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Journal articles on the topic 'Methods of curriculum'

Author: Grafiati

Published: 28 May 2022

Last updated: 31 July 2025

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1

Hendro, Prasetyono, Abdillah Agus, Djuhartono Tjipto, Pratiwi Ramdayana Ira, and Desnaranti Laila. "Improvement of teacher's professional competency in strengthening learning methods to maximize curriculum implementation." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (2021): 720–27. https://doi.org/10.11591/ijere.v10i2.21010.

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The 2013 curriculum which has been implemented for more than six years in Indonesia has many problems in its application. Therefore, we need to conduct empirical research to determine the causes of the ineffective implementation of the 2013 curriculum in schools. This study involved 13 high schools and vocational high schools in the provinces of DKI Jakarta and West Java with a total of 420 students, 26 teachers, and principals as respondents. The research employed mixed parallel method and data analysis using combined analysis of qualitative and quantitative approaches. The research found tha

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Ni, Laurentius, Ambros Leonangung Edu, and Ingrida Santiana. "Implementation of Independent Learning Curriculum in Elementary Schools." Jurnal Riset Multidisiplin dan Inovasi Teknologi 3, no. 01 (2025): 60–72. https://doi.org/10.59653/jimat.v3i01.1243.

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This research aims to: 1) Describe curriculum, curricular, co-curricular, and extra-curricular planning in implementing the independent learning curriculum at SDK Pagal I, Cibal District. (2) Describe the implementation of the curriculum, curricular, co-curricular, and extra-curricular in implementing the independent learning curriculum at SDK Pagal I, Cibal District. (3) Describe the evaluation of the curriculum, curricular, co-curricular, and extra-curricular in implementing the independent learning curriculum at SDK Pagal I, Cibal District. Through an in-depth case study approach, this rese

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Hamilton, David. "Studying Curriculum: cases and methods." Curriculum Studies 3, no. 2 (1995): 217–21. http://dx.doi.org/10.1080/0965975950030208.

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Esad Kurejšepi. "Misalignment of Cross-Curricular Areas in Primary Education in Kosovo." Communications on Applied Nonlinear Analysis 32, no. 9s (2025): 2506–16. https://doi.org/10.52783/cana.v32.4556.

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Introduction: The alignment of cross-curricular areas in primary education plays a crucial role in ensuring balanced and effective learning experiences. In Kosovo, the curriculum serves as the foundation of the education system, guiding teaching methodologies, content delivery, and learning outcomes. However, despite its comprehensive structure, inconsistencies in the distribution of curricular areas can lead to imbalances that affect the quality of instruction. Objectives: This study investigates the misalignment of cross-curricular areas in primary education in Kosovo, with a specific focus

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Laurentius Ni, Ambros Leonangung Edu, and Ingrida Santriana Nice. "Implementation of the Merdeka Curriculum in Elementary Schools (Case Study at SDK Pagal I, Cibal District, Manggarai, East Nusa Tenggara, Indonesia)." JIMAD: Jurnal Ilmiah Mutiara Pendidikan 2, no. 4 (2024): 103–19. https://doi.org/10.61404/jimad.v2i4.341.

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This research aims to: 1) Describe the curriculum planning, curricular, co-curricular, and extracurricular activities in the implementation of the Merdeka Curriculum. 2) Describe the implementation of the curriculum, curricular, co-curricular, and extracurricular activities in the implementation of the Merdeka Curriculum. 3) Describe the evaluation of the curriculum, curricular, co-curricular, and extracurricular activities in the implementation of the Merdeka Curriculum. This study adopts a case study approach to explore the issue in depth using qualitative methods. The techniques employed in

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Park, Jung-a., seulbi Lee, and Eunhye Kim. "A Study on the Document System of National Curriculum of Korean Education." Korean Society of Bilingualism 78 (March 31, 2020): 27–57. https://doi.org/10.17296/korbil.2020..78.27.

