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The coronavirus disease 2019 (COVID-19) pandemic is a case that can be used as a biochemistry learning resource in relation to the topic of viruses. Learning to use cases will be effective if students are assigned to produce reports, articles, or other scientific papers. Self-assessment can be used to assess the competencies that have been learnt in the writing process. This study aims to analyze the scientific papers and self-assessment of students using the COVID-19 pandemic case. It includes qualitative research with scientific paper and self-assessment questionnaire analyses. The research sample was chemistry education study program students (N = 57) following biochemistry course, out of a population of 87 students. The results show that the students have a good understanding of explaining COVID-19. Self-assessment analysis shows that 80% of the students responded positively to eight statements; those who gave positive responses to each questionnaire statement were able to produce scientific papers. Good self-assessment is in line with the ability of students to compile good scientific papers., (© 2020 International Union of Biochemistry and Molecular Biology.)

School closures in Indonesia during the COVID-19 pandemic have left 45.5 million school students and 3.1 million teachers dependent on online teaching and learning. Online teaching and learning are an unprecedented experience for most teachers and students; consequently, they have a limited experience with it. This paper examines the views of secondary school mathematics teachers on E-learning implementation barriers during the COVID-19 pandemic at four barrier levels, namely teacher, school, curriculum and student. Furthermore, it assesses the relationship between barrier levels with teachers' demographic background. Data was collected through an online questionnaire, involving 159 participants from lower and upper secondary schools in Indonesia. The findings of this study suggest that student level barrier had the highest impact on e-learning use. In addition, the student level barrier showed strong positive correlation with the school level barrier and curriculum level barrier. The study showed that teachers' backgrounds had no impact on the level of barriers. This study stimulates further discussion on the way to overcome e-learning barriers whilst simultaneously maximizing benefits of E-learning during this pandemic and beyond it by highlighting the importance of students' voices.

This paper focuses on the schooling practices, curriculum, and educational opportunities available to children in the fishermen's neighbourhoods of the Indonesian archipelago. The study investigates what schooling practices, curriculum, and educational opportunities are thought important for the education of children in fishermen's neighbourhoods of the Indonesian archipelago. The study utilises archival and policy texts, created teaching and learning materials from the Indonesian Ministry of Education and Culture, and various texts derived from the community-based foundations and non-profit organisations spread out in the Indonesian archipelago related to the education of children in Indonesian fishermen's neighbourhoods. Through an archival investigation of curricula, the study hopes to examine the languages of instrumentality and criticality and how they have shaped the educational practices and experiences in these fishermen's neighbourhood contexts.

Purpose: In the Indonesian health-care system, nurses and midwives often serve as the primary health-care providers due to physician shortages. Seeking to address the need for medical care in resource-limited environments, some have advocated for portable equipment in the hands of health-care providers. We hypothesized that medical students are able to effectively teach point-of-care ultrasound (POCUS) to physicians, nurses, and midwives in rural Indonesia., Methods: We conducted a prospective, observational study using health-care practitioners from a clinic and accredited school for nursing and midwifery in Mojokerto, East Java, Indonesia. Enrolled practitioners took part in a 4-week POCUS course followed by postinstructional testing., Results: A total of 55 health-care practitioners completed the course. This included 19 physicians, 13 nurses, and 19 midwives. Of the 55 clinicians, 43 (72%) passed the course and 12 (28%) failed., Conclusions: Physicians, nurses, and midwives in rural Indonesia showed significant acquisition of ultrasound (US) knowledge and skills following a 4-week US course. Following training, all three groups displayed skills in practical US use during a postcourse practical examination. This is one of the first studies to assess the efficacy of medical students teaching POCUS to midwives and nurses., (© 2019 Wiley Periodicals, Inc.)

This paper describes how English as a Foreign Language (EFL) teachers in Indonesia have implemented the recent character education policy within an era of school-based curriculum reform. The character education policy required all teachers, EFL teachers included, to instil certain values in every lesson whilst the school-based curriculum reform permitted teachers to develop locally responsive curriculum content. The design behind the reform seeks to sharpen education's role as a site of moral inculcation in the face of growing social diversity that threatens social cohesion and the prolonged social problem of massive corruption. Drawing on Durkheim's distinction between secular and religious morality, this paper considers how the Indonesian curriculum promoted rational or secular moral education and how the EFL teachers enacted religious moral education given religiosity is salient in both the community and schools of Indonesia. Bernstein's concepts of pedagogic discourse, instructional and regulative discourses were adopted to analyse how EFL teachers have recontextualized both curricular reforms in their micro pedagogic settings. The conclusion suggests that teachers' implementation of moral education in their classes was dominated by their school communities' and the teachers' own preferred value of religiosity. Such values played out in their classes through both the regulative discourse and the instructional discourse.

