Diskursus Hakikat Kurikulum Pendidikan Islam

This study discusses the nature of the curriculum in Islamic education which is an important component in education. This paper is qualitative in nature with an Islamic educational philosophy approach. The research concludes that the basic framework of the Islamic education curriculum is based on revelation and value of tauhid to Allah SWT. The curriculum has four foundations, namely; philosophical, sociological, organizational, and psychological, while the principles of the curriculum, for example, are based on Islamic values, integral and flexible. Then the first curriculum orientation is preserved Islamic values, students, labor and science and technology. In essence, the curriculum content must include three parts, namely; scientific intelligence (cognitive), skills (psychomotor) and values. Likewise the curve of evaluation and review as changes from social change and the times. Therefore, it is important to emphasize that essence, basic framework, principles, orientation and content refer to the reference to Islamic values ​​and monotheism as a characteristic and relationship of Islamic education. This characteristic of monotheism is what distinguishes Islamic education and Western education from a philosophical perspective.

Multidisciplinary Perspectives on Islamic higher Education Curriculum Orientation in Independent Campus Policy

Curriculum has strategic values in the era of independent campus. This research aims to construct a curriculum based multiple perspectives tends to learners’ preference and diversity in Islamic Higher Education. It’s a mix-method research. Qualitative methods, using naturalistic design with interactive models, while quantitative methods with cross-sectional surveys to determine the level of stakeholder’s understanding and the result of it. The result found that multiple dimention leads to an eternal-essential closed to the Oneness of God, creativity, capability. The other one refers to instrument; model, knowledge, organization, sequence, need analysis, purpose, value, and stakeholder. Furthermore, the appropriate one tends to an essential-humanistic technologies curriculum in fulfilling for independent campus recognition

STEM Education: From Sputnik to Girl Scouts

The inconsistency of defining STEM (Science, Technology, Engineering, and Math) education is being addressed in this article. Seeing STEM education as having implications ranging from migration to workforce policies, it is vital to clarify its (inter)disciplinary structure and curriculum orientation. Using a literature review and analysis of documents, STEM education is being tracked from a post-sputnik era to more recent informal and private endeavors, revealing a multiplication of the STEM acronym and the diversification of its curriculum orientation. The findings confirm that there is no consensus on the exact scientific fields assigned to STEM, and the list of disciplines involved ranges from broad (including Social sciences, Humanities or Arts) to narrow (dominated by Natural and Formal sciences). The article implies that historical context and reforms in natural science education partly explain this inconsistency, as the subjects and their interdisciplinary relations are closely linked to overall curriculum orientation, which could be seen as cyclical in nature, swinging from child centered to labor market or subject centered curriculum, inviting to discuss modern science education not as singular STEM, but as plural STEMs viable to multiple pedagogical approaches, integration patterns and aims.

Predictors of Clinical Reasoning Using the Reasoning 4 Change Instrument With Physical Therapist Students

BackgroundAlthough physical therapist students must be well prepared to integrate biopsychosocial and behavioral perspectives into their clinical reasoning, there is a lack of knowledge regarding factors that influence such competence.ObjectiveThis study explored the associations among the independent variables—knowledge, cognition, metacognition, psychological factors, contextual factors, and curriculum orientation vis-à-vis behavioral medicine competencies—and the dependent variables—outcomes of input from client (IC), functional behavioral analysis (FBA), and strategies for behavior change (SBC) as levels in physical therapist students’ clinical reasoning processes.DesignThis study used an exploratory cross-sectional design.MethodsThe Reasoning 4 Change instrument was completed by 151 final-semester physical therapist students. Hierarchical multiple regression analyses for IC, FBA, and SBC were conducted. In the first step, curriculum orientation was inserted into the model; in the second step, self-rated knowledge, cognition, and metacognition; and in the third step, psychological factors.ResultsAll independent variables except contextual factors explained 37% of the variance in the outcome of IC. Curriculum orientation explained 3%, cognitive and metacognitive factors an additional 22%, and attitudes another 15%. Variance in the outcomes of FBA and SBC were explained by curriculum orientation only (FBA change in R2 = 0.04; SBC change in R2 = 0.05). Higher scores of the dependent variables were associated with a curriculum having behavioral medicine competencies.LimitationsThe limitations of this study are that it was cross-sectional.ConclusionsCognitive and metacognitive capabilities and skills and positive attitudes are important predictors of physical therapist students’ clinical reasoning focused on behavior change at the IC level. Curricula with behavioral medicine competencies are associated with positive outcomes at all clinical reasoning levels.

