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INDONESIA
Indonesian Journal of Curriculum and Educational Technology Studies
Published by Universitas Negeri Semarang
ISSN : 22526447     EISSN : 25274597     DOI : -
Core Subject : Science, Education,
Computer Science & IT Education
Indonesian Journal of Curriculum and Educational Technology Studies (IJCETS) publish two major themes on educational technology and curriculum studies
Arjuna Subject : -
Articles 186 Documents
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INDEX & ACKNOWLEDGEMENT Chief, Editor in
Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 1 (2020): April 2020
Publisher : Curriculum and Educational Technology Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v8i1.39439

Abstract

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INDEX & ACKNOWLEDGEMENT Chief, Editor in
Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 1 (2020): April 2020
Publisher : Curriculum and Educational Technology Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v8i1.39439

Abstract

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The Efffects of the Drawing-series Instructional Package on Nigeria Junior Secondary Schools Art Odewumi, Michael Olubunmi
Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 2 (2020): November 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v8i2.38260

Abstract

The tedious condition of Arts Students in Nigerian Junior Secondary School has been attributed to the inadequate text and soaring cost of existing ones. Therefore, it is important for instructors to adapt their teaching tools. This study used a quasi-experimental to determine the effect of using Drawing-series Instructional Package by comparing the pre and post-test results using Drawing-series Instructional Package (DIP) and Test Instrument of Drawing-series (TID). Ninety students were involved as samples of this research in two groups of the experimental class and the control class. The result showed that there was no significant difference in students’ performance based on DIP and student gender had no effect on student performance. According to the finding of this research DIP is recommended to be developed and used in teaching handicraft subjects in Nigerian schools. Abstrak Kondisi menjemukan siswa-siswi di Sekolah Menengah Pertama (SMP) telah diasosiasikan dengan kelangkaan teks dan biaya pembelajaran yang mahal. Oleh karena itu, penting bagi guru untuk mengadaptasi perangkat-perangkat pengajarannya. Penelitian ini menggunakan eksperimen semu untuk mengetahui efek penggunaan Drawing-series Instructional Package dengan membandingkan pra dan post-test menggunakan Drawing-series Instructional Package (DIP) dan Test Instrument of Drawing-series (TID). Hasil penelitian ini menunjukkan bahwa tidak ada perbedaan signifikan dalam capaian belajar siswa mengacu pada DIP dan kategori gender siswa tidak juga memengaruhi kinerja atau capaian belajar siswa. Berdasarkan temuan penelitian ini, DIP disarankan untuk dikembangkan dan digunakan dalam pembelajaran mata pelajaran kriya di sekolah-sekolah di Nigeria.
Lecturers’ Perception on the Adoption of Google Applications for Education (GAfE) in Nigeria Falade, Ayotunde Atanda; Odewumi, Michael Olubunmi; Ogunlade, Oyeronke Olufunmilola; Aladesusi, Gboyega Ayodeji; Fagbenro, Modupeola Wuraola
Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 2 (2020): November 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v8i2.38975

Abstract

Google Application for Education is a free suite of hosted communication and collaboration applications, provided by Google for educational institutions. This study investigates lecturers’ adoption of Google applications (apps) for education (GAFE) in university of Ilorin, Nigeria. The objectives of the study, among others, were to determine lecturers’ perceived adoption of Google Application for Education for instruction in a Nigerian university. The study adopted descriptive research design, using quantitative survey method. Four research questions and two hypotheses were answered and tested respectively. A total of one hundred and sixty-eight (168) respondents were randomly sampled; frequency counts, percentages and mean were employed to answer research questions while hypotheses were tested using t-test and analysis of variance (ANOVA). The findings of the study concluded, among many others, that lecturers perceived adoption and ease of adoption of GAFE for instruction in the university was positive. The study recommended that lecturers should be encouraged to explore full benefits of GAFE to improve classroom instruction. Abstrak Aplikasi Google untuk pendidikan (Google Applicaiton for Education, GAfE) merupakan aplikasi komunikasi dan kolaborasi yang disediakan oleh Google secara gratis untuk dunia pendidikan. Penelitian ini mengkaji adopsi GAfE oleh para dosen di Universitas Ilorin, Nigeria, terutama untuk mengetahui pemahaman para dosen dalam mengadopsi GAfE untuk perkuliahan. Penelitian ini mengadopsi desain deskriptif, terutama menggunakan survei. Terdapat empat pertanyaan penelitian yang diajukan dan dua hipotesis yang diuji. Sebanyak 168 responden dipilih secara acak, perhitungan frekuensi, persentase, dan rata-rata digunakan untuk menjawab pertanyaan penelitian, sementara hipotesis diuji menggunakan uji-t dan analisis varian (Anova). Penelitian ini merekomendasikan bahwa para dosen hendaknya harus didorong untuk mengeksplorasi manfaat sepenuhnya dari GAfE untuk meningkatkan kualitas pengajaran di kelas.
Revisiting the Functions of Curriculum Theory: A Foundational Ground for the Development of Procedural Model to Determine the Null Curriculum Cahapay, Michael Bobias
Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 2 (2020): November 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v8i2.40086