The mastery of English as a tool of communication among nations and people around the globe is an undeniable fact. Islam world also needs to follow this by equipping its people with English as a communication tool. As Arabic is used for the communication inside Islam, English is needed to communicate Islam to other people around the earth both to Muslims or Non-Muslims. Teaching English has become an increasingly significant element in Islamic education. For this, the issue of teaching English at "madrasah" is an important concern for practitioners in the area of TEFL in Islamic institutions. This paper explores the writer's ten-year experience in teaching English at a "madrasah ibtidaiyyah" in Cirebon, West Java-Indonesia. The conditions that will be pictured are the culture, the students, the teaching and learning process, and the outcome of the current practices in "madrasah ibtidaiyyah," mainly in the area of TEFL. Then, all these conditions will be contrasted to up to date research findings and theories so that the facts and the challenges can be clearly seen. This will also be seen from the perspective of current curriculum in Indonesia, namely curriculum 2013, which bears contradictions with the presence of it. In fact, the curriculum 2013 eliminates English as a subject learned at primary school level. What "madrasah ibtidaiyyah" will do in the next years can direct the expected outcome of the teaching of English at this level. Kinds of program that can be designed to empower the state of English mastery are an essential case to discuss. This all facts and challenges can provide insights so that people working in and with "madrasah ibtidaiyyah" understand and are ready to face the global communication era. A bibliography is included.

The present paper fills a void in the literature by focusing on curriculum policy processes in schools that are both remote and international. It is based on an analysis of the complex interrelationships between international and remote education; between 'the global' and 'the local'. It maps the dynamics of curriculum policy processes in three remote international schools in Indonesia and their journey in adopting the International Baccalaureate Primary Years Program (IBPYP). Whilst the study reported was primarily focused on how teachers made meaning of the IBPYP and the micro-politics involved, the significance of accelerating globalization required an examination of accompanying national, regional and global influences embedded in the complex curriculum policy processes. The concept of a 'policy trajectory' provided a framework for the research. After analysis of findings, a model was constructed to capture the dynamics of curriculum policy processes along the entire trajectory from global to local levels.

This paper presents a critical discourse analysis of the Gerakan 30 September (G30S) event's portrayal in Indonesian Grade XII history textbooks across various curricula from 1994 to 2013. By analysing four textbooks, the study reveals an evolving narrative of the Communist Party of Indonesia (PKI) from a predominantly negative portrayal in earlier curricula to more nuanced and multiperspective representations in later editions. Early textbooks, aligned with the New Order's anti-communist ideology, depict the Communist Party of Indonesia (PKI) as a malevolent force, whereas later texts, especially under the 2013 curriculum, offer diverse viewpoints, reflecting a shift toward critical thinking and balanced historical understanding. This shift indicates changing political ideologies and educational approaches in Indonesia, highlighting the role of textbooks in shaping historical perception and national identity. The findings illuminate the transformation in educational narratives, emphasizing how these changes in textbooks are indicative of broader societal and political shifts and their significant impact on shaping collective memory and national consciousness in Indonesia. [ABSTRACT FROM AUTHOR]

The education system carried out, especially in Indonesia, will often change according to the development and changes of the times, where all of that cannot be separated from the influence of technological developments and media that continue to reach developments every time, in learning to prepare for such things, a theory is needed, one of the theories that is also applied in the latest curriculum, namely the 2013 curriculum is the theory of constructivism. The purpose of this writing is to see how the theory of learning according to the theory of constructivism developed by Pieget and Vygotsky. The writing in this study uses the library method or Library Research. Where this paper finds the results that learning in constructivism theory, namely learning activities are active activities, where students build their own knowledge. Students seek their own meaning from what they learn, this is a process of adjusting new concepts and ideas to the existing framework in their minds. Piaget and Vygotsky cannot be separated from constructivism learning theory. However, there is a principle difference between Piaget's concept and Vygotsky's concept. If Piaget developed more schemata theory, Vygotsky developed more zone of development (ZD) theory and scaffolding. [ABSTRACT FROM AUTHOR]

This paper examines whether the inclusion of maritime law subject in the curriculum of the Indonesian faculty of law is necessary for the expansion of the maritime industry. This paper describes how education can positively influence the long-term growth of the maritime industry in Indonesia. The method used in this research is normative legal research. Basically, in accordance with the Indonesian Vision 2045, a cultural and structural maritime reformation must be implemented for the nation to become a maritime leader; one of the strategies for achieving this goal is to improve the quality of human resources through formal education with a solid curriculum. The result of this research showed that through teaching and academic research, the presence of maritime law will have a significant impact on the Indonesian maritime industry. Additionally, the presence of maritime law and research institutes will result in the reform of maritime regulations to make them more effective and business-friendly, so that the policymakers and business actors in Indonesia have strong academic partners with which to resolve maritime issues that have arisen or will arise in Indonesia through the formation of admiralty court in Indonesia. [ABSTRACT FROM AUTHOR]

In some places of the world, disasters occur virtually every day. If disasters are not properly foreseen, they may result in many fatalities. This research aims to examine the growth and pattern of literature on natural disaster education in schools. This analytical strategy combines quantitative and statistical methods to discover trends, assess quality, and track development. A total of 216 documents were chosen from the 403 documents collected. Following 2015, there was a considerable increase in four-year publications. Authors from the United States contributed to 45 papers with 37% citations and ranked first, followed by authors from Japan (31 documents; 15% citations) and Indonesia (31 documents) with rankings citations below the top 10. Most publications were published in the International Journal of Disaster Risk Reduction (12 docs; Q1 Scimago Journal Rank 1.1 (SJR 1.1)). The Journal of Child Psychology and Psychiatry and Allied Disciplines had the most citations (100; Q1 SJR 3.6) and was ranked first in its discipline. The existing core literature on school education on natural disasters demonstrates that this topic is developing rapidly, but with insufficient international research collaboration. Research cooperation in this area must be strengthened to better the global response to natural disaster mitigation, which should begin in schools worldwide. There is a need to widen the scope of study in this field to include natural disaster preparedness education in the school curriculum, assessments, learning media, disaster response education, and instructional designs. Finally, disaster education in schools must be addressed as soon as possible to contribute to disaster preparedness. [ABSTRACT FROM AUTHOR]

