Next generation medical education from the student’s perspective

Objectives Izmir University of Economics Faculty of Medicine’s aim is to implement a novel and effective system called “Next Generation Medical Education”. This system is designed to provide us a modernized medical education which covers the students’ requirements. This study is designed to investigate different aspects of this educational system from the student’s perspective. Methods Main characteristic features of the educational system was determined and a survey as well as phone interviews have been conducted in order to determine the views of the students of the faculty regarding these aspects. Results The survey and the phone interview results showed that the students are mostly satisfied with current system and all of its components. Conclusions We have determined the key aspects of the system as: integrated curriculum, learning to learn, advisorship, e-learning and feedback mechanisms. We believe that the next generation education system adopted by our faculty is a way of transforming medical education in order to train qualified physicians for tomorrow.

Sejarah dan Perkembangan Pesantren Modern Ummul Quro Al-Islami Bogor

This article aims to discuss the history and development of the modern Islamic boarding school Ummul Quro Al-Islami Bogor including: history, founder profile, goals, vision and mission. By using a descriptive qualitative method. Based on the results of research on integrated curriculum management at the Modern Islamic Boarding School Ummul Quro Al-Islami, it can be concluded as follows: (1) The history of the modern Islamic boarding school Ummul Quro Al-Islami Bogor was founded by KH. Helmi Abdul Mubin, Lc with a capital of 250 thousand rupiah, was motivated by the arrival of a delegation from Australia to the Islamic boarding school where he taught to find an ustadz who was good at English to teach religion in the Australian Muslim community (2) KH. Helmi Abdul Mubin, Lc as the founder of the modern Islamic boarding school Ummul Quro Al-Islami Bogor is a Madurese son born on March 23, 1956, the first of four children of the late Abdul Mubin and Musyaroh, who spent his childhood in Prenduan Madura, after graduating from Pragaan Elementary School in Sumenep last continued his education at the modern Gontor boarding school in Ponorogo, East Java. (3) The purpose of establishing the modern Islamic boarding school Ummul Quro Al-Islami Bogor is to participate in building a just and prosperous society and republic of Indonesia and receive the pleasure of Allah SWT, forming a generation of Muslims who excel in academic and non-academic achievements as a provision to continue to higher education. and or live independently, produce a generation of Muslims who are polite in speech and behavior, create a generation of Islam with a social spirit (serving the community) and grow a generation of Muslims who are diligent in carrying out mandatory and sunnah worship based on the understanding of ahlussunnah wal jama'ah. The vision of the modern Islamic boarding school Ummul Quro Al-Islami Bogor is the realization of a generation of Muslims who excel in achievement, have noble character, do good deeds and diligently worship according to the teachings of Islam Ahl as-Sunnah wa al-jama'ah, as for the mission of the modern Islamic boarding school Ummul Quro Al-Islami Bogor namely providing quality education in achieving academic and non-academic achievements, preparing cadres of ulama and community leaders who are mutafaqqih fi ad-diin with the understanding of Ahl as-Sunnah wa al-jama'ah, preparing competent Islamic generations (science, skills, social behavior, sincere faith) to take part in the international world and educate generations of Islam who are obedient to Allah and His Messenger and have a sense of responsibility towards themselves, their family, society and country. Keyword: History, Development and Modern Islamic Boarding School

Peningkatan Pembelajaran IPS di MTs/SMP Berbasis Kurikulum 13 dalam Membentuk Sumber Daya Manusia yang Unggul dan Berkarakter

Education is a core thing in the development of human life, as well as social studies education. In the learning process there are directions for achieving learning or commonly referred to as curriculum. In social studies learning, it is expected to be able to form superior, civilized and characterized human resources. Become an educated human resource with broad knowledge. With the curriculum 13, it is certainly able to make it easier for teachers to prepare varied learning and also increase student motivation. An integrated curriculum is certainly able to improve the desired social studies learning process. The results of this study aim to be able to balance the professionalism of teachers and students in achieving social studies learning based on Curriculum 13. With the integrity of an integrated curriculum, it certainly gives results that are able to increase human resources with high social spirit, excellence and character. Keywords: Social studies education, Currikulum 13, Character human resources.

