
context is the implementation of the FLIC program specifically at the School
of Business. The researchers conducted interviews with stakeholders related
to the implementation of this policy (students, faculty members, coeducators).
As a result, FLIC is perceived to have a positive impact on
improving student abilities. However, there are still some obstacles that can
be used as a basis for policy improvement.
The previous research result showed that the learning model based on the investigation could increase the students’ critical thinking skills. The aim of this research was to measure the effectiveness of the using of problem-based learning model to increase the students’ critical thinking skills. The research design was quasi-experiment by using post-test only design. The population of this research was the eleventh grade students of science which contained 124 students of SMAN 6 and SMAN 7 Kupang that were chosen randomly. The treatment that was given in this research was problem-based learning model for the experiment class and conventional model for the control class whereas the given materials were the reaction rate. The instrument that was used in this research previously validated by two experts of theory and material. The result of this research showed that the students who studied in experiment class had different critical thinking skills better that the students who studied using conventional model.
A comprehensive examination of the impact of instructional leadership provided by school principals on teacher commitment was carried out across different nations, including Indonesia. This research employed a literature review approach, scrutinizing journal articles that delved into the connection between the instructional leadership of school principals and teacher commitment. After applying predefined criteria to 120 chosen articles in this domain, only 15 articles met the specified criteria and were subsequently incorporated into the review. The findings of the literature review revealed that the instructional leadership of school principals and the resulting organizational commitment have a positive, and mostly said statistically significant, effect on teacher organizational commitment in various countries.
Implementation of School Culture-Based Character Education Strengthening Prog...Paulus Robert Tuerah
This study aims to analyze the implementation of the school culture-based Character Education Strengthening (PPK) program at SMP Negeri 10 Satap Tondano. This research uses a qualitative approach. Data collection in this study was carried out using in-depth interviews, observations, and documentation studies. The results of this study show that the implementation of the school culture-based Character Education Strengthening Program (PPK) at SMP Negeri 10 Satap Tondano has not been implemented optimally due to: 1) the availability of inadequate school facilities and infrastructure to support extracurricular and co-curricular activities which are mandatory components in the implementation of school culture-based KDP, 2) parental support for the child's education process that is still lacking, and 3) inadequate school financing in financing the implementation of activities and the procurement of school facilities and infrastructure. For this reason, we should: 1) schools need to coordinate with all stakeholders in the field of education, 2) the government needs to provide sufficient funds to support the implementation of school-based KDP, 3) need maximum support from parents in the form of attention and supervision of children's associations
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Curriculum is the heart of education that is considered important and should be
considered by all parties related to education itself. Curriculum is flexible and must be
developed to achieve the quality of graduates, let alone the quality of graduates in
college. Higher education is seen as the highest institution and must print graduates as
agent of change. Therefore, students must be equipped with life skills by integrating in
learning activities so that it can be applied in the real world and everyday life. Although
up to now all universities have developed curriculum with ideal, but in reality in the
implementation level is not in accordance with what is written on the curriculum. This
means there is a gap between idea and reality. Curriculum development should pay
attention to various aspects of its development, such as its own curriculum, actors who
play a role in curriculum development and the approach used for curriculum
development. Thus, we must remain optimistic to innovate in developing the curriculum
as a future curriculum in Higher Education.
This study aims to find out: 1) strategy of teachers in instilling character caring for the environment; 2) successful instilling character caring for the environment; 3) supporting and inhibiting factors for instilling character caring for the environment. The research used in this study is qualitative research. The research subjects were headmaster, deputy headmaster, teachers, and students. Determination of the subject of the study was carried out by purposive sampling technique. The technique of data collection is done by using interview, observation and documentation methods. The type of data analysis uses the Miles & Huberman model, namely reduction, data display, and conclusion/data verification. 1) Strategy of teachers in instilling character through materials, methods, and implementation of tasks; 2) Successful instilling character attention can be seen from students who have been able to find answers to the assignments given by the teacher which make the students increase. 3) Supporting factors character development are teachers being role models, able to move other teachers to continue to accompany activities, teachers always appeal, teachers integrate the concept of environmental care in the RPP, syllabus and teaching and learning process. While the inhibiting factor of student character involvement is in the students themselves.
The Sekolah Penggerak program is one of the Indonesian Government's efforts to realize the vision of Indonesian education, namely an advanced Indonesia that is sovereign, independent, and possesses the Pancasila personality. As the leading actors in education, teachers play an important role in implementing educational programs. This study was carried out to examine the experiences of teachers involved in the Sekolah Penggerak program regarding the impact of implementing the program. This study is qualitative with an exploratory case study design and a retrospective approach. The participants in this study were 15 mover teachers willing to participate, selected using a purposive sampling technique. To collect data, an open-ended questionnaire, and semi-structured interviews were used. The results of the study reveal that, in general, the Sekolah Penggerak program has a positive impact on teachers, namely helping them change mindsets to be more innovative in utilizing student-focused learning, and on students, namely increasing their motivation and critical skills. The experiences after participating in the Sekolah Penggerak program also direct teachers to be involved in collaborative reflective practice of program implementation to produce teachers who are more professional so that this program runs more effectively in the future.
This study aims to identify publication trends and recommendations for problem-based science learning research in elementary schools. We used a mixed-methods research design in which descriptive, qualitative, and bibliometric analyses were used to look at the data. We selected the sample by using the purposive sampling technique. Secondary data contains Sintaindexed research articles published in the Google Scholar database. Data were analyzed using content analysis and the VOS-Viewer. The results of the analysis show that between 2017 and 2021, 98 articles have been published with the keywords [problem-based learning] and [IPA or science learning] in national and international journals with research settings in Indonesia. Most publications occurred in 2020. The keywords that appear the most in the published articles obtained are [problem-based learning], [learning outcomes], [critical thinking skills], and [science learning]. The keyword [Tri Hita Karana], or three causes of well-being, appears, but with weak nodes. These keywords appear in many publications whose research settings are in Bali because they are ethnoscientific findings from that area. Weak nodes have several conjectures, namely that this theme has been researched to saturate or that research on this theme is still rarely carried out. This research contributes ideas for future research involving the theme of problem-based learning in science.
This document proposes a model for incorporating Critical Literacy Pedagogy (CLP) principles into an English reading class in an Indonesian high school to foster students' critical thinking skills. The model involves three interventions using Indonesian folklore texts, which contain controversial topics to encourage questioning. Each intervention teaches critical thinking concepts, uses a seven-step reading procedure incorporating CLP principles, and discusses critical thinking skills. The goal is to provide an alternative approach to teaching critical thinking in the Indonesian context by connecting academic instruction to students' culture and experiences.
