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Journal articles on the topic 'Principle-based curriculum'
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Asmuki, Achmad Yusuf, and Abdul Aziz. "Multicultural-Based Curriculum Conception." AL MURABBI 6, no. 1 (December 31, 2020): 87–102. http://dx.doi.org/10.35891/amb.v6i1.2436.
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This study aims to describe about 1) Classification of multicultural-based curriculum in various points of view, (2) Principles and Principles of multicultural-based education curriculum preparation. This research is designed in the form of library research. The results of this study concluded that (1) classification of Multicultural Based Curriculum from three points of view, namely First: Concept and Implementation Perspective is classified into 3 namely (a) Ideal Curriculum (b) Factual Curriculum, and (c) Hidden Curriculum. Second: The Structure and Subject Matter Perspective is classified into 4 i.e. (a) Sparated Curriculum. (b) Broad Fields Curriculum (c) and. (4) Integrated Curriculum. Third: The Scope of Use perspective is classified into 3 i.e. (a) national curriculum, (b) state curriculum,(c) and school curriculum.
(2) Principles in designing a multicultural-based curriculum namely (a) The Principle of Child Psychology, (b) the Principle of National Sociology, (c) the Principle of Development of World Science and Technology, and (d) the Principle of Pancasila as the Philosophy of the Nation. While the Principles of Curriculum Preparation in Multicultural Education include: (a) relevance principle, (b) flexibility, (c) continuity, (d) efficient, and (e) effective.
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Khandaghi, Maghsoud Amin, and Ali Baraei. "Studying the Compatibility of Iran's New Primary School Curriculum with the Curriculum Change Principles." Modern Applied Science 11, no. 7 (May 14, 2017): 13. http://dx.doi.org/10.5539/mas.v11n7p13.
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Some principles are key to any change process and considering them in practice make the change process effective. The advocators for "down-up" change believe that the thoughts and ideas of individuals with practical and direct experience of the situation are more effective for making change. As main actors of curriculum, teachers have beneficial views on change plans. This survey aimed to investigate the primary school teachers' viewpoints on the compatibility between Iran's Primary School Curriculum changes and the 12 Curriculum Change Principles. Finding showed that in Iran's primary school curriculum, the principles relating to learning as an agent needed for change (principle 1), intervention for making change (principle 5), district and school-based leadership as an essential elements of long-term change success (principle 7), systematic view on change (principle 11), considering the school as the primary organizational unit for change (principle 3) and focus on objectives (principle 12) are highly considered. However, organizational and individual roles in making change (principle 4) and appropriate intervention role in reducing resistance to change (principle 4) are less considered by the subjects. Some differences were significant based on other background variables, too.
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Efendi, Ikwan. "DESAIN PENGEMBANGAN KURIKULUM PAI BERBASIS TEACHER AND STUDENT-CENTER." EDURELIGIA; JURNAL PENDIDIKAN AGAMA ISLAM 1, no. 2 (April 4, 2018): 25–44. http://dx.doi.org/10.33650/edureligia.v1i2.44.
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Design of curriculum development based Islamic religious education teachers and learners at the center of the learners become imperative applied in the education unit, because the subject is student learning in school. While the teacher becomes a facilitator should be able to direct, guide and a role model for their students. Islamic religious education curriculum development in general should be based on objectives and competencies, the relevance, efficiency, effectiveness, flexibility, integrity, continuity, synchronization, objective and democratic. Additionally, in particular the development of Islamic religious education curriculum principle of curriculum objectives, principles of curriculum content, didactic-methodical principles, principles with regard to media and learning resources, and evaluation principles. Keyword: Curricullum Development Design, Islamic Educations, Teacher and Student-Center
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张, 会芝. "Teaching Reform of “Concrete Structure Design Principle” Curriculum Based on Professional Standards." Creative Education Studies 06, no. 04 (2018): 251–55. http://dx.doi.org/10.12677/ces.2018.64040.
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Li, Han Li, Jiming Ma, Xu Zhang, Bing Lu, and Zhiguo Wang. "The Teaching Reform of Compiling Principle Based on System Ability Training." Advances in Higher Education 3, no. 4 (December 18, 2019): 198. http://dx.doi.org/10.18686/ahe.v3i4.1585.
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<p>In this paper, the computer class curriculum goal, content the present situation of computer teaching have been analyzed in computer related ability and the overall goals are set up on the basis of the current education teaching reform efforts, from the aspects such as teaching contents, methods and practice, the compiling principle teaching, indepth studies and finally it attempts to the construction of teaching system and elaborates the implementation process</p>
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Hasanah, Istianatul. "Manajemen Kurikulum Perspektif Oliva : Telaah Epitemologis." Tadbir : Jurnal Studi Manajemen Pendidikan 3, no. 1 (May 17, 2019): 58. http://dx.doi.org/10.29240/jsmp.v3i1.732.
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Curriculum management is a system of curriculum management that is cooperative, comprehensive, and systematic in order to realize the achievement of curriculum objectives. A good curriculum is a curriculum that follows the development of science and technology based on society. The management of a curriculum determines success and failure in education. Therefore, Management curriculum is Importent thing in a scool education by principle education process which can work running wellby reaching a goal, such is garduate competent standardthat must be domeneted by student and motivated the teacher to alwasy implement the education.
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Hidayat, Muhammad, Chalid Imran Musa, Siti Haerani, and Indrianti Sudirman. "The Design of Curriculum Development Based on Entrepreneurship through Balanced Scorecard Approach." International Education Studies 8, no. 11 (October 28, 2015): 123. http://dx.doi.org/10.5539/ies.v8n11p123.
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<p class="apa">This research is intended to develop curriculum based on entrepreneurship through balanced scorecard approach at the School of Business or <em>Sekolah Tinggi Ilmu Ekonomi</em> (STIE) Nobel Indonesia. In order to develop the curriculum, a need analysis in terms of curriculum development that involves all stakeholders at STIE Nobel in Indonesia has been conducted. This research found that the basic skills of entrepreneurship are the main data in the curriculum development based on entrepreneurship. The researchers classify those skills into four business perspectives in accordance with the principle of the balanced scorecard. This study showed that the balanced scorecard approach can be used as a means of mapping the curriculum and the theme for teaching entrepreneurship at STIE Nobel Indonesia.<strong></strong></p>
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Ocak, Gurbuz, and Akin Karakuyu. "The Evaluation of the Social Studies Curriculum in Turkey: The Guiding Principle of Balance." European Journal of Educational Sciences 8, no. 2 (June 30, 2021): 68–84. http://dx.doi.org/10.19044/ejesvv8no2a68.
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This study investigates the social studies curriculum applied in 4th 5th 6th and 7th grades in Turkeyaccording to the principle of balance, which is one of the guiding principles of curriculum development. The research is conducted with a case study of qualitative research methods. The research is designed with a holistic case study design. Research data were collected by the methods of the interview with social studies teachers, observation in 4th 5th 6th and 7th grades and document review of the course objectives in the social studies curriculum and analyzed by content analysis technique. The reliability of the data was calculated with the multi-degree Kappa coefficient based on the agreement between the observers and the opinion agreement for the opinions. According to the results of the study, it was found out the principle of balance was generally neglected, and there is balance with regards to the past and present, different cultures and local culture, close and distant environment, classroom and out-of-class learning while there is no balance in terms of using only written, verbal and visual materials and the other principles. The research consequently suggested recommendations to curriculum development experts and teachers to ensure the principle of balance.
