Keunggulan Kurikulum Holistik Integratif dalam Pembentukan Kepribadian Anak di PPA Cluster Medan – Pancur Batu

The holistic curriculum is a character-based curriculum that encourages students to find their potential, identity, and abilities until finally forming the personality of students as God wants. The purpose of this study is to see the advantages of a holistic curriculum in the formation of children's personality which is applied in PPA Cluster Medan-Pancur Batu. The research method used is a quantitative method, by taking samples from children who are members of several PPAs who are members of the Medan Pancur Batu Cluster. The findings of this study are that the advantages of the holistic integrative curriculum that are applied include: being able to encourage the exploration of children's intellectual abilities through the implementation of the curriculum, in addition to intellectual abilities, this curriculum also encourages children's socio-emotional abilities and skills related to physical abilities, other advantages. is that children are given the freedom to explore and find their superiority through screening their talents or interests, and in the end children can become individuals who can actualize themselves who are spiritually educated in the guidance of the truth of God's word. Kurikulum holistic nerupakan kurikulum berbasis karakter yang mendorong peserta didik menemukan potensi diri, jati diri, kemampuan yang dimiliki sampai pada akhirnya membentuk kepribadian peserta didik sebagaimana yang Tuhan kehendaki. Tujuan penelitian ini adalah untuk melihat keunggulan kurikulum holistic dalam pembentukan kepribadian anak yang diterapkan di PPA Cluster Medan-Pancur Batu. Metode penelitian yang digunakan adalah metode kuantitatif, dengan mengambil sampel dari anak-anak yang merupakan anggota dari beberapa PPA yang tergabung dalam Cluster Medan Pancur Batu. Adapun temuan penelitiian ini bahwa keunggulan kurikulum holistic integrative yang diterapkan antara lain adalah: mampu mendorong eksploarasi kemampuan intelektual anak melalui implementasi kurikulum yang dilakukan, selain kemampuan intelektual, kurikulum ini juga mendorong kemampuan sosio-emosional anak dan kemampuan skill yang berkaitan dengan fisik, keunggulan lainnya adalah anak-anak diberikan kebebasan untuk menggali dan menemukan keunggulan diri melalui penjaringan bakat atau pun minat mereka, dan pada akhirnya anak-anak bias menjadi pribadi-pribadi yang dapat mengaktualisasikan diri mereka yang dididik secara spiritual di dalam tuntunan kebenaran firman Allah.

MAINSTREAMING ISLAMIC JURISTIC THOUGHT IN THE TEACHING OF HUMAN RIGHTS LAW: A CASE FOR INTEGRATIVE CURRICULUM AND PEDAGOGY IN AFRICAN LAW SCHOOLS

Against the backdrop of the marked marginalization of Islamic juristic thought in human rights discourses and the consequential obscurity of possible synergy, this article proceeds from the premise that purposeful human rights education within a law degree programme leading to vocational careers must be all encompassing, able to respond to the demands of critical reasoning, and suitable for the analysis and understanding of global, regional and national challenges by local legal actors. In the African context, experience evokes an appeal for innovative approaches that not only prioritize integrative curricula but which also facilitate qualitative teaching methods that could guarantee the transfer of helpful skills and broad-based knowledge to boost the confidence of the learner in visualizing active future roles in human rights promotion and protection in whichever milieu he/she establishes a career. Highlighting the peculiar importance of Islamic Law in twenty-first century Africa, this article canvasses an approach that helps the law student to understand the practical realities that make Islamic Law a sine qua non for sound grasp of human rights law in his or her society while fully recognizing latent cultural, religious and other philosophical dilemmas and limitations to human rights as legal norms.

Implementation of Integrative Arabic Grammar (Nahwu & Sharaf) Curriculum in Islamic Boarding School

Learning Nahwu & Sharaf is considered a frightening subject by students in Islamic boarding schools and informal Islamic boarding schools. One of the reasons is that the institution's existing curriculum has not been planned and presented correctly. One of the institutions with an integrative curriculum to teach Nahwu & Sharaf subjects considered acceptable is the Darul Uluum Islamic Boarding School.This study aimed to describe Nahwu & Sharaf curriculum development concepts and models at Daarul Uluum Islamic boarding school at Majalengka supporting and inhibiting implementing the curriculum. The method used in this study was qualitative research. Data collection used interviews, the teacher's approach to teaching Nahwu & Sharaf, and the Islamic boarding school syllabus.The results showed that Nahwu & Sharaf curriculum development model was a central de-central, which combined two administrative approaches and the grassroots approach. The supporting factors were: 1) Motivation of leaders of Islamic boarding school; 2) Commitments of leaders of Islamic boarding schoolto develop curriculum, 3) Professional competence of Nahwu & Sharaf teachers, and 4) Input of students who have an initial understanding of the material to be obtainable. The inhibiting factors were: 1) the lack of individual funding allocations; 2) the teacher has not been able to properly teach students the material in Nahwu & Sharaf syllabus; 3) the unequal ability of teachers to teach in class Nahwu & Sharaf subjects; and 4) students feel bored while studying in class.

