Learning Objectives and Core Competencies

This study aims to describe the planning, implementation and assessment stages of the active, creative, effective, and fun learning approach (PAKEM) in Thematic learning at Madrasah Ibtidaiyah Al-Quraniyah, South Bengkulu. This research is a qualitative descriptive study. The subjects of this study were teachers of class IV / A at Madrasah Ibtidaiyah Al-Quraniyah Bengkulu Selatan. Data collection techniques used were observation, interviews, and documentation. Data were analyzed using data reduction steps, data display, and drawing conclusions. The research instruments used were observation guidelines, interview guidelines and documentation. The technique of checking the validity of the data was by using the triangulation technique. The results of this study are 1) The planning includes: (a) establishing a theme, (b) RPP identity, (c) determining core competencies / KI, basic competencies / KD, (d) formulating indicators, (e) learning objectives, (f ) learning materials, (g) approaches / methods, (h) tools/media, (i) learning resources, (j) assessment; 2) In the implementation of learning the teacher has implemented Thematic learning using the PAKEM approach properly, 3) the teacher has carried out an assessment of aspects of attitudes, aspects of knowledge and aspects of student skills. Based on the results of the research that has been done, it can be concluded that in the learning process the teacher has carried out the planning, implementation and evaluation stages of thematic learning by applying the PAKEM approach optimally and effectively.

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An Analysis of Teacher’s Lesson Plan for Learning English through Google Classroom in Junior High School

Jurnal Pendidikan Bahasa Inggris undiksha ◽

10.23887/jpbi.v9i1.36343 ◽

2021 ◽

Vol 9 (1) ◽

pp. 98

Author(s):

Ni Wayan Fitriani ◽

Luh Gd Rahayu Budiarta

Keyword(s):

Junior High School ◽

Lesson Plan ◽

Core Competencies ◽

Lesson Plans ◽

Learning Objectives ◽

Learning Materials ◽

Design Data ◽

Study Results ◽

Teachers And Students ◽

Selection Of

Online learning is something new for teachers and students, so there are various obstacles to it. This study aims to: analyze the preparation of EFL teachers in preparing lesson plans and identify and describe teacher difficulties in preparing lesson plans for EFL students. This study uses a qualitative descriptive research design. Data on teacher preparation and difficulties faced by teachers in preparing lesson plans were taken using a questionnaire by determining five aspects, namely: 1) learning objectives, 2) learning materials, 3) learning activities, 4) media and learning resources and, 5) learning assessment. The study results are that the teacher fulfills all the steps in compiling a one-page lesson plan, which fulfills the steps provided by the instrument. Regarding the problems faced in the process of preparing lesson plans by teachers, it can be synthesized that there are six difficulties encountered by teachers, such as 1) stating learning objectives that contain behavior (B), 2) connecting learning objectives to core competencies, 3) compiling learning materials based on indicators. Learning, 4) selection of learning media based on learning objectives, 5) selection of learning media based on learning materials, and 6) selection of assessment based on learning objectives.

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Curriculum integration of sustainability in engineering education – a national study of programme director perspectives

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-09-2019-0286 ◽

2020 ◽

Vol 21 (5) ◽

pp. 877-894

Author(s):

