Futures literacy for research impact in universities

Analysis of Readiness Factors for Islamic Boarding Schools to Implement the Merdeka Curriculum

“…According to Southworth (2023) in its overall implementation related to curriculum implementation and curriculum planning and the evaluation process consists of three main stages, namely a) Planning that is oriented towards the suitability of the vision and mission of the agency in establishing an independent curriculum program in the managed education unit, then b) The implementation phase involves the proactive attitude of each party involved in basing each basic component which is the reference for implementing the curriculum in accordance with its basic elements, and c) The evaluation process is carried out dynamically and the evaluation process is determined jointly based on the assessment indicators and fulfillment aspects that have been determined collectively. together and synergize with each other [32]. This is consistent with previous research conducted by [33] which explained that the implementation of a curriculum with an orientation to systems and orderly management must be planned by establishing various basic elements [34] as a form of student learning outcomes so that the curriculum used in certain units must be evaluated using mutually integrated scoring criteria and rubrics [35] [36].…”

Australian urban policy futures

“…Collectively the chapters offer new cross-generational ideas to challenge policymakers to think outside the current policy box and the dominant voices and vested interests who currently 'own' the ideas about cities. This is also a challenge to the urban research community broadly defined-that is, whether in academia, the private or the public sector-to work to reimagine the urban policy-research nexus and the future impact on culture that this entails (Kokshagina et al 2021).…”

Model Pembelajaran Living History Berbasis PjBL Untuk Meningkatkan Keterampilan Histografi Mahasiswa

“…Dalam pemenuhan elemen dasar keterampilan histografi yang mengarahkan peserta didik untuk melakukan aktivitas eksplorasi diri untuk menemukan setiap fakta dari proses Sejarah. Melalui penugasan projek, peserta didik dapat terlatih dalam mengembangakn setiap uraian fakta Sejarah dan menyusunnya menajdi proyek yang secara langsung melatih mereka untuk meneliti setiap sumber-sumber Sejarah (Kokshagina et al, 2021) Melalui permasalahan yang telah dipaparkan maka implikasi dan inovasi yang dapat ditawarkan adalah mengembangakn model pembelajaran inofatif dan aplikatif yakni Model Pembelajaran Living History Berbasis PjBL yang mampu mengakomodasi peserta didik dalam meningkatkan keterampilan histografi secara kontiniu dan dapat diaplikasiakn secara dinamis dalam proses pembelajaran Sejarah.…”