The hidden curriculum and its role in curriculum innovation implementation

Matorevhu, Alois; Madzamba, Havatidi

doi:10.30862/jri.v2i2.96

Cited by 4 publications

(2 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Learning outcomes are results that have been obtained by students after certain efforts, both observable and measurable changes in behavior, knowledge, attitudes, and skills. The learning outcomes are everything or results that students get in the form of grades after participating in the learning process of all subjects that have been taught, the form of assessment is in the form of an assessment of attitudes, skills, and changes in behavior (Huang et al, 2019;Larson et al, 2018;Matorevhu & Madzamba, 2022;Nwafor et al, 2022;Pambudi et al, 2022;Zannah et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

The use of visual, auditory, kinesthetic (VAK) learning to increase student learning outcomes

Rosdiana

Muslimin

Firmansyah³

2022

Inornatus Biol. Educ. J.

View full text Add to dashboard Cite

This study uses classroom action research. The research objective is to apply the visual, auditory, kinesthetic (VAK) learning model to improve student learning outcomes. The subjects in this study were teachers and students of grade IV primary school totaling 24 students. Data collection techniques used are observation, tests, and documentation. Actions have been done as much as 2 cycles. Data is calculated using percentages. The findings reveal that the learning outcomes of cycle I are in the sufficient category, and there is an increase in cycle II which is in the good category. The conclusion in this study is that the application of VAK learning can improve the learning process and student science learning outcomes.

show abstract

Section: Introductionmentioning

confidence: 99%

The use of visual, auditory, kinesthetic (VAK) learning to increase student learning outcomes

Rosdiana

Muslimin

Firmansyah³

2022

Inornatus Biol. Educ. J.

View full text Add to dashboard Cite

show abstract

“…Without an appropriate and appropriate curriculum, it will be difficult to achieve the desired educational goals and objectives 6. As an important tool for achieving goals, the curriculum should be prepared in an adaptive, responsive, and visionary manner in accordance with the demands of the times to come 7.…”

mentioning

confidence: 99%

Revolutionizing Islamic Religious Education in the Age of Society 5.0 through Curriculum Innovation at Merdeka Learning Merdeka Campus (MBKM)

Sofa,

Muttaqin,

Tohet

et al. 2023

IJIE

View full text Add to dashboard Cite

The existing Islamic religious education curriculum shows a clear separation between subjects like Al-Qur'an, Hadith, Fiqh, Aqidah, and the history of Islamic culture. Full integration of these elements is lacking, but it has the potential to improve students' religious experiences by providing comprehensive support for worship. Madrasah institutions face challenges related to ownership, environment, and teachers adapting to technological advancements in the current era. This study aims to explore how PAI (Islamic Religious Education) teachers implement innovative approaches in madrasahs. Employing a qualitative research design with a literature review methodology, information was gathered from various regulations, books, and magazines. We opted for a qualitative approach to explore innovative curriculum changes that can improve the quality of millennial-era madrasahs with Islamic characteristics. The literature review exposed a predominant focus on subject-centric designs influenced by teachers and infrastructure in constructing Islamic religious education curricula in madrasahs. In response, a proposed ideal model emphasizes an integrated learning approach tailored for the millennium era. This model strives to enhance Islamic language skills through integration. The study concludes by underlining key themes: innovation, curriculum development, Islamic religious education, madrasah, and the era of Society 5.0.

show abstract

Campus sustainability at Rhodes University, South Africa: perceptions, awareness level, and potential interventions

Thondhlana,

Nkosi

2024

Front. Sustain.

View full text Add to dashboard Cite

With an increasing environmental footprint due to resource consumption by employees and students, universities have a moral responsibility to integrate sustainability principles in daily university operations as part of broader societal contributions. Understanding perceptions of sustainability and awareness level can inform universities about their performance on sustainability matters, and allocation of financial and human resources needed to help universities achieve their intended sustainability targets. However, studies on perceptions regarding campus daily sustainability practices, organizational culture and role of leadership are scarce. To address this gap, this study examined staff and students’ perceptions of campus sustainability, including their views on daily operations, sustainability priorities, the organization’s level of commitment toward sustainability goals and the role of top management in promoting sustainable practices at Rhodes University, South Africa. The findings show low and varied level of sustainability awareness between stakeholders and a disconnect between campus sustainability efforts and priorities, suggestive of a policy-implementation gap. The respondents cited lack of funding, cooperation, and commitment from top leadership as the key barriers to campus sustainability. The findings point to the need to rethink the sustainability challenges universities face and ways of addressing them. Possible strategies for improving perceptions include raising awareness on campus sustainability through engagements, engendering a sustainability culture, clearly defining responsibilities for overseeing sustainability matters, co-designing sustainability goals and implementation strategies, and the need to monitor and report progress made toward achieving sustainability goals.

show abstract

The hidden curriculum and its role in curriculum innovation implementation

Cited by 4 publications

References 32 publications

The use of visual, auditory, kinesthetic (VAK) learning to increase student learning outcomes

The use of visual, auditory, kinesthetic (VAK) learning to increase student learning outcomes

Revolutionizing Islamic Religious Education in the Age of Society 5.0 through Curriculum Innovation at Merdeka Learning Merdeka Campus (MBKM)

Campus sustainability at Rhodes University, South Africa: perceptions, awareness level, and potential interventions

Contact Info

Product

Resources

About