scholarly journals PENGEMBANGAN KURIKULUM MUATAN LOKAL DALAM MEMBENTUK KARAKTER LULUSAN SISWA SMA 2 DARUL ULUM REJOSO JOMBANG

2019 ◽  
Vol 6 (1) ◽  
pp. 94-107
Author(s):  
Syukrianto Syukrianto
Keyword(s):  
Curriculum Development ◽  
Learning Strategies ◽  
Formative Evaluation ◽  
National Curriculum ◽  
Boarding Schools ◽  
School Curriculum ◽  
Theory And Practice ◽  
Learning Objectives ◽  
Context Analysis ◽  
Local Content

Curriculum development of local content developed with the development of the theory and practice of education, also varies according to the flow or educational theories which adhered. Strengthening local content curriculum developed by SMA 2 Darul Ulum Rejoso Jombang pesantren with in the school curriculum of reinforcement for the creation of local content. This research method using of development Dick & Carey (2009), is the identification of the learning objectives, analysis of learning, learner and context analysis, define learning objectives, development assessment instruments, developing learning strategies, developing and selecting study materials, design and conduct formative evaluation, revision and designing and conducting evaluation summative. This research data using the local content curriculum development for SMA 2. The result and discusion concept of strengthening the curriculum of SMA 2 educational concept is Tebuireng reforming education boarding school that has existed previously with the emphasis on the concept of making the Qur'an as the main source for research in learning and make the Quran as development of an strengthening local charge. The formation of character in students graduate SMA 2 is able to master the three curriculum i.e. boarding schools curriculum, national curriculum and curriculum of Cambridge, formally pocketed three diplomas i.e. diploma boarding schools, national public ijasah, and Cambridge Certificate, which will be used as a provision for continuing education to the next level.

scholarly journals Inovasi Kurikulum Pendidikan SMA Darul Ulum 2 di Pondok Pesantren Darul Ulum Jombang

2020 ◽  
Vol 4 (2) ◽  
pp. 1-13
Author(s):  
MUHAMMAD NUR HAKIM ◽  
Mohammad Tholhah Hasan
Keyword(s):  
Learning Strategies ◽  
Innovation Process ◽  
Boarding Schools ◽  
School Curriculum ◽  
Curriculum Innovation ◽  
Curriculum Content ◽  
Educational Curriculum ◽  
Education Model ◽  
The Government ◽  
Taking Action

ABSTRACTIn this era of globalization the government has focused on pesantren to advance the quality ofeducation in Indonesia. The development of pesantren education must be carried out competitively. Pesantreneducation must also be able to provide a guarantee of the superiority of competent outputs. The developmentcarried out by Islamic boarding schools is an effort to produce superior outputs and outflows.This study aims to determine the innovations created by pesantren through schools by referring to thefollowing formulation: 1) school curriculum innovation. 2) the implications of school curriculum innovations onboarding schools, and 3) the relevance of school curriculum innovations to boarding schools.The results of the study show that: First, the curriculum innovation process is carried out through fivestages, namely 1) the formulation stage by introducing the pesantren education model, 2) the stage ofadjustment, the Cambridge curriculum is adjusted to the existing system, 3) the determination stage byestablishing an international curriculum adoption , 4) the stage of support, namely taking action to supportinnovation, 5) the stage of correction, which is a form of correction of the program implemented. Second, theimplications of the educational curriculum innovation in the school on the pesantren curriculum are found in thecurriculum component which includes: 1) curriculum content; 2) learning media; 3) learning strategies andlearning processes; and 4) evaluation; Third, school curriculum innovation is closely related, relevant, suitableand connected with the pesantren curriculum in the form of both the school curriculum and the boardingcurriculum.Keyword: Innovation, Curriculum, School, Boarding School.ABSTRAKDi era globalisasi ini, pemerintah telah fokus pada pesantren untuk memajukan kualitas pendidikan diIndonesia. Pengembangan pendidikan pesantren harus dilakukan secara kompetitif. Pendidikan pesantren jugaharus mampu memberikan jaminan keunggulan out put yang yang mampu bersaing. Pengembangan yangdilakukan oleh pesantren merupakan usaha untuk menghasilkan out put dan out come unggulan.Penelitian ini bertujuan untuk mengetahui inovasi yang diciptakan pesantren melalui sekolah denganmengacu pada rumusan berikut: 1) inovasi kurikulum sekolah. 2) implikasi inovasi kurikulum sekolah terhadappesantren, dan 3) relevansi inovasi kurikulum sekolah terhadap pesantren.Hasil penelitian menunjukkan bahwa: Pertama, proses inovasi kurikulum dilakukan melalui limatahap, yaitu 1) tahap perumusan dengan mengenalkan model pendidikan pesantren, 2) tahap penyesuaian yaitukurikulum cambridge disesuaikan dengan sistem yang ada, 3) tahap penetapan dengan melakukan penetapanterhadap adopsi kurikulum internasional, 4) tahap dukungan yaitu melakukan tindakan dukungan terhadapinovasi, 5) tahap koreksi, yaitu bentuk koreksi atas program yang dilaksanakan. Kedua, implikasi inovasikurikulum pendidikan di sekolah terhadap kurikulum pesantren terdapat pada komponen kurikulum yangmeliputi: 1) isi kurikulum; 2) media pembelajaran; 3) strategi pembelajaran dan proses pembelajaran; dan 4)evaluasi; Ketiga, inovasi kurikulum sekolah berkaitan erat, relevan, cocok dan nyambung dengan kurikulumpesantren baik berbentuk kurikulum sekolah maupun kurikulum asrama.Kata Kunci: Inovasi, Kurikulum, Sekolah, Pesantren.

