The Instrument Development to Evaluate Local Curriculum in Indonesia

Andrian, Dedek; Kartowagiran, Badrun; Hadi, Samsul

doi:10.12973/iji.2018.11458a

Cited by 36 publications

(35 citation statements)

References 39 publications

(37 reference statements)

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“…This characteristic beautifies and enriches life values that need to be nurtured and maintained through education. There are many ways that can be done; one of the ways taken is to include it in the curriculum learned in schools in the form of a local content curriculum (Andrian et al, 2018;Yamin, 2017). The Budaya Alam Minangkabau is used as one of the subjects in the local content curriculum for the West Sumatra region.…”

Section: Budaya Alam Minangkabau Lessonsmentioning

confidence: 99%

Character Education through Local Content Curriculum of Budaya Alam Minangkabau

Amsal¹,

Zuwirna²,

Sihes³

2020

Al-Ta'lim J.

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The study aims to determine whether Budaya Alam Minangkabau subject is able to shape the character of students in accordance with Minangkabau cultural values. The selection of learning strategies, the availability of teaching materials, and learning media determines the success of students' character planting. A Mixed Method was carried out where the population of this study was elementary school teachers in Padang. Budaya Alam Minangkabau is taught in grades 4, 5, and 6. The numbers of elementary school teachers are 939. For quantitative data, a sample of 100 teachers was determined, while for qualitative data the headmaster and school supervisor were assigned. Based on the results of research that has been done, the subjects of the Budaya Alam Minangkabau play a role in the formation of character, namely the planting of cultural values, ethics, morals and local wisdom. Thus, students have a high sensitivity to the cultural values of the region in order to remain sustainable and not uprooted from its own cultural roots. The formation of character in students is a value education, character education, and formal education, character education that aims to develop the ability of all school members to provide good and bad decisions, exemplary, maintain what is good and realize goodness in everyday life to the fullest heart. Through Budaya Alam Minangkabau subjects, students are expected to be able to recognize and become familiar with their own natural, social and cultural environment. Students have the stock, abilities and skills as well as knowledge about the area that is useful for themselves and the community in general, and develop noble values of local culture in order to support national development.

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Section: Budaya Alam Minangkabau Lessonsmentioning

confidence: 99%

Character Education through Local Content Curriculum of Budaya Alam Minangkabau

Amsal¹,

Zuwirna²,

Sihes³

2020

Al-Ta'lim J.

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“…The last thing that needs to be emphasized is the implementation of learning development. Learning activities are designed to provide learning experiences that involve mental and physical processes through interaction between students, educators, the environment, and learning resources (Andrian et al, 2018). Some things that need to be considered in the selection of learning activities, such as: (1) provide opportunities for students to find, process, and find their own knowledge under the guidance of educators (lla & Winitkun, 2017); (2) have distinctive characteristics in developing theme abilities; (3) adapted to the abilities of students, learning resources, and available facilities; (4) varies by combining individual or group activities; and (5) pay attention to individual abilities such as talents of interest, background, and various problems that may be faced by students (Ulmer, 2010: Fadilah, 2014…”

Section: Finding and Discussionmentioning

confidence: 99%

The Development of the Interdisciplinary Thematic Learning Model in Vocational Education

Marsono¹,

Yoto²,

Devi³

et al. 2019

Proceedings of the 1st Vocational Education International Conference (VEIC 2019)

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The Industrial Revolution 4.0 took place along with the rapid development of science and technology so that it spurred every line of life to be able to innovate optimally in facing the challenges of global competition and the emergence of new jobs. The purpose of this study is to develop learning models to provide integrated learning between vocational study programs through Model Interdisciplinary Thematic Learning (INTEL). This research carried out collaboratively by creating a special class collaboration model between 3 vocational study programs (Mechanical Engineering, Electronics Engineering, and Culinary) at the Malang State University Faculty of Engineering. The research method was conducted by research and development of interdisciplinary thematic learning models by taking the theme robotic culinary in Industry 4.0. There are 4 stages of development of INTEL Model, namely: 1) identifying technology in the world of work and student characteristics; 2) analysing instructional learning/competencies that students must have; 3) compiling a collaborative lecture strategy including making syllabus, lesson plans, and lecture modules; and 4) compiling evaluation and evaluation tools for learning implementation. The results of this study are expected to provide real experience in the work world; therefore, it will affect the improvement of competency skills of vocational education students. lectures are not conducted comprehensively with the collaboration, it will be very difficult to provide these

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“…The steps taken in the field approach are as follows: (1) case selection is based on the object of research that will be conducted so adjusted by reviewing theories related to research material about the curriculum system at the level of the elementary school education unit and related to curriculum renewal management; (2) data collection techniques carried out in this study through case studies in the field which use several stages such as interviews, observation and documentation related to the curriculum used at SDN Baron 03 Malang; (3) analysis data conducts analysis of data obtained from schools, adjusted to the study of theory, after being managed based on a theoretical study and the results of case studies in the field then used in report writing; (4) improvements are carried out by adjusting the data found with the results of the documentation obtained. If the data obtained is deemed inadequate then it is necessary to return to the field to be completed and refined; and (5) report writing is done systematically, structurally, with the language used more easily understood by the readers.…”

Section: Methodsmentioning

confidence: 99%

“…Hubball & Burt (in Rumahlatau, Huliselan, & Takaria, 2016), states that the reformation of curriculum is a complex, diverse, and repetitious process, in which ideas are made into policies, transformed into behavior, and expressed as social actions. Briggs (Andrian, Kartowagiran, & Hadi, 2018) state that the curriculum provides guidance and a foundation for schools in developing learning and assessment. Efforts to improve the curriculum in order to achieve successful learning becomes something that absolutely must be done.…”

Section: Introductionmentioning

confidence: 99%

Curriculum as a System and Influence on Curriculum Renewal at Primary School (SDN) Bareng 03 Malang, Indonesia

Illiyin¹,

Fidayati²,

Arifin³

2019

Proceedings of the 4th International Conference on Education and Management (COEMA 2019)

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The preparation of this paper aims to understand and analyze curriculum system theory and curriculum renewal at the level of the elementary school education unit and aims to study the discovery of problems related to the curriculum system implemented in the School and be linked to the theory used to later find solutions to problems found. The research method used is a qualitative approach in which this study describes or depicts facts or circumstances or symptoms that appear in SDN Bareng 3 Malang, Indonesia. Research steps undertaken begin with Case Selection, Data Collection, Data Analysis, Corrections, and Report Writing. The results of the study can be found the application of the curriculum system at the basic education level unit. curriculum as a system if every component in the curriculum takes place as a whole. The implementation of curriculum development that applies in schools starts from the main curriculum which is a national curriculum then adjusted to the situation of the school so that it becomes 3 documents, document 1 is the center of all school activities, document 2 is a syllabus and document 3 is lesson plan (RPP). so that it can be said that the implementation of the curriculum system at SDN Bareng 3 Malang adjusts the needs of students in understanding the learning process referring to the development of the use of the 2013 curriculum by including certain parties such as heads of agencies, supervisors, school committees, principals, teachers and student guardians in the needs analysis implementation of the school curriculum system.

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The Instrument Development to Evaluate Local Curriculum in Indonesia

Cited by 36 publications

References 39 publications

Character Education through Local Content Curriculum of Budaya Alam Minangkabau

Character Education through Local Content Curriculum of Budaya Alam Minangkabau

The Development of the Interdisciplinary Thematic Learning Model in Vocational Education

Curriculum as a System and Influence on Curriculum Renewal at Primary School (SDN) Bareng 03 Malang, Indonesia

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