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The goal of this paper is to suggest the document system of the future National Curriculum of Korean language. To achieve this goal, we analysed 9 language education curriculum documents around the world on in 4 categories - nature and backgrounds, frameworks of contents, contextual application methods and an extra resources. As the result, we suggest 1) principles of curriculum design in macro perspective including concepts of the standards as central role for developing Korean language curriculums, the individual curriculums as local-appropriately derived result from standard and the manual

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Hoidn, Sabine, and Sibylle Olbert-Bock. "Learning and teaching research methods in management education." International Journal of Educational Management 30, no. 1 (2016): 43–62. http://dx.doi.org/10.1108/ijem-08-2014-0117.

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Purpose – In the context of the creation of a two-year Master of Science in Business Administration programme to offer a scientifically sound and practice-related management education in Switzerland, a curriculum for learning and teaching research methods had to be designed. Major pedagogic challenges were identified and addressed by curricular responses in terms of pluralism in knowledge production forms, a holistic approach to competence development and a learner-centred course design. The resulting design of the part of the curriculum on research methods is presented. The paper aims to disc

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Slamet, Slamet, Soelistijanto Raden, Setyaningsih Sri, Redjeki Sri, and Sayekti Sri. "Implementation of Merdeka Curriculum in the Learning Process through Outdoor Learning Methods." RA JOURNALS OF APPLIED RESAERCH 11, no. 02 (2025): 25–29. https://doi.org/10.5281/zenodo.14858180.

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The implementation of the <em>Merdeka</em> Curriculum in Indonesia aims to transform education, fostering a new generation of quality human beings. This study explores the challenges and opportunities of implementing this curriculum through outdoor learning, a pedagogical approach that emphasizes experiential learning in natural settings.  This qualitative study used observation, documentation, and interviews to gather data from public and private high schools in Semarang City. Data were analyzed using an interactive model involving data collection, reduction, presentation, and conclusion

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Hamdan, Amani. "RECENT TRENDS IN CURRICULUM AND TEACHING METHODS IN SCIENCE EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 17, no. 1 (2020): 24–43. http://dx.doi.org/10.48127/gu-nse/20.17.24.

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This study aimed to explore modern trends in the field of curriculum research and science teaching methods. To achieve this aim, the research reviews the literature that is closely related to these trends, with a focus on contemporary Arab and foreign studies during the last ten years. Six main axes are identified that comprehensively represent contemporary global trends in curriculum research and science teaching methods: reform movements in teaching and learning science, modern scientific fields and their various branches, methods and strategies for teaching science, science education techno

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Gutu, Vladimir, and Veaceslav Boliev. "Curricular evaluation - curriculum evaluation: concept and methodology." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 5(185) (June 2025): 8–16. https://doi.org/10.59295/sum5(185)2025_01.

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The systemic/holistic approach to the educational curriculum also prefigures directions for its evaluation: conceptual, structural, processual and product one. In this sense, the curriculum focuses on the affirmation of priority role of educational purposes according to which the other components of the curricular paradigm are structured, which ensure: the unity of the psychocentric and sociocentric approach, the unity of education and training, the unity of teaching-learning-evaluation. From here we deduce the object of evaluation - educational curriculum, but also the aspects specific to the

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Gautam, N., R. Dhungana, S. Gyawali, S. Dhakal, and P. M. S. Pradhan. "Perception of Medical Students Regarding TU-IOM MBBS Curriculum and Teaching Learning Methods in Nepal." Kathmandu University Medical Journal 20, no. 2 (2022): 219–24. http://dx.doi.org/10.3126/kumj.v20i2.51404.

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Background The present Bachelor of Medicine and Bachelor of Surgery (MBBS) curriculum under Tribhuvan University - Institute of Medicine (TU-IOM) was last revised twelve-years back. Though the curriculum was built upon internationally approved recommendations on curriculum design, it is ineffectively practiced in most medical schools of Nepal with major focus on didactic teaching-learning. The curriculum, hence, needs effective implementation and revision. Objective To identify the strengths, weaknesses, and areas of improvement in the medical curriculum through student-based feedback an

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Kim, SoYi. "An Exploratory Study on Customer Response and Management Methods in Skin Beauty Curriculum at Junior Colleges." K Beauty In Society 3, no. 1 (2023): 35–42. https://doi.org/10.71293/jkbs.2023.3.1.35.