scholarly journals Developing Multiple Intelligences-Based Thematic Comic Module

2017 ◽  
Vol 6 (4) ◽  
Author(s):  
Alif Mudiono ◽  
Sa’dun Akbar ◽  
Arnelia Dwi Yasa ◽  
Denna Delawanti Chrisyarani
Keyword(s):  
Multiple Intelligences ◽  
Family Environment ◽  
Formative Evaluation ◽  
Learning Strategy ◽  
Learning Objectives ◽  
Assessment Instrument ◽  
Learning Material ◽  
Final Test ◽  
Context Analysis ◽  
Content List

This research is aimed to develop multiple intelligences-based thematic comic module. This research used research and development approach Dick Carey and Carey model. The procedures of the module development are: (1) identifying learning objectives, (2) learning analysis, (3) students and context analysis, (4) formulating specific learning objectives, (5) developing assessment instrument, (6) developing learning strategy, (7) developing and choosing learning material, (8) designing and conducting learning formative evaluation, (9) revising learning material. This research has been conducted up to the seventh step that is developing and choosing learning material. The results of this step are: (1) student’s module design, (2) teacher’s guideline design. This student module entitled multiple intelligences-based thematic comic module with environment theme that consists of three sub-theme, they are: (1) family environment, (2) school environment), (3) society environment. The component consists of: opening (title, foreword, user guidelines, module part, character introduction, and content list), main part (concept map, news, and expectation box), and learning (material exploration, let’s practice, assignment, conclusion, independent test, module final test) and the final part (mini vocabulary, assessment guide, bibliography). Teachers’ guide consists of: (1) foreword, (2) teacher’s guidelines, (3) teacher’s role in using the module, (4) fifth grade SKL and KI, (5) multiple intelligences mapping, (6) content list, (7) first sub-theme mapping, (8) second sub-theme mapping, (9) third sub-theme mapping, (10) bibliography, (11) module final test, (12) key answers and scoring.

Towards an African-Centered Model of Learning

2021 ◽  
pp. 155-177
Author(s):  
Rendani Tshifhumulo ◽  
Faith F. Musvipwa ◽  
Tshimangadzo Justice Makhanikhe ◽  
Livhuwani Daphney Tshikukuvhe
Keyword(s):  
South Africa ◽  
South African ◽  
Learning Strategies ◽  
Education System ◽  
Teaching And Learning ◽  
National Curriculum ◽  
School Curriculum ◽  
African Students ◽  
African Languages ◽  
Cultural Aspects

This chapter interrogates the current teaching and learning strategies in South African higher institutions of learning in relation to the negligence of cultural aspects. For many years now, the general population in South Africa agitated for the amendment or annulment of the current education system as a means of restoring the African norms and values. The suspension and/or expulsion of some African students from schools due to their adherence to African values is a vivid example of how the education system undermines African cultures and traditions. The chapter deliberated on story telling as one of the methods that is relevant for Indigenous Knowledge Systems. On the central argument of the chapter the authors conversed on colonialisation and its impact on education in South Africa. OBE and the revised national curriculum statement and the crises in South African education system are discussed. The chapter ends by interrogating the possibility of using African Languages in the school curriculum.