Incorporating ‘Ahmad Dahlan Values’ in the Curriculum of Higher Educationidhasaeful
In 2012 the Directorate General of Higher Education of Indonesia required all higher education institutions to implement the Curriculum of Higher Education. As a part of higher education institutions, English Education Department of Universitas Muhammadiyah Yogyakarta has been implementing this curriculum for five years. Curriculum of Higher Education has shifted the old paradigm of teacher-centered learning to the new pedagogical approach called student-centered learning. The implementation of the Curriculum of Higher Education necessitates all study programs to alter their curriculum oriented to produce competent graduates. English Education Department of Universitas Muhammadiyah Yogyakarta has also been making attempts to incorporate the Muhammadiyah values proposed by its founder, KH. Ahmad Dahlan. The research is aimed at exploring how the Ahmad Dahlan’s’ values are implemented in the CHE setting at the EED of UMY. The data were collected by means of interviews with a head of department and two lecturers, teaching observation, and document analysis and focus group discussion with 20 students. The research found that the principles proposed by Ahmad Dahlan including the curriculum structure, pedagogical techniques, and character education had been successfully incorporated in the implementation of CHE and the Ahmad’s Dahlan values’ correspond to the CHE principles.
This study aims to determine how using an active learning model based on the three higher education principles can improve students' active learning. Qualitative research methods were applied in this study, with data collection through interviews, literature study, and observation. The results showed that active learning based on the three higher education principles was included in the "good" or "acceptable" category. The application of this model can make this campus a place with a positive academic atmosphere that enhances and supports collaboration, discussion, and positive and critical thinking. The novelty of this research lies in the use of active learning with mini-research projects, which are developed based on university principles and embody it. The hope is that this can help solve problems in the student learning process at the State Islamic University Sunan Kalijaga, Yogyakarta, Indonesia. The expected implication is that the university's policy supports applying the model to resolve learning problems and build real scientists for students.
The Muhammadiyah organization has inclusive schools that need to adapt
during the coronavirus disease 2019 (COVID-19) pandemic. This study
aimed to analyze the adaptation strategies carried out by two Muhammadiyah
inclusion schools in Surabaya, Indonesia, Sekolah Peduli Anak Hebat
(SPAH) and the Sekolah Kreatif Surabaya. This study used a qualitative
descriptive approach with a phenomenology method to see the particular
context of the two inclusion schools' learning situation during the COVID-19
pandemic. The data were collected using interviews and observations. Two
coordinators for students with disabilities and five teachers were interviewed
about policies and learning processes during the pandemic. The observation
was done during the learning process. The secondary data was also collected
by searching in their social media and e-learning platforms. The data analysis
showed that the adaptation strategies were to coordinate and regularly
collaborate between parent-teachers-students, build community cooperation,
and make flexible and accessible learning policies. It proved that the two
Muhammadiyah inclusion schools in Surabaya had adapted to online learning
during the pandemic COVID-19. However, the two schools still need to
improve quality, especially in creating an accessible asynchronous learning
platform for students with disabilities.
This document summarizes a study that examined the implementation of inclusive education in 7 elementary schools in Karangmojo Sub-district, Gunungkidul Regency, Indonesia. The study revealed that:
1) School members cultivated mutual respect and the principal played a key role in supporting inclusion.
2) School policies promoted inclusion through flexible admissions, accessibility improvements, teacher collaboration, and curriculum flexibility for students with special needs.
3) Inclusive practices included identifying and assessing students with special needs, adapting teaching methods, and allocating school budgets for inclusion.
This article examined trends in Islamic education and finance publications using bibliometric analysis. The authors used co-citation and co-word analysis to examine 449 Islamic education and finance studies from Scopus database. In the co-citation analysis, 10 themes in Islamic education and finance were identified. After that, co-word analysis is used to understand and identify each research theme’s potential future research directions. The results showed that per year the average publication of articles was 2.65. There has been extensive research on this topic in the United States (US) and the United Kingdom (UK), and the most popped-up keywords are ‘education’, ‘finance education’, ‘banking education’ and very limited ‘Islamic finance education’. Further research can be developed using Islamic jurisprudence education, Islamic insurance education, Islamic capital market education, zakat education and waqf as keywords. In addition, the study offers a visualization map of theme patterns for future studies to create educational fields for Islamic banking and finance education, particularly in Muslim-majority nations like Indonesia, Malaysia, and the Middle East. This research contributes as a foundation for further research in enriching and developing knowledge about Islamic education and finance, especially in majority countries.
This document discusses blended learning as the new normal in Indian higher education. It begins by introducing blended learning as a fusion of online and traditional learning. It then states that COVID-19 has created an environment for technology-enabled learning in India. The objectives of the study are to examine the necessity of blended learning in higher education and its relevance in the new normal. Blended learning can promote deeper learning and increase student satisfaction. The document concludes that India is well-positioned to adopt blended learning given existing digital educational resources.
Similar to Alternative curriculum model: Mosque-based education integration (20)
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
The research aimed to describe the development of solar electric cars as a prop in energy conversion learning using the analyze, design, develop, implement, and evaluate (ADDIE) model and to ascertain the effectiveness of an electric car as a prop in energy conversion learning. Utilization of prop in the learning process is one way to support the development of knowledge, skills, and basic needs for delivering material, concepts, and physics information. This research is a descriptive study involving media and pedagogical experts and 40 students of the university in Tasikmalaya. Data collection techniques were carried out through the study of literature, expert validation, and student perception questionnaires. Expert validation and student perception were obtained by using a Likert scale. The expert judgment results were processed using the V value equation developed by Aiken. The results showed a value of 1, meeting the minimum validation requirements. The students also had positive responses to a prop. They have new experience learning in energy conversion and have good media to help their comprehension. It has a significant impact on helping students to achieve their learning goals.
The rise and growing prevalence of juvenile delinquency is a matter of concern for many parties. This study aims to establish a research instrument in the form of a questionnaire that can be deployed to assess the learning environment perceived by high school students. This research endeavor constitutes a developmental study, wherein the outcomes are a single survey instrument encompassing six variables, nineteen indicators, and forty questions. The data-collecting process involved the utilization of a Google Form across five schools in five districts, containing a total of 1615 participants. The analysis of expert data was conducted utilizing V. Aiken and field trials employing confirmatory factor analysis (CFA) Second Order. The findings of this study indicate that the diagnostic survey instrument used to assess the learning environment's impact on the mental health of high school students demonstrated validity, as evidenced by loading factor values exceeding the established minimal threshold. The reliability of the instrument remains insufficient. This survey can be utilized to detect adolescent persistent tendencies carried out by students or other school members that interfere with mental health: the emergence and significant raising of juvenile delinquency.