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From the late 1990s to the early 2000s in Korea, beauty became a discipline and beauty designerin order to cultivate innerwear, beauty education is also actively conducted in secondary and higher education institutions. College offers high-quality lectures with excellent faculty in terms of beauty technology, but it was insufficient for graduates majoring in skin beauty to respond to and manage customers, the most difficult part of their career. Therefore, in this study, an exploratory study was conducted on the curriculum of skin beauty among the beauty fields. Looking at previous studies, th

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Song, Naree, and Dukjoo Jo. "A Study on the Development and Operation Model of Extracurricular Curriculum in University." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 8 (2024): 467–84. http://dx.doi.org/10.22251/jlcci.2024.24.8.467.

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Objectives The purpose of this study is to help universities systemically develop and operate extracurricular curriculum that can reflect their own characteristics, through research on a development and management model for extracurricular curriculum activities. Methods The steps of research were progressed with three stages: research planning, literature review and the model development. Based on the Taba’s(1962) curriculum development model, the research planning stage planned the extracurricular curriculum development and operation model of the university. The literature research stage coll

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Lee, Kyungwon, Hangyun Cho, and Oh Nam Kwon. "An Analysis for the Characteristics of Mathematics Subject in IB DP Theory of Knowledge and Extended Essay Curriculum." SNU Journal of Education Research 31, no. 3 (2022): 33–58. http://dx.doi.org/10.54346/sjer.2022.31.3.33.

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This study analyzes the theory of knowledge and the extended essay curriculum of the IB DP curriculum in order to derive implications for the reflection of characteristics of subjects in the cross-curricular curricula. In the IB DP curriculum, the theory of knowledge and the extended essay curriculum are core areas with academic characteristics that can be connected to multiple subjects. The theory of knowledge curriculum was analyzed from the perspective of the nature and ethics of mathematics. The extended essay curriculum was analyzed from the perspective of mathematical inquiry. The theory

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Xu, Chunhai, Songsak Phusee-orn, and Pacharawit Chansirisira. "Training Curriculum Development for Enhancing Teacher’s Digital Literacy Ability for Classroom Management of at Nanchang Vocational University, China." Higher Education Studies 15, no. 2 (2025): 226. https://doi.org/10.5539/hes.v15n2p226.

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The main objective of this study is to develop a training curriculum that integrates the basic components of digital literacy and the 70-20-10 learning model to enhance the digital literacy abilities of teachers at Nanchang Vocational University. The curriculum mainly includes the following two research questions: (1) What is the current status, desirable, and needs assessment of teachers at Nanchang Vocational University in utilizing Teacher&#39;s digital literacy? (2) How to design and develop training curriculums aimed at improving the ability of teachers at Nanchang Vocational Universi

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Guts, A. K., A. A. Senkovskaya, and I. I. Furayeva. "Curriculum optimization algorithm using genetic programming methods." Journal of Physics: Conference Series 1791, no. 1 (2021): 012075. http://dx.doi.org/10.1088/1742-6596/1791/1/012075.

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T. Aghayev, Firudin, Gulara A. Mammadova, Rena T. Malikova, and Lala A. Zeynalova. "Optimization of Curriculum Content Using DataMining Methods." International Journal of Education and Management Engineering 14, no. 4 (2024): 15–22. http://dx.doi.org/10.5815/ijeme.2024.04.02.

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Kuraś, Marian, Mariusz Grabowski, and Agnieszka Zając. "Changing IS curriculum and methods of instruction." ACM SIGCSE Bulletin 31, no. 3 (1999): 36–39. http://dx.doi.org/10.1145/384267.305843.

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Turcanu, Carolina. "Monitoring school curriculum in different countries: a comparative study." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 9(179) (February 2025): 14–21. https://doi.org/10.59295/sum9(179)2024_02.

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In a constantly changing world, school curricula play a central role in preparing students for life’s challenges. In Europe, monitoring and continuous development of school curricula is a priority for improving the quality of education, including through the effective formation of students’ competences. Curriculum monitoring and development is an essential process for ensuring the relevance of education. This article examines the most effective methods of monitoring the school curriculum in different countries: Finland, Estonia, Germany, France, Denmark, Singapore, the United States of America

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PURWANTI, Christina, Ida Bagus PUTRAYASA, I. Nyoman SUDIANA, and Ni Made Rai WISUDARIANI. "Components of the Indonesian Language and Literature Learning Curriculum." International Journal of Environmental, Sustainability, and Social Science 5, no. 5 (2024): 1467–79. https://doi.org/10.38142/ijesss.v5i5.1245.

