The Implementation of Madrasah Aliyah Curriculum: Quality Improvement Management

Curriculum is one element that contributes greatly to realizing the students’ quality and potential development. To face the challenges that will befall the world of education in Indonesia, clarity of the curriculum and its implementation is needed to improve the performance of education which is far behind the developed countries in the world. This study aims to see how to improve the quality of curriculum implementation at Madrasah Aliyah in Bandar Lampung City. The researcher employed the mixed methods with source explanatory design and source triangulation design involving 34 teachers in two madrasahs in Bandar Lampung City. The study revealed that teachers' ability to prepare lesson plans influences their performance in learning. The percentage of effects obtained from MAN 1 Bandar Lampung was 36.6 percent, while the percentage value obtained from MAN 2 Bandar Lampung was 46.4 percent. The results are in line with the theory that the teacher's ability to prepare lesson plans will positively impact the teacher's ability to carry out learning. The results in both schools show that the greater the teacher's ability to prepare lesson plans, the greater the teacher's ability to carry out learning.

PENINGKATAN KOMPETENSI PAEDAGOGIK GURU PAI DALAM MENGEMBANGKAN RENCANA PELAKSANAAN PEMBELAJARAN (RPP) MELALUI TEKNIK SUPERVISI INDIVIDUAL DI WILAYAH BINAAN HARJAMUKTI KOTA CIREBON

So far, PAI teachers in preparing the 2013 curriculum implementation plan do not understand the GPA, learning objectives, determining factual, conceptual, and procedural material, as well as the difficulty in compiling rubrics and assessment instruments. Seeing the problems faced by teachers in preparing and developing learning implementation plans, it is necessary to have special guidance, namely individual supervision in developing learning implementation plans. For this reason, this study aims to improve the pedagogic competence of PAI Harjamukti teachers in Cirebon City in developing learning implementation plans through individual supervision. The research subjects were 20 PAI teachers in the Harjamukti area of ??Cirebon City. So the focus of this research is on the pedagogic competence of PAI teachers in the preparation and development of learning implementation plans. This research procedure consists of 3 cycles, in each cycle consisting of four stages, namely preparation of actions, implementation of actions, observation and monitoring of actions, and reflection. The results of this study are as follows: in the first cycle, PAI teachers have not been able and have not understood in the preparation of lesson plans there are only 5% who understand in the good category. In Cycle II, 40% of PAI teachers were in the good category, and in Cycle III, there was a very significant increase, there were 35% who understood the preparation and development of learning implementation plans in the good category and 60% in the very good category. So it can be concluded that Individual Technical Supervision can improve the competence of PAI teachers in compiling and developing lesson plans. ABSTRAKSelama ini guru PAI dalam menyusun rencana pelaksanaan pembelajaran kurikulum 2013 belum faham dalam membuat IPK, tujuan pembelajaran, menentukan materi faktual, konseptual, dan procedural, serta sulitnya dalam menyusun rubrik dan instrument penilaian. Melihat masalah-masalah yang dihadapi guru dalam Menyusun dan mengembangkan rencana pelaksanaan pembelajaran, maka perlu adanya bimbingan khusus yaitu supervisi individual dalam mengembangkan rencana pelaksanaan pembelajaran. Untuk itu penelitian ini bertujuan untuk meningkatkat kompetensi pedagogik guru PAI Harjamukti Kota Cirebon dalam mengembangkan rencana pelaksanaan pembelajaran melalui supervisi individual. Subyek penelitiannya adalah 20 guru PAI yang ada di wilayah Harjamukti Kota Cirebon. Jadi fokus penelitian ini adalah pada kompetensi pedagogik guru PAI dalam penyusunan dan pengembangan rencana pelaksanaan pembelajaran. Prosedur penelitian ini terdiri dari 3 siklus, pada setiap siklusnya terdiri dari empat tahapan yaitu persiapan tindakan, pelaksanaan tindakan, pengamatan dan pemantauan tindakan, serta refleksi. Adapun hasil penelitian ini sebagai berikut : pada siklus I guru PAI belum mampu dan belum memahami dalam penyusunan RPP hanya ada 5% yang memahami dengan katagori baik. Pada Siklus II semakin meningkat ada 40% guru PAI dengan katagori baik, dan pada Siklus III sangat segnifikan meningkat drastis ada 35% yang memahami dalam dalam penyusunan dan pengembangan rencana pelaksanaan pembelajaran dengan katagori baik dan 60% dengan katagori sangat baik. Jadi dapat disimpulkan bahwa Supervisi Teknik Individual dapat meningkatkan kopmpetensi guru PAI dalan menyusun dan mengembangkan rencana pelaksanaan pembelajaran.

