Pengkajian dalam buku ini mengupas tentang konsep dasar yang harus diketahui dan dipahami oleh pengembang kurikulum sekolah. Walaupun masih bersifat teoritis, tapi menjadi modal besar untuk memberikan pemahaman bagi para akademisi yang berkecimpung di dunia pendidikan khususnya pembelajaran. Buku yang diperuntukan bagi calon pendidik (mahasiswa) dalam mengampu mata kuliah analisis dan pengembangan kurikulum. Selain itu, buku tersebut juga dapat dimanfaatkan terhadap kajian yang bersinggungan pada pembahasan seputar kegiatan pembelajaran di sekolah. Karena pencapain tujuan pembelajaran tidak terlepas dari baik (...) tidaknya kurikulum yang dijalankan. (shrink)

Study of Islamic ethics for Islamic middle schools in Indonesia.

A genesis of media didactics was deconstructed through a theoretical-comparative and historical methodological approach, with the aim of gaining insight into its history and characteristics, defining the discipline, and recent development trends. The study elaborates the role of media in education, schooling, teaching, and learning. The anatomy of the social circumstances of the emergence of certain curriculum innovations and their consequences for global education as well as the development of media didactics is systematically explained. A synthesis of the facts obtained (...) from the analysed concept makes it evident that the development of media didactics was influenced by the concept of instructional technology transferred from the USA, as well as several social and technological factors. Theoretical and practical essence of media didactics is established in the application of various media with the purpose of arranging individualized, i.e., student-centred teaching. Over time, the characteristics and role of media in teaching have changed in accordance with the dominant didactic theories. A crucial challenge for media didactics is foreseen in the form of the application of artificial intelligence in education and schooling. (shrink)

Kampus Merdeka was part of the Merdeka Belajar policy released by the Indonesian Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) at the end of January 2020. This study focuses on a university program that gave students opportunities to develop skills in accordance with their talents and interests by entering the workforce right away as training for future careers. Until the middle of September 2022, 12 programs had launched. To provide a reliable reference, a comprehensive analysis of the Merdeka Curriculum (...) program was carried out in this work. We took a qualitative approach, conducting observations and interviews with fellow actors as well as a thorough analysis of pertinent databases on the related subjects. We found that active student participation and support from the university are the keys to the success of Kampus Merdeka. Furthermore, serious commitment is needed from all parties to gain a company’s trust. This study is important to gain deep insights into the Kampus Merdeka policy so that the needs of Kurikulum Merdeka can be met effectively. (shrink)

Cilj rada: izložiti i analizirati pedagoške strategije i komunikacijski pristup definicijama bioetike, zajednički dio bioetičkih sadržaja koji se održavaju na sveučilišnim studijima Stomatologije i Organizacije, planiranja i upravljanja u zdravstvu, te Stručnom studiju medicinske radiologije na Medicinskom fakultetu u Rijeci. Metode: metoda analize sadržaja korištena je za istraživanje i prezentiranje enciklopedijskih i nekih autorskih definicija bioetike, s posebnim naglaskom na definicije bioetike autora – bioetičara iz Hrvatske; metoda uzorka 1. uključivala je kurikulum Medicinske etike, Bioetike i Etike zdravstvene skrbi (...) te istraživala stajališta 45 studenata studija na kojima se održavaju bioetički kolegiji. Uzorak je specifično stratificiran jer je: a) uključivao studente čiji se kurikulum odvija u turnusima – intenzivnim predavanjima u trajanju od dva tjedna, te one čija su se predavanja održavala svaki tjedan tijekom jednog semestra; b) različite godine studija , 2. skala procjene korištena je za istraživanje i prikupljanje stajališta studenata o sadržaju kurikuluma, metodama izvođenja i postignutoj razini komunikacije između studenata te komunikacije s profesorom. Očekivani rezultati: izložena metoda rada i rezultati dobiveni skalom procjene bi trebali pokazati prihvatljivost i uspješnost prikazanih pedagoško-metodoloških načina rada, ukazati na slabosti i nedostatke te konačno zaključiti o razmjeru u kojem izloženi koncept i pristupi aktualizaciji definicija bioetike doprinose realizaciji dijaloga i komunikacije u kojoj studenti istovremeno doživljavaju kurikulum kao nužan, koristan i zanimljiv te takav da potiče na razmišljanje, razmjenu ideja i nuđenje mogućih rješenja. Skala procjene bi trebala istaknuti različite stavove nastave. (shrink)