scholarly journals LEARNING MANAGEMENT ISLAMIC JUNIOR HIGH SCHOOL (MADRASAH TSANAWIYAH) IN BANDAR LAMPUNG CITY, INDONESIA

2020 ◽  
Vol 8 (12) ◽  
pp. 131-136
Author(s):  
Selamat a ◽  
◽  
Nirva Diana ◽  
Jamal Fakhri ◽  
Koderi a ◽  
...  
Keyword(s):  
Curriculum Development ◽  
Learning Strategies ◽  
Junior High School ◽  
Time Allocation ◽  
Evaluation System ◽  
School Curriculum ◽  
Point Of View ◽  
Development Team ◽  
Professional Evaluation ◽  
Evaluation Of Learning

The Purpose in this study was to determine the planning, organizing, implementation, and evaluation of learning in MTsN Bandar Lampung City.This study uses an interpretive (a perspective that relies on the goal of understanding and explaining the social world from the point of view of the actors involved in it) paradigm with qualitative-descriptive methods. The approach used is naturalistic phenomenology.Findings from the results of the study about planning, organizing, implementation, and evaluation in MTsN Bandar Lampung City are Planning starting with the establishment of the School Curriculum Development Team (TPKS) which is determined based on the school decree and is chaired by Headmaster. Organizingthe curriculum development team ranges from 7 people to 16 members. Meet the number of teacher qualifications.The teacher monitoring, evaluating the suitability of the SKL and evaluating the types of tests in the cognitive, effective, and practical fields.Implementation learning burden in the form of a package system. Build and develop Islamic education professional. Evaluation curriculum implementation includes objectives, learning strategies and methods, learning materials, time allocation, evaluation system, teachers ability, and learning outcomes.

scholarly journals Peran guru dalam pelaksanaan dan pengembangan kurikulum tahfiz Al-Qur’an di masa pandemi COVID-19

2021 ◽  
Vol 10 (1) ◽  
pp. 57
Author(s):  
Dia Hidayati Usman ◽  
Sofyan Sauri ◽  
Amir Faishol Fath
Keyword(s):  
Curriculum Development ◽  
Research And Development ◽  
Learning Strategies ◽  
Research Method ◽  
Learning Objectives ◽  
Teachers And Students ◽  
Research Objects

<p class="15bIsiAbstractBInggris"><em>This research aims to formalize learning objectives, strategies in achieving memorization targets, how to run the learning curriculum, especially in the COVID-19 pandemic situation. The research method used is (a) muayasyah (living directly with students for several months so that all activities appear clearly in plain sight. (b) research and development, by analyzing and reviewing the facts in the field. (c) interview, i.e., by formal and informal live interviews with the leadership, teachers, and students. (d) library, i.e., by referring to relevant previous studies. (e) observation, by conducting direct research into field facts related to research objects. (f) documentation, using existing documents in the form of reading books, and so on. The results show that teachers are at the forefront of curriculum development, that every teacher must be smart in capturing every developing situation. That the materials and learning strategies that have been developed can be used to be a comparison to improve the quality of teachers. From this research, it can be concluded that in the work of curriculum preparation is not enough only to use experts but also to involve teachers who are qualified as a team and contributors to ideas from the field.</em></p><p class="15bIsiAbstractBInggris"><strong><br /></strong></p><p class="16aJudulAbstrak"><strong>Abstrak</strong></p><p class="16bIsiAbstrak">Penelitian ini bertujuan untuk merumuskan tujuan pembelajaran, strategi dalam mencapai target hafalan, cara menjalankan kurikulum pembelajaran terutama di masa pandemik COVID-19. Metode penelitian yang digunakan adalah (a) <em>muayasyah</em> (hidup langsung Bersama peserta didik selama beberapa bulan, sehingga semua kegiatan tampak dengan nyata di depan mata. (b) <em>research</em> dan <em>development</em>, dengan menganalisis dan mengkaji fakta-fakta di lapangan. (c) <em>interview</em>, yaitu dengan wawancara langsung secara formal maupun informal kepada pihak pimpinan, para guru dan peserta didik. (d) <em>library</em>, yaitu dengan merujuk kepada penelitian-penelitian sebelumnya yang relevan. (e) observasi, dengan melakukan penelitian langsung kepada fakta-fakta lapangan terkait objek penelitian. (f) dokumentasi, dengan menggunakan dokumen yang sudah ada berupa buku bacaan dan sebagainya. Hasil penelitian menunjukkan bahwa para guru adalah garda terdepan dalam pengembangan kurikulum, bahwa setiap guru harus cerdas dalam menangkap setiap situasi yang berkembang. Bahwa bahan dan strategi pembelajaran yang telah dikembangkan bisa digunakan untuk menjadi perbandingan dalam rangka meningkatkan kualitas guru. Dari penelitian ini bisa disimpulkan bahwa dalam kerja penyusunan kurikulum tidak cukup hanya menggunakan para ahli tetapi juga harus melibatkan para guru yang berpengalaman sebagai tim dan penyumbang ide dari lapangan.</p>