Abstract

A discussion of the functions of curriculum theory appears to be mostly overlooked in the scholarly works that endeavor to develop models in certain curriculum areas. This essay article revisits the functions of curriculum theory as a foundational ground for the development of a procedural model to determine the null curriculum. I first discuss in this article the functions of curriculum theory such as description, explanation, prediction, and guidance. Then, specifically under the guidance function, I trace the task of model development in Curriculum Studies. Finally, I relate towards the end of this article the current need to develop a procedural model to determine the null curriculum. Abstrak Diskusi mengenai fungsi teori kurikulum tampak lebih banyak diperhatikan di dalam dunia akademik yang berupaya mengembangkan model-model dalam bidang-bidang kurikulum tertentu. Artikel ini bertujuan untuk meninjau kembali fungsi dari teori kurikulum sebagai dasar yang sifatnya fondasional dalam pengembangan model prosedural untuk memastikan rumusan Null Curriculum. Pertama saya mendiskusikan mengenai fungsi teori kurikulum, misalnya fungsi mendeskripsikan, menjelaskan, memprediksi, dan membimbing. Kemudian secara lebih spesifik mengacu pada fungsi pembimbingan dari kurikulum saya menelusuri tugas model pengembangan dalam Kajian Kurikulum. Terakhir, saya mengaitkannya dengan kebutuhan untuk mengembangkan model prosedural untuk memantapkan rumusan Null Curriculum.
The Implementation of Online Learning During Covid-19 Pandemic: English Teachers’ Perceptions at Senior High Schools in South Aceh Tathahira, Tathahira; Sriayu, Sriayu
Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 2 (2020): November 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v8i2.40237

Abstract

This article illustrates the teachers’ perception in the implementation of online learning during Covid-19 crisis. Draw from qualitative approach this research interviewed eight English teachers from several senior high schools in South Aceh purposely. The result shown that WhatsApp became the main preferred social media to initiate the online learning and it has crucial role during the courses. The respondents also admit that they collect the materials from the internet as well as from students’ textbook, they even create such learning media by using familiar platform. Moreover, the poor internet connection, scarcity of smartphone ownership, and less good interaction and communication between students and teachers were also the main barriers amid the online learning. Finally, all respondents admit that they have several efforts and strategies to overcome these problems, e.g. print out the worksheet for students who do not have smartphone, gives less assignment for the students, and gives the assignment earlier so students will have much time to accomplish it properly. Abstrak Artikel ini menggambarkan persepsi para guru dalam mengimplementasikan pembelajaran dalam jaringan (daring) selama krisis Covid-19. Berangkat dari pendekatan kualitatif penelitian ini menginterviu delapan guru Bahasa Inggris dari beberapa Sekolah Menengah Atas (SMA) di Aceh Selatan dengan kriteria tertentu. Hasil penelitian menunjukkan bahwa WhatsApp menjadi media sosial yang paling dipilih untuk memulai pembelajaran daring dan perannya penting selama pembelajaran. Responden juga mengemukakan bahwa mereka memperoleh materi pembelajaran dari internet, selain juga tetap mendasarkan pada buku teks siswa, mereka bahkan membuat media pembelajaran menggunakan platform yang familier. Berikutnya, buruknya koneksi internet, kelangkaan kepemilikan telepon pintar, dan kurangnya interaksi dan komunikasi yang bagus antara siswa dan guru juga menjadi hambatan utama pembelajaran daring. Terakhir, semua responden mengemukakan bahwa mereka telah berupaya dan mengembangkan strategi untuk mengatasi masalah-masalah tersebut, antara lain mencetakkan lembar kerja siswa untuk siswa yang tidak memiliki telepon pintar, mengurangi pemberian tugas, dan memberikan tugas di awal waktu agar siswa memiliki waktu banyak untuk mengerjakannya dengan baik.
The Status of Curriculum Development and Implementation in Ethiopia Against Schwab’s Signs of Crisis in the Field of Curriculum Mengistu, Mulualem; Melesse, Solomon; Melesse, Tadesse
Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 2 (2020): November 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v8i2.40571