Meningkatkan Respon Belajar Siswa Melalui Pembelajaran Multimedia Terintegrasi Kurikulum dengan Sistem shift

Rendahnya respon belajar siswa disebabkan adanya pandemi covid-19. Pandemi Covid-19 telah memicu perubahan signifikan dalam sistem pendidikan di seluruh dunia yang mengakibatkan penutupan sekolah sehingga sistem pengajaran harus beralih dari pelajaran tatap muka menjadi model yang sepenuhnya virtual. Salah satu caranya adalah dengan membuat pembelajaran berbasis multimedia. Tujuan dari penelitian ini yaitu menciptakan produk ajar multimedia interaktif yang nantinya mampu meningkatkan respon belajar siswa, khususnya pada pembelajaran praktik animasi 2 dimensi, sehingga kegiatan pembelajaran berjalan dengan lancar sesuai dengan tujuan pembelajaran yang diinginkan. Metode penelitian yang digunakan adalah Research & Development dengan menggunakan model Borg & Gall. Subjek dalam penelitian ini adalah ahli desain, ahli media, ahli isi dan siswa kelas XI Multimedia. Metode pengumpulan data dilakukan dengan metode wawancara dan angket dengan menggunakan teknik analisis desktiptif kuantitatif. Hasil penelitian menunjukkan bahwa ahli media memperoleh kalkulasi 87%, ahli desain memperoleh 89% dan ahli isi memperoleh 88%. Selanjutnya ujicoba dilakukan oleh siswa kelas XI Multimedia dengan hasil yaitu uji perseorangan memperoleh hasil 90%, ujicoba kelompok kecil memperoleh 91% dan ujicoba kelompok besar memperoleh 89%. Dari analisis ujicoba yang sudah dilakukan membuktikan bahwa multimedia interaktif berbasis Integrated curriculum dengan Shift Mode pada pembelajaran praktik animasi 2 dimensi efektif dan layak digunakan. Implikasi penelitian yang telah dilakukan dengan memanfaatkan multimedia interaktif berbasis Integrated curriculum adalah terjadi peningkatan respon belajar siswa sehingga berdampak langsung terhadap semangat belajar siswa dan keaktifan serta partisipasi siswa dalam pembelajaran, karena dapat digunakan sebagai media pembelajaran mandiri.

Teacher Practice in Teaching the Subject of Maharat Al-Quran Integrated Curriculum Tahfiz

