Curriculum Development Management at Madrasah Aliyah Negeri

Abstract

This study aims to determine how the management of curriculum development in MAN Padang Lawas Utara. This research used a qualitative approach with a descriptive type. Data collection techniques used observation, interviews and documentation techniques to obtain valid data about curriculum development management at MAN Padang Lawas Utara. Based on the results of the study, it shows that 1) The planning of curriculum development at MAN Padang Lawas Utara is quite good, which includes: the background of the preparation of curriculum development based on the needs and feasibility of the madrasah, reviewing the vision, mission and goals of education, formulation of curriculum content, projects that need to be done, design strategies in learning, design guidance strategies in dealing with problems, design assessment strategies to determine the level of success that has been achieved after implementing curriculum development, 2) Organizing curriculum development management at MAN Padang Lawas Utara is quite good, because it is carried out regularly and planned. Conducted by a curriculum development team formed by the principal. So that it makes it easier to make curriculum and get effective and efficient results, 3) The implementation of curriculum development at MAN Padang Lawas Utara is going well, according to the agenda that has been prepared by the curriculum development team, namely determining the curriculum structure to support competency standards, 4) Evaluation of development North Padang Lawas MAN curriculum is quite good, it can be seen with monitoring and assessment to determine the implementation of curriculum development by the principal and the supervisory team. Supervision is carried out starting from planning, organizing to implementing curriculum development internally and externally. as teacher professional education training (TPT), as well as collaboration between teachers and students.

Exploring the Alignment of Professional Development and Classroom Practices in African Contexts: A Discursive Investigation

“…In African contexts, teacher professional development is considered crucial for improving classroom practices and enhancing the quality of education (Ajani, 2022;Govender & Ajani, 2021). Studies have emphasized the need for relevant teaching resources, regular professional development activities, and the involvement of teachers in program design (Ajani, 2022;Pohan et al, 2022). The literature highlights the importance of addressing teachers' classroom needs and supporting their professional growth (Ogegbo et al, 2019;Ajani, 2022;Govender & Ajani, 2021).…”

“…The effectiveness of professional development programs in African contexts has been a topic of interest (Mayombe, 2023). Some studies have identified challenges in implementing these programs, such as limited implementation of new practices by teachers (Andersson & Palm, 2018;Pohan et al, 2022). There is a need for comprehensive and dynamic professional development models that consider teachers' learning needs and school environments (Ogegbo et al, 2019;Govender & Ajani, 2021).…”

“…While some studies have found a direct impact (Andersson & Palm, 2018), others have highlighted the need for more rigorous evidence (Andersson & Palm, 2018). Integrating professional learning communities and collaborative practices into professional development programs has also been emphasized (Okwuanaso & Igwebuike, 2006;Pohan et al, 2022).…”

“…Global Competence: As Africa engages with the global community, teacher professional development will emphasise global competence, fostering teachers' ability to prepare learners for global citizenship, cross-cultural understanding, and interconnected challenges (Pohan et al, 2022).…”

The Role of Character Development in Islamic Religious Education: An Islamic Values-Based Approach at one of the MAN Schools in South Sulawesi

“…IRE within MAN schools aims not only to convey religious knowledge but also to instill Islamic values, beliefs, and practices in students. This combination of faith-based education with academic learning fosters a comprehensive understanding of Islam, equipping students with the tools to navigate both their spiritual and worldly lives [26], [31].…”