Glavni cilj ovoga istraživanja bio je povijesno-komparativnom analizom nastavnih planova i programa, odnosno kurikuluma za osnovnu školu istražiti i analizirati ulogu, zastupljenost i načine realizacije školskih kurikuluma u razdoblju od 1951. do 2019. godine. Prema dobivenim rezultatima uočljivo je da se značaj, uloga i aktivnosti školskog kurikuluma razlikuju u različitim reformama, a analizom kurikulumskih dokumenata utvrđeno je da se aktivnostima i sadržajima iz područja školskog kurikuluma želi pridonijeti individualizaciji i fleksibilnosti nastavnog procesa, zadovoljavanju specifičnih mogućnosti, potreba i interesa učenika,povezivanju obiteljskog (...) doma te lokalne i šire zajednice sa školskim okruženjem, poticanju stvaralaštva, interdisciplinarnosti, zajedništva, stjecanju generičkih kompetencija i usavršavanju opće-obrazovnih kompetencija. Na temelju dobivenih rezultata i suvremenih odgojnoobrazovnih polazišta, autorice su predložile smjernice za suvremene školske kurikulume. The main goal of this research was to investigate and analyze the role, representation and ways of realization of school curricula in the period from 1951 to 2019 in the Republic of Croatia using a historical-comparative analysis of curricula, specifically primary school curricula. According to the obtained results, the authors conclude that the importance, role and activities of the school curriculum differ in different eras and within different reform attempts. The analysis of curriculum documents shows that the activities and contents of the school curriculum aim to contribute to individualization and flexibility of opportunities, according to the needs and interests of students, connecting the family home and local and wider community with the school environment, encouraging creativity, interdisciplinarity, togetherness, acquiring generic competencies and improving educational competencies. Based on the obtained results and the foundations of contemporary education the authors proposed guidelines for contemporary school curricula. (shrink)

Nations and states build their identity on cultural heritage, which in the public space becomes a symbol of society’s collective memory. Cultural heritage has always been understood as a trace of the embodiment of a nation in space and time, that is, in a certain historical context. Also, cultural heritage and its monuments are closely related to identity and regularly contain a series of symbolic messages that demonstrate the history and destiny of the people. Heritage is one of the important (...) factors in the process of globalization, more precisely in the preservation of the identity of an individual nation in that process. The globalization process takes place quickly and therefore it is necessary to quickly and permanently educate oneself about cultural heritage, which is also an important factor in recognizing the tradition and identity of a nation. Quality education is one of the important goals of sustainable development, and it also implies the preservation and presentation of heritage content. The paper examines the connection between cultural heritage, education and sustainable development. (shrink)

Outdoor education is a link between life and school and an indispensable component of modern education. Considering its exceptional pedagogical value, the main goal of this research is to get an insight into the presence and form of outdoor education implementation in elementary schools. For that purpose, seventy-three school curricula from Osijek-Baranja County were analyzed. The analysis of curriculum content includes not only different forms of outdoor education, their presence in one teacher education and subject teaching but also education areas (...) prescribed by the national curriculum. The thesis points out the advantages and disadvantages of different forms of outdoor education within particulars education areas. Also, education areas in which improvements in planning and realization of outdoor education were detected. It is necessary to look for didactic methodical solutions in education areas in which diversity of outdoor education integration is noticed. (shrink)