This paper critically examines Indonesia's 2013 national curriculum, implemented in 2019. The most significant change is the mandated use of formative assessment, which we argue is an example of policy borrowing, a trend also seen in many other countries globally. We argue that this policy has been adopted due to global and regional pressure on Indonesia to improve its education system. Alongside this, the 2013 curriculum has a strong emphasis on student attitudes, thereby promoting Indonesian national interests. Taking a holistic approach to our analysis, we follow Priestley et al.'s (2012) conceptual framing of sites of curriculum and draw on a wide range of data including policy texts, existing studies, media texts and teacher voice, to illustrate inconsistencies in the way formative assessment has been interpreted through the policy‐making process. Our analysis also highlights tensions between formative assessment and the Indonesian education system and cultural context. As we exemplify, curriculum making is a complex process involving many stakeholders; teachers are not mere enactors of policy and should not be viewed as the source of the 'problem' when issues occur. Our study will be of interest to others in examining the trend of diffused policy borrowing in non‐western settings. [ABSTRACT FROM AUTHOR]

Background. Learning strategies in the independent curriculum must be optimized for teachers as the spearhead in advancing mutually beneficial education. If this is not realized, then the government's hopes of overcoming the weaknesses of Indonesian education will not be realized. This benchmark is the reference for researchers to describe how the Merdeka Curriculum learning strategies are used to build student potential. Purpose. This qualitative research describes how the Merdeka Curriculum learning strategies build student potential. Method. This study refers to "Literature Studies," where books and research results are the main sources of data as material for describing good Merdeka Curriculum learning strategies. Results. In the Merdeka Curriculum, appropriate learning strategies to achieve goals can be realized through project-based, collaborative, technology-based, problem-based, and experience-based learning. Conclusion. If this project-based, collaborative, technology-based, problem-based, and experience-based learning strategy can be realized well, students can develop interests, talents, and skills that match their potential. Thus, applying these strategies in the Merdeka Curriculum can provide meaningful and relevant learning experiences for students. [ABSTRACT FROM AUTHOR]

Background. Higher education is a formal institution in government educational institutions. Higher education is expected to be a tool that assists everyone in obtaining adequate resources. As a result, understanding the system in a tertiary institution is critical in order to support the education system. Purpose. The objective of this research was to help tertiary institutions understand their role in developing superior human resources by developing an IQF-based curriculum system that produces graduates that meet the needs of the community. Method. The descriptive qualitative method was used, along with a literature review. Results. The author explained each of the findings using a literature review. According to the findings of this study, tertiary institutions' High School of Theology & Christian High School must determine graduate profiles, graduate learning outcomes, study materials, course formation, course grouping, course structure provisions, and semester lesson plans in the lecture curriculum. Conclusion. Each tertiary institution must pay attention to new systems in order to create superior human resources in their fields in order to advance the curriculum. [ABSTRACT FROM AUTHOR]

As an implementation instrument for conservative, creative, and critical-evaluative functions, the curriculum should continue to be analyzed for its contextualization of the reality of a situation and condition. Since the Covid-19 pandemic, the teaching and learning process has undergone significant changes both globally and specifically in Indonesia. As a form of concrete steps, the Government has enacted a policy for the implementation of online learning in the network (online). Islamic education in schools that mainstream appreciation of religious values, when faced with the existing reality in the form of online learning media raises a few questions about its efficiency and effectiveness. This paper tries to present the results of research on Islamic Religious Education learning strategies during the Covid-19 pandemic qualitatively with a focus on studies at the Elementary School Madrasah Ibtidaiyah (MI) level. The relevance between curriculum devices in the explanations given by both education experts and legislation is carried out in a comprehensive analysis. The findings in this study, there is a strong relevance between the material in the learning curriculum of Elementary School/Madrasah Ibtidaiyah to learning strategies that use online media in their learning tools. [ABSTRACT FROM AUTHOR]

This paper examines how a new policy was enacted by teachers with different working conditions in Indonesia. The concept of curriculum enactment and an elaborated theoretical perspective for understanding teachers' professional judgement are presented to reveal whether teachers from different school sectors encounter dilemmas in curriculum reform and whether they display consistency in their patterns of resolving those dilemmas. The data reported in this study were obtained from transcripts of interviews and fieldnotes of classroom observations with nine teachers from state and private secondary schools in Indonesia. The results suggest that the two groups of teachers experienced different dilemmas and developed different resolutions. The paper concludes that the resolutions adopted by teachers reflected their attempts to 'act for the best'. [ABSTRACT FROM AUTHOR]

This paper investigates the ideational meanings of science through the analyses of types and functions of the images used in science textbooks, the formality of the pictures, the genre of the texts used as the main passage, and the process types used. This paper also probes into the interpersonal meaning of science through the analysis of pronouns used to address the readers, the analysis of represented participants, including the existence or nonexistence of gaze, and the position of the images in relation to their interactive participants. The data for the study consisted of three randomly selected topics from science textbooks for grade 7,8 and 9 based on two different curricula used, namely KTSP 2006 and Kurikulum 2013. Reading images as proposed by Kress and van Leeuwen (1996; 2006) was used to analyze the visual images along with systemic functional linguistics (SFL) as proposed by Halliday (1994); Halliday and Matthiessen (2004) to analyze the verbal texts. The findings show that ideationally, the most dominant type of pictures used in the topics investigated is realistic pictures, pictures which represent human optical perception. In terms of the function of the pictures, analytical pictures, pictures which show the part-whole relationship, are dominantly used in the topics. Ideationally, the topics in the textbooks maintain the sameness of forms and colors of the scientific objects students study at schools as their real objects. Interpersonally, readers are positioned as the receivers of the message from persons who are more knowledgable, hence, more powerful than they are but, at the same time, approachable by the readers. [ABSTRACT FROM AUTHOR]