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Curriculum, derived from the Latin "curriculae," originally meant the distance traveled by runners and now refers to the duration of education. According to Law No. 20 of 2003, curriculum is a learning plan to achieve educational goals. In Indonesia, the curriculum is updated periodically according to developments in the era. Its main components are interrelated objectives, materials, methods, and evaluations. Ralph W. Tyler emphasizes the importance of these four aspects in understanding the curriculum, although its implementation is often complex and requires adjustment. Learning methods are

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Purwanti, Christina, Hanna Suteja, and Juniriang Zendrato. "Understanding the Important Parts of the Curriculum in the Process of Language and Literature Learning." English Journal Literacy Utama 9, no. 1 (2025): 54–68. https://doi.org/10.33197/ejlutama.v9i1.270.

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Curriculum, derived from the Latin "curriculae," originally meant the distance traveled by runners and now refers to the duration of education. According to Law No. 20 of 2003, curriculum is a learning plan to achieve educational goals. In Indonesia, the curriculum is updated periodically according to developments in the era. Its main components are interrelated objectives, materials, methods, and evaluations. Ralph W. Tyler emphasizes the importance of these four aspects in understanding the curriculum, although its implementation is often complex and requires adjustment. Learning methods are

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Bakhshi, Saqib Kamran, Noreen Afzal, Asma Altaf Hussain Merchant, et al. "Undergraduate Medical Education Curriculum Reforms in Pakistan: A Mixed Methods Study of Academic Leadership Perspectives." Academic Medicine 99, no. 7 (2024): 794–800. http://dx.doi.org/10.1097/acm.0000000000005683.

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Abstract Purpose Periodic revision of undergraduate medical education (UGME) curricula is an essential part of evidence-based educational practices. Pakistan’s national UGME curriculum, last updated in 2005, was reviewed, and recommended updates were made in 2022. The authors explore academic medical school leaders’ perspectives about the proposed reforms, gaps within the existing curriculum, and how to ensure the reform implementation is effective, collaborative, and feedback-driven. Method Using a mixed methods approach, data were collected from April to July 2022. Academic leadership (princ

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Dr., Jayesh K. Pandya. "Teaching Methods in Contemporary Higher Education." RESEARCH REVIEW International Journal of Multidisciplinary 03, no. 07 (2018): 339–42. https://doi.org/10.5281/zenodo.1318289.

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In the present day higher education system the method of teaching has drastically changed. Though the conventional set up of lecture hall has continued to form the foundation of higher education systems, a combination of new tools, techniques and methods of teaching in higher education has replaced the old pattern. These changes have changed the roles of teachers. In past the teacher were the key sources of knowledge. They were the leader and the educator. The present scenario is that the teachers provide the information and exhibit the students the method to tackle them. Today they are the fa

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Surani, Dewi, and Rini Dwi Septiyani. "A New Paradigm of Language Teaching Methods in ESP Instruction." EBONY: Journal of English Language Teaching, Linguistics, and Literature 4, no. 1 (2024): 18–27. http://dx.doi.org/10.37304/ebony.v4i1.12408.

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The implementation of the Merdeka curriculum, in language teaching requires a specific method that accommodates the curriculum goal. This writing tries to describe the implementation of some language teaching methods used in the Merdeka Curriculum at a higher level of education in English for specific purposes (ESP) context. This article also give recommendation for lecturers to engage Case Based Learning (CBL), Project Based Learning (PBL), Technology Based Learning (TBL) as language teaching methods in ESP instruction considering their advantages to attain Merdeka curriculum goals.

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Shaukat, Fatima, Rizwan Sultan, Umme Ammarah Omer, Irum Tassaduq, Salma Ambreen, and Naila Zakria. "Evaluating Curriculum Viability in Dental Education: A Mixed-Methods Study at HITEC Institute of Medical Science." Pakistan Armed Forces Medical Journal 75, no. 1 (2025): 193–98. https://doi.org/10.51253/pafmj.v75i1.13119.