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Jin, Lin, and Tong Zhao. "Network Courses Construction and Research." Advanced Materials Research 482-484 (February 2012): 2253–56. http://dx.doi.org/10.4028/www.scientific.net/amr.482-484.2253.
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Network courses construction and research, explained the concept and the content of Network curriculum, the main technical keys of the network course construction, and discusses the methods of using Dreamweaver Web Editor developing network course based on Web platforms. "Digital Electronic Technology" online course design and implementation of an example, introduced the principle of network curriculum design, and the technical Specifications of teaching development.
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Rejeki, Sri. "Approach and Methods on TEFL: Inquiry-Based Language Learning (IBLL)." ENGLISH FRANCA : Academic Journal of English Language and Education 1, no. 2 (December 6, 2017): 135. http://dx.doi.org/10.29240/ef.v1i2.154.
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This paper aims at explaining the theoretical based and the implementation of Inquiry-Based Language Learning particularly in Indonesia. IBLL is not quite familiar in Indonesian context especially in educational field. In other hand, Curriculum 2013 is very popular in this country although both of them are related each other. This curriculum adopted the concept of IBLL in which it encourages the students to construct the knowledge. Based on the principle of inquiry, the students supported by the teacher and peers try to answer the questions coming from themselves. These answers will help them in constructing the knowledge. IBLL is completely useful in promoting long life education that enables them to continue the quest for knowledge throughout life.
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Asfiati, Asfiati. "ANALISIS KURIKULUM PENDIDIKAN AGAMA ISLAM PRA DAN PASCA UNDANG-UNDANG RI NOMOR 20 TAHUN 2003 TENTANG SISTEM PENDIDIKAN NASIONAL." Studi Multidisipliner: Jurnal Kajian Keislaman 4, no. 1 (June 30, 2017): 1–21. http://dx.doi.org/10.24952/multidisipliner.v4i1.921.
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The curriculum is very strategically used as guidelines for the implementation of learning activities, which included a guide to the interaction between teachers and learners. Development and curriculum development in Islam refers to the changes in the field and the subject matter as well as the change of time, the essence of the curriculum in the educational aspects of the macro objectives. Islamic religious education curriculum Post Undang-Undang RI Nomor 20 Year 2013 on National Education System played a role important in recognizing the importance of moral education and cultural values culture based on moral values and rules that divine principle that is Almighty.
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Chen, Yan Li, and Jian Xu. "Exploration of Teaching Reforming on Microcomputer Principle and Interface Technology in Intensive Training Classes." Applied Mechanics and Materials 411-414 (September 2013): 2827–32. http://dx.doi.org/10.4028/www.scientific.net/amm.411-414.2827.
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The higher education of China has entered the stage of mass education. How to deepen educational reform and continuously raise the quality of education under the current situation has become a focus to the public. The paper has elaborated the aim of the curricular reform for science and engineering intensive training classes and proposed the thoughts and methods on the reform in the teaching of the curriculum Microcomputer Principle and Interface Technology for intensive training classes centered on the cultivation of computational thinking and based on task-driven teaching philosophy. It also made a practical research on the science and engineering intensive training class (Grade 2010) of Nanjing University of Posts and Telecommunications (NUPT) and achieved positive results.
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Nylund, Mattias, and Maarit Virolainen. "Balancing ‘flexibility’ and ‘employability’: The changing role of general studies in the Finnish and Swedish VET curricula of the 1990s and 2010s." European Educational Research Journal 18, no. 3 (February 25, 2019): 314–34. http://dx.doi.org/10.1177/1474904119830508.
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This article analyses and compares the evolving role of general subjects in the curricula of initial upper secondary vocational education and training (VET) in Finland and Sweden during the 1990s and 2010s. The research illustrates how Bernstein’s concept of ‘pedagogic code’ supports comparative studies on principles guiding changes to curricula and how the role of general studies in VET has been redefined. The findings show that while a principle of ‘market relevance’ has been central to VET over the decades since the 1990s, it has been subject to varying interpretations. The shifts in interpretations have guided the organisation of VET in these two countries in different directions, including the role of general subjects within the curriculum. On a general level, the countries share some key similarities. Both countries emphasised lifelong learning and a broadening of VET in the 1990s, based on a core principle of ‘flexibility’. In the 2010s, the earlier promotion of flexibility and universal access to higher education was superseded by a stronger focus on employability and entrepreneurship in addition to students’ command of more specific vocational tasks.
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Yasin, Muhamad, and M. Muafi Himam. "Islamic Education Model-Based Quality Assurance: A Case Study in Sekolah Mutiara Bali." Didaktika Religia 7, no. 2 (December 14, 2019): 256–75. http://dx.doi.org/10.30762/didaktika.v7i2.2178.
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This study seeks to describe Islamic education learning strategies that are modern and based output. By carrying the principle out of the box, the Islamic schools Sekolah Mutiara in Bali can lift Islamic education as a role model in other schools, especially in combining general studies with religion. The significance of this study lies in the base of the quality of education (quality assurance) which drafted carefully, where the quality of the primary standard used to print generation (students). With the model of qualitative approach was descriptive documentation, then the data is taken based on observation and documentation, then after analysis of data obtained through triangulation technique several important findings. 1) Implementation of quality assurance in Islamic schools “Mutiara” School can be seen in three aspects. First, learning model. The model is applied to the school is the social internalization of Islam, where all of the subject matter infiltrated by Islamic values. Second, habituation, ie habituation speaking, how to behave and interact with others coupled with morals and character. Third, skill training, where learners are given targets following the needs of the times like making machines, robot or any other technological tool. 2) the integrated curriculum. The curriculum used is the 2013 curriculum combined with the Islamic curriculum (JSIT Indonesia). By combining both this curriculum, then the resulting output can be the generation that controls the common knowledge in all its aspects. 3) The competence of educators. By looking at the methods and curriculum that are taken, then educators must be qualified to master and understand all the sciences.
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Sierpina, Victor S., and Eugene Boisaubin. "Can You Teach Medical and Nursing Students About Spirituality?" Complementary health practice review 6, no. 2 (January 2001): 147–55. http://dx.doi.org/10.1177/153321010100600205.
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Spirituality is a central principle in complementary and alternative medical prac tice. Important spiritual issues, which are personal to the patient as well as to the practitioner, can be taught and modeled. This article describes a lecture and small group-based curriculum that can be adapted to teach spirituality. Medical and nursing students were jointly taught using this curriculum. They learned to take a spiritual history using one of three models, to reflect on clinical and personal situations involving spirituality, and to present evidence on the clinical relevance of spirituality. Samples from the syllabus including cases and references are presented.
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Li, Zian, and Cui Zhao. "KNN algorithm of early warning system for applied research course." E3S Web of Conferences 218 (2020): 01030. http://dx.doi.org/10.1051/e3sconf/202021801030.
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This paper designed a small course early warning system based on KNN algorithm, aimed at students haven’t finished the course of time can be completed by yourself some predict their courses by chance. In this paper, the basic principle of KNN algorithm is briefly introduced, and the course warning system is modified by Manhattan distance with added weights. This paper briefly describes the basic framework of this model and introduces the application of KNN algorithm in this model. Through a large number of basic experimental data to test the training, using figures to show, finally get the curriculum early warning system model, to achieve the effect of curriculum early warning.