Marinyo is a culture left by the Portuguese around the 15th century in Maluku. The purpose of this study was to find out to what extent students' misconceptions about the concept of sound in the Marinyo case in the Kepuluan Tanimbar Regency. The method used was a qualitative study in ethnography in ten villages in two sub-districts. In addition, they conducted a survey in the form of a diagnostic test in the form of questions related to the Marinyo case on 300 elementary school students. The findings in the field show that students experience relatively high misconceptions. It was because teachers did not accustom students to learn from natural phenomena around them and were given scientific questions to seek, find and provide answers and solutions related to these natural phenomena. The teacher was more pursuing the conditions and problems of physics in textbooks and less exploring contextual matters. Future researchers are suggested to develop physics or science teaching materials based on regional local advantages that are oriented towards understanding concepts, mental models, critical thinking, problem-solving, creativity and innovative thinking so that teachers and students can learn well so that knowledge of science becomes better.
Online learning is a growing trend in education during the corona virus disease (COVID-19) pandemic. The purpose of this study is to ascertain the difficulties that online majors in non-English languages have when attempting to acquire English. The subject of this study involved using the questionnaire method for as many as 412 students and interviewing 15 students with a total of 17 questions. The results of this study indicate that there are several challenges faced by students during online learning; i) less familiarity with online learning as shown by 31% of students agreeing that online learning is a new learning method, ii) psychologically 30% of students choose strongly agree that they have limited opportunities to interact directly and freely with lecturers as well as with students, iii) limited facilities and infrastructure as much as 28% agree that the budget is limited to get quota or internet credit, and iv) limited internet access as many as 35% of students do not have good internet coverage to take online lectures. The findings of this study should be a reference for English lecturers to continue learning to innovate in providing online English learning by considering the existing challenges.
English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils’ learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country’s folktale. This phenomenological research aimed at tapping the teachers’ perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.
The fear of failure stops students from thinking logically and processing information in mathematics. Creating an appropriate classroom climate based on every student's ability is crucial to overcoming the prejudices associated with mathematics. In this regard, this study aims to create the best classroom climate approach that will increase interest in mathematics and ensure academic success. For this purpose, mathematicians' views on the classroom climate approach and how they create them were discussed by using qualitative techniques. It was considered that teachers participating in this research are working in 9th grade in state high schools affiliated with the Turkish Republic of North Cyprus Ministry of Education, accepting students through examination. The researchers collected teacher views through a semistructured interview form and analyzed them using context analysis. The findings showed that teachers were in a hurry to teach and generally paid attention to creating a comfortable classroom climate in which students could express their thoughts and opinions. This situation also revealed a lack of adequate classroom climate approach skills among teachers. Therefore, the classroom climate approaches discussed in this study are expected to make a significant contribution to this field by offering solutions to teachers in creating a supportive classroom climate.
The article is devoted to the study of the issue of training future police officers to use unmanned aerial vehicles (UAVs) in their professional activities. Based on the results of the theoretical analysis of scientific and applied works, modern trends in the development of drones in the activities of law enforcement agencies were identified, and the problem of their implementation in practical activities was outlined. An online survey was conducted in order to study the opinion of scientific, scientific and pedagogical workers and graduates of higher education institutions with specific learning conditions that train police officers about the need to train future police officers in the control of UAVs. The need to introduce into the system of primary professional training the training of service skills using drones is substantiated. On the basis of the study of the content of the training program for unmanned aircraft systems of the first class according to the basic qualification level of the first level, it is proposed to introduce the general professional educational unit “formation of skills and skills of controlling an UAV” into the training program of the primary professional training of police officers in the specified specialty.
English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as pesantren, presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semistructured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the socio-cultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts.
This study aimed to develop and evaluate a training curriculum intended to enhance the quality of life for the elderly. As Thailand witnesses a demographic shift with increasing numbers of older adults, driven by declining birth rates and extended life expectancies, the importance of ensuring quality elderly care becomes paramount. The devised curriculum encompasses eight principal elements focusing on the elderly, defined as those aged 60 and above, addressing their physical and mental changes, well-being, health, and overall satisfaction. The content is holistic, integrating components of music, art, health care, and exercise. Delivered over a two-day period, the curriculum employs a structured approach featuring lectures, discussions, and knowledge exchanges, supported by a range of media and materials. Initial assessments revealed a moderate quality of life among the elderly, but post-training evaluations indicated enhanced knowledge, understanding, and positive attitudes towards the activities, pointing to an overall high level of effectiveness of the curriculum.
The study of the role of the pedagogy of partnership (PoP) in building the professional competence of future primary school teachers is relevant in the context of modern educational and pedagogical transformations, which require the preparation of teachers for new challenges and creating a favourable learning environment. Therefore, the aim of our study was to check the effect of observing the pedagogical partnership principles in the educational process on the development of the communicative competence of future primary school teachers. The study employed the following psychodiagnostic methods: the Thomas-Kilmann conflict mode instrument (TKI), Myers-Briggs type indicator (MBTI), Snyder’s self-control in communication. The implementation of the PoP programme in higher education institutions (HEIs) has a positive effect on the development of the communicative competence of future teachers, in particular, on developing the ability for self-control and increasing the scope of psychological knowledge. The study revealed some important correlations. Our results indicate that cooperation and the ability to make compromises are directly related to the communicative abilities of future teachers. Further research can be focused on studying the impact of pedagogical partnership on other aspects of future teacher training, such as methodical mastery, motivation for learning and development.
This study examined the relationship between students’ academic performance, teachers’ commitment, and leadership behavior of school administrators. Teachers’ commitment was measured in two areas– commitment to job and commitment to organization and the leadership behavior of school administrators were evaluated in terms of consideration and initiating structure. Eighty-one teachers, 11 school heads, and 470 students served as respondents. The descriptive survey research technique, correlation analysis, and the following statistical methods were used: frequency, mean, standard deviation, and correlation coefficient. The study revealed that the initiating structure and consideration dimensions of leadership behavior affect teachers’ commitment to job (CTJ) and teacher’s commitment to organization (CTO). The correlation between CTJ and CTO and leadership behavior-initiating structure is positive and with leadership behavior-consideration negative. CTJ and CTO is correlated with the students’ academic performance in math, but not in Science and English. The correlation is negative. Students’ academic performance in all subject areas is negatively correlated with leadership behavior-initiating structure and has no significant relationship with leadership behavior-consideration. The leadership behavior-initiating structure is positively correlated with teachers’ commitment to both job and organization but has negative correlation with students’ academic performance in math, science, and English.
This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI - VIII of the Department of Mathematics Education, Nusa Cendana University, Timor University, and Wira Wacana Sumba University. The instrument used was a questionnaire about high order thinking skill (HOTS) which consisted of 105 statements. Data analysis used Likert's summeted rating, one sample test, Mann Whitney, Kruskall-Wallis tests, multiple linear regression test, and multivariate analyisis of variance (MANOVA) test. The results showed that the knowledge level of preservice mathematics teacher was in the good category. Based on gender differences, there was no significant difference in the average knowledge of preservice mathematics teacher about HOTS, there was a significant difference in the average knowledge of preservice mathematics teacher about HOTS which is significant based on differences in academic ability and gender differences do not significantly affect knowledge about HOTS levels in Bloom's taxonomy, curriculum, and pedagogy while academic knowledge has a significant effect on HOTS knowledge of preservice teachers in almost all aspects except for pedagogy.
Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability (α = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.
Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators’ comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers’ professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.
The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
Adaptive online learning can be realized through the evaluation of the learning process. Monitoring and supervising learners’ cognitive levels and adjusting learning strategies can increasingly improve the quality of online learning. This analysis is made possible by real-time measurement of learners’ cognitive levels during the online learning process. However, most of the currently used techniques for evaluating cognitive levels rely on labour-intensive and time-consuming manual coding. In this study, we explore the machine learning (ML) algorithms and taxonomy of Bloom’s cognitive levels to explore features that affect learner’s cognitive level in online assessments and the ability to automatically predict learner’s cognitive level and thus, come up with a recommendation or pedagogical intervention to improve learner’s acquisition. The analysis of 15,182 learners’ assessments of a specific learning concept affirms the effectiveness of our approach. We attain an accuracy of 82.21% using ML algorithms. These results are very encouraging and have implications for how automated cognitive-level analysis tools for online learning will be developed in the future.
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
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Alternative curriculum model: Mosque-based education integration
1. Journal of Education and Learning (EduLearn)
Vol. 17, No. 3, August 2023, pp. 462~471
ISSN: 2089-9823 DOI: 10.11591/edulearn.v17i3.20714 462
Journal homepage: http://edulearn.intelektual.org
Alternative curriculum model: Mosque-based
education integration
Mohamad Joko Susilo1
, Badrun Kartowagiran2
1
Department of Magister of Islamic Studies, Faculty of Islamic Studies, Islamic University of Indonesia, Yogyakarta, Indonesia
2
Department of Educational Research and Evaluation, Post Graduates, Yogyakarta State University, Yogyakarta, Indonesia
Article Info ABSTRACT
Article history:
Received Oct 16, 2022
Revised Dec 09, 2022
Accepted May 31, 2023
This study developed a mosque-based education integration model
curriculum in the face of modernization. This development research adopted
the ADDIE development model or analysis, design, development,
implementation, and evaluation. This research was conducted in a limited
way at the Syuhada Mosque Foundation, Yogyakarta, Indonesia. The
informants were 19 people (one foundation administrator, three school
principals, and 15 teachers). The research was conducted from January to
June 2022. Data collection techniques were carried out through observation,
questionnaires, and documentation. The data analysis technique was carried
out in a qualitative and descriptive manner. The results of this study are in
the form of a mosque-based education integration model curriculum
(IPBM), also known as the Syuhada curriculum, with the characteristics of
syuhada attached to this curriculum. The urgency and contribution of this
research are to assist educational units in developing a curriculum that
coincides with the policy of changing the 2013 curriculum to become an
independent curriculum. In addition, to support the implementation of an
independent curriculum, develop and design an operational curriculum that
is unique to educational units.
Keywords:
Alternative
Integration of education
Model curriculum
Modernization
Mosque
This is an open access article under the CC BY-SA license.
Corresponding Author:
Mohamad Joko Susilo
Department of Magister of Islamic Studies, Faculty of Islamic Studies, Islamic University of Indonesia
Kaliurang Street, Sleman District, Sleman Regency, Special Region of Yogyakarta, Indonesia
Email: 209131301@uii.ac.id
1. INTRODUCTION
Since Indonesia’s independence in 1945, the state has been implementing educational institutions,
which are framed in state schools under the auspices of the Ministry of Education and also the Ministry of
Religion, with various school development models being implemented [1]. The government, through the
Ministry of Education and Culture, has launched school-based management (SBM) [2]. Several private
foundations are also creative in making management models such as integrated Islamic school [3], boarding
school [4], [5], nature and forest school [6]–[8], adiwiyata or green school [9]. In this era of modernization, it
seems that these models have not been able to lead education managers to achieve the main goal, namely the
occurrence of moral transformation [1], [10]. The fact is that there are still many phenomena that occur as a
form of educational failure as a result of mismanagement in the management of education in the education
unit, such as student brawls [11]–[13], klitih or crime on the streets [14]–[16], rape, free sex, bullying [17].
A new idea that seeks to provide a solution to this problem is to develop an educational curriculum
by integrating the function and role of the mosque in the management of formal and non-formal education, so
that the mosque becomes the center of education [18] both curricular and extracurricular. For this reason, it is
necessary to design an appropriate curriculum development model, so that educational goals in organizing
2. J Edu & Learn ISSN: 2089-9823
Alternative curriculum model: Mosque-based education integration (Mohamad Joko Susilo)
463
and perfecting morals can be achieved. The model curriculum itself is defined as a pattern or theoretical
construction of the basic concepts of the curriculum used as a reference for the implementation of education.
This curriculum development is needed to improve or perfect the existing curriculum, both the curriculum
from the central government and the local government curriculum. The interactive position between the
mosque and the community has the potential to create a mosque-based education curriculum. Even though
this alternative model of education curriculum has existed since the Prophet preached and succeeded in
becoming an ideal model for Islamic education and placing the mosque as the center of civilization [19].
In England, the development of a mosque-based curriculum has had a positive impact on the social,
mental, and spiritual development of young British muslims (YBMs). Young British muslims who
experience mosque-based education throughout their lifetime, from childhood to adulthood, have highly
qualified professional personalities in various sectors. Whereas in education-based implementation, they
experience limitations, especially in presenting teachers, priests, curriculum, pedagogy, and their integration
[20]. In Guangzhou, China, education is implemented through mosque-based education, especially Islamic
religious education, which is carried out by administrators and congregations of mosques. The study is
carried out in a separate building from the mosque, although some of them carry out the learning process in
the mosque. The material is about the basic teachings of Islam and Arabic. The teachers come from the
administrators of the mosque itself, who are the leaders (Ahong). His students are young people, teenagers,
adults, and even the elderly [21].
However, education in England and Guangzhou is non-formal education, which has also been
widely implemented in Indonesia. such as majadi-based non-formal Islamic education, which can improve a
sakinah family [22], mosque-based non-formal education [23], mosque-based community education [24],
[25], the development of Islamic education in Southeast Asia [26], models and tolerance in school mosque
management [27], and an illuminating evaluation model [28]. The purpose of this research is to develop a
model curriculum that follows the stages of developing the Tyler model curriculum, which will be
implemented in the education unit of the Syuhada Mosque Foundation, Yogyakarta, Indonesia.
