LIBERAL THINKING IN SALAF PESANTREN, IS IT POSSIBLE? (FREEDOM OF THOUGHT THE SANTRI MA’HAD ALY SUKOREJO, SITUBONDO)

The existence of Ma’had ‘Aly is an exciting thing and brings a narrative of controversy. Since being legalised in 2002, Ma’had ‘Aly has transformed into a modern Islamic educational institution under the auspices of a traditional Salaf pesantren. This article aims to explain Ma’had ‘Aly as an Islamic educational institution that specifically (takhaṣṣuṣ) produces fiqh experts and supports freedom of thought in exploring Islamic law. The research method uses a qualitative approach by studying documents extracted from the history of Ma’had ‘Aly, the takhaṣṣuṣ curriculum, and the Tanwirul Afkar (TA) bulletin. The results reveal the integration of the Ma’had ‘Aly curriculum, which is combined with the general curriculum and contemporary scriptures. Second, the controversy over TA as a forum for students to manifest their competence as fuqaha on various developing issues. Some of the controversial issues decided by TA were allowing interfaith marriages, allowing non-Muslim Indonesian President elections, and similarities between Islam and Christianity in relations and history. Some realities above show that Islamic liberal thought has emerged in salaf pesantren through Ma’had ‘Aly. The contribution of this research provides novelty that apparently Ma’had ‘Aly is trying to show that the door of ijtihād in the excavation of Islamic jurisprudence is still wide open.

A curriculum for students with intellectual disabilities in Jordan

This qualitative study describes the status of the curriculum for students with intellectual disabilities (SWID) in Jordan, from their teachers’ perspectives and from field observations. Research data were analysed using content analysis methodology. These qualitative data were gained by interviews with 54 teachers and by field observations of classes of SWID. Data analysis revealed five major themes: teachers’ perceptions of curriculum areas, teachers’ perceptions of curriculum characteristics, levels of teacher professional competence and training needs and teachers’ perceptions of problems of curriculum implementation and curriculum components. The study concludes that there is widespread confusion regarding the curriculum for SWID; genuine problems in access to the general curriculum for SWID; problems in SWID preparation for inclusion; and low expectations regarding SWID. Recommendations are provided regarding the importance of enhancing the SWID curriculum, and of improving teachers’ professionalism and practices.

Difficulties in using correct English prepositions among EFL students

The objectives of this study are to find out the reasons of this problem and find some solutions. The participants were ten students at levels seven and eight, at the Faculty of Sciences and Arts. The researcher used the Descriptive Statistical Method and collected the data via a written test as the main research tool. The data were then analyzed using a Statistical Package of Social Sciences Programme (SPSS). The results were as follows: Saudi students faced problems with using the correct prepositions after certain verbs. Students encountered difficulties in identifying the correct prepositional phrase. Students experienced the same problem with the use of English prepositions in writing tasks and in daily communication. The recommendations of this study are that students need to revise the use of English prepositions in general and need more practice in the use of prepositions after certain verbs. They also need to make a greater effort to use English prepositional phrases in their written work. Regarding writing courses, students need to focus more on the use of prepositions in general. Curriculum designers need more attention about teaching prepositions in their textbooks and curriculums. HIGHLIGHTS: Saudi students faced problems with using the correct prepositions after certain verbs. Students encountered difficulties in identifying the correct prepositional phrase. Students experienced the same problem with the use of English prepositions in writing tasks and in daily communication.

Professional Skills Teaching Within Veterinary Education and Possible Future Directions

Once ignored for their potential to take up precious time within the veterinary curriculum at the expense of hard science and technical competencies, professional skills such as ethical conduct, professional conduct, and communication skills are now considered essential in the creation of successful and employable graduates. Despite the requirement to include professional skills in veterinary curricula, limited communication among colleges and inconsistent documentation of curricular developments have led to a wide range of teaching and assessment methods with no consistent standards existing among colleges. Integration of professional competency teaching into the general curriculum is lauded widely, but barriers such as faculty buy-in have kept many colleges from moving toward a standard in which professional competencies are integrated into the general curriculum. The aim of this article is to provide veterinary educators and curriculum designers with an understanding of the rationale for including professional skills teaching within the curriculum while also presenting currently used, as well as recommended, strategies for effective instruction of professional skills.

