English curriculum analysis and its relevance to Islamic boarding school goals

Rina Lestari; Emi Emilia

doi:10.17509/curricula.v2i1.56483

Authors

Rina Lestari Universitas Pendidikan Indonesia
Emi Emilia Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.17509/curricula.v2i1.56483

Keywords:

English curriculum 2013 analysis, modern Islamic boarding school, Tyler Rationale

Abstract

This case study reports on the analysis of the national curriculum known as curriculum 2013, and its relevance to a modern Islamic boarding school goals. This study involved one Islamic senior high school in West Java, Indonesia. The qualitative data were derived from curriculum 2013 and the curriculum complementary documents designed by the curriculum development department of the school. This document analysis relied on four fundamental elements of curriculum introduced by Tyler (1949), those are educational goals, learning experiences, learning organizations, and learning evaluations. The results showed that four fundamental aspects of the curriculum 2013 were in line with the Tyler curriculum principles. A minimum TOEFL score is one of the objectives, but the programs are inadequate to prepare the students to achieve it. Likewise, the final evaluation for the objective is still inconsistent due to the test cost issue. However, the curriculum 2013 supported by some complementary programs has demonstrated its relevance to the goals of the modern Islamic boarding school.

Abstrak

Studi kasus ini melaporkan analisis kurikulum nasional yang dikenal sebagai Kurikulum 2013, dan relevansinya dengan tujuan pesantren modern. Penelitian ini melibatkan salah satu SMA Islam di Jawa Barat, Indonesia. Data kualitatif diperoleh dari kurikulum 2013 dan dokumen pelengkap kurikulum yang dirancang oleh bagian pengembangan kurikulum sekolah. Analisis dokumen ini bersandar pada empat elemen dasar kurikulum yang diperkenalkan oleh Tyler (1949), yaitu tujuan pendidikan, pengalaman belajar, organisasi belajar, dan evaluasi belajar. Hasil penelitian menunjukkan bahwa empat aspek fundamental kurikulum 2013 sejalan dengan prinsip-prinsip kurikulum Tyler. Selain itu, sekolah memberikan lebih banyak tujuan dengan menambahkan persyaratan TOEFL. Skor TOEFL minimum adalah salah satu tujuannya, tetapi programnya tidak cukup untuk mempersiapkan siswa untuk mencapainya. Demikian pula, evaluasi akhir untuk tujuan tersebut masih tidak konsisten karena masalah biaya pengujian. Namun, kurikulum 2013 yang didukung oleh beberapa program pelengkap telah menunjukkan relevansinya dengan tujuan pesantren modern.

Kata kunci: analisis Kurikulum 2013; Bahasa Inggris; pesantren modern; Tyler Rationale

References

Alam, A. (2022). Investigating sustainable education and positive psychology interventions in schools towards achievement of sustainable happiness and wellbeing for 21st century pedagogy and curriculum. ECS Transactions, 107(1), 19481.

Alam, M. K. (2021). A systematic qualitative case study: Questions, data collection, NVivo analysis and saturation. Qualitative Research in Organizations and Management: an International Journal, 16(1), 1-31.

Amua-Sekyi, E. T. (2016). Assessment, student learning, and classroom practice: A review. Journal of Education and Practice, 7(21), 1-6.

Anshori, I., & Elvina S., E. (2020). Internationalization of Islamic education institutional characters through the English acculturation strategy. Humanities & Social Sciences Reviews, 8(5), 140–157.

Baidoo-Anu, D., Asamoah, D., & Adusei, A. (2023). Teachers’ beliefs and attitudes towards students’ self-assessment: A latent profile analysis. International Journal of Educational Research Open, 5, 100275.

Beatty, A., Berkhout, E., Bima, L., Pradhan, M., & Suryadarma, D. (2021). Schooling progress, learning reversal: Indonesia’s learning profiles between 2000 and 2014. International Journal of Educational Development, 85, 102436.

Bhuttah, T. M., Xiaoduan, C., Ullah, H., & Javed, S. (2019). Analysis of curriculum development stages from the perspective of Tyler, Taba and Wheeler. European Journal of Social Sciences, 58(1), 14-22.

Burns, J. P. (2023). The Tyler rationale: A reappraisal and rereading. Prospects, 53(1), 1-15.