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Objective: To identify key areas where the curriculum may be lacking, thereby providing insights for curriculum enhancement efforts. Study Design: Mixed method study – explanatory sequential type. Place and Duration of Study: HITEC Institute of Medical Sciences, Heavy Industries Taxila Cantt, Pakistan, from May to Jun 2024. Methodology: A validated questionnaire was distributed to 75 faculty members at HITEC Dental College. Categorical data analysis was conducted using frequencies and percentages of participant’s answer. In next phase of study, a Focus group discussion was done involving 8 fac

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Aytan, Talat. "Evaluation of the 2006 and 2015 Turkish Education Program in Secondary School Curriculum in Turkey in Terms of Critical Thinking." Journal of Education and Learning 5, no. 2 (2016): 38. http://dx.doi.org/10.5539/jel.v5n2p38.

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<p>The objective of this study is to evaluate the primary school second stage Turkish Education Curriculum effectuated in 2006 and the secondary school Turkish Education Curriculum effectuated in 2015 comparatively in terms of critical thinking. Of qualitative research designs, document analysis approach and content analysis were adopted for the study. The elements of aforementioned curriculums such as teaching approach, overall objectives, basic approach, basic skills, basic language skills, achievements, elements and methods were analyzed in terms of critical thinking. Both Turkish Edu

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Noviyanti, Aliya, Eri Hadiana, and Hariman Surya Siregar. "Integration Of Basic Curriculum And Lifeskill Curriculum In Nature School Curriculum Development." Civilization Research: Journal of Islamic Studies 4, no. 2 (2025): 279–94. https://doi.org/10.61630/crjis.v4i2.46.

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The purpose of this study is to determine the curriculum development model at Sekolah Alam. The research method used is descriptive qualitative research with a case study method. Data collection consists of observation, interviews, and documentation. The results of the study indicate that Sekolah Alam Bandung has a unique curriculum development model based on student psychology. At the secondary school level, the curriculum is developed through the integration of the basic curriculum and the Lifeskill Curriculum in a 50:50 ratio. The Basic Curriculum provides preparation for higher education,

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Tiberius, Victor, and Michael Weyland. "Identifying Constituent Elements of Entrepreneurship Curricula: A Systematic Literature Review." Administrative Sciences 14, no. 1 (2023): 1. http://dx.doi.org/10.3390/admsci14010001.

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Entrepreneurship education research has a strong “output” focus on impact studies but pays much less attention to the “inside” or process perspective of the way entrepreneurship education occurs. In particular, the scattered previous entrepreneurship curriculum research has not managed to provide a current and comprehensive overview of the curricular elements that constitute entrepreneurship education. To overcome this shortcoming, we aim to identify the teaching objectives, teaching contents, teaching methods, and assessment methods discussed in entrepreneurship curriculum research. To this e

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Mehboob, Ul Hassan Haq Nawaz Alia Sadiq. "Teaching Methods as a Predictor on Promoting STEM Education: A Domain Specific Focus on National Curriculum Document 2006." Multicultural Education 8, no. 6 (2022): 5. https://doi.org/10.5281/zenodo.6612664.

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<em>Teaching is prophecy and sophisticated profession. It is carried out through nation builders and key figures of societies; Teachers, who zealously knock on students minds, trigger off students’ creative and independent thoughts, promptly indulge themselves towards students’ fast tracking career and regularly extend beyond academics. They enthusiastically impart instructions and disseminate pedagogical and content knowledge among students to fulfill the deficiency of Science, Technology, Engineering and Mathematics; STEM education. Teachers are sole supplier of knowledge, surrog

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Ananda, Mutya, Pitria Lestari Simanjuntak, Faradellatul Husna, et al. "The Influence of Curriculum Changes on Learning Methods at SDN Development 9." JUPE : Jurnal Pendidikan Mandala 9, no. 2 (2024): 620. http://dx.doi.org/10.58258/jupe.v9i2.7137.

