Perbandingan Manajemen Kurikulum Sebelum Dan Selama Pandemi Covid-19 Di Sekolah Dasar Islam Mohammad Hatta

The curriculum is the core subject of education. Oliva mentioned "curriculum that is thought" (what), in the form of programs, plans, materials to be taught (content). Meanwhile, the meaning of learning (instruction) is more of "means used to teach that which is thought" (how), in the form of methods, teaching strategies, teaching approaches, implementation of learning in class and outside the classroom. Once the importance of curriculum management as the main management substance in schools, the basic principles of curriculum management emphasize that the learning process can run well, by measuring the achievement of goals by students and encouraging teachers to develop and continuously perfect learning strategies carried out in class.The curriculum plays an important role in realizing quality and quality schools, to create a quality curriculum, empowerment in curriculum management is needed. Management of the institutional-level curriculum needs to be coordinated by the leadership which is developed integrally in the context of School-Based Management and the Education Unit Level Curriculum and is adjusted to the vision and mission of the Educational Institution. The SDI Mohammad Hatta curriculum is intended for all school members, especially students, educators and education personnel, the formation of school culture can be carried out by schools through a series of planning activities, implementation of learning that is more student-oriented, comprehensive assessment of school-level planning in essence is strengthening the preparation at SDI Mohammad Hatta level, such as establishing a vision, mission, goals, curriculum structure, academy calendar and syllabus preparation. This type of qualitative research uses descriptive research methods. The purpose of this study was to describe the curriculum management at SDI Mohammad Hatta and to describe how the education unit level curriculum was before and during the Covid-19 pandemic.

Opportunities and Challenges of Cybersecurity for Undergraduate Information Systems Programs

This article investigates the opportunities and challenges of cybersecurity for information systems (IS) programs and proposes a curriculum structure of cybersecurity track for IS programs. The study has collected data from eighty-two course websites of thirteen institutions at the graduate level and sixteen institutions at the undergraduate level as well as twenty descriptions of cybersecurity jobs posted on the internet. The collected qualitative data has been analyzed from the from the perspective of IS education. The findings indicate that the topics of cybersecurity management and essential cybersecurity technology are relevant to the IS discipline. The article suggests that these topics can be the components of two cybersecurity courses offered by IS programs to meet the demands and challenges of cybersecurity.

EPISTEMIC RATIONALITY IN ISLAMIC EDUCATION: The Significance for Religious Moderation in Contemporary Indonesian Islam

This article discusses the concept of epistemic rationality in Islamic education and its significance for strengthening religious moderation in contemporary Indonesian Islam. The questions are: (1) How is the conception of epistemic rationality? (2) To what extent is the role of epistemic rationality in Islamic education? (3) How do classical Islamic treasures view the epistemic rationality and its significance for strengthening religious moderation in Indonesian Islam? Afterwards, the theoretical assumption underlying this article is that the strengthening of religious moderation without being supported by epistemic rationality is null and void. This article finds that the passion of reading in Islam processed through epistemic rationality has provided huge contribution for Islamic civilization so that it reaches its golden age. Hence, in Indonesian Islamic education context, strengthening religious moderation must be delivered through epistemic rationality as basic reasoning in understanding religious text and digging the diversity phenomenon in order to avoid radicalism and blind fanaticism. Epistemic rationality must be considered as starting point to build curriculum structure and learning contents that emphasize more on the competency of ‘know-how’ and ‘know-why’ rather than ‘know-what’.

Curriculum System Reform for Management Majors Based on the Paradigm of “Sydney Accord”

The curriculum system is the guiding ideology of educational activities as well as the concretization and support of training objectives. It stipulates the planning scheme for the implementation of training objectives. The curriculum system is mainly composed of specific curriculum view, curriculum goal, curriculum content, curriculum structure, and curriculum activity mode, in which professional talent training goal, talent training specification, and systematic curriculum play important roles. This article relies on the first batch of research projects on teaching under the “13th Five-Year Plan” for higher education by Zhejiang Provincial Department of Education in 2018. It sorts out and summarizes the practical experience of teaching reform involved in the project, so as to further explore scientific and effective ways of professional teaching reform.

Framing the English Language (EL) CEFR-informed Curriculum Structure: The UKM Experience

One of the main concerns that have been raised in the realm of the graduate employability workforce in Malaysia is for graduates to be competent in speaking English. The concern on the graduates’ standard in speaking English has been amplified to meet a global standard. It has triggered the Malaysian Ministry of Education to adopt the CEFR benchmark. This paper presents the framework of a CEFR-informed curriculum for Universiti Kebangsaan Malaysia (UKM) English Language (EL) courses at UKM and its basis. The paper outlines the method used in framing the curriculum structure based on the ADDIE model. It particularises the curriculum structure into four (4) main implementation phases that address the different proficiency levels in the targeted CEFR levels.