Collins, P. (2022). Using currere to process being on a profession’s endangered species list. The Currere Exchange Journal, 6(2), 7-17.

Dilrabo, K. (2021). The importance of assessment in teaching process and its types. Academicia: An International Multidisciplinary Research Journal, 11(3), 2401-2406.

Emilia, E., & Sukyadi, D. (2023). Program evaluation of English language learning for EYL curriculum development in Indonesia: Teachers’ perception, challenges, and expectation. Journal on English as a Foreign Language, 13(1), 314-338.

Gewirtz, S., Maguire, M., Neumann, E., & Towers, E. (2021). What’s wrong with ‘deliverology’? Performance measurement, accountability, and quality improvement in English secondary education. Journal of Education Policy, 36(4), 504-529.

Habiburrahim, H. (2019). A review of the department of English language education curriculum development. Englisia Journal, 6(1), 1-14.

Hidayati, T. (2016). English language teaching in Islamic education in Indonesia: Challenges and opportunities. Englisia Journal, 3(2), 65-82.

Ihlenfeldt, S. D., & Rios, J. A. (2023). A meta-analysis on the predictive validity of English language proficiency assessments for college admissions. Language Testing, 40(2), 276-299.

Irham, I., & Wahyudi, R. (2023). Promises and realities of foreign language medium instruction in the light of internationalization: A case study on EMI and AMI at an Indonesian Islamic University. Research in Comparative and International Education, 18(2), 277-291.

Johnson, R. C., & Tweedie, M. G. (2021). “IELTS-out/TOEFL-out”: Is the end of general English for academic purposes near? tertiary student achievement across standardized tests and general EAP. Interchange, 52(1), 101-113.

Komalasari, M., & Yakubu, A. B. (2023). Implementation of student character formation through Islamic religious education. At-Tadzkir: Islamic Education Journal, 2(1), 52-64.

Kustati, M., Deswila, N., Besral, B., & Zulfikar, T. (2023). Cross-cultural awareness: EFL learners’ barriers to learning English. Journal of Innovation in Educational and Cultural Research, 4(1), 98-108.

Leenknecht, M., Wijnia, L., Köhlen, M., Fryer, L., Rikers, R., & Loyens, S. (2021). Formative assessment as practice: The role of students’ motivation. Assessment & Evaluation in Higher Education, 46(2), 236-255.

McGunagle, D., & Zizka, L. (2020). Employability skills for 21st-century STEM students: The employers' perspective. Higher education, skills, and work-based learning, 10(3), 591-606.

Simamora, R. M. (2020). The challenges of online learning during the COVID-19 pandemic: An essay analysis of performing arts education students. Studies in Learning and Teaching, 1(2), 86-103.

Solikhah, I., & Budiharso, T. (2019). Investigating the learning outcomes of an INQF-based English language teaching curriculum in Indonesia. Journal of Social Studies Education Research, 10(4), 153-175.

Sukirman, S. (2022). The KKNI-based ELT curriculum applied in Islamic higher education in Indonesia: Global curriculum ideology perspectives. Kasetsart Journal of Social Sciences, 43(2), 311-322.

Tabroni, I., & Ismiati, I. (2021). School management strategies in improving the quality of education with leading programs based on Islamic boarding schools. Soko Guru: Jurnal Ilmu Pendidikan, 1(3), 1-4.

Taş MA (2022). An investigation of curriculum adaptation efforts of teachers working in disadvantaged secondary schools. Pegem Journal of Education and Instruction, 12(1), 10-24.

Tekian, A., Ten Cate, O., Holmboe, E., Roberts, T., & Norcini, J. (2020). Entrustment decisions: Implications for curriculum development and assessment. Medical Teacher, 42(6), 698-704.

Wahyuningsih, S., & Afandi, M. (2020). Investigating English speaking problems: Implications for speaking curriculum development in Indonesia. European Journal of Educational Research, 9(3), 967–977.

Wijayanto, M. E. (2020). The integration of Islamic values in implementation of learning English: Islamic education students perspective. Eternal (English, Teaching, Learning, and Research Journal), 6(1), 18-30.

Wraga, W. G. (2017). Understanding the Tyler rationale: Basic principles of curriculum and instruction in historical context. Espacio, Tiempo y Educación, 4(2), 227-252.