Changing the partial curriculum to be holistic is a crucial phenomenon, because it has broad implications for educational processes and outcomes. This paper aims to elaborate on changes to the Indonesian National curriculum from a partial toward holistic education perspective. Through qualitative approach, this study collected data based on formal curriculum documents published by the Ministry of Education and Culture of the Republic of Indonesia. Data analysis used critical text analysis techniques with rational thinking patterns. The results revealed that the basic framework and elements of the National Curriculum, consistently refer to the principles of balance, wholeness, and linkages in education that form the whole personality of students. In conclusion, the changes of the National Curriculum reflect the concept of holistic education. The concept of this holistic curriculum is at the level of the formal curriculum, while its implementation in the education and learning process requires its own appropriate policies and strategies. [ABSTRACT FROM AUTHOR]

This paper aims to strengthen the student's peace-loving attitudes through Huma Betang Value-Based on General Education Curriculum. General Education (GE) at the Palangka Raya University consists of multicultural students. Historically, there have been conflicts between students at Palangka Raya University and horizontal conflicts of the Dayak and Madura ethnic groups. Through a qualitative approach, the procedure of this research included: 1) FGD examines the GE curriculum 2) Workshop on the development of GE curriculum models based on Huma Betang values 3) Expert Validation of assessment on devices that have been developed 4) implementation of the GE model 5) The reflection of the Huma Betang value-based GE implementation. The results showed that the introduction to Huma Betang underscored the values ofhonesty, harmony, tolerance, and togetherness in diversity. Huma Betang Dialogs encouraged the introduction of each other between students from across departments and faculties. The Huma Betang could develop identity performances collaboration on ethnic characteristics of the students. The Huma Betang trained the students to have problem solving skills through the Peace-Loving Project, consisting of a brief video on peace-loving. The strengthening of the students' peace-loving attitudes can be integrated in the curriculum because the activities can increase students knowledge and understanding of others,accept the diversity in accordance with their identity, improve communication with others, increase solidarity with others, increase cooperation with others, make students creative in providing solutions to the problems of peace-loving, make students have the peace-loving attitudes, and make students do the actions that uphold the attitude of peace-loving. [ABSTRACT FROM AUTHOR]

The central theme of this paper discusses the current issues in English Language Teaching (ELT) in Indonesian contexts particularly the English curriculum of Indonesian secondary school. It will first explore the historical development of English curriculum in Indonesia including the methods or approaches that have so far been used; this section touches on current directions in Teaching English to Speakers of Other Languages (TESOL) methodology - Task Based Language Teaching (TBLT) - studies that may not be readily adapted by some English teachers in Indonesia. It will then move to the discussion of the goals of Indonesian English curriculum - integrated with Character Education - which could be considered a reflection of needs analysis and its ideologies. Lastly, this paper shows some challenges that could have hindered English language learning and teaching in Indonesia particularly related to the washback of English National Examination held by the Indonesian Government each year at the end of the school term; these challenges may need to be addressed by postgraduate universities that provide a TESOL Master`s programme. It also examines other high-stake assessments that seem to have influenced the directions of the English teaching and learning processes in Indonesian contexts. [ABSTRACT FROM AUTHOR]

Copyright of Logos: A Journal, of Religion, Philosophy Comparative Cultural Studies & Art (08687692) is the property of Logos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Since curriculum 2013 is implemented in Indonesia, teachers have changed the way they give task as well assess the students. Referring to the new curriculum, all of the tasks and assessments should include high order thinking skill (HOTS). However, up to now, there are some teachers who find it difficult to develop task that really reflect high order thinking skill, such as authentic task. Based on previous research, some teachers claim that authentic task cannot be employed as it is considered time consuming. This paper uses descriptive quantitative method which involved twelve junior high school English teachers in two different junior high schools in Sumenep to investigate their understanding about authentic assessment and how they implemented it in their classrooms. The results of the study show that in general, teachers have a good knowledge of authentic assessment. However, there are some obstacles in the implementation level due to some factors, namely students' critical thinking, the problem with the rubric, and the fact that this type of assessment can be time consuming. [ABSTRACT FROM AUTHOR]

This study aims to map the literature course in the undergraduate curricula of English as a Foreign Language (EFL) education in Asia, particularly in Indonesia, Thailand, and Taiwan1, and analyze the literature course mapping in the Indonesian, Thai, and Taiwanese undergraduate curricula of EFL education. The significance of the study lies in its contribution to the structure of the undergraduate curriculum of EFL education, addressing global higher education challenges in the twenty-first century. This research employed a case study approach in Asia involving quantitative mapping of curricula documents from several universities in Indonesia, Thailand, and Taiwan, followed by qualitative analysis of curricula documents. The results indicate that, on average, the twelve target universities allocate 6% of the total obligatory completed semester credits to the literature course for a Bachelor of Teaching degree. Most of these universities position the literature course at a moderately low level with their curricula. Ideally, the literature course allocation could be increased to 15% if the linguistics and general language skills course group is also set at 15%, while the elective course group should be at 6%. Since the data were validated using time triangulation, future research should explore additional data validation techniques, such as in-depth interviews or questionnaires. [ABSTRACT FROM AUTHOR]