Abstract

The purpose of this paper is to analyze the status of curriculum development and implementation in the Ethiopian education system against Schwab’s Signs of Crisis in the Curriculum Field. Education policy documents of the Ministry of Ethiopia, different research journals, and experiences of the researchers were the major data sources in this study. Data were analyzed through narration-based on data driven themes. The analysis confirmed that Schwab’s sign of crises in the curriculum field were prevalent, and the resolutions made by the predominant view followers as a response to Schwab’s signs of crisis in the curriculum field were not in place in the curriculum development and implementation processes in the Ethiopian education system. It means that the curriculum field is still vague in the Ethiopian education system, which implies that the quality of education in Ethiopia is highly deteriorating. Finally, the researchers recommended that curricula specialists should exert unreserved effort to save the curriculum field from its gloomy occasion in the Ethiopian education system and thereby to assure renaissance for the quality of education. Abstrak Artikel ini bertujuan untuk menganalisis status pengembangan dan implementasi kurikulum dalam sistem pendidikan Etiopia mengacu pada rumusan krisis dalam bidang kurikulum oleh Schwab. Dokumen-dokumen kebijakan pendidikan yang dikeluarkan oleh kementerian Etiopia, jurnal-jurnal ilmiah, dan pengalaman peneliti menjadi sumber data utama penelitian ini. Data yang diperoleh dianalisis secara naratif berdasarkan tema-tema yang muncul. Analisis data menunjukkan bahwa rumusan kritis dalam bidang kurikulum yang dikemukakan oleh Schwab merupakan hal yang lazim dan resolusi yang dikemukakan oleh pandangan utama sebagai respons terhadap pandangan Schwab tersebut tidak diakomodasi dalam proses pengembangan dan implementasi kurikulum dalam sistem pendidikan di Etiopia. Hal tersebut menunjukkan bahwa bidang kurikulum di Etiopia masih tidak jelas dan berbuah pada kondisi pendidikan yang memburuk. Terakhir, peneliti merekomendasikan agar para ahli kurikulum dapat mengerahkan segala upayanya untuk menyelamatkan bidang kurikulum dari ketidakjelasannya dan dengan demikian dapat menjamin upaya kebangkitan kembali kualitas pendidikan di Etiopia.
The Effect of Teaching Model and Students' Personalities on Students’ Learning Achievement Charli, Leo; Sukardjo, Moch.; Muslim, Suyitno
Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 2 (2020): November 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v8i2.40780

Abstract

This article aimed at illustrating how students’ personalities (introvert and extrovert) affects their learning outcomes of chemistry subject when the teacher employs two learning models, i.e. inside-outside circle and snowball throwing. This research uses quantitative approach, particularly quasi experiment. The result of the research showed that the learning outcomes of chemistry by extrovert students were higher when using inside-outside circle learning model compared to snowball throwing. On the other hand, the learning outcomes of introvert students who studied chemistry were higher when using snowball throwing learning model compared to inside-outside circle. The finding of this research that shows the learning outcomes differences regarding students’ personalities are interesting to be considered by the teachers in selecting and developing learning activities in classroom to improve the students’ learning outcomes optimally. Abstrak Artikel ini bertujuan untuk menggambarkan bagaimana pengaruh kepribadian siswa (introvert dan ekstrovert) terhadap hasil belajar mata pelajaran Kimia di antara dua model pembelajaran, yaitu inside-outside circle dan snowball throwing. Penelitian ini berpendekatan kuantitatif dan menggunakan kuasi eksperimen semu. Hasil penelitian ini menunjukkan bahwa hasil belajar Kimia dari siswa dengan kepribadian ekstrovert ketika menggunakan model pembelajaran inside-outside circle lebih tinggi dibanding ketika menggunakan model pembelajaran snowball throwing. Di sisi lain, siswa yang berkepribadian introvert ketika menggunakan model pembelajaran snowball throwing hasil belajarnya lebih tinggi dibandingkan ketika menggunakan model pembelajaran inside-outside circle. Temuan yang menunjukkan perbedaan hasil belajar dilihat dari faktor kepribadian ini menarik sebagai pertimbangan guru dalam memilih dan mengembangkan pembelajaran di kelas agar hasil belajarnya lebih optimal.
Social Realism Project on Brings Back Knowledge into Curriculum Policy Making Subkhan, Edi
Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 2 (2020): November 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v8i2.46023

Abstract

The significant change in curriculum policy shifts the orientation of how to develop the curriculum no longer based on subject-matter but prioritizes competency as a basis. In Indonesia, for example, in 2004 the government officially issued a new curriculum policy called Competency-based Curriculum in which emphasizes competency or skills as the most important things that the students should gain. According to Priestley and Biesta (2013), this phenomenon is common throughout the world, not only in Indonesia but also in Scotland, UK, Australia, New Zealand, and many more. Curriculum that emphasizes more on skills or competencies than knowledge gained much criticism from many scholars. One of the most prominent criticisms comes from scholars’ groups who hold strongly social realism as an epistemological foundation. They have a vision to bring back the knowledge into curriculum policy making, because the imbalance of the curriculum more on skills will lead the students to lose the aims, purposes, and direction of education they got involved in. Amidst this issue, Barrett and Rata (2014) published an edited book comprising several articles under the spirit of bringing back knowledge into the curriculum.
Index & Acknowledgement Subkhan, Edi
Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 2 (2020): November 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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Page 7 of 19 | Total Record : 186

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