The purpose of this study is to develop a curriculum model for the implementation of education that
is integrated with the mosque as the center of the civilization of the people. The urgency and contribution of
this research is to assist educational units in developing a curriculum that coincides with the policy of
changing the 2013 curriculum to become an independent curriculum. In addition, to develop and design an
operational curriculum that is unique to educational units in supporting the implementation of an efficient
independent curriculum to prepare for the realization of a highly competitive civil society order in the
Industrial 4.0 and Society 5.0 era.
2. RESEARCH METHOD
The research was conducted from January to June 2022. This research is a type of development
research by adopting the ADDIE development model which consists of five stages: analysis, design,
development, implementation and evaluation [29], but is limited to the development stage, because the
implementation will only be carried out in the 2022/2023 academic year. As with the ADDIE model, the
development procedures in this study include: i) Analysis, include: Preliminary research, determining test
schools, determining product plans to be developed, and reviewing literature; ii) Design, the activities carried
out in this stage refer to the Taba model curriculum development. The result is a prototype of the model
curriculum book which still needs to be developed further; and iii) Development, include: Formulating and
developing a model curriculum based on the needs of the education unit and the community. In addition, the
preparation of instruments to test the developed model curriculum was also carried out.
The prototype curriculum models and instruments that have been compiled are first tested for
quality by curriculum, learning, and educational evaluation experts. Furthermore, the results of the revised
prototype curriculum model that are integrated with the mosque are tested on a small scale at the level of
educational practitioners who will be within the Syuhada Mosque Foundation (Yasma), including, one
management of the Syuhada Mosque Foundation, three principals and 15 teachers at the kindergarten,
elementary, and middle school levels. The next step is to revise the inputs and suggestions obtained to get the
final product of a model curriculum that is integrated with the mosque.
Data collection techniques were carried out through observation, questionnaires, and documentation.
Data analysis techniques used in this study include qualitative descriptive analysis and quantitative inferential
analysis. To analyze content reliability by involving expert judgment assessment through focus group
discussion (FGD) activities. To see the reliability and validity of the data used triangulation technique. The
triangulation used is triangulation of data sources and triangulation of methods. The reliability analysis
technique of Cronbach Alpha was carried out using the help of the SPSS version 25 program. The criterion
for the reliability of the instrument was if the alpha coefficient reached an index of 0.70 [30], [31].
3. ISSN: 2089-9823
J Edu & Learn, Vol. 17, No. 3, August 2023: 462-471
464
3. RESULTS AND DISCUSSION
Referring to the ADDIE development research flow, the results of developing the curriculum model
can be used as an identifier for educational units at the Syuhada Mosque Foundation. The results of this
development have gone through the review stage (validation test) and public stakeholder tests at every level
of education in the Syuhada Mosque Foundation. The results of developing the curriculum model can be
explained coherently for each stage of model development.
3.1 Analysis
At this stage, data collection is carried out for in-depth analysis of historical of Syuhada Mosque
Foundation. As quoted in the book ‘The historicity of the martyred mosque: Exploring the values of heroism’
[32] that on Friday, August 1, 1952, an official Indonesian stichting institution was formed or known as
dormitories and mosque services (Jasma) which is now spelled dormitories and mosque services (Yasma).
This time is equivalent to one month and 20 days before the inauguration of the Syuhada Mosque which had
previously been built. This mosque is a representation of muslims from different ethnicities and backgrounds,
but has a strong monotheistic bond. Syuhada Mosque is an icon of muslims who have fallen against the
invaders who, God willing, will be martyred in the hereafter. Prior to the inauguration of the Syuhada
Mosque, a Yasma foundation was formed for the continued management of the mosque. The purpose of
establishing this foundation is to guide the spiritual and physical growth of Indonesian youth towards the
development of a new generation with an Islamic spirit through the construction of dormitories or cottages
for Yogyakarta Islamic youth.
Over time it seems that the term ‘Yasma’ is now an extension of the name of the Syuhada Mosque
Foundation as stated in the statutes and bylaws [33]. Education at the Syuhada Mosque Foundation (Yasma)
as a sub-system in the national education system that runs an integrated-holistic modern Islamic education
system, which integrates Islamic religious sciences with general sciences so as to produce graduates who
master general science, Islam, and characterization. martyrdom according to their respective levels.
Therefore, in an effort to improve the quality of education at Yasma and pay attention to the level of
development of science and technology as well as the expectations of the wider community, Yasma considers
it necessary to develop and formulate the development of Syuhada curriculum.
3.2 Design & development
At this stage, development of a model Syuhada curriculum refers to design that has been developed
by Taba [34]. The stages of development are presented in the Table 1. Referring to the flow of the stages,
Syuhada curriculum is developed in six chapters. Chapter I is introduction, it consists of background of
thought, foundation for curriculum development, objectives of the development of Syuhada curriculum,
vision, mission, and educational goals of Yasma, contents of Syuhada curriculum, content and status of the
Syuhada curriculum, and learning burden of the Syuhada curriculum. Chapter is II graduate competence
standards, it consists of flow of formation of martyr student profile, & learning outcome achievement
strategy. Chapter III consists of core competency standards and basic competencies kindergarten, elementary,
& middle school level. Chapter IV is process standards, it consists of principles of curriculum development,
principles of curriculum management, & preparation of learning tools. Chapter V is assessment standards, it
consists of scope of assessment Syuhada & assessment rubric of kindergarten, elementary, & middle school
level. Chapter VI is closing.
To find out the quality of the curriculum productsfurther developed the model curriculum is tested
to get input and suggestions for improvement from stakeholders educational policies and practices at the
Syuhada Mosque Foundation. For facilitate the process of product quality assessment, the assessment
instrument which has met the reliability requirements with a Cronbach’s Alpha coefficient of 0.978. This
means that the instrument prepared to test the model curriculum is reliable because the value of the
Cronbach’s Alpha coefficient obtained reaches an index of ≥0.70. To see the validity of the items, based on
the results of statistical analysis with the help of SPSS, it can be said that all the items developed are declared
valid because they have a Cronbach’s Alpha coefficient value of 0.70. The results of item validity testing can
be presented as shown in Table 2.
4. J Edu & Learn ISSN: 2089-9823
Alternative curriculum model: Mosque-based education integration (Mohamad Joko Susilo)
465
Table 1. Model curriculum development stage
No Level development Entry point development
1 Diagnosis of needs The educational institutions developed at Yasma are very complex, so the analysis of student needs adjusts to
the level of development of students in the kindergarten, elementary, and middle school levels.
2 Formulation of
objectives
The purpose of Syuhada mosque education is to become a model of formal education based on mosques with
the value of syuhada excellence which is used as a reference in the implementation of education at the
national and or international level.