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Hong, Deockki, and Gyuil Lee. "Exploring the Principle of K-12 Science-based Health-Related Fitness Knowledge Physical Education Curriculum Development and Its Implementation." Korean Journal of Physical Education 56, no. 6 (November 30, 2017): 191–211. http://dx.doi.org/10.23949/kjpe.2017.11.56.6.14.
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Widyandana, Doni. "EVALUATING INTERPROFESSIONAL EDUCATION PRINCIPLE IN A LONGITUDINAL COMMUNITY-BASED PROGRAM FOR 3 SCHOOLS OF HEALTH PROFESSIONS: MEDICINE, NURSING, AND NUTRITION." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 7, no. 1 (March 28, 2018): 59. http://dx.doi.org/10.22146/jpki.35553.
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Background: Interprofessional education (IPE) is a method offered to support the collaboration of two health professions or more in order to create an ideal teamwork. This study aims to evaluate students’ interprofessional attitudes during the implementation of IPE in a community-based program among 3 health professions students.Method: Second and third year undergraduate students from three health profession schools in Faculty of Medicine, Universitas Gadjah Mada, medicine (n = 50), nursery (n = 50), and nutrition (n = 50), were recruited in 2015. Students were sent to a community setting in a small group of 10 consisting of those three schools’ students. They were assigned to a certain family and followed them longitudinally in a curriculum called the Community and Family Health Care program. Quantitative data were collected with a survey using Interprofessional Attitude Scale instrument containing 5 subscales (27 items): teamwork, roles and responsibilities; patient-centeredness; interprofessional biases; diversity and ethics; and community-centeredness. The items used 5-level Likert scale. Descriptive analysis was performed for the quantitative data and comparison among those three groups used Kruskal-Wallis test.Results: Most of the students strongly agreed they learned a lot about interprofessional attitudes during this program (mean scores of each subscale: 3.85, 4.19, 3.18, 3.83, and 3.99, respectively). There were significant differences among mean scores of each subscale (p< 0.05). Medical and nursery students had higher mean scores compared to nutrition students, except in the subscale of community-centeredness (p = 0.197).Conclusion: IPE can be implemented successfully in a longitudinal community-based education curriculum and benefits undergraduate students in studying interprofessional attitudes. The program should be evaluated and improved to assure all students to get equal benefits.
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Wang, Xingwei, and Liang Guo. "How to Promote University Students to Innovative Use Renewable Energy? An Inquiry-Based Learning Course Model." Sustainability 13, no. 3 (January 29, 2021): 1418. http://dx.doi.org/10.3390/su13031418.
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This paper aims to explore a student-oriented curriculum model on Renewable Energy Sources (RES), since RES is an important solution to the energy problem, and training talents with relevant skills and qualities has become a key part of our overall energy strategy. Based on Taylor Principle and PDCA Cycle Theory (Plan, Do, Check, Act), this paper proposed a “Student-centered Inquiry” RES course model together with three reference templates for the design, teaching, and evaluation processes of the course. This dissertation conducted a case study on 27 students from China University of Petroleum (East China), and the primary purpose of the study was to find out how changes in the curriculum could affect the learning effects of both high achievement students and low achievement students. By adopting the paired T-test and independent T-test, the results indicated that: (a) There was a relationship between the new curriculum model and the students’ academic performance, (b) the improvement in low-achievement students was more significant than in high-achievement students, and (c) the new curriculum model has positive effects on students in terms of knowledge transfer, methodology, reductionism, and consciousness formation. In view of the limitations of current RES related education in universities, these results can be used as templates to improve the quality of RES education.
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Gostel, Morgan, and Reid Schwebach. "A Call to Train: Graduate Teaching Assistants, Writing, and the STEM Curriculum." Innovations in Teaching & Learning Conference Proceedings 7, no. 1 (September 19, 2015): 90. http://dx.doi.org/10.13021/g8s02h.
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Priorities for university STEM curriculum emphasize the development of student-centered, inquiry-based classrooms that engage students beyond the traditional lecture. Much of this occurs in the laboratory, where a majority of instruction is led by educators-in-training or graduate teaching assistants (GTAs). GTA-based learning environments in laboratories extend far beyond traditional "cookbook" labs, and often GTAs play a principle role in evaluating student inquiry through writing—usually a laboratory report. We have surveyed a representative population of GTAs to gauge their attitudes toward education preparation and training, with an emphasis on writing assignments. Our findings indicate that this population of GTAs are not well-prepared for their roles, and GTAs are largely unaware of education-based literature and research to support and improve pedagogy for supporting student writing. Furthermore, GTAs do not seem aware of resources that might serve as evidence-based support for teaching. As a result, we have outlined recommendations for improved GTA training that will be implemented in future training of GTA cohorts at George Mason University.
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Himmatul Husniyah and Biyanto. "Education Concept by KH Morality. Munir Ahmad and Implementation in Modern Cottage Muhammadiyah Paciran Lamongan." International Journal on Integrated Education 2, no. 5 (June 30, 2020): 263–68. http://dx.doi.org/10.31149/ijie.v2i5.423.
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Insight Education must be free from bondage and narrow, primordial, and exclusive barriers of thought. Education should be based on morality. This research is conducted at The Modern Cottage Paciran Muhammadiyah Lamongan with the problem formulation: (1) How is the concept of moral education According to KH. Ahmad Munir? (2) How is the implementation of moral education According to KH. Munir Ahmad at Muhammadiyah Paciran Modern Cottage ?. In the data collection the author uses observation documentation and interview methods. While the data to the analysis uses descriptive analysis of data from interviews with eight informants. From the results of the study can be Obtained the description that, the thoughts of KH. Munir Ahmad rejected the dichotomy of science. Islamic education is education that leads to the liberation of students and democratic, it means that it Gives freedom to ask questions, be critical and debatable. The curriculum form has the dimensions of integrated curriculum mattered, with the basic principle that is capable of giving birth to a building of an ummatic curriculum. The significance of the moral education curriculum and the learning methodology in Pondok Modem Muhammadiyah Paciran is quite significant, its implementation is based on interviews from 8 informants items, namely two students and six religious teachers and religious teachers
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Muslihah, Nur Nisai, and Riko Febrianto. "Pematuhan dan Penyimpangan Prinsip Kesantunan Berbahasa dalam Wacana Buku Teks Bahasa Indonesia." Jurnal Kajian Bahasa, Sastra dan Pengajaran (KIBASP) 1, no. 1 (December 31, 2017): 99–118. http://dx.doi.org/10.31539/kibasp.v1i1.92.
