Razali Razali; Lina Sundana; Ramli Ramli
Abstract
This case study investigates the complicated dynamics of curriculum development in Aceh, Indonesia's culturally varied and spiritually significant higher education institutions. This study explores the Aceh higher education curriculum's structural components and pedagogical methods, focusing on Islamic ...
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This case study investigates the complicated dynamics of curriculum development in Aceh, Indonesia's culturally varied and spiritually significant higher education institutions. This study explores the Aceh higher education curriculum's structural components and pedagogical methods, focusing on Islamic cultural sensitivity and preservation. The study's iterative process comprised semi-structured student and faculty interviews, expert consultations, and stakeholder feedback. This study examines the complex process of creating a localized educational framework that boosts academic achievement, taking culture and religiosity into account. The research underlines the necessity of community involvement and local actors like religious leaders in shaping curriculum content to provide cultural meaning and real-world relevance. The findings shed light on Aceh's unique challenges and opportunities and apply to similar cultural and religious contexts. This study adds to the academic discussion about higher education curriculum development. In particular, it emphasizes the importance of cultural and religious awareness to create an engaging and culturally relevant educational environment.
Amiruddin Amiruddin; Ambia Nurdin; Masri Yunus; Basri A. Gani
Abstract
Higher education’s independent curriculum and mainstreaming are studied using mixed techniques. This qualitative and quantitative study examines how social mainstreaming in curriculum construction affects educational outcomes and social involvement. Focus groups and in-depth interviews with curriculum ...
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Higher education’s independent curriculum and mainstreaming are studied using mixed techniques. This qualitative and quantitative study examines how social mainstreaming in curriculum construction affects educational outcomes and social involvement. Focus groups and in-depth interviews with curriculum developers, educators, and students comprised qualitative research. Understanding social mainstreaming perspectives, experiences, and curriculum design was the goal. Using survey and institu-tional data, we measured independent curricular social mainstreaming frequency and impacts. Social mainstreaming promotes inclusive, equitable, and socially conscious learning. Integration improves student progress and societal responsibility. Research demonstrates variable social mainstreaming effects in independent curricular development, requiring a focused approach. Resource restrictions, change unwillingness, and mainstreaming ignorance complicate implementation. Higher education institutions, policymakers, and educators seeking socially meaningful and effective programs are affected by this study. The recommendations to promote higher education social mainstreaming showed that curriculum influences students' social attitudes, promoting social transformation.