3 Selection of content Yasma is an Islamic private institution that makes the mosque as a central activity, including in the field of
education, so that the curriculum that characterizes Yasma’s desire is to have Islamic characteristics and
martyrdom, which can be translated into spiritual content, such as: Al-Qur’an, Al-Hadith, aqidah (Islamic
creed), morals, fiqh (Islamic jurisprudence), history of Islamic civilization, history and values of martyrs, and
Arabic. Other things that cannot be included in intracurricular activities are entrusted to self-development
program activities, such as recitations, tahfidz (reading Al-Qur’an), habituation of piety clothing, habituation
of obligatory prayers in congregation, habituation of dhuha prayer, habituation of polite language, and self-
development of satriyo syuhada (djemparingan/Mataram Kingdom’s typical archery sport, dance, pencak,
equestrian).
4 Organization of
content
Teaching materials that characterize Yasma are grouped into compulsory intra-curricular (containing spiritual
content, such as Al-Qur’an, Al-Hadith, aqidah (Islamic creed), morality, fiqh (Islamic jurisprudence), history
of Islamic civilization, history and values of martyrs, and Arabic) and compulsory extracurricular (containing
youthful, unity, humble, adaptable, distinctive competences, and accountability content, among others are
developed through activities, such as recitations, tahfidz, habituation of piety clothing, habituation of
obligatory prayers in congregation, habituation of dhuha prayer, habituation of polite language, and self-
development of satriyo syuhada (djemparingan, dance, pencak silat, horse riding, swimming).
5 Selection of learning
experiences
In its application in educational units, a strategy is chosen by running two ways, namely monolithic and
integrative. Contents that can be integrated with existing subjects will be carried out in an integrated manner,
while content that cannot be integrated will be carried out monolithically with the technique of providing
student learning experiences in the form of matriculation and also through self-development activities that are
framed in extracurricular activities.
6 Organization of
learning activities
Compulsory contents that are intracurricular are integrated into existing subjects such as Islamic religious
education and character (PAIBP) for elementary and junior high school levels, for kindergarten levels
standing monolithically in martyrdom activities.
7 Determination of
what to evaluate and
of the ways and
means of doing it
To get results from the learning process and the activity process, the implementation of the martyrdom
curriculum to students will be evaluated through formative and summative evaluation activities that are
adjusted to the educational calendar of the education unit at each level (kindergarten, elementary, and junior
high school levels). The evaluation instrument will follow the measurement of cognitive, affective, and
psychomotor aspects.
8 Checking for balance
and sequence
The implementation of the martyrdom curriculum will be monitored periodically to determine conformity
with the plans that have been set by the foundation. Monitoring will be carried out early in the development of
the school’s operational curriculum which will integrate the official curriculum with the martyrdom
curriculum, and will also be carried out in the middle of the learning process in the early/odd semesters in the
2022/2023 school year.
Table 2. Item validity testing
Item-Total statistics
Scale mean if item deleted Scale variance if item deleted Corrected item-total correlation Cronbach’s Alpha if item deleted
B1 50.1500 39.082 .643 .980
B2 50.3500 37.924 .775 .978
B3 50.2500 37.566 .854 .977
B4 50.4000 37.516 .848 .977
B5 50.3000 37.168 .908 .976
B6 50.3000 37.379 .872 .977
B7 50.1500 37.924 .853 .977
B8 50.3000 37.484 .854 .977
B9 50.2000 37.537 .885 .976
B10 50.2500 37.461 .873 .977
B11 50.3000 37.168 .908 .976
B12 50.2000 37.537 .885 .976
B13 50.2500 37.250 .909 .976
B14 50.3000 37.168 .908 .976
B15 50.2000 37.642 .866 .977
Cronbach’s Alpha coefficient value from item 1 to item 15 has reached above 0.50 [31]. This means
that all of item is valid so that the instrument prepared can be used. Thus, the developed curriculum model
can be continued in the picking test from the policy makers of the Syuhada Mosque Foundation and
education practitioners at the kindergarten, elementary, junior high school levels in the Syuhada mosque
environment. The results of the picking test can be presented in Table 3.
5. ISSN: 2089-9823
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466
Table 3. The results of curriculum validation by experts and practitioners
SN Reviewer comments
1. B.9-11. In each unit is still common from kindergarten-middle school levels. What if it is adjusted to the level.
2. Translating into kindergerten activities we are still having difficulties because of the high diction and targets that we do not yet
understand the meaning to be addressed.
3. B.8. The 5M indicator (mua’addib/educator, mujaddid/reformer, muwahid/unifying, musyaddid/straightener, mujtahid/seriousness
in every activity), can be further detailed, to make it easier for teachers to understand the profile of Syuhada Mosque Foundation
Student as an indicator of achievement that must exist in students and make it easier to write in teaching modules (ATP).
4. B.4, B5. Socialized to all residents, especially the education unit by the foundation directly through the Syuhada milad/celebration
of the birthday event.
5. B12. Replaced with terms that are in accordance with the independent curriculum such as learning outcomes.
Postscript
1. The profile of Syuhada graduate students in the form of core values and Satriya Ngajogjakarta culture, if integrated with the
operational family planning curriculum, still has difficulties in implementing it. The integration of the martyrdom curriculum in the
school operational curriculum at the martyrs mosque kindergarten that has been made at this time is:
a) We are still experiencing confusion in implementing the core values of martyrdom, the culture of satriya with learning
activities in the kindergarten unit of the Syuhada mosque.
b) Because the education unit under the auspices of the Syuhada mosque has a tiered level from kindergarten-middle school, the
competence of graduates should also be tiered, not in general because of different developmental ages.
2. The profile of Syuhada graduate students in the form of core values and Satriya Ngajogjakarta culture, if integrated with the
kindergarten operational curriculum, still has difficulties in implementing information technology. The integration of the
martyrdom curriculum in the school operational curriculum at the Syuhada mosque kindergarten that has been made at this time is:
a) The foundation immediately prepares facilities and infrastructure to support learning, especially the history of martyrdom, self-
development of the satriyo syuhada (djemparingan, dance, pencak, and horse riding).
b) More intensive coordination is needed, especially habituation of the call to prayer in mosques.
c) If the foundation holds taqwo uniforms, the procurement needs to be managed professionally.
d) It is necessary to schedule the use of the mosque’s main room for dhuha prayers (the voluntary Islamic prayer between the
obligatory Islamic prayers of Fajr and Dhuhr) for all educational units.
e) There needs to be an information board for the historical site of the Syuhada mosque.
3. The Syuhada curriculum needs to be adapted to the independent curriculum which is currently being implemented in the Syuhada
mosque’s kindergarten and middle school.
a) The martyrdom curriculum to be disseminated directly to teachers (as field implementers) in all units so that information
comes directly from the main source, namely the foundation, so as not to cause miscommunication and misconceptions.
b) Graduates of student profiles with their 5M to be broken down into clear and easy-to-accept indicators with consideration of
the Arabic language which can lead to multiple interpretations for subject teachers, especially those who are non-Arabic. With
clear indicators for 5M, it is easier for subject teachers to integrate the value of martyrdom into learning.
c) Socialization is also for the wider community, especially the guardians of all units at the Syuhada milad/celebration of the
birthday event which also invites journalists so that they can be published in print and digital media.