The Practice of Deming Cycle Improvement Mechanism in Climate Change Environmental Education

Cultivating environmental literacy is one of the most important tasks in the face of climate change. The purpose is to construct the general curriculum content of improving climate change adaptation to environmental literacy, and to plan the evaluation mechanism of learning effectiveness. The use of learning theory, Problem-Based Learning (PBL) theory and Plan-Do-Check-Act (PDCA) cycle theory to improve the curriculum content and teaching continued to improve. This study focuses on the design courses from the three cognitive aspects of “conceptual cognition,” “practical exercise” and “hands-on experience.” Teach students how to cope with and respond to climate change to establish environmental literacy to mitigate the impact of natural reactions, and enhance awareness of environmental literacy by learning the science of climate adaptation and mitigation. The results of the actual implementation of the effectiveness assessment shows that, through student’s feedback learning results, the courses presented gains for more, to know the appropriateness and necessity of curriculum planning, can be provided to the basic research of environmental literacy teaching curriculum planning.

Development of economic competence of students at general grammar schools through a non-formal opportunity to learn with experts

For many years empirical studies have repeatedly pointed to the need to improve the economic competence of adolescent and young adults. This demand is already reflected – at least in part – in the inclusion of economic content in the curriculum of general educational schools. However, the curricular implementation seems to be only partially comprehensive enough to sufficiently support the acquisition of economic competence, so that non-formal and informal learning opportunities do not lose their importance as a supplement to the general curriculum-based framework. The research situation, however, is hardly given with regard to empirical findings on the effectiveness of such learning opportunities for the acquisition of economic competence. Therefore, our intervention study examines the role of non-formal learning opportunities in the economic field as a supplement to normal economic teaching lessons and how these learning opportunities affect the competence development of students in general educational schools. The results show that the intervention group was able to improve its economic competence significantly more than the control group. Furthermore, it becomes clear that over the intervention period the influence of personal factors loses relevance for the prediction of economic competence, but only for the intervention group.

Religious Moderation-Based Islamic Education Model by Nahdlatul Ulama at Islamic Boarding Schools in Lampung Province

Nahdlatul Ulama (NU) has made a substantial contribution to Islamic education, especially in the world of Islamic boarding schools. Islamic boarding schools have a significant influence in creating intelligent and great young generations. The focus of this study is to analyze the implementation and the results of Islamic education based on religious moderation in Islamic boarding schools in Lampung province. The Islamic boarding schools that served as objects of study are Islamic boarding schools in Lampung province that have implemented religious moderation, namely the Ushuluddin Islamic Boarding School in South Lampung, Al-Hikmah Islamic Boarding School Bandar Lampung, Al-Hidayat Islamic Boarding School Pesawaran, and Raudhatu Sholihin Islamic Boarding School Central Lampung. This study applied the field research design with a qualitative descriptive approach. The data were collected through observation, interviews, and documentation. The study results show that Islamic boarding schools in Lampung province have implemented Islamic education based on religious moderation. Islamic boarding schools in Lampung province have similarities in terms of application, namely Tawasuth (taking the middle way) and Tsamuh (tolerance). They also integrate the general curriculum and religious curriculum by studying the Kitab Kuning (Kitab Turath), yasinan, Tabligh Akbar, room placement based on ethnic background, and Bahtsul Masail activities. As a result, the students have a strong base of thought and character by openly responding to differences and thinking.

THE RENEWAL OF GENERAL CURRICULUM FRAMEWORK: WHERE ARE WE MOVING TOWARDS?

The need to update the curriculum and the Curriculum framework of general education has been discussed for several years, as long as a year ago, the renewal work of primary and basic education curriculum began, and this year the renewal of the secondary and preschool education curriculum started. The curriculum of the general preschool education is described for one year, with the possibility for the child to study for the second year. The preschool education programme is not structured in separate subjects – the knowledge is acquired integrally, by developing seven competencies in all activities in which the child participates, in order to ensure the balance and coherence of all competencies in different content areas. Excluded content areas are given equal volume. It is being focused on the purpose and goals of preschool education, areas of achievement and intended achievements. The learning content is divided into five areas of learning content: • language education; • social education; • STEM education(natural science, mathematics and informatics, technological education); • health and physical education; • artistic education. The general curricula for pre-primary, primary, basic and secondary education must ensure vertical and horizontal coherence of content, possible interdisciplinary links, and indicate how they can be meaningfully disclosed including the interdisciplinary topics set out in the General curriculum framework updating guidelines: • personal power, • cultural identity and community spirit, • sustainable development. The volumes of primary, basic and secondary education curricula are presented distinguishing between compulsory subject content (about 70 per cent) and optional content (about 30 per cent), which is selected and modelled by the teacher himself, taking into account school, classroom context, student needs, achievements, possibilities and in coordination with other teachers as required. When implementing optional content, more time is devoted to the development of certain skills, values, and learning of subject topics. Project works can be organised, interdisciplinary themes can be developed, time can be allocated for cognitive, cultural, artistic, and creative activities. According to the concept of the Guidelines for the Renewal of the General Curriculum Framework, this distribution of the content ratio is focused on deeper learning, integration, topic development, competence development. Keywords: curriculum framework, general education, interdisciplinary topics, project works.