KURIKULUM REKONSTRUKSI SOSIAL: PANDUAN BAGI KEGIATAN KEAGAMAAN DAN SOLIDARITAS NASIONAL

Konsep kurikulum rekonstruksi sosial dapat dipakai sebagai konsep untuk mendesain tujuan, konten, proses, dan penilaian kegiatan keagamaan dan solidaritas nasional. Kurikulum rekonstruksi sosial untuk kegiatan keagamaan dan solidaritas nasional dapat didesain dalam bentuk suatu dokumen (written curriculum) untuk dijadikan sebagai pedoman arahyang membantu para fasilitator dalam implementasi aktivitas keagamaan dan solidaritas nasional. Desain Kurikulum rekonstruksi sosial tersebut didasarkan pada persoalan-persoalan sosial kemasyarakatan yang nyata. Kegiatan keagamaan merupakan kegiatan nyata yang dilaksanakan masyarakat keagamaan. Gereja Katolik yang ikut terlibat dalam upaya membangun bangsa Indonesia telah memberikan kontribusi bagi NKRI. Tawaran desain kurikulum rekonstruksi sosial dalam berbagai aktivitas kegiatan Gereja perlu dilihat sebagai tawaran yang menyediakan kerangka sistematis bagi fasilitator untuk semakin proaktif membangun bangsa dalam solidaritas yang berlandaskan iman Katolik.

Caught In-Between: The Impact of Different Forms of Mandated National Assessment for Qualifications on Teacher Decision-Making in Year 12 History in New Zealand, 1986-2005

<p>This case study takes an historical perspective to explore the curriculum decision-making of History teachers in New Zealand. It is argued that between 1986 and 2005, Year 12 History teachers were caught in-between curriculum reform on one hand, which encouraged teacher autonomy, and on the other hand, assessment reform which reduced teacher autonomy. While teachers in this study utilised the autonomy provided by internal assessment to develop engaging class and assessment activities, they largely avoided topics in Māori, Pasifika and Women’s history which were promoted through the syllabus. Factors which contributed to teachers' decisions concerning curriculum topics included teachers' perceptions of the nature of disciplinary History, personal interest and resource availability. The primary focus on this thesis is an assessment of the impact of changes to national assessment for qualifications on Year 12 History programmes. It argues that mandated assessment for qualifications is the single-most determining factor on classroom practice. It is also argued that the assessment style which emerged for Year 12 History through the National Certificate of Educational Achievement disconnected History assessment from the intentions of its written curriculum which emphasised disciplinary History's underlying and interconnected process of gathering, analysing and presenting historical information. In some cases, the NCEA hindered rather than enhanced the development of a school-based curriculum at this level.</p>

Caught In-Between: The Impact of Different Forms of Mandated National Assessment for Qualifications on Teacher Decision-Making in Year 12 History in New Zealand, 1986-2005

<p>This case study takes an historical perspective to explore the curriculum decision-making of History teachers in New Zealand. It is argued that between 1986 and 2005, Year 12 History teachers were caught in-between curriculum reform on one hand, which encouraged teacher autonomy, and on the other hand, assessment reform which reduced teacher autonomy. While teachers in this study utilised the autonomy provided by internal assessment to develop engaging class and assessment activities, they largely avoided topics in Māori, Pasifika and Women’s history which were promoted through the syllabus. Factors which contributed to teachers' decisions concerning curriculum topics included teachers' perceptions of the nature of disciplinary History, personal interest and resource availability. The primary focus on this thesis is an assessment of the impact of changes to national assessment for qualifications on Year 12 History programmes. It argues that mandated assessment for qualifications is the single-most determining factor on classroom practice. It is also argued that the assessment style which emerged for Year 12 History through the National Certificate of Educational Achievement disconnected History assessment from the intentions of its written curriculum which emphasised disciplinary History's underlying and interconnected process of gathering, analysing and presenting historical information. In some cases, the NCEA hindered rather than enhanced the development of a school-based curriculum at this level.</p>

Basics of Curriculum

This chapter considers the basics of curriculum. It is concerned to overcome the taken-for-granted idea that “curriculum” is the sum total of activities and of ensemble concert literature. Therefore, it particularly distinguishes a “curriculum,” as described in the following pages from a “program.” It provides accounts of four different kinds of curriculum: formal (written) curriculum, instructed (or “delivered”) curriculum, action (learned praxical) curriculum. Also covered is the unavoidable conditions in each school and class or the “hidden curriculum.” A substantial critique of “methodolatry” and ‘delivery methods’ follows to establish two basic themes visited often in the rest of the text. Finally, an overview of the following chapters is offered.

Understanding Primary Curriculum from Philosophical Perspectives

This paper is an attempt to understand philosophy / ideology hidden behind the present primary education curriculum of Nepal. The study was based on analysis of written curriculum published by Government of Nepal, Curriculum Development Center, Sanothimi. I applied the conceptual content analysis approach for the purpose of this study. My literature review consisted of general philosophies namely idealism, naturalism, realism, pragmatism and existentialism and also educational philosophies such as perennialism, essentialism, progressivism and reconstructionism. Although the study focused on four elements, namely objectives, contents, teaching learning activities and evaluation process of curriculum, I made a brief analysis of aim, and contents of primary level as a whole. The current primary education curriculum is the mix of more than on philosophies emphasizing traditional ones, perennialism, and essentialism. I found negligible importance is given to critical components of learning therefore this component should be given more importance.

