A Rationale for the Junior-Senior Secondary Mathematics Curriculum 2.0

This paper proposes a rationale that supports a renewal of our predominantly 19th century curriculum for Grades 7–12, identified as Mathematics 1.0. It was originally established in the mid 1800s to prepare learners mostly from upper-class families to succeed in a post-industrial society. Today’s digital revolution has changed society remarkably, and the variety of learners has certainly broadened, but Mathematics 1.0 fundamentally remains the same Plato-based (Platonist) curriculum due to its social-political power, which is documented in the article. The major changes to society’s culture and the composition of learners have caused faults in Mathematics 1.0 (e.g., a relevance deficit). For the majority of learners, school mathematics has mostly become an obsolete, inequitable, and harmful rite-of-passage into adulthood, to varying degrees. A renewed curriculum, Mathematics 2.0, is rationalized and specific suggestions are offered. The minority of learners who successfully pursue mathematics to varying degrees would experience small changes in their new Mathematics 1.2. Keywords: school mathematics, humanistic, curriculum differentiation, relevance

A Look into Literature Courses in Pre-Service Teacher Training

This paper explored the load of literature courses in the teacher-training program at the collegiate level in Yemen. It dwells on teacher candidates’ perceptions of the current status quo of literature teaching based on the learner-centered approach and humanistic curriculum. Data were elicited through an opinion poll from a sample of senior prospective teachers (n=112) who have undertaken courses in verse, fiction, and prose embedded in the program. Findings ensued from this analysis show that the participants had a wealth of difficulties that hamper achieving the objectives of embedding literature in the program, and most of such difficulties stem from teaching inadequacies in the given context. The study brings to the foreground some insightful ideas into curriculum reform. It generally informs the curriculum designers to readdress the existing program with an eye on the underestimated literature courses. It recommends that the overhaul of the existing syllabus should be fashioned to a new purpose, a new footing and a new perspective in line with the worldwide, extemporized changes in terms of curriculum development. A balanced approach to literature instruction to link the school curriculum with what is taught at the tertiary level would be a stepping-point to an improved literature teaching scenario.

On the Enlightenment of Humanistic Curriculum Theory to the Reform of Ideological and Political Theory Course in Colleges and Universities

Humanistic curriculum theory has important guiding significance for the reform of Ideological and political theory course in Colleges and universities. This paper expounds the basic point of view of the humanistic curriculum theory, analyzes the problems existing in the teaching content, teaching methods and teaching evaluation of the ideological and political theory course in Colleges and universities at this stage, and puts forward some suggestions on the reform of the ideological and political course in Colleges and Universities under the guidance of the humanistic curriculum theory.

The Management of Multicultural Resolution on Post- Transnationalism of Indonesian Islamic Education: Challenges for the Future

This article discusses the urgency of the post-transnationalism paradigm of Indonesian Islamic education in the multicultural resolution management perspective that its substance discusses at least three main streams of discourse, namely: first, the substance of the post-transnationalism paradigm of Indonesian Islamic education that can be interpreted as an ideology of Islamic education that promotes the importance of moderation values that live within the multiculturalism of this nation, both on madrassas, pesantren and IslamicHigher Education. Secondly, the challenge of multiculturalism in Indonesian Islamic educationis this archipelago's problem with the dimensions of social conflict, radicalism, and extreme fundamentalism, which negates the importance of respect for diversity. Third, the multicultural resolution management design of Indonesian Islamic education for world peace must at least carry three main agendas that are very important in realizing the post-transnationalism paradigm in the future, which includes: development of a humanistic curriculum, strengthening moderation of institutional management, and strengthening institutional scientific partnering networks.Artikel ini mengkaji urgensivitas paradigma post-transnasionalisme pendidikan Islam Indonesia dalam perspektif manajemen resolusi multikulturalisme dengan nilai-nilai harmoni sosial, toleransi, kemajemukan, kerukunan, sekaligus saling menghargai sebagai kontribusi modal sosial bagi terbangunnya perdamaian dunia. Subtansi artikel ini setidaknya membincang tiga arus utama diskursus yaitu: pertama, subtansi paradigma post-transnasionalisme pendidikan Islam Indonesia yang dapat dimaknai secara interpretatif sebagai ideologi pendidikan Islam yang mempromosikan pentingnya nilai-nilai moderasi yang hidup dalam aras multikulturasme kebangsaan, baik pada etalase pendidikan madrasah, pesantren maupun perguruan tinggi Islam keagamaannya. Kedua, tantangan multikulturalisme pendidikan Islam Indonesia merupakan problematika nusantara yang bersifat akumulatif historis yang berdimensi konflik sosial, radikalisme, dan fundamentalisme ekstrim yang menafikan pentingnya penghargaan atas kebhinekaan (diversity). Ketiga, desain manajemen resolusi multikulturalisme pendidikan Islam Indonesia untuk perdamaian nusantara dan dunia setidaknya harus mengusung 3 agenda utama yang sangat penting dalam kerangka mewujudkan paradigma post-transnasionalisme pendidikan Islam Indonesia yang ekselen di masa depan, yang mencakup: pengembangan kurikulum pendidikan Islam humanis, penguatan moderasi manajemen kelembagaan pendidikan Islam, serta penguatan jejaring keilmuan yang ditunjang dengan komitmen dan kerjasama keilmuan (knowledge partnering) dalam skala nasional, regional dan internasional.

Nature School Curriculum Model

Schools are a strategic tool for building the next generation of the nation, the main focus is character education. Strengthening moral education or character education in the current context is very relevant to overcoming the moral crisis that is happening in our country. Of course these goals can be effective if the child is not only stuffed with lessons like in ordinary schools, but also concrete objects are introduced. So that understanding is more complete. Therefore, the School of Nature is present amid the decline in the quality of education in Indonesia, which is a relic of the Netherlands and Japan. The purpose of this study was to determine the curriculum model, the curriculum development process and the factors that support and inhibit the curriculum development process at the Al-Izzah Nature School Sidoarjo. The method I use in this research is descriptive qualitative method. Data collection techniques used in this study are documentation, namely by gathering information from research in the field related to the topic and analyzing it. The results of the analysis concluded that the curriculum model used in the Al-Izzah Nature School Sidoarjo Elementary School was a Humanistic curriculum, with the curriculum development process being the Grass Roots model and the interpersonal relationship model. And the supporting factors in the curriculum development process are. And the factors which become obstacles in the curriculum development process are the facilities used in out bond or camping activities are not yet available.