FACTORS INFLUENCING THE CHOICES OF CONCENTRATION FIELD AMONG LIBERAL STUDIES STUDENTS IN UKM

Universiti Kebangsaan Malaysia is the first public university in Malaysia which takes up the challenge to offer Bachelor of Science in Liberal Studies. This degree is the first personalized curriculum degree which entitles students to choose their own curriculum structure, which is called concentration field in this program. The concentration field is created by students to fulfil their future personal goals and career. This paper will highlight the fields chosen for their concentration and factors contributing to their decision. The study will use self -administered survey to registered Bachelor of Science in Liberal Studies students. The data collected will be analyzed descriptively. Findings show that there are 52 combinations of concentrations fields which cross-disciplines of science, technology, humanities, and social science. Three main factors which influence decision in choosing the concentration field are interest, future career, and academic ability. Two lowest factors are parents and peers influence. This study suggests a model of success for Liberal Studies students includes three internal factors i.e., interest, ambition and academic ability, and three external support which are parents, peers and the university. This paper will give insights to other higher education institutions that are interested in offering this future-focused curriculum in line with the aspiration of the Malaysian Education Blueprint. Keywords: Liberal studies; Concentration, Citra UKM; Malaysian Education Blueprint; Future-focused curriculum.

Pengembangan Kurikulum Darurat Covid-19 (model dan media pembelajaran pada masa pandemi covid-19)

The existence of the corona virus outbreak has affected several sectors including the education sector. In dealing with the spread of the covid-19 virus, the government issued a distance learning policy with an emergency curriculum. The purpose of this study will discuss the models and learning media during the Covid-19 pandemic with library research sourced from research journals, the curriculum used at Al-Fatih Primary Islamic School and other literature that supports this research. The results showed that the emergency curriculum has high flexibility and provides space for educational institutions to develop the curriculum structure up to the evaluation stage. The models used during this pandemic were e-learning, blanded learning and home visits. The learning media used depend on the needs of teachers and students, including zoom, WhatsApp, and other media that can support learning online (online).

Professional Knowledge and Organizational Commitment of Faculty Members Handling Science Subjects in the University of Eastern Philippines

This study aimed to determine the professional knowledge of faculty members in terms of knowledge of science content, knowledge of general pedagogy, pedagogical content knowledge, and knowledge of the curriculum structure and materials and find out the degree of organizational commitment along with affective, continuance, and normative organizational commitment. A complete enumeration of faculty members handling science teacher education courses in the College of Education and College of Science. Descriptive-observational and survey were employed. The questionnaires were adapted from the framework for Philippine Science Teacher Education published by the Department of Science and Technology (DOST) and University of the Philippines-National Institute for Science and Mathematics Education Development (UP-NISMED) and the organizational commitment along with affective, continuance, and normative commitment constructed and tested. It was found out that faculty members have very high professional; specifically, very high knowledge content, very high knowledge of general pedagogy, and very high knowledge of the curriculum structure and materials. It was also found out that faculty members are very highly committed to the University. Specifically, faculty members are very highly committed to affective, continuance, and normative organizational commitment.

Teaching and assessing communication skills in the postgraduate medical setting: a systematic scoping review

Background Poor communication skills can potentially compromise patient care. However, as communication skills training (CST) programs are not seen as a priority to many clinical departments, there is a discernible absence of a standardised, recommended framework for these programs to be built upon. This systematic scoping review (SSR) aims to gather prevailing data on existing CSTs to identify key factors in teaching and assessing communication skills in the postgraduate medical setting. Methods Independent searches across seven bibliographic databases (PubMed, PsycINFO, EMBASE, ERIC, CINAHL, Scopus and Google Scholar) were carried out. Krishna’s Systematic Evidence-Based Approach (SEBA) was used to guide concurrent thematic and content analysis of the data. The themes and categories identified were compared and combined where possible in keeping with this approach and then compared with the tabulated summaries of the included articles. Results Twenty-five thousand eight hundred ninety-four abstracts were identified, and 151 articles were included and analysed. The Split Approach revealed similar categories and themes: curriculum design, teaching methods, curriculum content, assessment methods, integration into curriculum, and facilitators and barriers to CST. Amidst a wide variety of curricula designs, efforts to develop the requisite knowledge, skills and attitudes set out by the ACGME current teaching and assessment methods in CST maybe categorised into didactic and interactive methods and assessed along Kirkpatrick’s Four Levels of Learning Evaluation. Conclusions A major flaw in existing CSTs is a lack of curriculum structure, focus and standardisation. Based upon the findings and current design principles identified in this SSR in SEBA, we forward a stepwise approach to designing CST programs. These involve 1) defining goals and learning objectives, 2) identifying target population and ideal characteristics, 3) determining curriculum structure, 4) ensuring adequate resources and mitigating barriers, 5) determining curriculum content, and 6) assessing learners and adopting quality improvement processes.

An Informal Introduction to Numerical Weather Models with Low-Cost Hardware

Weather, climate, and other Earth system models are growing in complexity as computing resources and technologies continue to evolve with time. Thus, models are and will remain a vital tool for scientific research. Exposure and education on the workings of such models can generate interest towards atmospheric science, and it can increase scientific literacy amongst the general public. Additionally, studies have suggested that early exposure to these models can affect the career trajectory of students. However, gaining exposure and experience remains difficult outside of internships, research settings, and other professional endeavors. Some of these barriers can include hardware and computing costs, curriculum structure, and access to instructors. As a means of addressing these barriers, the goal of this work is to utilize low-cost hardware and abstract away some of the complexities of running a numerical weather model without sacrificing fidelity. The approach is to create a graphical user interface (GUI) where users can quickly configure the model, run it, and analyze the output without knowledge of model configuration, system architecture, or navigation via a command line interface. The Pi-WRF application is packaged such that users can download and run the model within a matter of minutes. The application is designed to promote informal learning through hands-on experience. It is targeted towards lower secondary level students, but it can scale across grade levels, and it can be adapted for general audiences.