A study on the development of a conceptual model for school curriculum evaluation

The existence of formal schools under Pesantren (traditional Islamic education) foundation is interesting, because they have unique characters comparing to other schools in general, whereas each Pesantren has its own peculiarity. One of them is Senior High School of Selamat Modern Pesantren, Kendal. This article describes the implementation of Curriculum 2013 in that school based on qualitative research in 2017. The research result indicated that the implementation of Curriculum 2013 established an integrated curriculum from national Curriculum 2013, learning materials from Ministry of Religious aﬀair and unique vision of the modern Selamat Pesantren itself. So there was a combination between the Curriculum 2013, the materials form Ministry of Religious aﬀair which is more Islamic in nature and the programs from boarding system that enrich the student character building and knowledge. Moreover, in this research teachers are central regarding to their position as student’s facilitator and companion, particularly those who actively accompany the dormitory activities. Abstrak Keberadaan sekolah-sekolah formal di bawah naungan yayasan pesantren menarik untuk dikaji, karena pasti memiliki kekhasan tersendiri dibanding sekolahsekolah lain pada umumnya. Terlebih tiap pesantren memiliki kekhasan masingmasing. Salah satu modelnya adalah di Sekolah Menengah Atas Pondok Modern Selamat, Kendal. Artikel ini menggambarkan implementasi Kurikulum 2013 di sekolah tersebut didasarkan pada penelitian berpendekatan kualitatif yang telah dilaksanakan pada 2017. Hasilnya menunjukkan bahwa implementasi Kurikulum 2013 di SMA Unggulan Pondok Modern Selamat, Kendal, menunjukkan karakteristik unik berupa kurikulum yang terpadu antara kurikulum nasional, muatan materi dari Kementerian Agama (Kemenag), dan visi khas dari yayasan pondok pesantren Selamat. Dengan demikian terdapat kombinasi antara orientasi Kurikulum 2013 yang bersifat umum, materi dari Kemenag yang berorientasi memberi bekal ilmu-ilmu keislaman, dan ditunjang oleh program di asrama yang memperkaya pembentukan karakter siswa dan pengayaan penguasaan pengetahuan siswa. Lebih lanjut, guru perannya sangat sentral dalam implementasi kurikulum yang terpadu di sekolah ini karena diposisikan sebagai pendamping siswa, terutama guru-guru yang juga aktif mendampingi kegiatan asrama. Keywords: Boarding school; curriculum implementation; curriculum evaluation; curriculum plan; national curriculum

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A Co-operative Project in High School Curriculum Evaluation and Revision

The bulletin of the National Association of Secondary School Principals ◽

10.1177/019263655103517918 ◽

1951 ◽

Vol 35 (179) ◽

pp. 121-126 ◽

Cited By ~ 2

Author(s):

Lester E. Rounds

Keyword(s):

High School ◽

Curriculum Evaluation ◽

School Curriculum ◽

High School Curriculum

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MODEL KURIKULUM PENDIDIKAN ISLAM MULTIKULTURAL DI PONDOK PESANTREN MODERN ISLAM ASSALAM SURAKARTA

Jurnal VARIDIKA ◽

10.23917/varidika.v24i4.700 ◽

2015 ◽

Vol 24 (4) ◽

Author(s):

Abdullah Aly

Keyword(s):

Learning Strategies ◽

Curriculum Evaluation ◽

Boarding School ◽

School Curriculum ◽

Curriculum Planning ◽

School Environments ◽

Service Program ◽

Special Service ◽

Multicultural Perspectives ◽

Interesting Learning

This research aims to: (1) investigate the curriculum planning of Assalaam Modern Islamic Boarding School Surakarta (henceforth MIBS) and its multicultural values; (2) understand the implementation of Assalaam MIBS curriculum and its multicultural values; (3) reveal the curriculum evaluation of Assalaam MIBS and its multicultural values; and (4) search a model of curriculum development for multicultural Islamic Boarding Schools. This research produces 4 find- ings. First, closely investigated from multicultural perspectives, the curriculum planning of Assalaam MIBS includes both multicultural values (democratic and justice values) and antimulticultural values (discrimination and injustice values). Second, in the curriculum implementation, both multicultural and antimulticultural values are exposed to students. While the values of democracy, solidarity, togetherness, love, forgiveness, peace and tolerance are embedded in the learning materials, activities, and evaluation, the values of discrimination and injustice are found in the learning references, available only for special service program as opposed to regular programs. Third, the curriculum evaluation contains multicultural values such as democracy, peace, tolerance, and togetherness particularly embedded in the processes and product of curriculum evaluation. On the other hand, conflict, hegemony and domination values are found in the interac- tion among students in daily school environments. Fourth, the model curriculum of multicultural Islamic Boarding School needs to consider three aspects: (1) the planning of the multicultural Islamic boarding school curriculum is determined by its process and product; (2) the implementation of the multicultural Islamic Boarding school curriculum is determined by the textbooks that contain multicultural values; learning strategies that stimulate students’ active participation in democratic and interesting learning activities; and evaluation of contextual and comprehensive learning results by making use of oral and written tests, portfolios, and assignments; and (3) the evaluation of the multicultural Islamic Boarding School curriculum is determined by its process and product.