IB DIPLOMA PROGRAMME CORE AS A SUPPLIER OF GLOBAL CITIZENSHIP EDUCATION

Global citizenship education (GCED) is a growing field in international education. The Sustainable Development Goal (SDG) target 4.7 cited GCED as an official aim of the United Nations for 2030 in order to improve sustainable development, and this has created an increase in global research relating to the assessment of GCED within curriculums. The International Baccalaureate (IB), a private international organization known for its mission statement that promotes lifelong education for a peaceful world, prefers the term international mindedness. Consequently, the IB rarely addresses the concept of global citizenship directly in its Diploma Programme (DP). This paper studies the relationship between the existing DP curriculum and GCED through first providing a definition of GCED and its cognitive, socio-emotional, and behavioral conceptual domains according to UNESCO’s theoretical framework. The study suggests that the DP curriculum unequally addresses the GCED domains and lacks definitive learning objectives that are recommended by UNESCO. While the IB is known for its international education, the DP does address GCED elements that are crucial to active citizenship within the written curriculum, nor are the existing elements assessed at any point in the program.

How Does Pedagogical Flexibility in Curriculum Use Promote Mathematical Flexibility? An Exploratory Case Study

Flexibility has been increasingly valued in mathematics education to better prepare students for lives in the rapidly changing society of the future. Although there has been conjecture that teachers’ flexibility plays a substantial role in facilitating students’ mathematical flexibility, there has been little examination of how teachers can use a flexible curriculum to develop mathematical flexibility (MF) in authentic classroom environments. This paper elaborates the notion of flexible curriculum use, referred to as pedagogical flexibility (PF) in curriculum use, as the competence to expand pedagogical space and make alternative pedagogical decisions when planning and enacting a curriculum that differs from the routine practices provided in the intended and written curriculum. We develop a framework for PF in curriculum use to identify and characterize teachers’ curriculum use to promote MF. In an explorative case study with one middle school teacher, we analyzed what and how specific aspects of PF in curriculum use promote potential and actual MF in the learning of central tendency measures. Findings indicate that the teacher could expand his pedagogical space by carefully differentiating the pedagogical considerations of the curriculum and could find alternative approaches by making associative and reflective connections among them. This provides insight into how PF in curriculum use can promote students’ potential and actual MF.

Kurikulum Tersembunyi Dalam Pembelajaran Pendidikan Agama Islam

The purpose of this study was to examine the curriculum application that integrated between the written curriculum and the hidden curriculum at SD Al-Muttaqin Tasikmalaya. This is qualitative research with a study case approach. The data were collected by interviewing, observing, and analyzing documents conducted at al-Muttaqin elementary school in Tasikmalaya. Secondary sources found out from the books, journals, articles and other scientific works. Based on the research findings, the results of this study indicate that were: (1) the school was giving low attention to the hidden curriculum in PAI’s learning whereas the hidden curriculum had a significant effect on the success of PAI’s learning. (2) PAI’s learning which combines between the written curriculum and the hidden curriculum will produce more applicable and contextual learnings. The findings of this study indicate that was SD al Muttaqin as a private Islamic school has implemented the curriculum that combines between the written curriculum and the hidden curriculum has been implemented well, and it is was producing active learning. This is proven from the achievements of the PAI that always being superior to another school in the city of Tasikmalaya.AbstrakArtikel ini bertujuan untuk mengkaji penerapan kurikulumm yang mengintegrasikan antara kurikulum tertulis (written curriculum) dan kurikulum tersembunyi (hidden curriculum) di SD al-Muttaqin Tasikmalaya. Penelitian ini menggunakan pendekatan kualitatif dengan pendekatan studi kasus. Sumber data diperoleh dengan cara wawancara, observasi, dan analisis dokumen yang dilakukan pada sekolah dasar al-Muttaqin di Tasikmalaya. Sumber sekunder berupa buku-buku, jurnal, artikel serta karya ilmiah lainnya. Temuan penelitian ini menunjukkan, pertama sekolah kurang memperhatikan hidden kurikulum dalam pembelajaran PAI padahal hidden kurikulum sangat besar pengaruhnya terhadap keberhasilan pembelajaran PAI. Kedua, pembelajaran PAI yang memadukan antara kurikulum tertulis dan kurikulum tersembunyi akan menghasilkan pembelajaran yang lebih aplikatif dan kontekstual. Temuan penelitian ini menunjukan bahwa SD al Muttaqin sebagai sekolah swasta Islam telah menerapkan kurikulum yang memadukan antara tertulis (written curriculum) dan kurikulum tersembunyi (hidden curriculum) dengan baik, sehingga menghasilkan pembelajaran yang efektif. Hal tersebut terbukti dari prestasi bidang PAI selalau unggul dibanding dengan sekolah lain yang ada di kota Tasikmalaya.

PERAN KURIKULUM KULLIYATUL MU’ALLIMIN AL-ISLAMIYAH (KMI) GONTOR 9 DAN DISIPLIN PONDOK DALAM MENUMBUHKEMBANGKAN KARAKTER SANTRI

This study aims to describe the curriculum of Kulliyatul Muallimin al-Islamiyyah Gontor and cottage discipline in developing the santri character, which includes: the application of a curriculum developed in the modern Gontor boarding school, the application of cottage discipline during santri living in dormitory environments, and the formation of santri characters as a result of the implementation of the KMI curriculum and cottage discipline. This study is a field research with a qualitative-descriptive approach. The results showed that (1) Kont Gontor 9 curriculum is an integration between the curriculum of scientific competence and character formation that is implemented in the totality of santri's life for 24 hours, (2) Gontor 9 cottage discipline is a standard rule of santri activity while staying in the cottage which includes time discipline, place discipline, activity discipline, self discipline, and (3) KMI curriculum in this case there is a written curriculum and hidden curriculum which acts as a guideline in the process of developing the character of santri through curricular, cochurricular, extracurricular programs designed in 24-hour activities. Keywords. Kulliyatul Mu'allimin Al-Islamiyah curriculum, discipline, character.