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All Journal INTELEKTUAL: JURNAL ILMIAH MULTIDISIPLIN MAHASISWA DAN AKADEMISI JOURNAL SULTRA ELEMENTARY SCHOOL Jurnal Pendidikan, Kepelatihan, Olahraga, dan Kesehatan
Mardiati M
Universitas Muhammadiyah Parepare
Humanities Control & Systems Engineering Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Paradigma Pengembangan Kurikulum: Analisis Prinsip, Model Desain, dan Pendekatan Implementatif dalam Perspektif Teoretis dan Praktis Mardiati M; Juhariati Juhariati; Dadang Sumarna
Jurnal Sultra Elementary School Vol 7 No 2 (2026): Edisi May 2026
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jses.v7i2.675

Abstract

Curriculum development is a fundamental process in determining the direction, content, and learning strategies in the education system. This literature study aims to analyze the paradigm of curriculum development through a review of principles, design models, and implementation approaches from theoretical and practical perspectives. The curriculum is not only understood as a formal document, but also as a dynamic system influenced by social change, student needs, and scientific developments. This research uses a literature study method by examining various relevant scientific sources, such as journals, books, and current education policies. The results of the study indicate that the principles of curriculum development include relevance, flexibility, continuity, effectiveness, and efficiency, which form the basis for formulating curriculum content. Widely used curriculum design models include the Tyler model, Taba model, and competency-based models that emphasize learning outcomes. Meanwhile, implementation approaches in curriculum development include academic, humanistic, social reconstruction, and technological approaches, each of which has a different orientation in the learning process. Theoretically, curriculum development is understood as a systematic and rational process, while in practice it emphasizes adaptation to the school context and student needs. These findings indicate that the integration of principles, models, and approaches is crucial for producing a responsive, adaptive, and sustainable curriculum to meet the challenges of 21st-century education.
Pengembangan Kurikulum Pendidikan Agama Islam Berbasis Outcome Based Education (OBE) di Perguruan Tinggi Andi Fitriani Djollong; Zulbina Zulbina; Mardiati M; Karmila Karmila; Rosiana Syahbaniar; Rudi Hartono; Muh Iqbal Muhidin
Jurnal Pendidikan, Kepelatihan, Olahraga, dan Kesehatan Vol. 2 No. 1 (2026): Edisi Juni 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/sportika.v2i1.740

Abstract

The development of the Islamic Religious Education (PAI) curriculum in higher education continues to evolve in response to globalization, technological advancement, and the demand for 21st-century competencies. One widely adopted approach in curriculum development is Outcome-Based Education (OBE), which emphasizes graduate learning outcomes as the primary orientation of education. This study aims to examine the development of an OBE-based PAI curriculum in higher education through a systematic literature review approach. The research method employed a literature study by collecting relevant scientific sources, including journals, books, articles, and educational policy documents related to the implementation of OBE in higher education. A total of 21 literature sources were analyzed to ensure the transparency, validity, and rigor of the review process. Data were analyzed using descriptive qualitative techniques through data reduction, classification, and interpretation stages. The findings indicate that the implementation of OBE in the PAI curriculum contributes to improving learning quality by emphasizing students’ spiritual, academic, social, and professional competencies. Furthermore, OBE promotes student-centered learning and strengthens outcome-based assessment practices. However, the implementation of the OBE-based PAI curriculum still encounters several challenges, such as limited lecturer understanding, insufficient training, and difficulties in developing authentic assessment instruments. Therefore, institutional policy strengthening, lecturer capacity building, and the development of a systematic evaluation framework are required to ensure the effective and sustainable implementation of OBE in Islamic Religious Education (PAI) curriculum in higher education institutions. This study is expected to provide theoretical contributions and practical implications for curriculum development in Islamic higher education institutions practice.
Pendekatan Human Relations Dalam Membangun Budaya Mutu Dan Kinerja Organisasi Pendidikan Rosmiati Ramli; Mardiati M; Nursia Nursia; Zulbina Zulbina; Misbah Misbah; Juhariati Juhariati
Jurnal Ilmiah Multidisiplin Mahasiswa dan Akademisi Vol. 2 No. 4 (2026)
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/intelektual.v2i4.821

Abstract

The increasing complexity of the educational sector requires educational institutions to focus not only on technical management aspects but also on the development of interpersonal relationships within organizations. The Human Relations approach emphasizes the importance of effective communication, collaboration, motivation, and job satisfaction in enhancing organizational effectiveness. This article aims to examine the role of the Human Relations approach in fostering a quality culture and improving educational organizational performance. The study employed a library research method by analyzing relevant books, scientific journals, conference proceedings, and research reports. Data were analyzed using content analysis through identification, classification, interpretation, and synthesis of information. The findings indicate that the Human Relations approach contributes to the development of a quality culture through five key dimensions: organizational communication enhancement, work motivation strengthening, participative leadership development, teamwork improvement, and the creation of a conducive organizational climate. These dimensions promote organizational member engagement, strengthen commitment to quality, and support sustainable educational management effectiveness. Theoretically, this study reinforces the understanding that social and psychological factors are strategic elements in establishing a quality culture in education. Practically, the findings provide guidance for school principals, teachers, and educational managers in creating productive work environments oriented toward continuous improvement. The novelty of this article lies in its comprehensive synthesis that integrates Human Relations, quality culture, and educational organizational performance into a unified conceptual framework.
Co-Authors Andi Fitriani Djollong Dadang Sumarna Juhariati Juhariati Karmila Karmila Misbah Misbah Muh Iqbal Muhidin Nursia Nursia Rosiana Syahbaniar Rosmiati Ramli Rudi Hartono Zulbina Zulbina