3.3 Philosophy in the development of the Syuhada curriculum
Syuhada curriculum was developed using the following philosophy: i) Education is rooted in the
nation’s culture to build the nation’s life today and in the future; ii) Students are the inheritors of the nation’s
creative culture; iii) Education is aimed at developing intellectual intelligence and academic brilliance
through disciplined education; and iv) Education to build a better present and future life than the past with
various intellectual abilities, communication skills, social attitudes, awareness, and participation in building a
better life for society and the nation (experimentalism and social reconstructivism). With this philosophy,
Syuhada curriculum intends to develop the potential of students to have reflective thinking for solving social
problems in society, and to build a better democratic society. Thus, Syuhada curriculum uses the philosophy
as above in developing the individual lives of students in religion, art, creativity, communication, values and
various intelligence dimensions that are suitable for a student and needed by society, nation and mankind.
Syuhada curriculum was developed based on the theory of standard-based education and theory of
competency-based curriculum. Syuhada curriculum adheres to: i) Learning carried out by teachers (taught
curriculum) in the form of a process developed in the form of learning activities in schools, classes, and
communities; and ii) Direct learning experience of students (learned-curriculum) according to the
background, characteristics, and initial abilities of students. The direct learning experience of individual
students becomes the result of learning for themselves, while the learning outcomes of all students become
the results of the curriculum.
The foothold of Yasma education cannot be separated from history of formal education at
Yogyakarta palace. So that educational values are influenced by Tamanan educational philosophy of
Yogyakarta palace which was developed since the days of the Islamic Mataram kingdom with the
habituation/culture branding of ‘Satriya’: Satriya is an acronym that has been used as the branding of
graduates at the Tamanan school in the Ngayogyakarta palace environment since the Islamic Mataram era. In
harmony ‘Selaras’, in life always maintain the sustainability and balance of human relations with God, nature
and fellow human beings. Noble reason-self ‘Akal budi luhur-jati diri’, the nobility of one’s identity is the
embodiment of humanity. Exemplary ‘Teladan’, can be used as an example by the environment. Willing to
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serve ‘Rela melayani’, providing services that are more than what the community expects. Innovative, always
making positive updates towards individual and group progress. Confident and confident ‘Yakin dan percaya
diri’, in carrying out tasks always based on confidence and full of confidence that what is carried out will
bring progress and benefits both internally and externally. Expert-professional ‘Ahli-professional’, have
competence, commitment and achievement in their work [35].
3.4 Flow of formulation of Syuhada educational goals and profiles
Education at the Syuhada Mosque Foundation as a sub-system in the national education system that
runs an integrated-holistic modern Islamic education system, which integrates Islamic religious sciences with
general sciences so as to produce graduates who master general science, Islam, and characterization. Syuhada
according to their respective levels. Therefore, in an effort to improve the quality of education at Yasma and
pay attention to the level of development of science and technology as well as the expectations of the wider
community, Yasma considers it necessary to develop and formulate the development of Syuhada curriculum.
The educational vision of Syuhada mosque is the realization of Syuhada mosque as a mosque that
has advantages in the fields of religion, education, social, and humanity as well as being a model (reference)
for the implementation of the functions and roles of modern mosques at the national and or international
level. The education mission of the Syuhada mosque is: i) Increase the prosperity of the mosque optimally
with various religious, educational, social and humanitarian activities; and ii) Develop educational
institutions, da’wah and regeneration, and socio-economic in a professional manner to meet the expectations
of the community. The purpose of Syuhada mosque education is to become a model of formal education
based on mosques by having the value of martyrdom excellence which is used as a reference in the
implementation of education at the national and or international level.
Syuhada curriculum was prepared and developed with the objectives of: i) Becoming a quality
standard for the management of educational units within Yasma; ii) Become an operational reference for
school principals and teachers in formulating and managing operational curricula optimally at the education
unit level; and iii) Become an operational reference for the education sector and the education office in
coordinating and supervising and managing the curriculum in educational units under Yasma’s auspices. The
student profile of Yasma’s education results is formulated with 5M (mua’addib/educator, mujaddid/reformer,
muwahid/unifying, musyaddid/straightener, mujtahid/seriousness in every activity).
3.5 Syuhada educational values
The education of Syuhada mosque has values that are Yasma’s ideals. These values are an extension
of ‘Syuhada’, among others are: i) Spirituality, in carrying out activities always prioritize the cultivation of
spiritual values with the aim of getting blessings and the pleasure of God or Allah SWT; ii) Youthful, in
carrying out activities to achieve Yasma’s goals, it is based on a youthful spirit. Unity, the various entities
that exist within Yasma are a unit to achieve the goal; iii) Humble, all people who take part in Yasma’s
environment are ready to behave with humility; iv) Adaptable, able to adapt to the times and trying to offer
da’wah programs according to the needs of the people; v) Distinctive Compétences, Yasma tries to organize
and develop various superior activities that other institutions do not have; and vi) Accountability, Yasma
seeks to organize various activities that can be accounted for.
Spirituality content includes eight subjects: Al-Qur’an, Al-Hadith, aqidah, morality, fiqh, history of
Islamic civilization, history and values of syuhada, and Arabic. The eight subjects are positioned as subjects
that can be integrated and also stand alone as compulsory-intracurricular subjects. The contents of youthful,
unity, humble, adaptable, distinctive competences, and accountability are positioned in a self-development
structure with activities placed in extra-curricular activities. The self-development program, among others, is
developed through activities, such as recitations, tahfidz, habituation of piety clothing, habituation of
obligatory prayers in congregation, habituation of dhuha prayers, habituation of polite language, and self-
development of satriyo syuhada (djemparingan, dance, pencak, riding).
Syuhada curriculum at the school is not only a special feature but also as a value of excellence in the
field of education as mandated in the 2018 big deliberation. The implementation of the Martyrdom
curriculum is carried out in a package system. The package system is the implementation of educational
programs in which students are required to follow all learning programs and the learning load that has been
determined for each class at each level. The learning load of each charge is expressed in units of lesson
hours. The learning load of each learning strategy is determined according to the chosen system, both
monolithic and integrated.
To provide direction in the process of operational development in the education unit, Yasma
establishes graduate competency standards (SKL) which consist of affective, cognitive, and psychomotor
dimensions. Affective dimension consist of: i) Have behaviors that reflect attitudes: Faith and fear of Allah
SWT, Martyrs: 5M, and ii) Have a spirit in Islamic faith by making the Al-Qur’an and Al-Hadith as a guide
to life, have good morals: Character, honest, caring, polite in communication and daily interactions,
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courteous in language (Javanese), responsible, persistent in struggle, istiqomah in goodness, true lifelong
learners, and critical in taking ibrah and wisdom, physically and mentally healthy in accordance with the
development of children in the family, school, community and natural environment, nation, state, and
regional area.
