scholarly journals KURIKULUM PENDIDIKAN BAHASA DALAM PERSPEKTIF INOVASI PEMBELAJARAN

2020 ◽  
Vol 4 (1) ◽  
pp. 165-176
Author(s):  
Maman Suryaman ◽  
Tadkiroatun Musfiroh ◽  
Widyastuti Purbani
Keyword(s):  
Learning Outcomes ◽  
English Language ◽  
Descriptive Analysis ◽  
Language Education ◽  
Analysis Method ◽  
Education Curriculum ◽  
State Identity ◽  
Study Programs ◽  
Innovative Learning ◽  
General Skills

Penelitian ini bertujuan untuk mendeskripsikan kurikulum bahasa dalam perspektif inovasi pembelajaran ditinjau dari Kerangka Kualifikasi Nasional Indonesia (KKNI) dan Standar Nasional Pendidikan Tinggi (SN-Dikti). Desain penelitian yang digunakan adalah deskriptif kualitatif dengan metode analisis isi. Sumber data berupa naskah Kurikulum Program Studi Pendidikan Bahasa Inggris dan Pendidikan Bahasa Prancis, Fakultas Bahasa dan Seni Universitas Negeri Yogyakarta. Instrumen berupa human instrument dilengkapi dengan lembar analisis untuk menelaah dokumen. Analisis data dilakukan secara deskriptif kualitatif dibantu kuantitatif. Kredibilitas penelitian dicapai melalui reliabilitas interater. Hasil penelitian ini adalah sebagai berikut. Pertama, profil lulusan belum dirumuskan berdasarkan realitas profesi yang ada di lapangan sehingga belum secara optimal dapat memberikan pemahaman tentang pengalaman belajar yang dirumuskan melalui capaian pembelajaran. Kedua, kompetensi belum dielaborasi secara lengkap dan relevan ke dalam capaian pembelajaran, profil lulusan, dan model pembelajaran. Ketiga, rumusan kompetensi sikap sudah menjadi bagian dari penyemaian dan pembentukan konsepsi dan perilaku individu tentang kesadaran identitas kebangsaan dan kenegaraan. Namun, kompetensi penguasaan pengetahuan, keterampilan khusus, dan keterampilan umum belum lengkap dan relevan dengan pembelajaran inovatif. LANGUAGE EDUCATION CURRICULUM IN LEARNING INNOVATION PERSPECTIVEThis study was aimed at describing the language education curriculum in the perspective of learning innovation at the Faculty of Languages and Arts, Yogyakarta State University in reference of Indonesian Qualifiation Framework (IQF) and National Higher Education Standards (NHES). The research design used descriptive qualitative and content analysis method. The data were obtained from the curriculum texts of English Language Education and French Language Education Study Programs. Human instrument equipped with an analysis sheet was used to review the data. The data then analyzed using the descriptive analysis method. The credibility of this study was achieved through an inter-rater reliability. The results show that: first, the profile of graduates has not been formulated based on the reality of the field profession so that it has not been able to optimally provide an understanding of learning experiences formulated through learning outcomes. Second, the competencies have not been elaborated completely and relevant into learning outcomes, graduate profiles, and learning models. Third, the formulation of attitude competencies has become part of the seeding and formation of individual conceptions and behaviors about national and state identity awareness, but the competence in mastering knowledge, special skills, and general skills is not yet complete and relevant to innovative learning.

scholarly journals PENGEMBANGAN MODEL KURIKULUM PENDIDIKAN BAHASA INGGRIS BERBASIS KKNI

2016 ◽  
Vol 8 (1) ◽  
pp. 20-36
Author(s):  
Imroatus Solikhah
Keyword(s):  
Quality Assurance ◽  
Content Analysis ◽  
Learning Outcomes ◽  
English Language ◽  
Curriculum Evaluation ◽  
Language Education ◽  
Qualitative Approach ◽  
Education Curriculum ◽  
English Language Education ◽  
English Curriculum