Tidak bisa disangkal bahwa filsafat Barat dewasa ini hampir identik dengan wacana filosofis (philosophical discourse), berupa konsep, teori, atau sistem, yang umumnya berkembang dinamis dan dipelajari sebagai disiplin keilmuan dalam lingkungan akademis melalui satuan kurikulum perguruan tinggi modern. Maka tidak mengherankan bila filsafat cenderung identik dengan filsafat akademis (academic philosophy). Namun berkat dua buku Pierre Hadot (1922-2010) kita terbantu untuk menyadari hilangnya sebagian besar pemahaman filsafat itu sendiri terutama wawasan klasik yang mengungkapkan fokus utama penghayatan maupun lintasan peralihan fokus (...) utama tersebut dalam perkembangan sejarah. Hadot berpendapat bahwa filsafat pada awalnya adalah bios atau way of life (manie de vivre). Filsafat sebagai way of life terungkap dalam serangkaian latihan rohani (melete dalam arti Platonis, askesis dalam arti Stoa dan Kekristenan Yunani, atau exercitium spirituale dalam arti Kekristenan Latin awal), dengan mengembangkan berbagai wacana filosofis sebagai sarana panduan untuk membentuk (to form) alih-alih hanya menginformasikan (to inform) pilihan hidup dan kebebasan eksistensial seseorang menurut bingkai penghayatannya dalam sekolah filsafat. Tujuannya adalah memandu pilihan hidup dan mengembangkan kebebasan eksistensial mereka sesuai kodrat insaninya (phusis tou anthropou), seperti menguasai diri (enkrateia) atau kemandirian diri (autarkheia) di hadapan pengaruh eksternal, serta menyadari tempat (topos) mereka dalam kosmos (phusis tou kosmou). Nilai absolut aktivitas berfilsafat lebih menekankan tindakan baik alih-alih mengetahui kebaikan. Berwacana filosofis tanpa pembalikan sekaligus penentuan arah baru (peristrophe - periagoge) melalui pelatihan rohani hanya akan membentuk seseorang menjadi sofistik atau ahli retorika alih-alih sosok filsuf. Pihak pertama dalam sejarah Yunani antik abad kelima dan keempat SM memang dikenal sebagai sosok terpelajar yang licin bersilat kata (elenkhos) memperdagangkan seni kecakapan dan pengetahuan demi memuaskan hasrat ego. Namun, pihak terakhir sosok filsuf selalu sadar akan ketidaktahuan maupun kekurangan diri (bahwa ia bukan sage atau orang bijak) sehingga ia selalu memandu hasratnya untuk terus mencintai dan mendekatkan diri ke arah kebijaksanaan. Hadot berupaya menjelaskan pandangannya, filsafat sebagai way of life, setidaknya melalui dua pembacaan. Dalam PWL (4 bagian dan 11 bab), ia membingkai pandangannya melalui pembacaan eksegese untuk menguraikan klaimnya dengan mengembangkan metode, materi, tokoh, dan tema terkait. Dalam PAW (3 bagian dan 12 bab), ia mengembangkan pembacaan eksegesenya dengan menelusuri fenomena kerohanian dalam sejarah filsafat Barat, meliputi awal kemunculannya pada era antik, peralihannya pada monastisisme Kristen, keterputusannya pada Abad Pertengahan, dan jejak kesinambungannya pada era modern. [] Akhirnya, dalam PWL dan PAW, Hadot benar-benar menyajikan bingkai pemahaman yang kokoh terhadap klaimnya mengenai filsafat sebagai way of life, termasuk implikasinya dalam merangsang diskusi lebih lanjut baik untuk mengungkap persetujuan atau bantahan maupun kemungkinan alternatif atas klaim tersebut berdasarkan sumber teks serupa. Selain itu, layak untuk diperhatikan bahwa melalui uraiannya yang rinci dan seksama dalam mendekati setiap konteks lintasan filsafat seturut Sitz im Leben, Hadot rupanya juga menawarkan pesan inspiratif dan relevan bagi pembaca budiman ahli, pengajar, pelajar, peminat filsafat, atau siapa saja yang selalu berhasrat mencintai kebijaksanaan untuk bertanya: apa makna berfilsafat dewasa ini? (Haryanto Cahyadi, peneliti filsafat dari Keuskupan Timika, Papua.). (shrink)

The main goal of this research was to investigate and analyze the role, representation and ways of realization of school curricula in the period from 1951 to 2019 in the Republic of Croatia using a historical-comparative analysis of curricula, specifically primary school curricula. According to the obtained results, the authors conclude that the importance, role and activities of the school curriculum differ in different eras and within different reform attempts. The analysis of curriculum documents shows that the activities and contents (...) of the school curriculum aim to contribute to individualization and flexibility of opportunities, according to the needs and interests of students, connecting the family home and local and wider community with the school environment, encouraging creativity, interdisciplinarity, togetherness, acquiring generic competencies and improving educational competencies. Based on the obtained results and the foundations of contemporary education the authors proposed guidelines for contemporary school curricula. (shrink)