Exploring In Search of Curriculum Development Through Integrated Curriculum Based on Hirst’s Education Theory

2021 ◽  
Vol 21 (13) ◽  
pp. 279-293
Author(s):  
Yun-Bok Lee ◽  
Ho-Jae Jeon
Keyword(s):  
Curriculum Development ◽  
Integrated Curriculum ◽  
Education Theory

Curriculum Development in Web-Based Education

2011 ◽  
pp. 1252-1258
Author(s):  
Johanna Lammintakanen
Keyword(s):  
Curriculum Development ◽  
Educational Policy ◽  
Educational Systems ◽  
Educational Content ◽  
Web Based ◽  
Good Education ◽  
Bologna Declaration ◽  
Paradigmatic Shift ◽  
Education Theory ◽  
Web Based Education

A paradigm shift has taken place in the last decade, with a move from traditional to Web-based education at different educational levels (Harasim, 2000; Karuppan, 2001; Kilby, 2001). Web-based education (WBE) has moved on from the delivery of educational content to Web-based sites with interactive functions (Carty & Philip, 2001). Concurrently, new innovative kinds of pedagogical experiments have shifted the paradigm from teaching to learning (Pahl, 2003). As summarised by Armstrong (2001), what educators have in fact realised is that a good Web-based education theory and good education theory are one and the same; the only difference is that WBE transcends the barriers of space and time. The paradigmatic shift has occurred as part of planned educational policy, while at the same time good international or national experiences have also supported the growth of WBE. In addition, there have been attempts to have more coherent and cohesive educational systems and degrees especially in the European context (The Bologna Declaration, 1999.)

Curriculum Development in Web-Based Education

2005 ◽  
pp. 675-679
Author(s):  
Johanna Lammintakanen ◽  
Sari Rissanen
Keyword(s):  
Curriculum Development ◽  
Educational Policy ◽  
Educational Systems ◽  
Educational Content ◽  
Web Based ◽  
Good Education ◽  
Bologna Declaration ◽  
Paradigmatic Shift ◽  
Education Theory ◽  
Web Based Education

A paradigm shift has taken place in the last decade, with a move from traditional to Web-based education at different educational levels (Harasim, 2000; Karuppan, 2001; Kilby, 2001). Web-based education (WBE) has moved on from the delivery of educational content to Web-based sites with interactive functions (Carty & Philip, 2001). Concurrently, new innovative kinds of pedagogical experiments have shifted the paradigm from teaching to learning (Pahl, 2003). As summarised by Armstrong (2001), what educators have in fact realised is that a good Web-based education theory and good education theory are one and the same; the only difference is that WBE transcends the barriers of space and time. The paradigmatic shift has occurred as part of planned educational policy, while at the same time good international or national experiences have also supported the growth of WBE. In addition, there have been attempts to have more coherent and cohesive educational systems and degrees especially in the European context (The Bologna Declaration, 1999.)

scholarly journals Leading Islamic University Through Excellent Higher Pesantren: Challenges, and Strategies in Integrated Curriculum Development

2020 ◽  
Vol 15 (2) ◽  
pp. 315
Author(s):  
Muhammad Thoyib ◽  
Muhammad Nurdin ◽  
M Widda Djohan
Keyword(s):  
Curriculum Development ◽  
Community Service ◽  
Integrated Curriculum ◽  
Pilot Project ◽  
Integrated Education ◽  
Research Article ◽  
Analysis Technique ◽  
Area Development ◽  
Integration Effort

<p class="06IsiAbstrak">Along with the pace of globalization, and the severity of educational competitions, not a few actors of Islamic higher education tried to integrate two 'educational entities' (university and pesantren), in an integrated education curriculum system. Some were successful, but not a few was failed. This qualitative research article is based on interactive model data analysis technique that aims to 'initiate' the efforts of integrated curriculum development model of excellent higher pesantren at UII Yogyakarta, considering its good institutional achievement, so it should be the pilot project of the integration effort. This research concluded that the indigenous values in integrated curriculum development based on its excellent pesantren are to be oriented at the value of establishment of a 'progressive-inclusive-integrative' scholars candidate. The challenges of its integrated curriculum development include the alignment of synergical idea of university values and modern pesantren; institutionalization of university and pesantren policies; and integrating the curriculum products of university-based pesantren and community service. While, the strategies of its integrated curriculum development are implementing a top down and bottom up approach that involve all its stakehoders through a forum for feasibility of pesantren curriculum development that supported by phases that are determination of the pesantren curriculum enforcement area, development procedures; curriculum implementation; and evaluation results. However, it still needs strengthening ‘the outsider’s perspective’, especially from the users of its pesantren curriculum products in order to be able more adaptive to global needs as the idea of Beauchamp</p>

Faith Integration in Curriculum Development: A Need for an Integrated Curriculum in Post-Civil War Liberia

2020 ◽  
Vol 1 (1) ◽  
pp. 48-56
Author(s):  
Adventor Mulbah Trye, Jr
Keyword(s):  
Civil War ◽  
Curriculum Development ◽  
Christian Education ◽  
Integrated Curriculum ◽  
Major Question ◽  
Proposed Model ◽  
Faith And Learning ◽  
Faith Integration ◽  
Evaluation Of Learning ◽  
Christian Educators

