STUDI KOMPARASI KMA NO. 183 TAHUN 2019 DENGAN KMA NO. 165 TAHUN 2014 TENTANG PEDOMAN KURIKULUM 2013 MATERI PAI DAN BAHASA ARAB

In the world of education, it is very common for curriculum changes to be carried out with various considerations in accordance with changing times. In line with changes in the curriculum in Indonesia, the Ministry of Religion also issued a new curriculum written in KMA No. 183 of 2019 replacing KMA No. 165 of 2014 concerning 2013 curriculum guidelines for PAI and Arabic language materials. In KMA No. 165 of 2014 and KMA No. 183 of 2019, it is stated that the basic framework of the Madrasah Curriculum (PAI and Arabic) has been developed on philosophical, sociological, psycho-pedagogical, and juridical basis. Regarding the assessment of PAI and Arabic, KMA No. 183 of 2019, still has some similarities with KMA No. 165 of 2014, among others, assessment objectives, assessment principles, assessment methods, assessment techniques and tools as well as assessment aspects (attitudes, knowledge and skills). However, the highlight of KMA No. 183 of 2019 is the assessment of aspects of knowledge that require higher-order thinking skills or HOTS which has never been discussed at KMA No. 165 of 2014 before. ABSTRAKDalam dunia pendidikan sangat lumrah jika perubahan kurikulum terus dijalankan dengan berbagai pertimbangan sesuai dengan perubahan zaman. Sejalan dengan perubahan kurikulum di Indonesia, Kementerian Agama juga mengeluarkan kurikulum baru yang tertulis dalam KMA No. 183 tahun 2019 menggantikan KMA No. 165 tahun 2014 tentang pedoman kurikulum 2013 materi PAI dan Bahasa Arab. Dalam KMA No. 165 Tahun 2014 dan KMA No. 183 Tahun 2019, disebutkan bahwa kerangka dasar Kurikulum Madrasah (PAI dan Bahasa Arab) telah dikembangkan atas dasar falsafah, sosiologi, psiko-pedagogis, dan yuridis. Terkait penilaian PAI dan Bahasa Arab, KMA No. 183 Tahun 2019, masih memiliki beberapa kesamaan dengan KMA No. 165 Tahun 2014, antara lain tujuan penilaian, prinsip penilaian, metode penilaian, teknik dan alat penilaian serta aspek penilaian (sikap, pengetahuan dan keterampilan). Namun yang menjadi sorotan dari KMA No 183 Tahun 2019 ini adalah penilaian aspek pengetahuan yang membutuhkan kemampuan berpikir tingkat tinggi atau HOTS yang belum pernah dibahas di KMA No 165 Tahun 2014 sebelumnya.

Pengembangan Kurikulum Pendidikan Agama Islam (PAI) di Madrasah

This research is a research that contributes ideas in developing curriculum in Madrasah. This is because the progress of the times has penetrated all areas of life, including the field of education. Of course the progress of the times demands progress that affects all aspects in it, including the curriculum as a reference in the education process. So there is a need for curriculum development, especially in Madrasas which in fact prioritize religious education in it. This is of course related to the demands of the times for graduates from Madrasas to be able to compete and not be out of date. The method in this study uses qualitative research and the type of research is library research. The results of this study are the curriculum development process includes: Determining the Model in Development, analyzing Needs and Situations, Determining Objectives, Goals, Goals, Formulating Content in the Curriculum, Selecting Methods in Developing Curriculum, Evaluating Curriculum, Implementing Curriculum, Curriculum Changes Providing Feedback.

IMPLEMENTASI KURIKULUM 2013 SAAT PEMBELAJARAN DARING DI MAN 2 MADIUN MELALUI TAHAPAN PERENCANAAN, PELAKSANAAN DAN EVALUASI

Indonesia is a country that always tries to keep up with the developments of the Globalization Era and persuasion, every change of Head of State (President) as well as Change of Minister of Education, curriculum changes are made. The curriculum in Indonesia has undergone several changes until finally a new curriculum was born in 2013, which we usually call the 2013 Curriculum. The 2013 curriculum is running well in several schools. However, without being planned in early 2020 in various countries in the world experiencing the covid-19 pandemic, it has an impact on the learning of school students in Indonesia. What students usually do offline learning is now done boldly. In accordance with the problems that occurred, this study aims to analyze "How to Apply the 2013 Curriculum when online learning during the Covid-19 Pandemic at MAN 2 Madiun". The method used is qualitative based on numbers and data in addition to using literature research. From the results of the study, there were several problems experienced by students and teachers such as lack of understanding of the material, difficulty in communicating, mastery of technology. The COVID-19 pandemic has affected many things in the world of education. As educators, teachers must find solutions to any problems that occur so that learning activities continue to run well during the COVID-19 pandemic