Curriculum Orientations and Educational Philosophies of High School Arabic Teachers

This study aims to investigate the curriculum orientations of High school Arabic teacher in Riyadh city and to examine the relationship between curriculum orientation and their educational philosophies. The quantitative method (descriptive study) was adopted in this questionnaire survey-based study. Mean and standard deviation for the overall of the curriculum orientations and for each orientation were obtained and Pearson correlation coefficient was also used to examine the relationship between the curriculum orientations and their educational philosophies. The results show that Arabic teachers of High school considered all five curriculum orientations with the self-actualization/ Humanism ranked the highest orientation and the cognitive process ranked the lowest orientation. The current study also indicates that there is a positive relationship at the level of (0.05) between the curriculum orientations and the educational philosophies of the Arabic language teachers in High school.

KONSEP DASAR PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM DI SEKOLAH

Basic Islamic education curriculum is the Qur'an and Hadith, but not explained in detail. In the Qur'an and Hadith The term curriculum is more directed at the points of material that will be taught to students. PAI curriculum orientation refers to the development of values, community needs, talents and interests of students, opportunities for workers, and adjustments to the development of science and technology. In planning the curriculum, the main ones are the goals to be achieved according to various parties, curriculum content to support the achievement of goals, strategies in developing the curriculum, and evaluation as a tool to measure learning completeness and achievement of goals.

Reinstating the soft science of african Indigenous musical arts for humanitysensed Contemporary education and Practice

The paper argues that the philosophical, theoretical and performative principles as well as proactive humanity intentions, which frame indigenous African heritage in the musical arts (synergy of music, dance, drama and material properties) furnish exemplary knowledge resources, which should inform humanity conscious education policy, curriculum orientation and content as well as knowledge transmission dynamicsin modern African classrooms, and beyond. Sample philosophical, humanning and epistemological ideals that mark indigenous African musical arts formulations as a soft science of sublime humanity and societal management, are outlined. They remain contemporaneously valid and viable for cognitive as well as respectful advancementinto Africa-sensed classroom education practice that is conscientious about developing sound-humanity as well as equitable society through affirmative classroom education. The researched and discerned uniquely African creative formulations, experiential theory as well as purposive transmission modalities furnish the resource paradigms that have been applied and tested as contemporaneously efficacious in the threedifferent proactive education sites cited in the paper. The cumulative research and practical experimentations have enabled the design as well as knowledge content of model curricula for culture-sensed musical arts education in modern African Primary and Secondary education.

Reinstating the soft science of african Indigenous musical arts for humanitysensed Contemporary education and Practice

The paper argues that the philosophical, theoretical and performative principles as well as proactive humanity intentions, which frame indigenous African heritage in the musical arts (synergy of music, dance, drama and material properties) furnish exemplary knowledge resources, which should inform humanity conscious education policy, curriculum orientation and content as well as knowledge transmission dynamicsin modern African classrooms, and beyond. Sample philosophical, humanning and epistemological ideals that mark indigenous African musical arts formulations as a soft science of sublime humanity and societal management, are outlined. They remain contemporaneously valid and viable for cognitive as well as respectful advancementinto Africa-sensed classroom education practice that is conscientious about developing sound-humanity as well as equitable society through affirmative classroom education.The researched and discerned uniquely African creative formulations, experiential theory as well as purposive transmission modalities furnish the resource paradigms that have been applied and tested as contemporaneously efficacious in the threedifferent proactive education sites cited in the paper. The cumulative research and practical experimentations have enabled the design as well as knowledge content of model curricula for culture-sensed musical arts education in modern African Primary and Secondary education.