scholarly journals The impact of integrating environmental health into medical school curricula: a survey-based study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Benjamin Kligler ◽  
Genevieve Pinto Zipp ◽  
Carmela Rocchetti ◽  
Michelle Secic ◽  
Erin Speiser Ihde
Keyword(s):  
Climate Change ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Environmental Health ◽  
School Curriculum ◽  
Learning Objectives ◽  
Lead Contamination ◽  
Institute Of Medicine ◽  
The Impact

Abstract Background Inclusion of environmental health (EH) in medical education serves as a catalyst for preparing future physicians to address issues as complex as climate change and health, water pollution and lead contamination. However, previous research has found EH education to be largely lacking in U.S. medical education, putting future physicians at risk of not having the expertise to address patients’ environmental illnesses, nor speak to prevention. Methods Environmental health (EH) knowledge and skills were incorporated into the first-year medical school curriculum at Hackensack Meridian School of Medicine (Nutley, New Jersey), via a two-hour interactive large group learning module with follow up activities. Students completed the Environmental Health in Med School (EHMS) survey before and after the year 1 EH module. This survey evaluates medical students’ attitudes, awareness and professionalism regarding environmental health. In year 2, students completed the Environmental Health Survey II, which measured students’ perceptions of preparedness to discuss EH with future patients. The research team created both surveys based upon learning objectives that broadly aligned with the Institute of Medicine six competency-based environmental health learning objectives. Results 36 year 1 students completed both the pre and post EHMS surveys. McNemar’s test was used for paired comparisons. Results identified no statistically significant changes from pre to post surveys, identifying a dramatic ceiling. When comparing year 2, EHS II pre-survey (n = 84) and post-survey (n = 79) responses, a statistically significant positive change in students’ self-reported sense of preparedness to discuss environmental health with their patients following the curriculum intervention was noted. Conclusions Our conclusion for the EHMS in Year 1 was that the current generation of medical students at this school is already extremely aware of and concerned about the impact of environmental issues on health. Through the EHS II in Year 2, we found that the six-week environmental health module combining didactic and experiential elements significantly increased medical students’ self-reported sense of preparedness to discuss environmental health issues, including climate change, with their patients.

Food education in Finnish primary education – defining themes and learning objectives using the Delphi technique

2021 ◽  
Vol 123 (13) ◽  
pp. 404-427
Author(s):  
Aija Liisa Laitinen ◽  
Tanja Tilles-Tirkkonen ◽  
Leila Karhunen ◽  
Sanna Talvia
Keyword(s):  
Primary Education ◽  
Delphi Study ◽  
Primary Schools ◽  
Food Systems ◽  
Basic Education ◽  
Qualitative Content Analysis ◽  
School Curriculum ◽  
Learning Objectives ◽  
Content Type ◽  
Food Education

PurposeThe importance of food education in primary schools has been globally recognised. However, more detailed definitions of its learning objectives are rarely found. The study aimed to define multisectoral themes and learning objectives for food education in primary education in Finland.Design/methodology/approachA descriptive three-round Delphi study was conducted with experts in food education in various organisations. In the first questionnaire, the participants were asked to define possible objectives for food education related to general objectives for basic education. Respondents of the first questionnaire formed a research panel (n = 22). These panellists were then invited to complete the second (n = 16) and third questionnaires (n = 12), where the objectives were further modified. Qualitative content analysis and Bloom's taxonomy were applied in the process of creating the learning objectives.FindingsIn the iterative process, 42 learning objectives for food education in primary schools were defined. Further, “Sustainability and ethics of food systems” was defined as the cross-cutting theme of food education. In addition, 13 subthemes were defined, which fell into three thematic categories: personal (e.g. feelings), practical (e.g. eating) and intangible (e.g. culture) issues.Originality/valueThe defined learning objectives for a holistic food education may be used in advancing primary school curriculum in Finland and perhaps other countries.

Sign in / Sign up

Export Citation Format

Share Document