Curricular policies and flexibility – anathemas and beliefs

This paper discusses some issues and concepts within the current curriculum debate in both a diachronic and international perspective. Recent curriculum changes have been mostly determined by massification of student bodies, bringing into the school system a variety of social and cultural backgrounds. From the point of view of this analysis, the concept of flexibility is critical in this discussion as it explains the long‑term change of policies from 1990 on, with respect to levels of curriculum decision, namely the articulation between national level responsible for establishing the common core, and local level responsible for adapting curriculum to micro-social contexts. The author refers to this dialectic as curriculum binomial. Contributions from both curriculum research and international macro‑policies are mobilized, in order to clarify the response in our time to the classic curriculum question; What is worth to learn – and therefore to teach – in formal educational systems, so that they may meet the needs of our time, and why? In line with this problematization, we propose an analysis of Portuguese curriculum changes after the implementation of school massification (after the 1960s) and synthesize key‑concepts in international recommendations. Finally, we discuss some implications of this process for teachers and schools.

Understanding and developing food pedagogies in Ontario pre-service education

Policy documents implore Ontario teachers to integrate environmental education (EE) in the curriculum. Evidence of significant barriers such as lack of time, resources and knowledge, and lack of preparation at the Bachelor of Education level to teaching EE is well documented (Barrett, 2007, 2013; Stevenson, 2007; Thompson, 2004). Food literacy (FL) is often considered a framework from which to understand environmental issues, thus the authors sought to consider its’ usefulness in aiding integration of EE curricula. Using a ‘theory into practice’ approach we asked: Can food literacy be used to make environmental issues more relevant and accessible, thus diminishing the barriers to teaching EE? How do pre-service teachers define FL and do they know enough to use this framework? Qualitative interviews were conducted with thirteen Ontario pre-service teachers to determine their understanding of FL. Findings included a lack of exposure to FL concepts, however, there was an interest to using FL to help teach EE. Some suggestions to improve food pedagogy in the pre-service program and placements included: curriculum changes that made explicit connection to food; clear linkages between environmental issues and food; empowering students to do projects, debates and assignments on food, and experiential learning. Ultimately, there was interest and promise of utilizing FL to integrate EE, but a change of culture at the pre-service level is needed for it to be supported.

Curriculum Changes in the Visegrad Four: Three Decades After the Fall of Communism by Tomáš Janík, Štefan Porubský, Magdolna Chrappán, Kinga Kuszák

Bibliography of the reviewed book: Janík, T., Porubský, Š., Chrappán, M., & Kuszák, K. (2020). Curriculum changes in the Visegrad Four: three decades after the fall of communism. Waxmann.

Problem Analysis of Science Learning Based on Local Wisdom: Causes and Solutions

This study aims to analyze the problematic analysis of science learning based on local wisdom and the solution in terms of its solution in terms of several aspects, namely: curriculum, teachers, students, learning strategies, assessments, facilities and infrastructure. This type of research is descriptive qualitative. The research data was obtained through literature review and giving questionnaires to 65 respondents. The respondents came from 201 teachers who are alumni at one of the universities in Mataram City who are members of WAG IKA (WhatsApp Group Alumni Association). The questionnaire contains a list of six open-ended questions. The results of the study provide information that curriculum changes are expected to answer the needs of the times and consider local wisdom according to the characteristics of each region, these changes require mental changes from curriculum implementers. The quantity of teachers is sufficient but the quality of teachers still needs to be improved, especially in designing learning tools based on local wisdom. From the student factor, the role of parents as well as motivation and interest in learning is important to improve so that learning outcomes are as expected, and students also care about local wisdom in their neighborhood. For this reason, teachers need good learning strategies in planning local wisdom-based learning processes in the classroom by considering authentic assessments that are able to measure aspects of students' attitudes, knowledge, and skills in learning science. Facilities and infrastructure that can support science learning activities based on local wisdom include: library facilities, science laboratories, multimedia laboratories, and objects of local wisdom around students.