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The purpose of this study was to describe the form of compliance and deviation of the principle of language politeness as well as the level of language politeness in the textbooks were focused on Bahasa Indonesia textbook of SMA, MA, SMK, MAK Class 10 Curriculum 2013 Revised Edition 2016 by Suherli etc. The method used in this study was quantitative descriptive method by using reading and recording as data collecting technique. Data analysis was done by using matching method. The determination of the form of complience and deviation of the principles of language politeness refered to the theories of politeness and Leechs politeness principles. While the the level of politeness was calculated based on the tendency compliance and deviations on the principle of language politeness. The results showed that there were 211 speech either obey or deviate to the principle of politeness. The obedience amounted to 157 speech, consisting of 63 maxims of wisdom, 6 generosity maxims, 18 reward maxims, and 70 maxim of consensus. The deviation of the principle of language politeness had a lower proportion of 54 speech, consisting of 52 maxims of wisdom, and 2 maxims of appreciation. Level of discourse politics contained in textbooks Indonesian SMA, MA, SMK, MAK Class 10 Curriculum 2013 revised edition 2016. It can be seen from the compliance rate having 74.4 percent, percentage which is in the range of 61percent to 80 percent with the polite category, and the deviation has the percentage of 25.6 percent which is in the range of 21 percent to 40 percent with the polite category.
Keywords: Compliance, Deviation, Modesty, Discourse, Textbook.
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FEDORENKO, Svitlana. "PRINCIPLES OF THE U. S. GENERAL EDUCATION CURRICILUM DESIGN." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2020): 214–23. http://dx.doi.org/10.31651/2524-2660-2020-2-214-223.
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On the basis of the analysis of the U. S. general education curriculathe three mainprinciples oftheir design (i.e. content, teaching and learning strategies, assessment and evaluation processes) are identified and enlarged upon: principle of systemicity (supported by identifying components of general education and specify-ing its tasks as a system to ensure its integrity and focus on forming students’ transferable skills); principle of plu-ralism (focused on taking into account constant sociocul-tural changes in globalized pluralistic societywithin dif-ferent knowledge areas of general education); principle of effectiveness (based on defining the outcomes of learning and personal development of students in the system of general education). The general education component in the undergraduate curriculum is highlighted as the core of the undergraduate academic experience developing im-portant intellectual and civic capacities of students. The typical content of general education curriculum at the U. S. higher education institutions is outlined, comprising “thecommunicative component” (composition and rhetoric coursesorwriting studies,and first year seminarson various sociocultural themes), and “the breadth compo-nent” (the arts, natural and social sciences, and mathe-matics). It is stated that the U.S.general education is intended to acquaint students with sociocultural knowledge accumulated by humanity; promote better self-understanding and awareness of their place and role in society; develop the ability to adequately assess the pos-sibilities for their self-realization; teach students to think independently and critically, and to communicate in a civilized and effective way with other people and the world at large
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Naparin, Husni. "Klasifikasi Peminatan Siswa SMA Menggunakan Metode Naive Bayes." Systemic: Information System and Informatics Journal 2, no. 1 (August 8, 2016): 25–32. http://dx.doi.org/10.29080/systemic.v2i1.104.
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The Government through 2013 curriculum wants to prepare students who are ready earlier than expected to develop his talents, so that the government create a system of specialization of class X with a variety of considerations which is considered very mature, with a value based on the level of the previous studies, the value of the psychological test, the data of interest, and value specialization. It is necessary to study to classify the high school students specialization 2013 curriculum, 2013. In this study, algorithm that used is Naive Bayes. Probability Bayes principle or principles is the principle that is based on the observation and focused on the use of traditional methods. Classification of Naive Bayes assumption that holds the relationship between independent features or attributes that make it more effective for the categorization, a simple, fast and produces a high degree of accuracy.
The step of research include data collection and testing of Naive Bayes algorithm. In this study, the dataset used is desirable student Department, the Department of the Results of Psychotest, average value of Mathematics of the students when they were in the first to the fifth semester of junior high school, Math test scores, the average value of IPA of the student when they were in the first to the fifth semester of junior high school, IPA test scores, the average value of IPS of the student when they were in the first to the fifth semester of junior high school and IPS test scores.
This study aims to determine the Clasification Results using Naive Bayes Method of determining the appropriate students’ specialization on 2013 curriculum, based on data value of SMAN 2 Banjarmasin. The significance of this study can be used by the school to perform accurate algorithm as a tool to calssify the corresponding specialization in 2013 curriculum and to provide an overview and understanding of Naive Bayes prediction methods, as a case study of the value of all the students of SMAN 2 Banjarmasin andto determine their specialization and it is also expected to become a tool determines the appropriate specialization curriculum in 2013 for students of SMAN 2 Banjarmasin.
The result of the try out by using Naïve Bayes method to assess high school students’ specialization reached the assessment result that has the highest accuration level 99.47% and AUC value 1.000.
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Huo, Yan, and Guangying Yang. "Study on talent educational reform model of new energy automation based on big data." E3S Web of Conferences 261 (2021): 01051. http://dx.doi.org/10.1051/e3sconf/202126101051.
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For the situation of energy depletion, the development of clean energy and powder has become a trend in the future. In order to explore the talent training for new energy automation, an innovative education model needs to be established to constitute an oriented training system from many aspects of teaching and learning based on big data. With modern information technology, the education hierarchical methods under the principle of society demand are used. The potential opportunities and challenges of new energy automation training is comprehensively analyzed, and the big data, feasible curriculum system and education modes are discussed. From the perspective of big data, the teaching strategies and teaching contents for the model based on big data are given respectively.
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Nora, Yulfia. "Learning of social studies in elementary school as a medium to strengthen multicultural education in the curriculum era 2013." SHS Web of Conferences 42 (2018): 00094. http://dx.doi.org/10.1051/shsconf/20184200094.
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The writing of this article aims to describe the learning of social studies in elementary schools as a medium to strengthen multicultural education in the era of the curriculum 2013. Writing methods used are qualitative descriptions and literature studies. Social studiesis one of the subjects found in the basic education curriculum.Social studies essentially examines human relationships with the environment. The environment in question here is one of the ethnic, religious, racial, ethnic and linguistic diversity in Indonesian. Become, the context of social studies learning is multicultural education.Multicultural education is a process of developing human potential that values heterogeneity as a consequence of diversity based on the principle of equality, mutual respect, and mutual acceptance and understanding of the moral commitment to bring about social justice. But in fact, social studies learning has not been applied as a medium of multicultural education.Therefore, through the implementation of curriculum 2013 Social studies subjects as a medium to strengthen multicultural education.This is because the implementation of the 2013 curriculum is oriented towards the formation and development of learners' character in diversity.
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Valero-Garcés, Carmen. "CONNECTING TRANSLATION EMPLOYERS AND TRAINERS. EXPERIENCE OF INTERNSHIPS IN PUBLIC SERVICE INTERPRETING AND TRANSLATION TRAINING." Vertimo studijos 4, no. 4 (April 6, 2017): 107. http://dx.doi.org/10.15388/vertstud.2011.4.10577.
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The University of Alcalá, Madrid, offers a 1-year Master’s Degree course in Public Service Interpreting and Translation (PSIT). The curriculum is based on the principle of cross-fertilization of the three main parameters of training, research and practice. The implementation of this principle in practice means alliances and cooperation with all stakeholders that in one way or other participate in the translation and interpreting (T&I) working environment. Special attention needs to be paid to the job market and to the real recruitment conditions, as well as to the requirements for professional translators and interpreters. In the present article the focus is on one of the main parameters of a successful curriculum, i.e. practice in training, or internships. Internships serve as an introduction to the workplace. The pros and cons of the experience are discussed from three points of view: that of trainers, institutions and students. The informatikon obtained from all three parties has revealed both strong and weak points of the process, but it helped to know what happened outside and inside the classroom for both sides—PSIT students and trainers, on the one hand, and providers of public services on the other. Conclusions serve as feedback and are taken into account when trying to improve educational aspects.