Copyright of Special Treatment / Különleges Bánásmód is the property of University of Debrecen and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Village tourism is a type of tourism which integrates nature, culture, education, and the active participation of the local. It is intended to improve the community’s prosperity. This model aligns with the Community Economy (CE) concept which advocates for people’s well-being. This paper aims to describe the ways in which village tourism is incorporated in a CE course in economics department using problem-based learning (PBL) method and explore the development of students’ characteristics out of the learning process. The subjects of this research were 3 lecturers and 90 students from a state university and a private university in Indonesia. The research design was mixed research. The data collection techniques include observation, interview, and documentation. The research results show that 1) village tourism condition can be integrated into themes related to CE materials such as CE’s basic concept, development model, policy, strategy, and partnership, society’s empowerment, cooperative and micro small-medium enterprise, poverty alleviation, and 2) student’s characteristics developed during the project. The researchers set some criteria to be observed: nationalistic, hardworking, creative, environmentally conscious, independent and cooperative, and after the observation, this research found that there was an increase in all these criteria. PBL encourages students to develop villages in Indonesia and find ways to increase national income and create sustainable development. [ABSTRACT FROM AUTHOR]

Increased energy use and attendant green house emissions are associated with increased urbanization. At the same time, climate change poses challenges for the built environment where there are tensions between rapid city building and low carbon growth. This paper develops and tests a method for the institutional development of built environment professions in emerging economies that are dealing with a range of issues, including rapid urbanization, and rapid building and construction. The built environment professions comprise a range of disciplines including architecture. Using the architecture profession as a case study, a ‘deep-dive’ is taken to understanding the role of architects as a central player in the move towards low carbon futures in Indonesia. The architecture profession and practitioners are analysed from the perspectives of curriculum development and governance in universities, private industry, peak industry bodies and other bodies driving low carbon growth such as green building councils. While the paper focuses on one discipline comprising the built environment profession, in reality, all disciplines comprising the built environment professions need to be considered to understand how they interact within the profession and between each other so as to maximize outcomes for low carbon approaches. An institutional approach is helpful in guiding the built professions in other transitioning economies. Generally, transitions to low carbon futures in academia have taken the approach of curriculum development in the various disciplines. While this approach is laudable, it is not enough. It is clear that curriculum development alone is insufficient to bring about broad scale and lasting changes to low carbon futures. Educational changes in universities represent only one institutional approach. In reality however, educational institutions need to work in tandem with several other institutional agencies to drive, complement and support changes for low carbon futures; including government, industry practitioners and peak industry bodies. [ABSTRACT FROM AUTHOR]

The curriculum is a tool that will never be separated from the educational process. In Indonesia, there have been several curriculum changes to support the implementation of education to run smoothly, and curriculum improvements in supporting the learning process have been carried out until now. The last curriculum improvement was carried out in 2020 under the name “Merdeka Belajar”, and its implementation was carried out in stages. In order to find out the effectiveness of the implementation of this curriculum in formal educational institutions, this study focuses on highlighting Merdeka Belajar curriculum to bring out the characters in students for independent learning. To solve this problem, the researcher used qualitative research methods with case study techniques, while the data collection method used were observation in the form of non participatory observations and interviews. The results of the study stated that the implementation of the independent learning curriculum has not been fully implemented, and still limited to Projek Penguatan Profil Pelajar Pancasila (P5) so it was categorized as a school “Mandiri Belajar”. [ABSTRACT FROM AUTHOR]

Nanotechnology has been applied in various fields of human life today. However, efforts to integrate nanotechnology into the curriculum in Indonesia are insufficient, including in higher education. The research was conducted to reveal the level of literacy of science students and faculty member at university level in Indonesia. The research method in this study is a cross-sectional survey design with a total of 63 science lectures and 388 students from 22 universities in Indonesia who are participated in this study. The literacy level of student and lecturer's perspective was analyzed from research instrument that consists of 16 questions test items in multiple choice forms. Descriptive statistics method used to analyze literacy level of science's students and descriptive analysis used to analyze faculty member perspective toward nanotechnology. This study found that the highest literacy level toward nanotechnology in student university level was chemistry students (43,789) and the lowest is biology students (29,579). It means that the understanding of nanotechnology, which is more directed to the field of biology is not widely studied by the student's in university level. Faculty members have perspective about nanotechnology are not integrated nanotechnology into classroom. They believed that nanotechnology is an important issue that must be directly available with curriculum system in education. This study contributes to primary research about nanotechnology implementation in education as a part of the need of 21st century. [ABSTRACT FROM AUTHOR]

