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.

Key Instances of Holistic Curriculum as an Alternative to National Curriculum

Holistic education as a field of inquiry began in the 1980s. Previously this field was referred to as humanistic education, confluent education, affective education, or transpersonal education. The work of Carl Rogers and Abraham Maslow inspired many educators working in these areas. In 1988 The Holistic Education Review under the editorship of Ron Miller was first published along with The Holistic Curriculum by John Miller. However, as a field of practice holistic education can first be found in Indigenous education. Historically, Socrates, Rousseau, Pestalozzi, Froebel, Bronson Alcott, and Tolstoy can be viewed as working from a holistic frame. What is that frame? It is educating the whole person: body, mind, and spirit. At every level, education tends to focus on skills and a narrow view of the intellect. The body receives little attention while the spiritual life of the student is ignored. One image of the student from this approach is as a brain on a stick. In contrast, the holistic curriculum attempts to reach the head, hands, and heart of the student. The other main principle of holistic education is connectedness. Connectedness is one of the fundamental realities of nature. In contrast, the curriculum at every level, except perhaps for kindergarten, is fragmented as knowledge is broken down into courses, units, lessons, and bits of information. Rarely are there attempts to show how knowledge is interconnected. Holistic education seeks to be in harmony with how things actually are by focusing on connections. Six connections are at the core of the holistic curriculum: connections to the earth, community, subject integration, intuition/logic, body/mind, and soul. There are many models of holistic education in practice. They range from more structured approaches, such as Waldorf education, to schools such as the Sudbury Valley School that give students a great deal of choice. Despite these differences these schools view the child as a whole human being.

Interpersonal Relations and Achievement among University Upgrading (Grade V) Teacher Students

Interpersonal relations refer to an intelligence and competence that enable the establishment and maintenance of mutually satisfying relationships with a variety of people across diverse situations. Academic achievement refers to satisfactory learner performance as shown by grades attained in course-work, tests, continuous assessment and end-of-semester examinations. The study interrogated the relationship between interpersonal relations (IR) and academic achievement (AA) among university upgrading (Grade V) teacher students in Ugandan universities. Using a quantitative sample of 473 and a qualitative sample of 75 upgrading Grade V teacher-students from Makerere University and Uganda Christian University (UCU), a cross-sectional survey and interview were carried out. The results showed that IR was positively and significantly related to subjective AA (r = .23, p < .001). However, it was not significantly related to objective AA – CGPA (r = .04, p > .05) thus, supporting the hypothesis: There is a positive relationship between IR and AA among university upgrading teacher-students. Qualitative findings showed that team spirit, group work and collegial relations were important aspects of IR. In conclusion, the study stressed collaborative approaches to IR as useful in the 21st century. As a contribution to policy and practice, the study recommends that: for better AA, teacher-students need to have a holistic curriculum to train on IR. Knowledge of negative and positive perceptions of IR are critical for the furtherance of both individual and collaborative functions in teaching, learning, training, and research.

Evaluation of the Integrative Holistic-Based Al-Islam Kemuhammadiyahan and Arabic Language (ISMUBA) Curriculum at SMA Muhammadiyah Sidoarjo

Muhammadiyah High Schools in Sidoarjo Regency has become as a pilot project education researchers in the scheme organized by PP Muhammadiyah’s Diktilitbang Assembly. This research aims to study and analyze the planning, implementation, and evaluation of the Holistic-Integrative-based ISMUBA curriculum in Muhammadiyah High Schools in Sidoarjo Regency with the context, input, process and product (CIPP) evaluation model. The data collection techniques used by researchers are observation, interview and documentation techniques. Then the researchers analyzed the data using the Miles & Hiberman design, namely data reduction, presentation, conclusion and verification. ISMUBA curriculum implementation process in accordance with the guidance of the Dikdasmen assembly based on a comprehensive and integrated holistic curriculum base through curriculum content standarts, centered on the potential, development, needs of students, combining knowledge and Islam, and forming and instilling habits of Islamic values in school, and a small note related to Arabic learning of Muhammadiyah 3 Tulangan high school and Muhammadiyah 4 Porong high school are still classified as using the classical system.

FundaVida: A holistic curriculum evaluation of a non-profit English language program

The following document is a curriculum evaluation of an English education program, Syde by Syde, for at-risk youths and their mothers in nonprofit institution, FundaVida, in three urban communities in the South of San Jose, Costa Rica. The evaluation is based on Stufflebeam's Context, Input, Process, Product Model of curriculum evaluation. It provides the organization with a formal written document for potential donors, volunteers, students, and other interested parties about the organization's activities, methodologies, achievements and continuing needs as well as recommendations for future development of the bilingual English education program of FundaVida.