This study aims to measure the level of teacher practice in teaching the subject of Maharat al-Quran Integrated Curriculum Tahfiz (KBT). A total of 621 teachers were made respondents in this study. This study is in the form of a cross-sectional survey involving teachers from KBT secondary schools throughout Malaysia. While the sampling method of this study uses stratified random sampling method. Data were analyzed using IBM Statistical Package for Social Science (SPSS) software version 25.0 Descriptively to determine the mean value, standard deviation and percentage. The findings of the study show that the level of teacher practice in teaching the subject of Maharat al-Quran KBT is at a high level. In conclusion, this study successfully highlights the uniqueness of the findings that teachers in secondary schools who implement KBT practice well the teaching of tajwid law, manners of the Quran, recitation, knowledge of Qiraat, practice of Qiraat and Rasm Uthmani in the subject of Maharat al-Quran. The science of tajwid is the main teaching emphasized by the teacher to enable students to learn the Quran. The implication is that tahfiz teachers have a role to teach Quranic skills because teachers are the driving force behind a built curriculum. Abstrak Kekurangan pengetahuan terhadap subjek yang diajar akan mengganggu kelancaran proses pengajaran dan pembelajaran (PdP). Kegagalan memahami isi kandungan pelajaran dapat menjejaskan kaedah PdP yang dirancang dan akan memberikan impak negatif kepada pendidikan itu sendiri. Kajian ini bertujuan untuk mengukur tahap amalan guru dalam pengajaran subjek Maharat al-Quran Kurikulum Bersepadu Tahfiz (KBT). Seramai 621 orang guru dijadikan responden dalam kajian ini. Kajian ini berbentuk tinjauan rentas silang (cross-sectional) yang melibatkan para guru dari sekolah menengah KBT di seluruh Malaysia. Manakala kaedah pensampelan kajian ini menggunakan kaedah pensampelan rawak berstrata (stratified random sampling). Data telah dianalisis menggunakan perisian IBM Statistical Package for Social Science (SPSS) versi 25.0 secara deksriptif untuk mengetahui nilai min, sisihan piawai dan peratusan. Dapatan kajian menunjukkan bahawa tahap amalan guru dalam pengajaran subjek Maharat al-Quran KBT berada pada tahap tinggi. Kesimpulannya, kajian ini berjaya menonjolkan keunikan dapatan bahawa guru di sekolah menengah yang melaksanakan KBT mengamalkan dengan baik pengajaran hukum tajwid, adab al-Quran, tilawah, ilmu Qiraat, amali Qiraat dan Rasm Uthmani di dalam subjek Maharat al-Quran. Ilmu tajwid merupakan pengajaran utama yang ditekankan oleh guru untuk membolehkan murid mempelajari al-Quran. Implikasinya, Guru Tahfiz mempunyai peranan untuk mengajarkan kemahiran al-Quran kerana guru merupakan penggerak sesebuah kurikulum yang dibina

A comparative study on perceptions of medical students from the different curriculum on team-based learning

Objectives: Our medical school followed the traditional curriculum earlier, and due to a large amount of content embedded in each discipline, which had less scope for active and deep learning. To overcome this, we adopted an integrated curriculum and introduced a few active teaching/learning (T/L) methodologies, which promote deep learning and problem-solving skills. One such T/L methodology we introduced was team-based learning (TBL). Before implementing this active T/L methodology in the integrated curriculum, we evaluated the effectiveness of TBL in medical students from the traditional curriculum and aimed to determine students’ perceptions. Furthermore, we aimed to explore the perception of TBL in students who underwent integrated curriculum to evaluate the difference in their perception compared to the traditional curriculum. Materials and Methods: This cross-sectional study was conducted in RAK Medical and Health Sciences University on the 1st year medical students from the traditional and integrated curriculum. Institutional ethical committee clearance and informed consent were obtained before starting the study. A pre-validated 5-item survey questionnaire comprising questions related to the content, process, and teamwork was used to obtain perceptions of students’ on TBL. Results: The students positively perceived the teaching-learning experience using TBL and understood the concepts better. Even the students with integrated curriculum had the same positive impact on their learning attitudes. The majority of students in both cohorts agreed that discussion among their teams helped them to learn better. Around two-thirds (66%) of students from the traditional curriculum and one-third (39%) of students from integrated curriculum wanted TBLs as T/L methodology over didactic lectures. Conclusion: TBL helped to learn better and understand the subject and promoted self and peer engagement, which facilitated their learning by clarifying the doubts with peers. Due to this positive TBL experience, most students from both curriculums recommended its use as a T/L method over lecture. Hence, TBL sessions in medical schools can be used as an effective T/L method to facilitate meaningful learning.

Blurring the play–drama boundary: A case study investigating the teaching and learning of a drama-integrated curriculum in a Hong Kong kindergarten

This study aims to conceptualise a drama-integrated curriculum devised from process drama as an approach to play-based pedagogy and curriculum to realise the policy initiative of learning through play. By investigating teachers’ perspectives and practices in relation to the curriculum of a local kindergarten, examples of effective drama-integration strategies and the associated children's learning are identified and organised into four themes – namely, drama teaching and learning through, before, in and after play. The teachers understood that although their curriculum is not based on free play, its not-so-free features may reconcile the play–learning binarism, daring them to navigate the maze of complex relationships between play, drama, teaching and learning in implementing a playful curriculum.