A comparative analysis of the intended curriculum and its presentation in 10th grade chemistry textbooks from seven Arabic countries

This study investigates the nature of intended secondary chemistry curricula, as they are represented by chemistry textbooks, from seven Arabic countries: Algeria, Egypt, Jordan, Kuwait, Palestine, Saudi Arabia and Syria. The curricula are evaluated through analysis of the officially approved 10th grade chemistry textbooks used nationwide in all of these countries. The textbooks were analysed by qualitative content analysis in three cycles. The cycles focused on technical characteristics, the representation of the content, and an overall rating of the intended curriculum based on the findings from the first two rounds in connection to the ideas of the curriculum emphasis and curriculum orientation. The overall rating focuses on the orientation of the intended curricula, the emphases behind them, and indicators of any student-centred pedagogy. Our findings show that the textbooks differ widely. Some textbooks from this sample proved to be very traditional and purely organized in terms of the chemistry content with very limited connections of the content to modern aspects or applications of chemistry. The curricula in Algeria, Kuwait and Palestine were found to be of this kind. The textbooks from these countries basically operate a fundamental chemistry and structure-of-the-discipline approach. Other textbooks actually represent more modern approaches in chemistry teaching by providing a recognizable degree of contextualisation or even societal orientation. This is the case for Egypt, Syria and Saudi Arabia and, to a lesser degree, for Jordan. In the case of Palestine, the textbook focuses almost exclusively on content in technical and engineering contexts. Our analysis shows that there is no clear relationship between the intended chemistry curricula and certain characteristics in the corresponding countries, namely the regional background, the level of economic strength, and the degree of traditionalism.

The Continuity and the Culture Change of Pesantren in South Sumatra

This article entitled culture of pesantren (madrasah boarding schools) in South Sumatra. This article is the result of research in Pesantren Nurul Islam Ogan Ilir South Sumatra. It is based on the fact that many pesantren graduation create academicians from the Kiayi or Ulama. Therefore, this paper describe the characteristics of the culture of madrasah schools from anthropology-sociology aspects of education, with a phenomenological approach to research subjects are madrasah chairman, board of teachers, students and community supporters. The data collection techniques used documentation study, observation and in-depth interviews, and analysis of data using qualitative descriptive, with triangulation and contrasting techniques. Applying local knowledge systems in boarding school curriculum and integrated with Madrasah boarding school curriculum. Orientation discipline tends towards positive law than the laws of Personality Syara’. Clothing the students follow a uniform generally used in madrasah. For students wear clothes instead of the veil of windings. Artistic activities undertaken include: litany, muhad Barzanji, Tilawah al-Qur’an, calligraphy, and drum band. Artikel berjudul budaya pesantren (sekolah berasrama madrasah) di Sumatera Selatan. Artikel ini merupakan hasil penelitian di Pesantren Nurul Islam Ogan Ilir Sumatera Selatan. Hal ini didasarkan pada kenyataan bahwa banyak lulusan pesantren melahirkan akademisi dari kiayi atau Ulama. Oleh karena itu, makalah ini menggambarkan karakteristik budaya dari sekolah madrasah dari aspek antropologi-sosiologi pendidikan, dengan pendekatan fenomenologis dengan subyek penelitian kepala madrasah, dewan guru, siswa dan masyarakat sekitar. Teknik pengumpulan data yang digunakan studi dokumentasi, observasi dan wawancara mendalam, dan analisis data menggunakan deskriptif kualitatif, dengan triangulasi dan teknik kontras. Menerapkan sistem pengetahuan lokal dalam kurikulum pesantren dan terintegrasi dengan kurikulum sekolah berasrama Madrasah. Orientasi disiplin cenderung ke arah hukum positif dari hukum-hukum syara'. Pakaian para siswa mengikuti seragam pada umumnya yang digunakan di madrasah. Untuk siswa memakai pakaian bukan kain. Kegiatan seni yang dilakukan antara lain: litany, muhad Barzanji, Tilawah al-Qur'an, kaligrafi, dan drum band.