In this era, education is needed to support children in continuing the next generation of the nation. In education today, an update in education is needed, in order to change education in Indonesia to be more advanced. To achieve the goal of more advanced education, there must be a curriculum update in Indonesia. In February 2022 last year, the Ministry of Education and Culture launched an independent curriculum where the independent curriculum method refers more to the talents and interests of children. This independent curriculum allows students to choose the lessons they like or are most interested in. The purpose of this study is to evaluate early childhood learning on the use of the independent curriculum. This research method uses quantitative methods, this data is obtained from interviews to kindergartens. The results showed that the independent curriculum is very good in supporting students' learning in improving skills, character, by using flexible learning. From this research it can be concluded that the use of an independent curriculum for early childhood is very effective and efficient. The independent curriculum leads to the development of skills and character, focuses on essential material, and uses flexible learning. The limitation of this research is that researchers only conducted research in one kindergarten in 50 cities in West Sumatra Province, researchers hope that future researchers can conduct research with a wider range so that they can continue this research. This study also recommends to future researchers as a reference in conducting research on the use of Merdeka Curriculum in Early Childhood. [ABSTRACT FROM AUTHOR]

Curriculum change is one way of adapting education in the face of various scientific and technological developments. These changes lead to different views from numerous educational actors, one of which is teachers. This study aims to explore biology teachers' perspectives on curriculum change in Indonesia. A qualitative phenomenological study with semi-structured interviews explored the biology teachers' perspectives. The interview results were analyzed using the thematic analysis method with ATLAS.ti 22 software to determine themes. The results showed four themes from biology teachers' perspectives on curriculum change, which are (1) the factors affecting independent curriculum implementation; (2) the teachers' concerns; (3) the teachers' efforts; (4) the support systems needed by teachers. Biology teachers' perspectives show that teachers experience various problems and concerns but still strive to implement learning according to the curriculum. Synergistic support from schools, colleagues, government, educational colleges, and parents of students is needed for the successful implementation of an independent curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Special Treatment / Különleges Bánásmód is the property of University of Debrecen and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The integration of a curriculum that combines Islam and science has become a necessity and a demand in higher education, including nursing study programs in Indonesia. This study aimed to explore the perceptions of nursing school heads, lecturers, and students regarding the integration of character-building Islamic values into nursing education. The research design was a qualitative descriptive approach. The sample collected using a purposive sampling technique, focusing on lecturers and students involved in integration, resulting in a total of twenty-six participants. Data was collected by conducting online interviews, posing questions to individuals from five Islamic higher education nursing schools, including nursing school principals and lecturers. The research reveals six key themes: perception of the integration of Islam and science, its application, the sources of power in the integration, the barriers faced, the evaluation process, and potential solutions for achieving successful integration. It is essential to consistently monitor and evaluate the integration process through a comprehensive review of the curriculum, including semester learning plans at the beginning, during, and at the end of the study, in the form of outputs and outcomes. Furthermore, it is crucial to optimize collaboration between nursing lecturers and Islamic expert lecturers. [ABSTRACT FROM AUTHOR]

Both Indonesia and Vietnam provide English as foreign language instruction. In contrast to Indonesia, where English proficiency is low, Vietnam has a moderate level of English proficiency. Although Vietnam has a moderate level of English proficiency, its curriculum is nearly identical to that of Indonesia, making it suitable for comparative research. This research aimed to identify the significant differences between Indonesian and Vietnamese universities' English language teacher education curricula. This study employed a qualitative methodology to compare the English as a foreign language teacher education curriculum in Vietnam and Indonesia. In this study, descriptive analysis was utilized. The English education curricula documents obtained from the university's website were used for data analysis. The research settings were Universitas Pasifik Morotai in Indonesia and the Giao Su-IESUS Evangelical School of Universal Studies in Vietnam. The finding showed that Vietnamese Universities stressed the dimension of content knowledge, communication competence, contextual knowledge, and professionalism practice theory. However, teaching competence, research knowledge, Community Practice Membership, and general knowledge are often overlooked. Compared to the EFL curriculum in Vietnam, the Indonesian curriculum, particularly at Universitas Paisfik Morotai, emphasized communication skills, content knowledge, research knowledge, and teaching competence/pedagogical aspects. [ABSTRACT FROM AUTHOR]

This study examines the link between an English instructional time decrease and English learning achievements by reviewing the students' trends of English learning achievement scores from 2011 to 2017 and conducting a survey concerning the decline in instructional time. A mixed-method approach was used to meet the objective of the research. For quantitative data, the Likert-scale questionnaire was collected from 474 senior high school English teachers all over Indonesia, and the achievement data consisted of 211,086 summative scores of senior high school students from semesters 1 to 5. For qualitative data, the respondents filled in open-ended questions, unveiling their viewpoints on instructional time decrease. The result between the correlation analysis and the teacher's open-ended question seems inconsistent. Even though the statistical analysis does not indicate any direct relationship between instructional time decrease and students' achievement where both summative and proficiency scores keep increasing during the period observed, from the teachers' perspective, questionnaire data reported a significant tendency for the reduction in instructional time on learning achievement. Further analysis shows that in terms of students' learning achievement and proficiency, instructional time decrease cannot be stated as a factor that directly influences students' learning. However, from the teachers' perspective, the reduction is believed to influence their students' achievement and classroom management. [ABSTRACT FROM AUTHOR]