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This study aims to analyze the impact of curriculum changes on teaching methods at SDN Pengembangan 9. Although curriculum changes are expected to improve the quality of education, their implementation often poses challenges for teachers and students. Using a qualitative approach with a case study method, data were collected through observations, in-depth interviews with teachers, and document analysis related to the curriculum and student learning outcomes. The results of the study indicate that the curriculum change has a significant impact on teaching methods in the classroom. Teachers at S

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Chavez, Judith C., Noel N. Pit, and Miguela B. Napiere. "Graduate School Curriculum Inquiry from The Lens of the Graduates: A Single Intrinsic Case Study." British Journal of Multidisciplinary and Advanced Studies 4, no. 4 (2023): 125–37. http://dx.doi.org/10.37745/bjmas.2022.0271.

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The evaluation of the curriculum is a critical aspect of curriculum development as it allows the school administration to assess whether the curriculum has successfully achieved its objectives. This study aimed to identify the strengths and areas for improvement in a graduate school curriculum. To conduct this qualitative case study, the researchers utilized purposeful sampling, selecting graduate students in the thesis writing stage and recent graduates from various courses offered in the graduate school. A total of 10 participants willingly participated in the focus group discussion, while f

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Pratiwi, Widya Rizky, Juhana Juhana, Lukytta Gusti Acfira, and Sumbulatin Sumbulatin. "EXAMINING CURRICULUM NEEDS, TEACHING METHODS, AND TECHNOLOGY INTEGRATION FOR A COMPREHENSIVE APPROACH TO ENGLISH LANGUAGE EDUCATION." KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE 6, no. 3 (2024): 794–805. https://doi.org/10.52208/klasikal.v6i3.1204.

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This study explores the interplay between flexible curricula, innovative teaching methodologies, and technology integration in enhancing English language education, aiming to develop a comprehensive framework for effective language instruction. Employing a qualitative case study design, the research engaged a diverse group of educators and curriculum designers, facilitating in-depth discussions on their experiences and perceptions regarding curriculum flexibility and technology use in language teaching. The findings reveal a strong consensus among participants on the essential role of technolo

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Hasriadi, Siswanto, and Ahmad Muktamar. "Islamic Religious Education Curriculum Development Model." ETDC: Indonesian Journal of Research and Educational Review 2, no. 4 (2023): 55–69. http://dx.doi.org/10.51574/ijrer.v2i4.936.

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The field of education is ever-evolving and always changing in the direction of perfection, both in terms of future readiness and adaptability to the environment and time in which it exists. In essence, the curriculum serves as a roadmap for carrying out the educational process in both schools and even colleges. There is no denying that curriculum implementation in the millennial era requires curriculum to change to meet the demands of the times. Islam itself strongly encourages movements for constructive development and change, believing that these are the keys to advancement and improvement.

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Defriani Waruwu. "English Teachers’ Perception of Merdeka Curriculum Implemetation." Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) 4, no. 1 (2024): 11–15. http://dx.doi.org/10.55606/jurdikbud.v4i1.2810.

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The Merdeka curriculum is a crucial tool for educational systems, as it guides teaching and learning processes and measures progress. This study aims to understand English teachers' opinions on the Merdeka curriculum, and the responses were analyzed using qualitative methods. English teachers have expressed differing opinions about the learner-centered Merdeka curriculum. Due to limited resources and the curriculum's recent introduction, a few educators had difficulties putting it into practice. They did, however, recognize the curriculum's potential advantages, such as student autonomy and jo

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Hurtado Almonacid, Juan Gabriel, and Jacqueline Páez - Herrera. "El modelo curricular basado en competencias en la formación del profesorado de Educación Física. Entre el currículum prescrito y la realidad docente (The competency-based curriculum model in Physical Education teacher training. Between the pre-scribed curriculum and the reality of the classroom)." Retos 55 (April 15, 2024): 736–44. http://dx.doi.org/10.47197/retos.v55.104308.

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El desarrollo de la formación profesional se ha situado con gran influencia en el contexto laboral, las demandas y tareas propias de diferentes profesiones han permeado la formación profesional, modificando los curriculums y planes de estudios. Objetivo. Comprender las concepciones sobre la implementación del modelo curricular basado en competencias en la formación del profesorado de Educación Física, según la mirada de los gestores del curriculum de las Universidades de la Región de Valparaíso, Chile. Métodos: Se utilizó un enfoque cualitativo con un diseño fenomenológico. Participaron cinco

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Kwon, Yoojin, and Miyoung Sung. "Exploring Media Literacy Education to Foster Citizenship under the 2022 Revised Home Economics Curriculum." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 17 (2024): 269–86. http://dx.doi.org/10.22251/jlcci.2024.24.17.269.