Integration of faith and learning practitioners must be able to develop an integrated curriculum which includes the focused, intentional and targeted integration approach as recommended in this paper. The integration should include various aspects like the programs of studies, the lesson plans and the evaluation of learning activities. Furthermore, the integrated curriculum should be designed to include faith aspects in learning through intra-disciplinary, multidisciplinary, interdisciplinary and trans-disciplinary approaches. The paper further expounds on the meaning and significance of an integrated curriculum for Christian educators. The case is post-civil war Liberia and the major question of the paper is, how can an integrated curriculum bridge the gap of the missing link of faith integration in curriculum development in Liberia? Consequently, a proposed model is provided for Christian education stakeholders in Liberia. The model can be applicable across Christian educators worldwide.

scholarly journals MODEL ORGANISASI DAN MODEL PENGEMBANGAN KURIKULUM BAHASA ARAB MADRASAH BERBASIS PESANTREN DI IBNUL QOYYIM YOGYAKARTA

2020 ◽  
Vol 4 (01) ◽  
pp. 99-126
Author(s):  
Febry Ramadani S
Keyword(s):  
Data Analysis ◽  
Curriculum Development ◽  
Integrated Curriculum ◽  
Descriptive Analysis ◽  
Model Development ◽  
Field Research ◽  
Development Model ◽  
Organizational Model ◽  
Organization Model ◽  
The Times

Abstrak Penelitian ini bertujuan untuk mengkaji model organisasi dan model pengembangan kurikulum bahasa Arab Madrasah berbasis pesantren di Ibnul Qoyyim Yogyakarta. Kurikulum sebagai program pendidikan yang disusun secara sistematis merupakan hal yang berperan penting bagi peserta didik. Oleh karena itu, diperlukan pengembangan kurikulum yang mampu membentuk peserta didik sehingga dapat menghadapi perkembangan zaman. Penelitian ini merupakan penelitian lapangan yang menggunakan pendekatan kualitatif dan metode analisis deskriptif untuk pengolahan data. Adapun pengumpulan data dilakukan melalui observasi, wawancara dan dokumentasi dengan teknik analisis data Analysis Interactive Model menurut teori Miles dan Huberman. Hasil penelitian menunjukkan bahwa kurikulum bahasa Arab yang digunakan di madrasah Ibnul Qoyyim merupakan model organisasi integrated curriculum dengan memadukan kurikulum Kemenag dan kurikulum Kulliyatul Mu’allimin Al-Islamiyah (KMI) Pondok Modern Darussalam Gontor. Adapun model pengembangan kurikulum Bahasa Arab di Madrasah Ibnul Qoyyim mengacu pada model pengembangan kurikulum Hilda Taba. Kata kunci: Model Organisasi Kurikulum Bahasa Arab, Model Pengembangan Kurikulum Bahasa Arab, Kurikulum Madrasah, Kurikulum Pesantren.   Abstract This study aims to examine the organizational model and model development of Islamic boarding school-based Arabic Madrasas in Ibnul Qoyyim Yogyakarta. The curriculum as an educational. Therefore, it is necessary to develop a curriculum that is able to shape students so that they can deal with the times. This research is a field research using a qualitative approach and descriptive analysis methods for data processing. The data collection is done through observation, interviews and documentation with Analysis Interactive Data analysis techniques according to the theory of Miles and Huberman. The results showed that the Arabic curriculum used in the Ibnul Qoyyim madrasa was an integrated curriculum organizational model by integrating the Ministry of Religion curriculum and the Kulliyatul Mu'allimin Al-Islamiyah (KMI) Pondok Modern Darussalam Gontor curriculum. The Arabic curriculum development model in the Ibnul Qoyyim Madrasa refers to the Hilda Taba curriculum development model. Keywords: Arabic Curriculum Organization Model, Arabic Curriculum Development Model, Madrasa Curriculum, Pesantren Curriculum.   الملخص تهدف هذه الدراسة إلى دراسة النموذج التنظيمي وتطور نموذج المدارس الإسلامية الداخلية في مدرسة ابن القيم يوجياكارتا. يعد المناهج كبرنامج تعليمي يتم ترتيبه بشكل منهجي دورًا مهمًا للطلاب. لذلك ، من الضروري تطوير منهج قادر على تشكيل الطلاب حتى يتمكنوا من التعامل مع الأوقات. هذا البحث هو بحث ميداني باستخدام نهج نوعي وطرق التحليل الوصفي لمعالجة البيانات. يتم جمع البيانات من خلال الملاحظة والمقابلات والتوثيق مع تقنيات تحليل البيانات التفاعلية لتحليل نظرية مايلز وهوبرمان. أوضحت النتائج أن المنهج العربي المستخدم في مدرسة ابن القيم هو نموذج تنظيمي متكامل للمناهج الدراسية من خلال دمج منهج وزارة الدين ومنهج كلية المعلمين الإسلامية بوندوك الحديث دار السلام جونتور. يشير نموذج تطوير المناهج العربية في مدرسة ابن القيم إلى نموذج تطوير منهج هيلدا طابا. الكلمات المفتاحية: نموذج المنظمة للمناهج العربية ، نموذج تطوير المناهج العربية ، مناهج المدرسة ، منهاج بيسانترين.

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