This study aims to analyze the process of developing the pesantren yellow book curriculum in improving the quality of education at Al-Ittihad Poncol Islamic Boarding School, Al-Huda Islamic Boarding School Petak Semarang Regency. To analyze the implications of developing the yellow book curriculum in improving the quality of education in the Al-Ittihad Poncol Islamic Boarding School in Semarang Regency and Al-Huda Islamic Boarding School in Semarang Regency, to analyze the reasons why the yellow book curriculum needs to be applied in the pesantren environment in Indonesia. This research uses a qualitative approach with natural characteristics (Natural Setting) as a direct and descriptive data source, the process is more important than the results. Primary data of caregivers, leaders of Islamic boarding schools, heads and representatives of the curriculum, ustadz, and Santri sons / daughters of Al-Ittihad Poncol Islamic boarding school and Al-Huda Petak Islamic boarding school. Data collection techniques with in-depth interviews, observation, and documentation. Data analysis uses methods of descriptive analysis, content analysis, and critical analysis. The Discussion Method uses the inductive method, the deductive method, and the comparative method. The result of this research is the History of al-Ittihad Islamic Boarding School and al-Huda Islamic Boarding School developed from Sufism boarding schools, studying the Qur'an and studying the yellow book using the classical system. [ABSTRACT FROM AUTHOR]

Building information modeling (BIM) enables substantial improvement in the architect, engineering, and construction (AEC) industry. To enhance BIM implementation, policymakers should develop appropriate strategies addressing local AEC industry needs. However, prior works that have explored government strategies to enhance BIM implementation in Indonesia are scarce. Therefore, this study aimed to investigate the critical government strategies to enhance BIM implementation in Indonesia. A systematic literature review and semi-structured interviews with AEC professionals yielded 12 potential government strategies. The data were analyzed using mean score ranking, normalization, overlap, agreement, and correlation analyses. The findings illustrate that six strategies are critical for enhancing BIM implementation in Indonesia. Two of the six strategies overlapped between all main construction project stakeholders (i.e., consultants, contractors, and clients): (1) develop programs to integrate BIM into education curricula and academia, and (2) develop BIM implementation guidelines. These two strategies were highly correlated, and all project stakeholders had consistent views on their criticality for enhancing BIM implementation in Indonesia. The findings benefit policymakers by highlighting specific strategies that should take place to enhance BIM implementation in Indonesia. [ABSTRACT FROM AUTHOR]

Indonesia's geographical condition is vulnerable to geological changes and prone to natural disasters. The Indonesian Government has made various efforts to reduce disaster risk by developing disaster-safe education units. Disaster education will be effective if it is integrated into the curriculum in the school subjects such as social studies from an early age. This study aims to provide ideas for implementing disaster mitigation learning for high school students based on the concept of Merdeka belajar in the digital age. To better understand disaster preparedness under the concepts of Merdeka belajar, we thoroughly examined the relevant databases. It was carried out within the education framework put out by Ki Hadjar Dewantara (1889-1959), Johann Friedrich Herbart (1776-1841), and Jan Komensky (1592-1670). Given that Indonesia has at least 13 disaster threats whose risks vary depending on the region, it is crucial to understand the local wisdom in disaster mitigation. This content is available in high school phases' natural and social sciences subjects (ilmu pengetahuan alam dan sosial, IPAS). This research is crucial to successfully improve the teaching-learning quality to meet the needs of the Pancasila student profile. [ABSTRACT FROM AUTHOR]

This study compares the attitudes of Indonesian student teachers to the use of Bahasa Indonesia (BI) in primary and secondary school English classrooms to that of the instructors in their teacher training programmes. It also examines the metacognitive orientations the student teachers have towards its use in their future teaching. Questionnaire responses by student teachers finishing their final-year practicum (N=75) from seven university programmes showed two distinct attitude sets toward BI use. Approximately 40% were 'Avoiders' who intended to use BI never or only occasionally, while another 20% were 'Embracers' who intended to use it regularly or often. There was a demonstrable relationship between the intended use and the practice and attitudes of the instructors the students had in the teacher training programme. Avoiders were more likely to have programme teachers who avoided BI use, while Embracers were the opposite. The student teachers also displayed a strong sense of agency in approaching future BI use. Although more explicit attention to the topic in the teacher training curriculum was welcomed, the majority also felt confident they could deal on their own with the challenges presented by future BI use. Potential effects on responses of practicum class size and school level were examined, but neither was significant. An important finding from the study for teacher training programmes is the effect, intentional or incidental, that teacher educator behaviour may play in shaping student teacher attitudes. [ABSTRACT FROM AUTHOR]

Madrasas in Indonesia play a crucial role in the country's national education system. Although, quantitatively, there are a significant number of madrasas in Indonesia, qualitatively, they are facing many problems. Madrasas are considered backwards and marginal institutions, face a lack of public trust, and some have even closed due to a lack of students. All of these are attributed to the factors related to the curriculum of madrasas. A curriculum describes the educational process that will be followed and the profile of graduates that will be produced by the madrasa. The present research is qualitative and explores the sustainability of madrasas by examining the curriculum and learning programs, and habituations at Madrasah Tsanawiyah (MTs) Banat Nahdlatul Ulama Kudus. Data were collected through observation, interviews, and documentation studies. The subjects in this study were teachers, Kiayi, students, graduates, and pesantren administrators, selected by purposive sampling. The results show that madrasas that used a pesantren-based curriculum receive a better response from the society and higher sustainability amind global trends in the post-truth era. [ABSTRACT FROM AUTHOR]