Ola Leifler ◽

Jon-Erik Dahlin

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Engineering Education ◽

Engineering Students ◽

Core Competencies ◽

Deep Understanding ◽

Learning Objectives ◽

National Study ◽

Content Type ◽

Sustainability In Higher Education

Purpose This study aims to report on how programme directors address sustainability within engineering education at Swedish universities and engineering colleges. Design/methodology/approach The study was performed as a survey with follow-up interviews around the following core questions: to what extent do programme directors possess a deep understanding of the subject of sustainable development? Which are the core competencies in sustainable development that programme directors identify as important for their engineering students to acquire during their basic training? To what extent are those competencies integrated into engineering education today and what kind of support do programme directors receive from their department to integrate these competencies into the curriculum? Findings Programme directors believe that learning for sustainable development is important mainly based on their personal convictions. However, out of 10 potential learning objectives extracted from the literature, only four-six are implemented in degree programmes. Learning objectives and activities are not always aligned, as students are required to learn about interdisciplinary collaboration without working with students from other faculties. The programme directors receive some support from the department, but they express a need for additional support. Examples of support that they suggest are faculty training, efficient teaching material and incorporation of sustainability in the quality assessment instruments for degree programmes. Originality/value This study is the first comprehensive, national survey of what programme directors think about sustainability in higher education. Their views are important in the attempt to accelerate the integration of sustainability in higher education curricula.

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PENINGKATAN KOMPETENSI KEPALA RAUDHATUL ATHFAL (RA) DALAM MENGEMBANGKAN PEMBELAJARAN MELALUI MATA DIKLAT PENGEMBANGAN KOMPETENSI SUPERVISI

Tatar Pasundan : Jurnal Diklat Keagamaan ◽

10.38075/tp.v12i32.51 ◽

2018 ◽

Vol 12 (32) ◽

Author(s):

Yayah Kusbudiyah

Keyword(s):

Early Childhood ◽

Core Competencies ◽

Educational Background ◽

Learning Objectives ◽

Director General ◽

Childhood Education ◽

Head Of School ◽

Additional Task ◽

Basic Competencies ◽

Theory Framework

Head of Raudhatul Athfal (RA) who is a teacher who is given additional task as Head of school, is required to have supervision competence as a provision to give lesson to children and guidance to RA teacher. Based on data on educational background of Head of RA, only a small part of Head who have background of Early Childhood Education. This is the biggest obstacle for the Head of RA in teaching. The discussion of this paper is limited to Academic supervision, more specifically discussing about learning and learning at Raudhatul Athfal. The Theory Framework is a discussion of Core Competencies, Basic Competencies contained in Curriculum 2013 for RA. The results of research in the form of findings that the head of RA still have a lot to learn about the strategy of learning, especially the strategy through the game in accordance with the field of development that became the learning objectives in RA as contained in indicators of learning that can be observed through Permendikbud no 137 and 146 in2014 about Curriculum 2013 for early childhood and Decree of the Director General of Education no 3489 in 2016. The author recommends for the type of training, should be given material more practical and applicable material. It is expected that this kind of training can be done with more frequencies. Keyword: Competence, supervision, the head of RA.

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The Revised Model Tax Curriculum

Issues in Accounting Education ◽

10.2308/iace.2009.24.2.141 ◽

2009 ◽

Vol 24 (2) ◽

pp. 141-156 ◽

Cited By ~ 11

Author(s):

Shirley Dennis-Escoffier ◽

Beth B. Kern ◽

Shelley C. Rhoades-Catanach

Keyword(s):

Learning Outcomes ◽

Core Competencies ◽

Learning Objectives ◽

Certified Public Accountants ◽

American Institute ◽

Accounting Faculty ◽

Accounting Curriculum ◽

Starting Point ◽

The Matrix ◽

Student Competencies

ABSTRACT: The American Institute of Certified Public Accountants (AICPA) first developed the Model Tax Curriculum (MTC) in 1996 and modified it in 1999. Subsequent changes in the accounting profession and education caused a reexamination of the MTC resulting in a complete revision in 2007. The revised MTC is learning outcome-based and views the accounting curriculum in its entirety. The revised MTC includes a detailed matrix relating its proposed learning outcomes to the AICPA core competencies and tax technical topics commonly included in tax curricula. The matrix offers accounting faculty one example of an approach to be used in achieving the MTC learning outcomes. This approach can serve as a useful starting point to faculty in formulating and documenting their own approaches to developing student competencies that achieve the revised MTC learning objectives. This paper details the development of the MTC and provides an overview of the revised MTC. It also offers pedagogical suggestions helpful for implementing the MTC.

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