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Lee, Jeongsik. "A study on Teaching Methods of Korean Language Speaking Education Using Google Expeditions." Oriental Studies 18, no. 10 (2019): 89–101. http://dx.doi.org/10.25205/1818-7919-2019-18-10-89-101.
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This study presented a method of Korean speaking education using Google Expeditions, which can complement the reality of Korean language education in Russia. The following factors have been considered to introduce Google Expeditions to the class. First, the teacher should handle Google Expeditions skillfully and cope with unexpected situations so that there is no disruption in the course of the class. Second, students should integrate well with existing teaching methods so that they don't feel rejection towards Google Expeditions (new technologies). Third, the strength of Google Expeditions should have a positive impact on the educational effect. To design education using virtual reality, 'the essential principles of virtual reality education' (the principle of interaction, the principle of practicality and the principle of preparation) were adopted. The 'Multimedia-based Courseware Design Strategies' (Goal, Teaching Content, Personalization, Judgment of what is right or wrong, Feedback, Closing) were adopted to design classes with software for curriculum. The content of the class was 'Sejong Korean Conversation 1,' a textbook written by a professional organization. Based on these three factors, the ways to teach Korean speaking using Google Expeditions were explored and examples were presented.
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Kiselev, Aleksandr Aleksandrovich. "The use of modular technology in the design of basic educational programs in accordance with the FES of HE 3 ++." Development of education, no. 1 (3) (March 18, 2019): 82–85. http://dx.doi.org/10.31483/r-21961.
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The article shows the problems of developing educational programs and curricula in accordance with the Federal State Educational Standards of Higher Education (FES of HE 3++). Federal Law №273 «On Education in the Russian Federation» states that the introduction of basic educational programs implies the use of structures for the design of educational activities, based on the principle of a modular understanding of the basic educational program. and curriculum design. The article proposed one of the options for the formation of such modules in the design of basic educational programs in accordance with the FES of HE 3 ++. With this approach to educational programs formation in various areas of training students of higher education institutions, problems can be solved in the development of basic educational programs of previous FES of HE++, the labor costs of the teaching staff in developing various educational and methodical documentation can be optimized, the requirements of employers for the effectiveness of training future professionals can be taken into account.
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Nottingham, Paula, and Adesola Akinleye. "Professional artefacts: embodying ideas in work-based learning." Higher Education, Skills and Work-based Learning 4, no. 1 (February 11, 2014): 98–108. http://dx.doi.org/10.1108/heswbl-09-2012-0036.
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Purpose – The purpose of this paper is to present and examine the addition of a “professional artefact” to the course requirements for the BA Honours Professional Practice (BAPP) (Arts) programme at Middlesex University. Design/methodology/approach – This paper takes a case study approach using reflection, indicative theories and consideration of student work to evaluate the introduction of the “professional artefact” into the BAPP (Arts) curriculum. Following pragmatist and phenomenological descriptions of the lived experience as embodied (Dewey et al., 1989; Merleau-Ponty, 2002) and using learning models based on experience in the workplace (Boud and Garrick, 1999), the paper's methodology takes the work-based principle of “experience as knowledge” to examine the impact of the professional artefact on students learning. Findings – The professional artefact has proven to be a useful way for the learners on the course to reflect on the purpose of their own study and the ways in which work-based learning can be incorporated into their practice through embodied “ideas”. Practical implications – The paper suggests that the inclusion of a professional artefact to the curriculum provides a flexible means for bridging academic and workplace learning. The inclusion of the professional artefact could be recommended as a strategy for other work-based learning programmes. Originality/value – The added value for professional practice is that the professional artefact provides a flexible and creative means of communication for emerging and establishing workplace professionals.
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Chang, Cheng-Chieh, Thakkar Chandni Hirenkumar, and Chin-Kuo Wu. "The Concept of Ocean Sustainability in Formal Education—Comparative Ocean Literacy Coverage Analysis of the Educational Standards of India and the USA." Sustainability 13, no. 8 (April 13, 2021): 4314. http://dx.doi.org/10.3390/su13084314.
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The concept of marine environmental sustainability is essential, and ocean literacy is currently at the core of its development. Comparing ocean literacy principles in curriculum standards is an important thing to do. Ocean literacy (OL) is a key and emerging topic, and its study has adopted a qualitative approach and follows the content analysis approach. It was observed that, on average, OL concepts covered in the educational standards of the USA (Next Generation Science Standards, NGSS) are higher than those of India (Indian National Standards, INSs). The study revealed that the 6th principle is highly accentuated in both countries’ educational standards out of the seven essential principles. Moreover, the results indicate variation in OL alignment across India’s grade bands and the USA’s educational standards. Based on the results mentioned above, the proposed study intends to provide references to marine education researchers, curriculum developers, and educational policymakers in India to suitably adjust OL coverage concepts in schools to cultivate ocean-literate citizens.
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Klein, Sharon. "Building From the Ground Up: The Key to Health and Well-Being in Schools." LEARNing Landscapes 10, no. 2 (July 5, 2017): 17–21. http://dx.doi.org/10.36510/learnland.v10i2.796.
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In this interview, Sharon Klein, the Head of School at St. George’s School of Montreal, discusses how health and well-being are integrated in the curriculum and school life. Since its beginning in 1930, St. George’s has operated on six founding principles, the first of which is “health comes first.” Ms. Klein describes how this principle is being applied—yoga, mindfulness, exercise literacy—and further describes how they have developed the Core 5 Program, based on current research, to meet the needs of today’s students. She concludes by sharing her vision of health and well-being in the future.
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Kuiper, Shirley, and Martha W. Thomas. "A Strategic Consultancy Model for Establishing a Center for Business Communication." Business Communication Quarterly 63, no. 2 (June 2000): 52–67. http://dx.doi.org/10.1177/108056990006300204.
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As a result of a major revision of the undergraduate curriculum in the Darla Moore School of Business, University of South Carolina, we were given the task of establishing a center for business communication. Based on this experience, we present our strategic consultancy model for launching such a center. The model employs the strategic management paradigm of identifying the principle players in the process; identifying stakeholders; defining goals; analyzing strengths, weak nesses, opportunities, and threats (SWOT analysis); establishing consultancy relationships; and evaluating results. The model proved successful in writing a proposal for the center, implementing the center, and evaluating the center's work.
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Rahman, Rizkan A. "Penyusunan Design Kurikulum Berbasis Kkni Pada Program Studi Tadris Bahasa Inggris PTKIN (Studi Kasus Pada Iain Bengkulu dan STAIN Curup)." Manhaj: Jurnal Penelitian dan Pengabdian Masyarakat 3, no. 2 (September 27, 2019): 51. http://dx.doi.org/10.29300/mjppm.v3i2.2369.