Integrative Curriculum

An integrative curriculum is intended to help young people organize and integrate their present experiences so that they might be carried forward for the benefit of both self and the common good. As such, this kind of curriculum has historically been proposed as a preferred design for a general education intended for all students, particularly in programs meant to promote democratic living and learning. An integrative curriculum involves arrangements and methods that engage students in identifying self and social issues, critiquing the status of society and the common good, planning for new learning experiences, accessing resources, researching and solving problems, communicating ideas, collaborating with others, and reflecting on the meaning and value of experiences. Crucial to the use of the term “integrative” is the idea that individuals do their own integrating. This definition distinguishes an integrative curriculum from “integrated” curriculum organizations, such as “multidisciplinary” or “interdisciplinary,” in which teachers and others correlate content and skills from two or more subject areas with the intention of illustrating connections among them or making their content more accessible and engaging for students. Use of an integrative approach has a long history tied to progressive and democratic arrangements in elementary and secondary schools. These include CORE Programs, the experience-centered approach to curriculum, and many problem-centered courses. At present, some integrated approaches are enjoying popularity, as are methods like project- and problem-centered activities that are historically associated with integrative approaches. However, the student-centered, democratic philosophy that partly defines an integrative curriculum approach has waned under pressure from bureaucratic subject-based standards, tests, and prescriptive curriculum plans.

Preventing Radicalism through Integrative Curriculum at Higher Education

Religious radicalism which spread across the globe has turned into a global problem and raised concern among scholars to discuss. Higher education institutions which are supposed to educate cadre of high-intensity scholars on an empirical level have to some extent failed to meet the expectation. In Indonesia, some of the institutions have been deemed as a place of metamorphosis for potential site to nurture radicalism understanding and movement among their students on campus. This paper was aimed at investigating university effort to join the global struggle against radicalism. This study applied descriptive qualitative research using survey methods. Data were collected using observation and documentation. Using the theory of positive radicalism which demands transformation with a comprehensive religious understanding, this study analyzed the data. The results of the study show that the phenomenon of radicalism at higher education can be handled by implementing integrative curriculums as one of the feasible ways for higher education institutions to participate and establish their role. Integrative curriculum can be applied to catalyze new energy to present a more comprehensive and tolerant atmosphere by emphasizing the role of Islam in building world civilization.

Toward an Integrative Nursing Curriculum: Combining Team-Based and Problem-Based Learning with Emergency-Care Scenario Simulation

Objective: The study intended to combine team-oriented, problem-based learning (PBL) with emergency-care simulation to investigate whether an integrative intervention could positively impact the core nursing competencies and teacher performance of nursing students. Methods: The study belonged to the domain of action research, which aimed to address the weaknesses of traditional teacher-led, lecture-based learning. An 18-week, single-case experimental design, in which 58 senior nursing students at a medical university in central Taiwan participated, was conducted to test the possible benefits of the intervention. The measures included the Scale of Core Nursing Competencies and the Teacher Performance Evaluation Scale. Results: The research results showed that nursing students who received integrative training that combined team-based PBL with emergency-care scenario simulation had stronger mastery over core nursing competencies. At the same time, they also evaluated both the “Emergency Care” course for which the curriculum was used and the teachers’ performance in that course more highly. Conclusions: The findings suggest that an integrative curriculum combining team-based PBL with scenario simulation is worth pursuing. Compared with traditional teacher-led, lecture-based teaching, this curriculum may be more effective in helping nursing students develop core competencies in their field.

Pengembangan Budaya Literasi Dalam Pembelajaran Tematik Integratif Di Madrasah Ibtidaiyah

Literacy plays an important role in learning including at the elementary school level. Literate ability is good for students, encouraging the development of other abilities, because literacy is a basic ability to gain abilities in other fields. Especially in providing an understanding of the 2013 thematic integrative curriculum learning. Learning that contains several subject matters integrated into one theme needs to empower literacy culture in its application. Literacy culture in integrative thematic learning can be developed in terms of classroom management, choosing learning methods related to literacy and choosing strategies in applying literacy to integrative thematic learning.