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Objectives This study aims to present a proposal for the application of media literacy education by considering the characteristics and curriculum characteristics of the 2022 revised curriculum, centering on the framework of the 2020 Evaluation Institute study, Application to the Curriculum. Methods This study analyzed prior research on the use of curriculum for digital media literacy education and analyzed the achievement standards and teaching and learning methods based on the content elements for digital media literacy education in elementary and middle school home economics-related content

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O’Donnell, Deirdre, Caroline A. W. Dickson, Amanda Phelan, et al. "A mixed methods approach to the development of a Person-centred Curriculum Framework: surfacing person-centred principles and practices." International Practice Development Journal 12, Suppl (2022): 1–14. http://dx.doi.org/10.19043/ipdj.12suppl.003.

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Background: Internationally, the development of person-centred healthcare services is of strategic importance. Healthcare education has the potential to contribute to this agenda by preparing the future workforce as person-centred practitioners. However, there is a lack of clarity about how to design, deliver and evaluate curricula to support person-centred learning and practice cultures. Aim: This article sets out to report on the methodological approach used to distil the key components of a Person-centred Curriculum Framework, and to critically evaluate the implications of this approach for

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González Ramírez, Roger Alexander, and Enoc Valentin González Palacio. "Social Representations of the Curriculum in Physical Education Teachers: A Multi-Method Analysis regarding Teachers from Copacabana, Colombia." Physical Education Theory and Methodology 25, no. 1 (2025): 85–91. https://doi.org/10.17309/tmfv.2025.1.11.

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Objectives. This study aimed to provide a specific analysis of social representations on the curriculum in physical education teachers. Materials and methods. The study focuses on a sample of 25 physical education teachers from Copacabana, Antioquia, using a multi-method approach with a predominance of grounded theory. Data were collected through in-depth interviews, sociodemographic surveys, and natural semantic networks. Results. Qualitative analysis using ATLAS.ti revealed four emerging categories in this group: dynamic and situated curriculum, curriculum for comprehensive training, flexibl

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Gunbayi, Ilhan. "Systematic Curriculum and Instructional Development for a Mixed Methods Research: SCID-MMR." Journal of Mixed Methods Studies 1, no. 1 (2020): 1–27. http://dx.doi.org/10.14689/jomes.2020.1.1.

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Suyatmini, Suyatmini, Yetty Sarjono, Titik Asmawati, and Wafrotur Rohmah. "Accounting Learning Management on Curriculum 2013 Based on Lesson Study at Vocational School Surakarta." International Journal of Education 7, no. 4 (2015): 87. http://dx.doi.org/10.5296/ije.v7i4.8763.

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<p>The research aim is to describe management learning accounting on curriculum 2013 that is conducted by Vocational School teachers at Surakarta. Data gathering methods used are; interview, observation, and documentation. Data analysis technique used is interactive analysis that is involved data gathering, reduction, display, and verification. The research result showed that not all of accounting teachers at Vocational School Surakarta in arranging planning of learning conducting, learning conducting and accounting learning evaluation to implement curriculum 2013. Vocational School curr

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Cerlat, Raisa. "Theoretical conceptualizations regarding school curriculum monitoring from the perspective of student thinking development." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 9(179) (February 2025): 246–50. https://doi.org/10.59295/sum9(176)2024_36.

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The article explores the importance of curriculum monitoring from the perspective of students’ thinking development. It outlines the evolution of the curriculum as a central tool in education, defining the learning path and educational objectives. An analysis is made of the historical development of the curriculum and its various definitions and components. The paper proposes a multidimensional approach to curriculum monitoring, including both the analysis of curricular documents and the use of qualitative and quantitative methods to assess the impact of the curriculum on the development of st

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Simon, Andrew F., Magdalena Galazyn, and Susan A. Nolan. "Internationalizing Research Methods in the Western Psychology Curriculum." Psychology Learning & Teaching 11, no. 3 (2012): 439–44. http://dx.doi.org/10.2304/plat.2012.11.3.439.

