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All Journal Arabiyatuna : Jurnal Bahasa Arab Borneo Journal of Language and Education
Alkampary, Ahmad Iqbal
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Religion Education Languange, Linguistic, Communication & Media Social Sciences

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Definition and History of Educational Curriculum Development in Indonesia (1947-2013) Alkampary, Ahmad Iqbal; Muhlis, Wachida; Norazizah, Siti
Borneo Journal of Language and Education Vol 4 No 1 (2024): Borneo Journal of Language and Education, Vol.4 (No.1), April 2024
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeru Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/benjole.v4i1.8200

Abstract

The development of the education curriculum in Indonesia (1947-2013) is very important because it reflects adaptation to changing times, community needs and national development demands. During this time, the education curriculum underwent a transformation that reflected the nation's social, political and economic dynamics. From a curriculum focused on nationalism to an emphasis on developing 21st century skills, each change reflects the government's efforts to improve the quality and relevance of education. This article aims to describe the history of the development of the Indonesian education curriculum from 1945 to the present. Curriculum improvements are carried out at least once every ten years. Because in the past ten years, it is very likely that there will be changes in various fields such as information communication technology and science. The research used is qualitative with the type of library research using the documentation method as used in data collection techniques in library research. The object of study in this article focuses on tracing the history of curriculum development in Indonesia from the beginning of independence to the present. The results of this study indicate that the curriculum in Indonesia has been developed thirteen times, namely in 1947, 1952, 1964, 1968, 1973, 1975, 1984, 1994, 1999, 2004, 2006 K13 and the Merdeka Campus. The expected positive contribution from this article is that the public is educated on the history of curriculum development in Indonesia and can be used as the basis for future curriculum development to create quality students who are ready to compete internationally.
Optimizing Arabic Text Listening Skills through the Numbered Head Together Strategy Mizan, Khairul; Muassomah, Muassomah; Zoni, Lapas; Alkampary, Ahmad Iqbal; Muhlis, Wachida
Arabiyatuna: Jurnal Bahasa Arab Vol. 8 No. 1 May (2024)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v8i1.9082

Abstract

The study aimed to explore the application of the NHT strategy in optimizing the learning of Arabic text listening skills and to describe students' responses to its use. A lack of practice in listening results in difficulties in interacting. These difficulties are also caused by students' lack of motivation and interest, as well as a lack of vocabulary and limited understanding of sentence structure. Therefore, an alternative is needed to minimize the problem. The strategy is called Numbered Head Together (NHT). This research employed a quantitative approach with a survey method. Data were collected through observations, interviews, and questionnaires. Questionnaire data was analysed using SPSS 25. The results of the study elucidated six steps in the application of the NHT strategy: a) material preparation; b) numbering, where the teacher formed groups and assigned each group member a number from 1-5; c) listening to the text, where students were asked to listen to the text either using audio-visuals or directly from the teacher; d) asking questions, where each question given by the teacher had an identification number; e) discussion process, where students were asked to discuss the given questions; f) submission of discussion results, where students with numbers matching the question number had the responsibility to answer the question. Students' responses to the NHT strategy, measured by indicators such as interest, involvement, and perceived impact, obtained a score of 1,505 out of a maximum of 1,725, with a percentage of 87.24% (very satisfying). This research provides practical implications for improving students' learning motivation and response. Its contributions include a better understanding of the effectiveness of this strategy and providing empirical evidence for teachers to develop more effective learning strategies.
Co-Authors Mizan, Khairul Muassomah Muassomah Muhlis, Wachida Norazizah, Siti Zoni, Lapas