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International Journal of Curriculum Development, Teaching and Learning Innovation
Published by Trigin Institute
ISSN : 29855314     EISSN : 29855349     DOI : https://doi.org/10.35335/curriculum
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
International Journal of Curriculum Development, Teaching and Learning Innovation is a high-quality specialist journal that publishes articles from the broad spectrum of Curriculum Development, Teaching and Learning Innovation. Its primary aim is to communicate clearly, to an international readership, the results of original auditing research conducted in research institutions and/or in practice.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "Vol. 1 No. 1 (2022): November: Curriculum Development, Teaching and Learning" : 5 Documents clear
Effect of demonstration method on learning success Philippe Tohon Loiser; Wanye Endne
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 1 No. 1 (2022): November: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (328.364 KB) | DOI: 10.35335/curriculum.v1i1.51

Abstract

The purpose of teaching carried out in the classroom according to Mager is to focus on student behavior or performance as a type of out put that exists in students and can be observed and shows that these students have carried out learning activities. Thus the alternative hypothesis formulated has been able to know the truth in this research so that it can be taken as a conclusion from this study, namely that "The demonstration method applied in learning has had a real influence, in the sense that it can be relied upon as a good method for teaching. As one of the alternative learning methods that can activate students, the demonstration method can be applied in the classroom which is expected to increase the level of thinking and experience of students, especially if students are expected to practice about a material that is understood.
Contextual learning in the education unit level curriculum faces obstacles Titus Do Amar; Sarma Haning
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 1 No. 1 (2022): November: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (246.303 KB) | DOI: 10.35335/curriculum.v1i1.52

Abstract

This study examined Indonesia's education unit level adoption of the Contextual Teaching and Learning approach and its supportive and limiting elements. In the Education Unit Level Curriculum, Contextual Teaching and Learning works well. To make learning more relevant and the Education Unit Level Curriculum implementation successful, implementation must be context-based. The Unit Level Curriculum must match students, educators, learning media, the environment, and their natural traits. Because this must follow the method to attain educational goals. Thus, Contextual Teaching and Learning depends on the Education Unit Level Curriculum. To support and balance each other, the Unit Level Curriculum socialization process for instructors must function properly. If the Education Unit Level Curriculum implementation goes successfully, the Contextual Teaching and Learning approach will be the same
Teacher-student verbal communication and student learning Hardi Yunius bin Kasim; Kayame de Joseph
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 1 No. 1 (2022): November: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (309.63 KB) | DOI: 10.35335/curriculum.v1i1.53

Abstract

Teachers and students communicate through curiosity and attention. In social psychology, the instructor communicates and the pupil receives. Teaching-learning involves students getting teaching materials in various forms and teachers offering them in a dialogic style at a given time and location. Teacher-student contact is essential for effective teaching and learning. Teachers and students exchange psychological messages. Student learning achievement is multifaceted. Teachers' verbal communication skills affect student learning. Verbal communication—spoken or written—uses symbols or words. Teachers require solid language skills and a vast vocabulary to speak verbally because kids cannot understand specific words alone. This study seeks to understand how teacher verbal communication is implemented, how student learning is affected, and how. The association between verbal communication (variable X) and student learning success (variable Y) is researched using a quantitative descriptive method using a correlational study type, Product Moment (r). This strategy examines how components are connected.
How the active learning method affects students' desire to learn Agueda Eustaqio; Mauli da Gorráitz; Sarmento Calos Lora
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 1 No. 1 (2022): November: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (292.414 KB) | DOI: 10.35335/curriculum.v1i1.58

Abstract

Researchers found that a mean score of 12.24 was achieved when measuring the level of student enthusiasm to learn while using an active learning strategy. Students whose education follows the traditional model report an average (mean) level of motivation to learn of 11.2. The "t" test's calculations led to the following results: t count = 3.49, and t table = 2.01 for the price. If the number of students taught using an active learning strategy is larger than the number of students taught using a traditional learning approach, then Ho might be rejected. Therefore, this study has successfully demonstrated that the active learning technique, as opposed to the conventional learning approach, increases student learning motivation.
The relationship between educational priorities and students' religious attitudes Awwalina Khairunnisa
International Journal of Curriculum Development, Teaching and Learning Innovation Vol. 1 No. 1 (2022): November: Curriculum Development, Teaching and Learning
Publisher : Trigin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (244.552 KB) | DOI: 10.35335/curriculum.v1i1.59

Abstract

The family's function, particularly how parents care for their children at home, has a significant impact on how youngsters develop their religious spirit. The attention of parents and the roles of each parent should complement one another in order to create a whole and harmonious family that can best carry out religious orders. If parents don't pay attention to their kids and miseducate them, kids will be readily swayed by things that are bad. Based on Islamic religious principles given in the Koran and the Prophet's sunnah, Islamic religious education shapes a person's physical and spiritual qualities. It is anticipated that both facets will develop in harmony in order to prevent a disconnect between spiritual and material requirements. Selfishness will be avoided if a person leads a balanced life. The goal of this study is to ascertain the extent to which parental involvement in the delivery of Islamic religious education and its relevance to students' religious attitudes are related. This study employs the descriptive analytic method and uses interviews and questionnaires as its data sources. Data analysis, a crucial step in the scientific method, is done to use the study that has been done on the sampled pupils to provide a response to the research question. By analyzing the data, it can be concluded that parents give their children's religious education a lot of thought, which has an impact on the religious attitudes of students who behave well. In addition, the school fulfills its responsibility as an educational institution by offering lessons and extracurricular activities that can help students develop their religious attitudes, as can be seen from interviews with the school.

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