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Flanagan, M. "Educational methods of the new curriculum in Liverpool." Morecambe Bay Medical Journal 4, no. 2 (2002): 41–43. http://dx.doi.org/10.48037/mbmj.v4i2.739.

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Chandra, Charu, and Sameer Kumar. "Supply chain design curriculum: models and methods development." International Journal of Information and Operations Management Education 1, no. 3 (2006): 249. http://dx.doi.org/10.1504/ijiome.2006.009718.

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Page, Reba N. "A thought about curriculum in qualitative research methods." International Journal of Qualitative Studies in Education 10, no. 2 (1997): 171–74. http://dx.doi.org/10.1080/095183997237269.

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Marfleet, B. Gregory, Brian J. Dille, and Brian J. Dille. "Information Literacy and the Undergraduate Research Methods Curriculum." Journal of Political Science Education 1, no. 2 (2005): 175–90. http://dx.doi.org/10.1080/15512160590961793.

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Kim, Bitna, and Hyunyoung Cho. "How to Embrace Values and Attitudes in Competency Based Curriculum: comparison of 2015 national curriculum and IBDP mathematics curriculum’s document." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 18 (2022): 727–42. http://dx.doi.org/10.22251/jlcci.2022.22.18.727.

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Objectives This study analyzes curriculum documents in order to consider a way to reflect not only knowledge and skill but also value, attitudes for the curriculum pursuing competency development. In particular, it was intended to examine the significance and implications of the document system establishment method in the curriculum to cultivate competency through comparative analysis between the mathematics curriculum, which is a common high school subject, and IBDP. Methods Considering the similarity in content between the 2015 national curriculum and the IBDP's mathematics and curricu

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Nawaz, Haq, and Rafaqat Ali Akbar. "Exploration of Student-Centered Teaching Methods: Physics Curriculum Implementation Perspectives." Journal of Research in Social Sciences 9, no. 2 (2021): 43–61. http://dx.doi.org/10.52015/jrss.9i2.116.

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Teaching methods are primary elements of curriculum. National curriculum provides for student-centered teaching methods including for the subject of physics. Focusing on the importance of teaching methods, the current quantitative study was planned to explore student-centered teaching methods used for physics curriculum implementation. The sample of the study comprised 2,880 science students selected through multistage sampling technique. Self-constructed questionnaire having 4-factors; small group discussion, project work, inquiry teaching and debate were used to collect the data from the res

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Pratiwi, Cindy Eka, Rislianta Alsabila, Vilda Eka Febrianti, Evia Anita Sari, Moch Fery Abdillah, and Dimas Abdul Rozaq. "The Teachers’ Responses to Curriculum Changes in Indonesia." Basic and Applied Education Research Journal 1, no. 2 (2020): 41–46. http://dx.doi.org/10.11594/baerj.01.02.01.

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Curriculum changes in Indonesia are made to adapt to the times. In the 21st century, the quality of learning must be related to students' analytical skills. This study aimed to analyze teacher responses to curriculum changes in Indonesia. The method used was a survey. Research subjects or respondents consisted of school principals, two students in each school, and teachers. Interviews were conducted with principals, vice-principals, teachers, and students, while the teacher also fills in a closed questionnaire prepared previously. The analysis used is descriptive, which is assisted by a percen

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Arantes, Mavilde, Joselina Barbosa, and Maria Amélia Ferreira. "Differences in the Students’ Perceptions on the Teaching of Neuroanatomy in a Medical Curriculum Organized by Disciplines and an Integrated Medical Curriculum." Acta Médica Portuguesa 30, no. 1 (2017): 26. http://dx.doi.org/10.20344/amp.7307.

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Introduction: On the subject of curriculum reform, most European medical schools are moving away from an educational approach consisting of discipline-based courses to an integrated curriculum. The aim of this study was to compare, in the Faculty of Medicine of the University of Porto, Portugal, the teaching of neuroanatomy in a medical curriculum organized by disciplines and in an integrated medical curriculum.Material and Methods: Two hundred sixty one students who completed the Curricular Unit with a discipline-based approach (Neuroanatomy) and 202 students who completed it with an integrat

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