Implementasi Living Curriculum terhadap Kondisi dan Lingkungan Siswa di Sekolah Indonesia Kuala Lumpur Guna Terciptanya Generasi Unggul, Cerdas dan Berkepribadian Bangsa

Overseas Indonesian schools in Kuala Lumpur were established to meet the educational needs of children of diplomats or local staff at the Indonesian representative office. In addition, it is also for children of Indonesian citizens who work in related countries and live in that country. Along with the high dynamics of community interaction between friendly countries, the Kuala Lumpur International School of Indonesia also functions as a balanced and comprehensive service for education and development of Indonesian culture in the local country. This research aims to determine how the Living Curiculum applies to the conditions of students and the environment at Kuala Lumpur Foreign Schools. This research was conducted qualitatively, namely using the perspective of the participants as an illustration in getting the results of the research. The results of the research at SIKL (Sekolah Indonesia Kuala Lumpur) apply a national curriculum but are tailored to the needs of students, especially those who live in Kuala Lumpur, why is that, because the conditions of students in Kuala Lumpur are different from those of students in Indonesia. The implementation of the Living curiculum or life curriculum at SIKL has two learning models, namely Learning at School (LAS) and Learning at Home (LAH). The Living curiculum application is carried out to create a new generation that is superior, intelligent and has a high national personality.

Implementasi Kurikulum 2013 di Sekolah Indonesia Deen Haag Belanda dan Sekolah Indonesia Kuala Lumpur Malaysia

The implementation of the 2013 curriculum is expected to be able to produce productive, creative, and innovative students to compete in the international world. This study aims to determine the implementation of the 2013 curriculum at the Dutch Indonesian School in The Hague (SIDH) and the Kuala Lumpur Indonesia School (SIKL) Malaysia. The method used in this research is qualitative method. Data collection was carried out through interview techniques and literature studies. The results showed that the Dutch School of Indonesia in The Hague (SIDH) also fully implemented the curriculum in accordance with the national curriculum standards in Indonesia. The application of the learning curriculum at the Dutch Indonesian School in The Hague (SIDH) is similar to schools in Indonesia. The Dutch School of Indonesia in The Hague (SIDH) has a challenge, namely the emphasis on the values ​​of nationalism and religious character. Meanwhile, Sekolah Indonesia Kuala Lumpur (SIKL) Malaysia applies a curriculum called the Living Curriculum. The Living Curriculum was formed with the aim of combining or empowering family, community, and school education with one scope. This Living Curriculum is applied so that students have character and have life skills that do not only refer to knowledge. Students are expected to be able to recount learning at home with their parents. With the implementation of the curriculum, students are expected to have character and life skills that are embedded in them.

LIVING CURRICULUM CONCEPT IN SIKL (INDONESIAN KUALA LUMPUR SCHOOL)

This study aims to explain the concept of a living curriculum when it is applied in educational institutions. Indonesian Kuala Lumpur School is as an example of the concept of a living curriculum School. Specifically, this study discusses about the concept of a living curriculum as a curriculum which is relevant to the growing era. It is suitable, if it applied in the the industrial era 4.0 to face the industrial era 5.0. This study was structured by using a systematic literature review method which is aimed to identify and interpret research results related to the living curriculum. Meanwhile, the data analysis technique uses the flow model, proposed by miles and hubermen. it includes data reduction, data presentation, and conclusion drawing. The results of this study indicates the importance of curriculum development which must stay relevant to the progress of the times, in producing of superior students and have global competitiveness.

Learning by sustainable living to improve sustainability literacy

Purpose By using experiential learning theory, this study aims to examine how students engage in sustainable living practices that can improve their sustainability literacy and behaviours. It also explores their motivations and enablers. In doing so, the research seeks to develop a curriculum model that may assist educators in designing learning activities for sustainable living. Design/methodology/approach A qualitative study is conducted with 38 second-year undergraduate students on a sustainability-related module. Students are asked to engage in sustainable living practices for a six-week period. Descriptive statistics and inductive/thematic analysis are carried out on students’ reflective reports. Findings The results reveal five top sustainable living practices for students. The use of technology is revealed as an important enabler. Sustainable living motivations and approaches, and new skills are revealed. A sustainable living curriculum model is developed as a student-centric approach for fostering sustainability values. Practical implications The findings have implications for those teaching sustainability on the design of their learning content and activities by taking a student-centric approach to sustainable living. It also encourages active reflection throughout using an incremental learning process. Originality/value The research contributes to the existing literature by showing different choices and approaches for students’ sustainable living that can be considered when designing curriculum and educational activities to encourage maximum interaction in sustainable living. It develops a new curriculum model specific to sustainable living, and also builds on the concept of “learning by living”, an extension of learning by doing.

Teens as Teachers in the Garden: Cultivating a Sustainable Model for Teaching Healthy Living

School gardens are an ideal space to deliver a healthy living curriculum, such as nutrition and physical activity education, to elementary school youth. However, public schools often lack the resources and support to establish sustainable garden-based programming. We created the Healthy Living Ambassador program, a collaborative after-school garden program in low-income communities that brought together resources from schools, community programs, and University of California Cooperative Extension. This school garden program featured culturally competent teens as teachers to serve as near-peer educators and mentors to elementary school youth. The program development model incorporated lessons from sustainable community-based health program interventions and essential elements of teens-as-teachers programs. We share the program logic model and discuss the successes and challenges of this program model that we encountered while developing a long-term, maintainable community garden program to teach healthy living.

The Intersection of Pedagogical Documentation and Teaching Inquiry: A Living Curriculum

Using interpretive research methods, this paper examines the use of pedagogical documentation (PD) as a storied method of assessment and inquiry by in-service K-3 teachers. Our findings show that PD is highly effective in opening “reflective space” for primary teachers and children aged five to eight and inviting co-inquiry to deeper pedagogical examination and interpretation of learning. The intersection of PD as a storied approach to evaluation and in teacher inquiry was implemented in a variety of ways as teachers adapted PD to meet their communal needs and address their professional goals. We conclude with a discussion of the power of digital images in learning stories and inquiry.