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This study aims to determine the prospects and readiness of two College of Religious Islam Negeri (PTKIN) under the Ministry of Religious Affairs (IAIN Bengkulu and STAIN Curup) which undertake study Program of Tadris English toward discourse of imposition curriculum based KKNI effectively will be enacted in the academic year 2016 / 2017 as which as has been launched nationally through legislation President number 8 in 2012 and later translated into rule of education minester by number 73 in 2013. through the study program or department Tadris English being object of the achievements of learning (learning outcomes) plays as LPTK (educational institution for generating teacher) , namely container nursery candidates qualified English teacher, is worth competitiveness and dedicated. Besides, this research aims to become a means of discovery of solutions to problems that become obstacles from the imposition of KKNI based curriculum. Indonesian National Qualifications Framework (KKNI) is a national reference for improving the quality and competitiveness of Indonesia in the sector of human resources through the achievement of qualifications of human resources Indonesia produced by the educational system and national job training system, as well as learning outcomes assessment system of equality. Improving the quality and competitiveness of the nation will simultaneously strengthen the identity of Indonesia. The results of this study illustrates that both PTKIN which organizes education courses in English in principle ready to perberlakuan KKNI based curriculum in the academic year 2016/2017, but the effectiveness of this policy seyogya coupled with the readiness of all the devices needed especially the structure of matter refers to an element of competence topical; (A) Basis of personality; (B) The mastery of knowledge and skills; (C) Ability to work; (D) Attitudes and behaviors in the work; and (e) Understanding the rules of Bohemian society. PTKIN Of the two, only the TBI study program IAIN Bengkulu who had started implementing the curriculum KKNI and running well while STAIN Curup still in the process of finalizing the structure of the curriculum and the ripening preparation necessary tools.
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MAJ, Stanislaw Paul. "Improving Teaching and Learning Outcomes – A Novel Cognitive Science Approach." Modern Applied Science 11, no. 1 (December 19, 2016): 264. http://dx.doi.org/10.5539/mas.v11n1p264.
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Three principle approaches to education are behaviorism, constructivism and cognitive science. However beyond that there are a wide and diverse range of methods such as outcomes based education, problem based learning etc. All these approaches and methods have their associated advantages and disadvantages. The effectiveness of the educational process is measured by a learning taxonomy such as Bloom or Structure of the Observed Learning Outcome (SOLO). The paper links the cognitive science approach with the SOLO taxonomy as the basis of a quantitative approach to measuring cognitive load which is a measure of mental effort. This can then be used as the basis of curriculum design in order to optimize learning outcomes.
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Koryl, Jakub. "By grammar alone?" Tabula, no. 17 (November 16, 2020): 239–58. http://dx.doi.org/10.32728/tab.17.2020.8.
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Wilhelm Dilthey once admitted that Matthias Flacius Illyricus either appropriated the fourth book of Augustine’s De Doctrina Christiana in detail or took advantage of all of the early Christian exegesis in general in his Clavis Sacrae Scripturae. The aim of this paper is partly polemical. While Flacius himself frequently proved Dilthey’s unfavorable judgment to be correct, he also followed the innovatory footsteps of biblical philologists such as Gianozzo Manetti, Lorenzo Valla and Desiderius Erasmus in order to reaffirm and concretize the Lutheran principle of the intelligibility of Scripture based on its strictly immanent, that is to say grammatical, investigation. Consequently, I would like to discuss the Clavis Sacrae Scripturae as the confessional yet deliberate outcome of the grammatical and rhetorical curriculum of studia humanitatis. All of this, however, will not lead to the conclusion that the Clavis should still remain the enterprise of a less distinguished follower. For decisions made by Flacius regarding the tradition of patristic, medieval, and humanistic exegesis was constantly founded upon the heuristically critical and genuinely hermeneutical principle. Therefore, it is worth asking what this principle was, or more precisely, how can man use philological tools that do not deprive God of his unconditioned sovereignty
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Chakraborty, Mahima, and Madhuparna Chakraborty. "Learning by Doing: A Comparative Study of the New Education Policy, 2020." International Journal of English Learning & Teaching Skills 3, no. 3 (April 5, 2021): 2181–99. http://dx.doi.org/10.15864/ijelts.3302.
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American philosopher John Dewey worked on the educational theory of “Learning by Doing” in which he formulated the idea that a child should be taught with practical experiences. Every school should focus on teaching a child through activity-based curriculum so that a child can experience an over-all development by dint of his experiential education.The Indian National Educational Policy, 2020 can be associated with this educational principle of “Learning by Doing”, especially in case of Foundational, Preparatory and Middle school education. The Foundational education (3-8 years) or Early Childhood Care and Education (ECCE) is designed to be focused more on play-based, activity-based curriculum. ECCE will be based mostly on story-telling method and several indoor and outdoor activities.In the Preparatory stage (from 8 to 10 years and Classes 3 to 5) also, children will be taught primarily on play-based method which will ensure the cognitive, behavioral, moral, emotional and psychomotor development of them.In the Middle School (from 11 to 13 years and Classes 6 to 8), children will be encouraged to continue their education in a newly-developed multidisciplinary curriculum with at least a mandatory vocational skill training. The aim of “Learning by Doing” will also be accomplished in the middle school level by special attention to Vocational Education. This policy, in fact, aims to prepare at least 50% students who are proficient in any kind of vocational skill by 2025. New Education Policy 2020 even focuses to reduce the academic or performance pressure among students and lead them to take up education not as a burden but as a boon.
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Dods, Richard F. "An Action Research Study of the Effectiveness of Problem-Based Learning in Promoting the Acquisition and Retention of Knowledge." Journal for the Education of the Gifted 20, no. 4 (June 1997): 423–37. http://dx.doi.org/10.1177/016235329702000406.
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This action research study compares the efficacies of problem-based learning (PBL), traditional lecture, and a combination of PBL and traditional lecture to promote understanding and retention of the principle content of an elective science course, biochemistry, taught at a school for talented students. The study utilizes a pre- and post-course self-evaluation of student understanding, a measure of depth of understanding, and a questionnaire designed to determine student satisfaction. Lecture tended to widen the content coverage, while understanding and retention was promoted by PBL. Curriculum must be designed to provide a balance between content coverage and depth of understanding. Due to previous training and perceived needs, students sometimes demand more content coverage than is necessary for a complete and adequate education.
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Nazari, Hossein, Syed Ebrahim Mirshah Jafari, Ahmad Reza Nasr Isfahani, and Seyed Mohamad Marandi. "Evaluation of Current Condition of Physical Education Curriculum of Iranian High Schools and the Prescribed Strategies to Improve Its Overall Situation Based on Expertise Ideas and Viewpoints." Higher Education Studies 7, no. 3 (August 6, 2017): 80. http://dx.doi.org/10.5539/hes.v7n3p80.
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The ultimate goal of such inquiry and meticulous investigation is to evaluate the current condition of physical education curriculum of Iranian high schools and the strategies that can be employed in a path of improving its overall situation based on expertise ideas and their total viewpoint is such given pivotal affair. This investigation has been conducted in accordance with pathological phenomenology and sampling with regard of practical and feasible drawn-target and qualitative approach and method. The cited interviews were designated for 15 connoisseurs in the firmament of physical education. The figurative and the content narration of the study has evaluated in compliance with expertise viewpoints and ideas. The total findings and discovered entities as off-springs of expertise ideas in the fields of “fulfilling student’s expectances and their needs and desires”, “attention toward the reals of science, capacity and sight-perspectives”, has been extracted and summarized. The conclusion and overall gains of given investigation manifested that the criteria of high school curriculum were not expedient and appropriate in the fields of target, content, the employed pathological principle of instruction and the given evaluation in-use and it never satisfied the visualized expectance of expertise.