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Development and validation of an elementary school curriculum evaluation instrument: An exploratory sequential design

Journal of educational Research Institute ◽

10.15564/jeju.2019.11.21.2.269 ◽

2019 ◽

Vol 21 (2) ◽

pp. 269-292

Author(s):

Su-Ho Cho ◽

Jin Eun Yoo

Keyword(s):

Elementary School ◽

Curriculum Evaluation ◽

School Curriculum ◽

Sequential Design ◽

Evaluation Instrument ◽

Development And Validation ◽

Exploratory Sequential Design

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Elementary School Curriculum Management In Improving Disaster Preparedness In Areas With Potential Disasters In Ngepanrejo Public Elementary School

Social, Humanities, and Educational Studies (SHEs): Conference Series ◽

10.20961/shes.v3i1.45086 ◽

2020 ◽

Vol 3 (1) ◽

Author(s):

Arie Supriyatno ◽

Tawil Tawil ◽

Holy Nikmah Imaniar

Keyword(s):

Elementary School ◽

Disaster Preparedness ◽

Positive Impact ◽

Curriculum Evaluation ◽

School Curriculum ◽

Curriculum Planning ◽

Learning Tools ◽

Curriculum Management ◽

Teachers And Students ◽

Primary School Curriculum

<p>Ngepanrejo Village, Bandongan Magelang Subdistrict has hilly morphology with a slope between 20 ° to 25 °. This condition has the potential for landslides. This situation results in disruption of the community, including learning activities at educational institutions in the area. This study aims to determine primary school curriculum management in improving disaster preparedness in disaster-potential areas at SD Negeri Ngepanrejo. A qualitative descriptive research design with the subject of the principal, teachers, and students totaling 30 personnel. Data collection techniques by interview, observation, documentation and questionnaires. Test the validity of the data using source triangulation. The data analysis used was the Miles and Huberman model, namely data reduction, data presentation, and data verification / conclusion drawing. The results of the study concluded that 1) curriculum planning, learning tools, assessment programs and structural organization were guided by KTSP, contained the Disaster Safe Education Unit (SPAB) program, and were organized. 2) The implementation of the curriculum goes well, 3) The curriculum evaluation uses the CIPP model and is able to have a positive impact on the generation of disaster preparedness.</p>

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College Aerobics Curriculum System Construction in Perspective of Systems Theory

Advanced Materials Research ◽

10.4028/www.scientific.net/amr.989-994.5078 ◽

2014 ◽

Vol 989-994 ◽

pp. 5078-5081

Author(s):

Ying Zhang

Keyword(s):

Physical Education ◽

Curriculum Reform ◽

Curriculum Evaluation ◽

School Curriculum ◽

Target System ◽

Education Curriculum ◽

Physical And Mental Health ◽

Teaching Characteristics ◽

Teaching Content ◽

Curriculum Guidelines

The physical education curriculum is an important part of the school curriculum system, is to achieve the goal of school physical education, quality education, promoting students to adapt to society, students complete an effective way to cultivate individuality. In this study, aerobics as the college physical education curriculum reform and the practice object, on the base of the comprehensive analysis the development status, according to “National College of Physical Education Curriculum Guidelines” spirit, combining with the college aerobics teaching characteristics and rules, system theory is curriculum ideas, from the target system of aerobics courses, teaching content, teaching form, teaching methods, curriculum evaluation, and other aspects, to construct the aerobics curriculum system of higher education. Effectively cultivate student's sports consciousness, physical ability and innovation capabilities, to meet the needs of the student physical and mental health, and lay a solid foundation for lifelong physical reserves.

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