The objective of this study is to promote model English language education curriculum in reference to Indonesian Qualifiation Framework (IQF), practically KKNI-Based English Curriculum.  Curriculum evaluation implementing content analysis was used and qualitative approach that involved document analyses, interview, discussion, and workshop was utilized for data collection.  This study discovers that alignment of terms of CBC and KKNI-Based Curriculum is required, learning outcomes for institution and course learning outcomes are formulated prior to devise list of courses and course distribution.  Admittedly,  credits of the whole program and semesterly credits distribution are successivey determined.  The recent curriculum has put its quality assurance and it might be applicable to adopt.       

scholarly journals A REVIEW OF THE DEPARTMENT OF ENGLISH LANGUAGE EDUCATION CURRICULUM DEVELOPMENT

2019 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Habib Habiburrahim
Keyword(s):  
Curriculum Development ◽  
Current Literature ◽  
English Language ◽  
Language Education ◽  
Education Curriculum ◽  
English Language Education ◽  
Educational Foundation ◽  
Practical Guidance ◽  
Development Methods ◽  
Banda Aceh

A review of the current literature on curriculum development elucidates that much of the existing work either: (i) focuses on the development of educational resources; (ii) rectifies the concept of curriculum; (iii) or identifies desirable features of development methods without providing any practical guidance that synchronizes the needs of any particular education systems and geographical status where students are living. This paper scrutinizes the development of the Department of English Language Education curriculum of Ar-Raniry State Islamic University (Universitas Islam Negeri Ar-Raniry Banda Aceh) Indonesia in line with Aceh context. It is flexible and evolutionary, and is soundly underpinned by proven theory and practices from contemporary curriculum development concepts. Systematically this article explores three pivotal aspects: educational foundation in Aceh, curriculum development in Indonesia, and an ideal curriculum of the Department of English Language Education, particularly in Aceh context.

Curriculum Architecture and Syllabus Design

2019 ◽  
pp. 98-143
Keyword(s):  
Language Learning ◽  
Language Education ◽  
Integrated Model ◽  
Education Curriculum ◽  
Advanced Level ◽  
The Real ◽  
Syllabus Design ◽  
Invariant Approach ◽  
Learning English

The development of a language learning syllabus and the organization of a language education curriculum require an integrated model in which all the aspects covered in the course are interrelated. A syllabus is actually to be a well-founded model that provably corresponds to the real parameters of language learning. With all the correct wording and terminology used, some programs include discrete and internally unrelated formal statements which are of little instructional value. Binary predication units being efficient tools of the invariant approach, a syllabus structured on their basis acquires a functionally balanced representation. A classification of syllabus-related predicative composites is considered, alongside examples of content presentation and inceptive introduction practice. The main issues considered include the notions of curriculum and syllabus, syllabus design peculiarities, the invariant approach inventory in syllabus design projections, and examples of invariant predicative layouts on the advanced level of learning English at university.

scholarly journals MUHZIN NAWAWI - PENGEMBANGAN KURIKULUM PENDIDIKAN BAHASA ARAB

2017 ◽  
Vol 19 (1) ◽  
pp. 85
Author(s):  
Muhzin Nawawi Muhzin Nawawi
Keyword(s):  
Cultural Competence ◽  
Language Education ◽  
Arabic Language ◽  
Religious Language ◽  
Education Curriculum ◽  
Language Curriculum ◽  
Global Era ◽  
Quality Of Learning ◽  
The Times

Arabic language has a very urgent position for Muslims, it is not only as a religious language (al-qur'an) but also as a science that needs to be developed through the development of its curriculum. The development of an Arabic language education curriculum is believed as a strategic way in the development and improvement of the quality of its education that ideally oriented towards of meeting the demands of development and also to respond to the challenges of globalization by still considering the proportionality both in the quantity and the quality of learning dimension in accordance with the formulated standards. The epistemology of Arabic science and its curriculum needs to be addressed and oriented to the formation of competitive maturity in today's global era. So the  Arabic language education curriculum should ideally be developed integratively, holistically and humanistically. The education stakeholders should work sinergically to strengthen the Arabic language position, especially in the development of the Arabic language curriculum itself. The implication of  that Arabic language graduations can realize three competencies, namely: linguistic, communicative, and socio-cultural competence in accordance with the demands of the times and become rahmatan lil ummah

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