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Broeyer, F. G. M. "Theological Education At the Dutch Universities in the Seventeenth Century: Four Professors On Their Ideal of the Curriculum." Nederlands Archief voor Kerkgeschiedenis / Dutch Review of Church History 85, no. 1 (2005): 115–32. http://dx.doi.org/10.1163/187607505x00074.
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AbstractDuring the seventeenth century the academic teaching of theology in the Dutch Republic was on a high level. The universities had first-rate professors at their disposal for the subjects taught at the time. In this article some treatises on theological education are discussed. The authors are the professors Antonius Walaeus, Gisbertus Voetius, Franciscus Burman, and Samuel Maresius. Walaeus, Voetius, and Burman wrote about the content of the curriculum and the ideal way of studying theology. They differ in outlook. Burman even advocates a critical attitude based upon a Cartesian principle. Precisely because of unorthodox ideas gaining ground Maresius voiced somber reflections on an assumed decline of the Dutch faculties of theology.
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Karasenga, Jean de Dieu, Innocent Nkundabatware, and Olivier Munyansanga. "ENGLISH LANGUAGE TEACHING IN POST-GENOCIDE RWANDA: A STUDY OF TEACHERS’ OBSERVANCE OF THE GRICE’S COOPERATIVE PRINCIPLE." INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW 2, no. 2 (May 2, 2020): 174–82. http://dx.doi.org/10.33369/ijer.v2i2.10985.
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The purpose of this paper is to report about how teachers of English in Rwanda implement Grice’s cooperative principle in their classrooms, the challenges they face while implementing it, and how they deal with those challenges. The study upon which this paper is based used survey questionnaires, observations, and interviews as methods of data collection. Grounded theory analysis was employed to make sense of the data. Research findings are articulated according to four maxims including quantitative maxim, qualitative maxim, maxim of relevance, and the maxim of manner. They include the fact that teachers struggle with teaching the prescribed curriculum, communicating with students in English, and teaching what is at their students’ learning level. The paper concludes by devising implications of the findings for policy and practice.
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Al-zuoud, Khalid. "THE EFFECTS OF TWO COMPUTERIZED PROGRAMS IN REDUCING JORDANIAN TERTIARY STUDENTS SPELLING ERRORS." JOURNAL OF ADVANCES IN LINGUISTICS 5, no. 2 (January 14, 2015): 646–57. http://dx.doi.org/10.24297/jal.v5i2.2819.
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This study investigated the effects of using two computerized programs on reducing the spelling errors Jordanian tertiary students. Ginger and Microsoft Word 2007 were used as two modes of presentation. These programs represented the textaudio and text modes, respectively, according to the modality principle. The spelling error levels (i.e., high, medium, and low) of the students were compared. This study was conducted based on Mayers cognitive theory of multimedia learning, dual route theory of efficient spelling, and spelling in the context approach. The modality principle was similarly used as an effective tool for improving the spelling performance and reducing the spelling errors of students. The study sample comprised 80 male and female second-year students who were purposefully selected from Hashemite University in Jordan. Both study groups took pre- and post-tests as well as participated in structured interviews to answer the main questions of the study. The spelling errors of these Jordanian students were classified into four types according to Cooks classification. the interference between the Arabic and English languages was clarified. The phonological differences between these languages may cause many spelling mistakes that may also affect how students pronounce words. The modality principle must be integrated into the instructional, curriculum, computer-based, and web-based designs to help students develop their spelling performance. EFL professors are encouraged to use programs with contextual spelling features for teaching their students how to spell. Future studies must investigate the effects of these contextual features on other language skills, such as pronunciation, grammar, and vocabulary. These studies must also measure the effects of using computerized programs on how students pronounce words.
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Guo, Rui Xin, and Jian Qiu Chen. "Exploration and Practice in the Construction of Environmental Science Major of Pharmaceutical Universities." Advanced Materials Research 1073-1076 (December 2014): 2598–601. http://dx.doi.org/10.4028/www.scientific.net/amr.1073-1076.2598.
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The environmental science major opened in China Pharmaceutical University in 2008, has made some achievements in the exploration and practice of professional curriculum (for teachers) and learning effect assessment (for students) in recent years. By learning from the PBL teaching concept, we advocated the concept of "great discipline" in teaching practice. Based on the existing foundation and integrating teaching resources, we took the environmental issues of drugs as the main line and played specialty of teachers, focusing on the experience of students in the evaluation of learning effect, reflecting the concept of "differentiated treatment, personalized training" principle. So, it would be more objective and fair for the assessment of students. It provided a wealth of experience for the development of the discipline.
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Zhan, Yong. "Research on the Model of Business English Translator Training Based on DRM Control Model." Applied Mechanics and Materials 380-384 (August 2013): 2662–66. http://dx.doi.org/10.4028/www.scientific.net/amm.380-384.2662.
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With the development of economic globalization, the cultivation of business English Translators should follow the principle of compound talents training mode and improve the overall quality of the talent of business English translators. Business translation training plan has shortage of teaching content and lacks cross-cultural communication training program. Its teaching mission objectives is not new and business professional competence of teachers are not enough and the teaching method is too traditional and curriculum is unreasonable. Based on this situation, the paper does the digitization DRM solutions using the DRM digital control program based on multivariate intelligent teaching reform program of talent training. This paper establishes and develops the ODRL talent model and achieves the segmentation description and dynamic segmentation authorization of tasks and contents of business English translation courses. It also achieves the secondary development of DRM under the ODRL control model and verifies the feasibility and reliability of the translators training mode using the teaching effect evaluation method of OpenAPI , which provides a reliable theoretical basis for the reform of business English training model.
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Nugroho, Endik Deni, Vlorensius Vlorensius, Laila Rasidah H., and Nur Anisa. "The Content Analysis, Material Presentation, and Readability of Curriculum 2013 Science Textbook for 1st Semester of Junior High School 7th Grade." Jurnal Pendidikan Biologi Indonesia 3, no. 2 (June 20, 2017): 114. http://dx.doi.org/10.22219/jpbi.v3i2.3904.
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Based on the early observation by researchers of the two Science textbooks 7th Grade about biological material, 1st and 2nd semester of curriculum 2013, there were errors in the material presentation and legibility. This study aimed to compare and find the contents suitability of the book based on standard of competence and basic competences, readability, materials presentation and supporting material in the science textbook VII grade, 1st and 2nd semester and measured student legibility. This study used a qualitative descriptive approach by using document analysis. The data resources were obtained by using purposive, the data collection was triangulation, data analysis was inductive/qualitative and the results emphasized the meaning. This research results showed that the Integrated Sciences and Sciences textbook 1st and 2nd semester meet the standards of the core competencies and basic competence on the syllabus curriculum 2013 and also meet the books standart. The results of the analysis conducted in misstatement concept and principles and material llustration in the Integrated Science textbook 1st semester were found 5 misstatement concept, for the presentation of the principles and material illustration was found no error. In the book Integrated Sciences there was no delivery errors concept, principle, and material illustration. Science textbook 1st semester found 8 concepts misstatements and 8 illustration material misstatements. In general, Integrated Sciences and Sciences textbooks 1st and 2nd semester are illegibility so not appropriate for students.