This study developed an approach to assess the quality of education in Pondok Pesantren in Indonesia. The study used a descriptive qualitative methodology. The research location is Ma'had Darullughah Wadda'awah, Pasuruan City, East Java, Indonesia. The study results revealed that: 1) The planning of the Pondok Pesantren-based curriculum is carried out by the structural parties of an institution and the functionaries to synchronize the educational program in ma'had categorized into two classes, namely, internal and external; 2) The curriculum is implemented by the institution through continuous improvement in response to changing times, cultural changes, organization's quality standards, and harmonious relationships with stakeholders and guardians of students through the development of da'wah media, mastery of Arabic language skills, and application of deep Islamic values (dirasah al Islamiyyah) at both theological normative and ethical levels; 3) Pondok Pesantren conducts two types of evaluations to measure students' abilities: structural component evaluations and student learning competency evaluations. The former kind of evaluation aims to examine the curriculum that produces conclusions in the form of data, while the latter refers to the process when curriculum developers obtain the requisite data to revise the curriculum more effectively. It is possible to conclude that implementing total quality management (TQM) in Pondok Pesantren is one of the key approaches to achieving effective Islamic education goals. The government must devote significant attention and resources to TQM for the growth and development of Pondok Pesantren students in Indonesia. [ABSTRACT FROM AUTHOR]

According to World Education News and Reviews and Program for International Student Assessment (PISA), the quality of education in Indonesia is still low compared to other countries. The low literacy skills and PISA scores of students in Indonesia are part of the problems in the schooling system including input, process, and output that are related to one another. Although the problem of education is an interrelated system, the curriculum often gets the main attention because it is believed to be a determinant of the success of education. The current curriculum is the 2013 curriculum, but in line with improvements to the implementation of the 2013 curriculum, the Minister of Education and Culture announced a policy package for independent learning in November 2019. The Minister of Education and Culture stated that many antimainstream schools carry out various curriculum developments in the regions and have implemented the concept of independent learning. One of the many antimainstream schools, better known as alternative schools that innovate curriculum and practice independent learning in Indonesia, is the green school. This research uses a qualitative case study method approach, with the results of the model of an independent learning curriculum based on the green school concept that has been implemented and evaluated. According to students, learning in green schools is fun and liberating because they are allowed to choose what to learn and how to learn it using digital project-based learning methods. [ABSTRACT FROM AUTHOR]

The purpose of this article is to analyse the effect of the School‐Based Child Sexual Abuse Prevention Programme (Program Prevensi Pelecehan Seksual Berbasis Sekolah (P3SBS)) on first‐grade primary school students' ability to protect themselves from sexual abuse. The study was conducted in two primary schools in Surakarta, Indonesia. Fifty‐five students participated in the P3SBS and 55 participants were in the control group. The pre‐test and post‐test of the control group were designed to test the effectiveness of the P3SBS. In total, 110 first‐grade primary school students who participated in the P3SBS and the control group were tested using the 'What If' Situation Test. Measurement of children's self‐protection from sexual abuse was undertaken. The results show that there is a significant difference between the P3SBS and the control group regarding children's ability to self‐protect themselves from sexual abuse. These results suggest that the P3SBS is effective in enhancing children's ability to protect themselves from sexual abuse. Suggestions for expanding sex education for older children are related to puberty. 'Analyse the effect of the School‐Based Child Sexual Abuse Prevention Programme on first‐grade primary school students' ability to protect themselves from sexual abuse' Key Practitioner Messages: Child sexual abuse prevention should be school based to be effective.Child sexual abuse prevention programmes should be designed in accordance with children's characteristics.Parent–teacher collaboration is very important for the successful implementation of a sexual abuse prevention programme. [ABSTRACT FROM AUTHOR]

Teachers' beliefs are very influential in the success of learning in the classroom. The teacher is the person who knows best how to successfully use learning materials to achieve learning objectives. This study aims to explore how teachers' beliefs in Javanese language learning materials in the local content curriculum, especially for the Central Java region. The method used in this research is qualitative method. Data obtained by questionnaires and Focus Group Discussion (FGD). Data analysis is carried out by grouping the teachers' beliefs points towards the Javanese language teaching material. The results show that more than 70% of teachers believe that the Javanese language teaching materials contained in the local content curriculum are too difficult for students both in terms of language and content. Meanwhile, based on the FGD analysis of curriculum documents and Javanese textbooks, it is also found that some teaching materials are not in order and are not in accordance with the development of students, thus making students find it difficult to understand the material. This causes the learning objectives of the Javanese language tend to have not achieved maximum results. The results of this study can be a recommendation for stakeholders to evaluate the curriculum. [ABSTRACT FROM AUTHOR]

The purpose of this study is to present an overview of implementation of the national curriculum into the operational curriculum in accordance with the notion of multiple intelligences theory. As data sources, Laboratory Elementary School of Indonesia University of Education, 471 pupils, and 31 teachers participated in the mixed-methods study. Observation, testing, and in-depth indirect communication were used to acquire the data. Observation sheet was used to collect qualitative data on the implementation of the national curriculum into the operational curriculum of the school, Student Self-Multiple Intelligence (SSMI) was used to collect quantitative data on students' Multiple Intelligence scores, and Open-Minded Sharing (OPM) was used to collect quantitative and qualitative data on the impact of the teacher's actions on students. The results demonstrated that the implementation of the national curriculum in the form of an operational curriculum based on multiple intelligences theory showed that the Laboratory Elementary School of Indonesia University of Education is concerned with moral and spiritual values in order to instill noble morals in its pupils, and that it has been successful in assisting its children with the development of various intelligences. We conclude that it has an impact on the characteristics of the school and the learning process which both its own uniqueness. [ABSTRACT FROM AUTHOR]