School Middle Leaders and Change Management: Do They Need to Be More on the “Balcony” than the Dance Floor?

The term “middle leader” in the context of English education has evolved into an overarching title to describe a leadership position for practitioners who have school wide responsibilities in addition to their classroom duties. Such responsibilities can consist of pastoral leadership; curriculum leadership; leadership of additional student support; leadership of a team or phase and leadership of a specific school improvement priority. Educational middle leadership is founded on the notion of bringing together the duty of contributing to a strategic leadership remit whilst remaining firmly within the role of a classroom practitioner. It is argued that this ‘space’ for middle leadership is due to the increasingly hierarchical organisational structures of schools; consequently, being viewed as the ‘middle layer’. However, it is often unclear how much real authority or autonomy middle leaders have either to act strategically or make leadership decisions for their school. Despite many studies having previously explored the impact of senior leadership in improving school systems through deploying varied leadership styles, there is an absence in literature underpinning what constitutes effective strategic middle leadership. This study explored and interrogated the strategic ability of middle leadership, to contribute to this discourse. It critically reflected on the effectiveness of middle leadership, in a small-scale context, when making sustainable curriculum changes to a primary school’s maths curriculum. The research methodology adopted was an autoethnographic approach. It used a documentary method, that consisted of a reflective journal, kept by the first researcher, who was also a maths curriculum middle leader within an English primary school. The reflective journal was used as an authenticated document for elucidation and analysis. The main findings suggested that collective leadership was appropriate for this research context. The study further evidenced the reality of how personal, yet important understanding leadership cultures are, in all levels of leadership. The conclusion pointed to the direction of middle leaders being more successful if they were strategic, and therefore must both find and develop systems that assist them to be located on the “balcony” rather than only the dance floor.

A three-legged stool: Teachers’ views of Junior Cycle Physical Education curriculum change

The purpose of this paper was to examine Irish Physical Education teachers' views on curriculum change at the beginning of its implementation stage, with a particular focus on revision to the Physical Education curriculum and the new Wellbeing programme. In the light of these revisions, teachers were asked to make considerable changes to their beliefs and pedagogical approaches. Teacher change theory provided a lens through which to examine teachers' views. We reimaged the three aspects of teacher change as a triangle or ‘three-legged stool' where the three elements of curriculum materials/resources, pedagogy, and beliefs combine to offer a sense of security to sustain the impending changes. A survey and a series of semi-structured interviews provided data and in total 119 second level Physical Education teachers participated. Analysis was conducted using descriptive statistics of quantitative data and inductive and deductive analysis of qualitative data. Three themes were developed: A Learning Focus, Embracing Change, and Curriculum Enactment. Contrary to recent findings in the change literature, the teachers in this study welcomed curriculum changes as their beliefs aligned with the purpose of the reform of Physical Education. The results indicated that the new curriculum was catching up with teachers’ core beliefs about the purpose of Physical Education. However, in line with recent research, teachers were sceptical about ongoing support for resourcing and continued professional development. In conclusion, the ‘three-legged stool of sustained change has the potential to be unbalanced thereby maintaining teacher buy-in to the new reforms is potentially fragile.

Argentine Curriculum in Covid-19 Pandemic

Corona virus disease 2019 (Covid-19) began to spread in Argentina in March 2020, based on data until August 25, 2020, in Argentina there were more than 350,000 people infected with the corona virus -19, ranked in the top 15 countries with the most cases. The purpose of this paper is to prepare curriculum development in Argentina in the face of the COVID-19 pandemic. The research method used is literature study, collecting information and data through various literatures, books, journals, Argentine government regulations, relevant previous research results. as well as other references. The analysis carried out is the process of preparing the curriculum in Argentina in the face of the covid-19 pandemic with the Saylor curriculum formulation model, which consists of curriculum planning, curriculum implementation, and curriculum evaluation. The Argentine government has issued several regulations and curricula in dealing with the COVID-19 pandemic. CFE Resolution No. 362/2020 decree governing the Distance Education Protocol, with Resolution N° 423/2020 the Ministry of Education of the Nation established the “Advisory Council on Current Return to Classroom Planning”. In the Saylor, Alexander and Lewis model, curriculum changes are implemented in three stages, namely; the curriculum design stage, the curriculum implementation stage, and the curriculum evaluation stage, curriculum changes are made to ensure that citizens continue to receive education.