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Musir, Muslim. "KONFIGURASI PEMIKIRAN AL-QABISI TENTANG PENDIDIKAN ISLAM." POTENSIA: Jurnal Kependidikan Islam 2, no. 2 (December 15, 2016): 199. http://dx.doi.org/10.24014/potensia.v2i2.2538.
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As a jurist, Hafiz al-Qur`an and hadith as well as a good understanding Arabic, al-Qabisi offer educational concepts based al-Qur`an and Sunnah, which impressed normative paradigm of thinking. However, the environmental conditions when it still has relevance to the concept offers, so that form the guidelines for teaching children during the fourth century hijrah. In principle, the development of the Islamic education concept does not just stop in textual normative, need depth assessment of various aspects, sociological, geographical, or philosophy of a nation itself. Very unlikely set curriculum or teaching methods and educational purposes based on one aspect only. Advanced education in the perspective of al-Qabisi can be seen from the realization of the religious environment in the various regions of Islam at the time. Is a natural thing when he established the concept of education that guided in his time.
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Gessler, Michael, and Falk Howe. "From the Reality of Work to Grounded Work-Based Learning in German Vocational Education and Training: Background, Concept and Tools." International Journal for Research in Vocational Education and Training 2, no. 3 (December 15, 2015): 214–38. http://dx.doi.org/10.13152/ijrvet.2.3.6.
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The "Riga Conclusions" of the European Ministries of Education of 22 June 2015 for the orientation of vocational education and training in Europe are promoting work-based learning as one of five "medium-term deliverables" for the next five years. But: How should and can work-based teaching and learning be designed? Our approach was developed within the German Dual VET System. Therefore it is not surprising that the work reality is for us the major principle for designing curricula and learning settings. As a starting point for developing didactical measures in the field of vocational education and training it is crucial in this approach to identify practices, routines and experiences of skilled workers that are experts for what they are doing. What are those people doing when handling a task, how are they acting, what work objects and tools are they operating with, and what requirements do they have to be aware of? To answer these kinds of questions, the real work in practice must be explored. A useful approach for doing this is a vocational work process analysis. The next step comprises developing a workbased learning project for the classroom. These two steps, vocational work process analysis and work-based learning projects, build the core of the article and enable a grounded work-based learning. Additional the changing priorities of curriculum design in the last century are introduced to reach a better understanding of the background and the actual work-oriented focus in German Dual VET. Our key proposition is: If work-based learning in vocational schools is wanted, the gap between the reality of work and the formal learning settings has to be closed.
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Ren, Yujia, Xia Jiang, and Siyuan Tang. "3DBody Software Experimental Platform for Course of Sports Anatomy." International Journal of Emerging Technologies in Learning (iJET) 12, no. 09 (September 27, 2017): 4. http://dx.doi.org/10.3991/ijet.v12i09.7482.
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Sports anatomy is one of the important basic subjects of sports colleges and universities. As multimedia network technology increasingly matures and is popularized, it becomes an irresistible trend to transform the traditional teaching mode of sports anatomy into multimedia network teaching mode. Thus, a new-type experimental platform based on action-orientated approach and provided with MVC framework and 3DBody experimental software is put forward in this paper, and it is analyzed and interpreted from the aspects of curriculum design principle and function module of the experimental platform, teaching design model of the experimental platform, and teaching and learning methods. These findings indicate the new-type experimental platform designed in this paper is highly spoken of by students for helping improve students’ practical skill and ability and arouse students’ subjective initiative in learning.
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Ponomareva, Varvara Vital'evna. "Moralizing literature in curriculum for female students (the late XVIII — early XIX centuries)." Genesis: исторические исследования, no. 3 (March 2021): 110–26. http://dx.doi.org/10.25136/2409-868x.2021.3.35307.
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The subject of this research is the analysis of didactic works used in the late XVIII — early XIX centuries in the educational process of the first Russian institutes for women — the Educational Society of Noble Maidens and School of the Order of St. Catherine in St. Petersburg. The new secular upbringing and education – one of the core ideas of the European Enlightenment, at that time was perceived in Russia as a state task, which required the establishment of closed educational institutions, such as cadet corps and institutes for women. The primary method for distribution of pedagogical ideas was moralizing literature of the Western European educators, which were translated into the Russian language and became available for the audience; and the second half of the XVIII century marks the emergence of publications of the Russian authors. This article is first to follow the sequence of changes of textbooks and “books for reading” selected for the students of the Educational Society of Noble Maidens and School of the Order of St. Catherine in St. Petersburg using hermeneutic method, as well as conduct their historical-comparative analysis based on the principle of historicism. The translated works of the Western European educators were replaced by the curriculum specifically created for the Russian female students at the request of the Empress Maria Feodorovna, which included the advanced ideas of both Western and national educators. It was another step in a difficult path towards establishment of the national pedagogical system.
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Muslim, Supari. "THE IMPLEMENTATION TEACHING FACTORY AND IMPLICATIONS ON THE PREPARATION OF CANDIDATES FOR VOCATIONAL HIGH SCHOOL TEACHERS." Humanities & Social Sciences Reviews 7, no. 3 (April 28, 2019): 323–30. http://dx.doi.org/10.18510/hssr.2019.7348.
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Purpose of Study: Along with the development of science and technology, significant Become preparing qualified gradu- ates in the working world, Including for the graduates of vocational senior high school. In accordance with the Law of the Republic of Indonesia No.20 / 2003 on National Education System, the purpose of vocational education is to prepare stu- dents to be ready to work in Certain fields. Meanwhile, According to Regulation 32/2013 National Standard of Education, the vocational education intended to increase of the intelligence, knowledge, personality, moral, as well as the skills to live independently and to have further education in parallel with previous education.
Based on the direction of vocational education policy as described, Several questions were drawn as follows: 1. What is meant by teaching factory ?; 2. What is the teaching-learning purpose of teaching factory ?; 3.What benefits will be gained by implementing a teaching factory ?; 4.What do the strengths and weaknesses of the teaching factory?; and 5.What are the implications of the Institute of Education and the Workforce, especially in the preparing of vocational senior high school teachers?
Methodology: From the study to the related literature and relevant researches, it can be concluded that: 1The basic principle of teaching factory is the experience integration of working in the school curriculum, where all the equipment, materials and education subjects were designed in order to carry out the production process. This process Aimed to produce the goods/services, and reliable and competent graduates. 2 Though there were thirteen performance indicators, many Efforts were needed in order to fully implement the teaching factory in Senior Vocational High School environment, According to concepts, objectives and benefits, Including pre14 paring qualified senior vocational high school teachers; 3. In the evaluation of teaching factory activity in Surakarta, Fajaryati in 2012 found that in terms of learning activities, the implementation of teaching factory was well-run, whereas the aspect of the production process, did not run as expected; and 4. Reorientation and revitalization of the Education and Workforce Education curriculum roommates were in line with the demands of users graduates, especially in the faculty of engineering were required.
Results: Benefits of teaching factory, in principle, is aware of the students, that in the mastery of skills, not enough to just practice soft skills in learning, work in teams, and training interpersonal communication skills, but also have to realize the knowledge directly and exercise work to enter the working world significantly.
Implications/Applications: The basic principle learning factory is the integration experience of working in the school curriculum, where all the equipment, materials and education actors, designed to make the production process in order to produce goods/services, as well as Vocational High School graduates who are competent/reliable.