Tag Archives: Syllabus

Identifying the Problems of Indonesian Primary School Teachers in Developing Learning Devices (Published)

This study aims to picture the ability of Indonesian elementary school teachers in developing learning devices as well as the problems they encountered and their needs. The research subjects are learning devices (curriculum, syllabus, lesson plan, teaching materials, learning media, evaluation instrument, and student work books). The data were taken from schools and teachers, document of learning devices, the organizers and managers of education units. The data was collected through interview technique, documentation, and observation; while the technique of data analysis is done descriptively-qualitative. The results showed that (1) the ability of Indonesian elementary school teachers in preparing instructional devices still need to be maximized. Although the quantity of its existence has been in accordance with the provisions of the national education standards agency, however, the quality can only reached an average of 9.78%; (2) the problems faced by elementary school teachers in preparing learning devices, namely: (a) unclear technical guidelines for the preparation of the curriculum and syllabus; (b) lesson plan is developed  limited to administrative needs; (c) learning materials did not analyzed optimally; (d) instructional media did not designed properly; (e) the determination of evaluation tool and follow-up of learning was still very limited; (3) in designing learning devices, teachers need to understand some aspects, such as (a) the design of lesson plans, (b) the development of learning models and methods, (c) the development of media and teaching aids, (d) the development of learning implementation scenarios, and (e) the development of learning evaluation devices.

Keywords: Curriculum, Elementary School, Learning Device, Syllabus, Teachers’ Competence

English Language Teachers Attitudes about Their Contribution in Curriculum Process in the Saudi Education System (Published)

In Saudi Arabia curriculum designing and development is always performed by the educational authority the Ministry of Education. Unfortunately, teachers’ voices are completely ignored, although they are the principle role-players in the educational process. Teachers, on their part, have practical knowledge based on their daily work with the students. This knowledge is useful because teachers can assess whither the new ideas will work in the classroom. In the current study the researcher investigated the teachers’ viewpoints on their participation in the curriculum design process. A researcher-made questionnaire was used to collect data from the samples. The results showed that teachers have positive attitudes about their participation in the curriculum designing process

Keywords: Curriculum Design, Participation, Syllabus, Teachers

EVALUATION OF COLLEGES OF EDUCATION (COE) SOCIAL STUDIES CURRICULUM VIS-À-VIS THE JUNIOR HIGH SCHOOL (JHS) SOCIAL STUDIES CURRICULUM IN GHANA (Published)

: Social Studies as a subject in the Junior High School (JHS) curriculum in Ghana is taught mostly by teachers trained in the country’s thirty-eight Colleges of Education. Analysis of the Colleges Social Studies curriculum vis-à-vis the JHS syllabus reveals differences in how the subject is structured to prepare teachers to teach it at the JHS level. An interpretative design was used for the study. The study revealed that: Colleges of Education subscribe to and use a cross-disciplinary perspective whereby facts, concepts and generalisations are bootlegged from the social science subjects which is dominated with geographical concepts, whilst the JHS subscribes to and uses trans-disciplinary approach which is holistic, theme based and problem solving. It was recommended that there must be a national curriculum policy on Social Studies that all pathways to teaching of the subject should undergo review according to such national standards to merits the needs of society.

Keywords: Curriculum, Curriculum implementation, Evaluation, Social Studies, Syllabus

Evaluation of Colleges of Education (CoE) Social Studies Curriculum Vis-à-vis the Junior High School (JHS) Social Studies Curriculum Design and Implementation in Ghana (Review Completed - Accepted)

Social Studies as a subject in the Junior High School (JHS) curriculum in Ghana is taught mostly by diploma teachers from the country’s thirty-eight Colleges of Education. Analysis of the Colleges Social Studies curriculum vis-à-vis the JHS syllabus reveal differences in how the subject is structured to prepare teachers to teach it at the JHS level.

An interpretative design was used for the study. The study revealed that: Colleges of Education subscribe to and use a cross-disciplinary perspective whereby facts, concepts and generalisations are bootlegged from the social science subjects which is dominated with geographical concepts, whilst the JHS subscribes to and uses trans-disciplinary approach which is holistic, theme based and problem solving. It was recommended that there must be a national curriculum policy on Social Studies that all pathways to teaching of the subject should undergo review according to such national standards to merits the needs of society.

Keywords: Curriculum, Curriculum implementation, Evaluation, Social Studies, Syllabus