Cognitive dimensions consist of: i) Have factual, conceptual, procedural, and metacognitive
knowledge at a simple technical and specific level with regard to Islam and martyrdom, science, technology,
art, Javanese, and Arabic; and ii) Able to relate the above knowledge in the context of oneself, family,
school, community and the surrounding natural environment, nation, state, and regional area. Psychomotor
Dimensions have the skills to think and act creatively, productively, critically, independently, collaboratively,
and communicatively through a scientific approach in accordance with what is learned in educational units
and other sources independently.
3.6 Strategy for the implementation of Syuhada curriculum
Syuhada curriculum will be applied to formal education units in Yasma. The strategy is
implemented in two ways, namely monolithic and integrative, adjusted at every level of the educational unit
within Yasma. Monolithic means standing alone in the form of subjects about martyrdom, while integrative
can be interpreted as merging or the content of teaching materials can be entrusted to other subjects which
means that the form of curriculum organization eliminates the boundaries of various subjects.
Contents of history and syuhada values as well as habituation of martyrdom values can stand
monolithically as subjects. Meanwhile, habituation activities are manifested in self-development activities by
entrusting them to extra-curricular activities. The content of the lessons of the Al-Qur’an, Al-Hadith, aqidah,
morals, fiqh, and the history of Islamic civilization can be integrated into Islamic Religion and Character
Education (PAIBP) subjects whose material content is adjusted to the content that has been formulated in the
national curriculum. Regarding the assessment system, for those that are applied in a monolithic manner, it
requires an independent assessment system in subjects, while integrated learning does not require
independent assessments but remains integrated in the main subject unit, by setting the expected
completeness criteria from Yasma above a score of 80 scale 100.
4. DISCUSSION
This study aims to develop a mosque-based education integration model curriculum in the face of
the modernization era. This model curriculum was developed to follow the policy of the Minister of
Education, Culture, Research and Technology, which is about changing the 2013 curriculum to the
independent curriculum (KM). Yasma is an educational unit that has Islamic nuances but is still thick with
the culture of the Yogyakarta palace. From the analysis of this situation, it is encouraging to develop a unique
model curriculum with the richness of Yasma’s culture. There is great hope that by bringing up these
characteristics, Yasma education units will be able to become superior and independent educational units that
are able to compete in the global arena. The concrete form of school progressiveness can be reflected in the
high number of students’ interest, efficient learning outcomes (graduates) and becoming a school that has
a name in the hearts of the community. In addition, society places great hope and trust in the education of
their children.
Based on the results of the study of real conditions reinforced by the theory that underlies the
development of the Syuhada mosque foundation school, it can be found that the curriculum of the mosque-
based education integration model developed has a specificity in accordance with the vision and mission of
the Yasma education unit. This particularity can be demonstrated through intracurricular and extracurricular
activities. As an illustration of the implementation of the development of a mosque-based education
curriculum, this can be implemented through Islamic boarding school-based madrasah (a college for Islamic
instruction) activities [36], carrying out mosque-based teaching and learning activities, implementing the
strengthening of mosque-based religious character education [37], spreading the values of peace and
tolerance for schools and communities [27].
Curriculum development in educational units is important in order to improve the quality of
learning. Updating the curriculum forces it to continue to be improved in line with developments in science
and technology [38]. Especially with the many findings in the present and the future, as well as the need for
efforts to continuously improve self-quality. Not only that, curriculum development in educational units also
requires updating the curriculum to suit market needs [39]. Through the development of this mosque-based
curriculum, it is hoped that the nation’s generations will have a professional personality [20], have noble
morals for society, nation and state [37], [40]. When they get married, they will become a sakinah household
[22], [41] and have a more stronger of life than the output of the previous generation [42]. Particularly in
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Yasma, it is hoped that this curriculum development model will be developed by educational units. Yasma
was able to develop a globally competitive civil society in the industrial era 4.0 and society 5.0.
5. CONCLUSION
Based on the results of the study, it can be concluded that the model curriculum developed in the
Yasma education unit is a mosque-based education integration model curriculum (IPBM) or in internal terms
at the Syuhada mosque foundation is named the kesyuhadaan curriculum. The IPBM model curriculum has
unique values such as: i) Contains seven core values that characterize the Syuhada Mosque education unit
(Syuhada: Spirituality, youthful, unity, humble, adaptable, distinctive competences, accountability) which
leads to the formation of the washatan community. The spirituality content of the Syuhada curriculum
includes eight subjects: the Al-Qur’an, Al Hadith, aqidah, morality, fiqh, history of Islamic civilization,
history and values of martyrs, and Arabic; ii) Contains the cultural values of ‘Satriya’: Harmonious,
intellectual, noble-self, exemplary, willing to serve, innovative, confident and confident, expert–professional)
which leads to ‘Memayu Hayuning Buwono Ambrasto Dur Angkoro’; iii) Has 5M learning outcomes
(mua’addib/educator, mujaddid/reformer, muwahid/unifying, musyaddid/prudent, mujtahid/serious); iv) Has
a structure that includes the main components and additional components that are included in the
intracurricular, and has a self-development component that is included in extracurricular activities; and
v) Curriculum content that is included in the main component can be integrated into the subjects of Islamic
religious education and character education (PAI-BP), while the content of the additional components is
monolithic as a subject (history and martyrdom values, Arabic), and mandatory self-development in the form
of djemparingan, horse riding, pencak silat/martial arts, swimming, and dance activities are packaged in
extracurricular activities.
ACKNOWLEDGEMENTS
Acknowledgments are addressed to the Rector of the Islamic University and his staff, also
Directorate of Research and Community Service (DPPM), Islamic University of Indonesian, who has
provided the opportunity for the author to follow up this Accelerated Collaborative Research Head Lecturer,
and also the Syuhada Mosque Foundation which has allowed researchers to conduct research.
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BIOGRAPHIES OF AUTHORS
Mohamad Joko Susilo is a lecturer in Master of Islamic Studies, Faculty of
Islamic Studies, Indonesian Islamic University, Yogyakarta. He is also a book writer,
consultant, and motivator. His research interests include the field of development of
educational curriculum, educational evaluation, education management, teaching and learning,
development of learning media. He can be contacted at email: 209131301@uii.ac.id.
Badrun Kartowagiran is a lecturer in doctoral study program in educational
research and evaluation of Yogyakarta State University, Yogyakarta, Indonesia. He received
his Dr. degrees in Psychology/Psychometri from Gajah Mada University in 2005. He has been
a Professor in Yogyakarta State University. His research interests include the field of
psychometri, mechanical engineering education, educational research and evaluation. He can
be contacted via email: kartowagiran@uny.ac.id.