Exploring Educative Components to Conceptualize an Effective Implementation of Reading Discipline Curricula in Pre-service Teacher-Education Program

The curriculum implementation literature has recently focused more on identifying and measuring the key components of the innovative curriculum needed to achieve desired outcomes. However, most of this work centers on curriculum implementation external to the field of teacher education. In this article, we report on our identification of the educative components that form one component of the framework for conceptualizing the implementation of newly developed reading curricula for a Bachelor of Education Elementary program. The results suggest that prerequisite knowledge about reading instruction and knowledge of the entire reading program are necessary for an effective implementation of curriculum change in the discipline of reading.

What Are the Curriculum Implementation Difficulties by Teachers of Syrian Students?

In recent years, the rapidly increasing number of Syrian students started to be trained in public schools affiliated with the Ministry of National Education (MoNE) raises various problems. Syrian students who are included in the same class as Turkish students without a specific preparation process both have difficulties themselves and causes various discipline problems to all stakeholders such as teachers, parents, administrators and especially Turkish students. In this study, the difficulties experienced by teachers who teach Syrian students at the primary education level are examined in terms of their curriculum. As the curriculum is the most important guide that draws the boundaries of the instruction process and determines how the process should be, and teachers act as an important bridge in the realization of the curriculum in the classroom environment; the difficulties teachers experienced in the implementation of the curriculum will provide important information about the reality of education and give ideas about the arrangements that should be made in the curriculum, if any, or the need for a new curriculum.

Implementation of the Arizona Pain and Addiction Curriculum: Findings and Implications From a Statewide Evaluation

Purpose: The U.S. is struggling with dual crises of chronic pain and opioid overdoses. To improve statewide pain and addiction care, the Arizona Department of Health Services and 18 health education programs collaboratively created the evidence-based, comprehensive Arizona Pain and Addiction Curriculum which includes a Toolbox for Operationalization with adult learning theory applications and an annual program survey to assess curriculum implementation. The purpose of this study is to analyze the first year's survey data to better understand the implementation of a novel curriculum across all programs in the state.Materials and Methods: Program surveys were sent 6 months after curriculum publication to all 18 health education programs in Arizona to assess the 6 Ds of curriculum implementation: Degree of implementation, Difficulty of implementation, Delivery methods, Faculty Development, Didactic dissonance and Discussion Opportunities.Results: Responses from all program types (14/18 programs) indicated that there was widespread implementation of the curriculum, with 71% reporting that all ten Core Components had been included in the past academic year. The majority of programs did not find the Components difficult to implement and had implemented them through lectures. Seventy-seven percent of programs did not have a process to ensure clinical rotation supervisors are teaching content consistent with the curriculum, 77% reported not addressing student's didactic dissonance, and 77% of programs did not report asking students about their interactions with industry representatives.Conclusion: In < 1 year after creation of the Arizona Pain and Addiction Curriculum, all program types reported wide implementation with little difficulty. This may represent a first step toward the transformation of pain and addiction education, and occurred statewide, across program types. Further focus on didactic dissonance, problem solving and faculty development is indicated, along with systematic education on pharmaceutical and industry influence on learners. Other programs may benefit from adopting this curriculum and may not experience significant challenges in doing so.