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Designing an Integrated Curriculum Based on Local Primacy and Social Reconstruction Perspectives of West Nusa Tenggara, Indonesia

Jurnal Pendidikan IPA Indonesia · Vol. 7 No. 4 (2018) · hlm. 467–475

DOI
10.15294/jpii.v7i4.15272
ISSN
2089-4392, 2339-1286
Terbit
2018-12-28
Penerbit
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Bahasa
eng

Abstrak

The purpose of this study was to develop a curriculum model which included local primacy based on the principles of social reconstruction curriculum in West Nusa Tenggara. This study was a developmental research which adopted and modified Borg Gall developmental model (1983) with the following stages: (1) needs analysis; (2) model development; and (3) model validation. The results of needs analysis indicated that coral reef materials were the main priority of local primacy integrated into the secondary school curriculum in West Nusa Tenggara. The principles of social reconstruction curriculum were implemented in three components as the result of model design, i.e. learning objectives, learning methods (organizational learning strategies, learning delivery strategies, and learning management strategies), and learning results or assessment. The product design model was embraced in instructional tools consisting of syllabus, topic formulation and basic competence, comic learning materials, and assessment instruments. Based on the assessment qualifications on the instructional tools validation test which included three aspects, namely the content aspect, the display aspect and the accuracy aspect of language use, the mean scores were 3.4, 3.8, and 3.4 respectively. Therefore, the overall instructional tools were in a very good category.Â

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  • University of Mataram
  • Universitas Muhammadiyah Malang
  • Universitas PGRI Madiun
  • Universitas Samawa
  • University of Brawijaya
  • Universitas Muhammadiyah Bengkulu
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Rekan penulisOrganisasiArtikel bersama
Elly PurwantiUniversitas Muhammadiyah Malang4
Marheny LukitasariUniversitas PGRI Madiun4
I Gde Adi Suryawan WangiyanaAfiliasi tidak diketahui1
Wahyu PrihantaUniversitas Muhammadiyah Malang1
Ieke Wulan AyuUniversitas Samawa1
SoemarnoUniversity of Brawijaya1
Jeffry HandhikaUniversitas PGRI Madiun1
Rusdi HasanUniversitas Muhammadiyah Bengkulu1
Galuh TresnaniUniversity of Mataram1
I Wayan SuanaUniversity of Mataram1
Baiq Dewi PermatasariUniversity of Mataram1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, pertama di-harvest 29 Okt 2026, terakhir terlihat 1 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Designing an Integrated Curriculum Based on Local Primacy and Social Reconstruction Perspectives of West Nusa Tenggara, Indonesia</dc:title>
	<dc:creator>Sukri, A.</dc:creator>
	<dc:creator>Rizka, M. A.</dc:creator>
	<dc:creator>Sakti, H. G.</dc:creator>
	<dc:creator>Maududy, K.l U.</dc:creator>
	<dc:creator>Hadiprayitno, G.</dc:creator>
	<dc:subject xml:lang="en-US">curriculum design, local primacy, social reconstruction</dc:subject>
	<dc:description xml:lang="en-US">The purpose of this study was to develop a curriculum model which included local primacy based on the principles of social reconstruction curriculum in West Nusa Tenggara. This study was a developmental research which adopted and modified Borg  Gall developmental model (1983) with the following stages: (1) needs analysis; (2) model development; and (3) model validation. The results of needs analysis indicated that coral reef materials were the main priority of local primacy integrated into the secondary school curriculum in West Nusa Tenggara. The principles of social reconstruction curriculum were implemented in three components as the result of model design, i.e. learning objectives, learning methods (organizational learning strategies, learning delivery strategies, and learning management strategies), and learning results or assessment. The product design model was embraced in instructional tools consisting of syllabus, topic formulation and basic competence, comic learning materials, and assessment instruments. Based on the assessment qualifications on the instructional tools validation test which included three aspects, namely the content aspect, the display aspect and the accuracy aspect of language use, the mean scores were 3.4, 3.8, and 3.4 respectively. Therefore, the overall instructional tools were in a very good category. </dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
	<dc:contributor xml:lang="en-US">Directorate of Research and Community Service (DRPM) of the Ministry of Research, Technology and Higher Education of the Republic of Indonesia</dc:contributor>
	<dc:date>2018-12-28</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/15272</dc:identifier>
	<dc:identifier>10.15294/jpii.v7i4.15272</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 7, No 4 (2018): December 2018; 467-475</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v7i4</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>info:eu-repo/grantAgreement/EC/FP7/000575</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/15272/8685</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/15272/3050</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/15272/3178</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/15272/3281</dc:relation>
	<dc:rights xml:lang="en-US">info:eu-repo/semantics/openAccess</dc:rights>
	<dc:rights xml:lang="en-US">Copyright (c) 2018 Jurnal Pendidikan IPA Indonesia</dc:rights>
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