Research Article
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Year 2018, Volume: 18 Issue: 74, 25 - 40, 20.03.2018

Abstract

References

  • Alsubaie, M.A. (2016). Curriculum development: Teacher ınvolvement in curriculum development. Journal of Education and Practice, 7(9), 106-107.
  • Amalia, E. (2011). Potret pendidikan ekonomi Islam di Indonesia: Analisis kurikulum ekonomi Islam dan kebutuhan SDM di industri keuangan syariah. Jakarta: Gramata.
  • Azra, A. (2005). Kata pengantar. In Abuddin Nata, Suwito, Masykuri Abdillah, dan Armai Arief. Integrasi ilmu agama dan ilmu umum. Jakarta: PT Raja Grafindo Persama.
  • Beane, J.A., (2016). Curriculum integration designing the core of democratic education. New York: Teachers College Press, Columbia University.
  • Boyd, S. (2015). Integrated Curriculum: Definition, Benefits & Examples. Available from: http://study.com/academy/lesson/integrated-curriculum-definition-benefits-examples.html. Retrieved on November 29, 2017.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge. Cushion, C.J. & Jones, R.L. (2012) A Bourdieusian analysis of cultural reproduction: socialisation and the ‘hidden curriculum’ in professional football. Sport, Education and Society, 19(3),276-298, DOI: 10.1080/13573322.2012.666966
  • Czerniak, C. M., Weber, W. B., Sandmann, A., & Abhern, J. (1999). A literature review of science and mathematics integration. School Science and Mathematics, 99(8). 421-430.
  • Drake, S. M. & Burns, R. C. (2004). Meeting standards through ıntegrated curriculum. Alexandria, VA: ASCD.
  • Guessoum, N. (2010). Science, religion, and the quest for knowledge and truth: An Islamic perspective. Cultural Studies of Science Education, 5, 55-69.
  • Hall, R & Smyth, K. 2016. Dismantling the curriculum in higher education. Open Library of Humanities, 2(1), 1–28, DOI: http://dx.doi.org/10.16995/olh.66
  • Hashim, R. (2015). Internationalisation of contemporary muslim higher education and ummatic development: A case study of the International Islamic University
  • Malaysia. In: R. Hashim & M. Hattori (Eds.). Critical ıssues and reform in muslim higher education. Gombak: IIUM Press.
  • Hough, D. L., & Clair, B. (1995). The effects of integrated curricula on young adolescent problem-solving. Research in Middle Level Education Quarterly, 19(1), 1-25.
  • Johnson, J. A. (2001, August 28). Prıncıples of effectıve change: Curriculum revision that works. The Journal of Research for Educational Leaders, 1(1), 5-18.
  • Kaewsaiha, C., Leelawatthanapan, N., Bumrungpon, P., Rungtrak, T., Wangthaphun, T., Thatho, Y., Jangjumpa, C., & Omaha, P. (2015). The effect of integrated learning in mathematics and science on student’s critical thinking and collaboration skills. Retrieved February, 16th, 2017, from http://atcm.mathandtech.org/EP2016/contributed/ 4052016_221116.pdf.
  • Kahveci, N. G., & Atalay, Ö. (2015). Use of integrated curriculum model (ICM) in social studies: Gifted and talented students’ conceptions. Eurasian Journal of Educational Research, 59, 91-112.
  • Khan, M. A. & Law, L.S. (2015). An Integrative approach to curriculum development in higher education in the USA: A theoretical framework. International Education Studies, 8(3), 66-76.
  • Mitchel, M.L., & Jolly, J.M. (2010). Research design explained. Wadsworth: Cengage Learning. MORA. (2015). Ministry of Religious Affairs Report. Speech presented at the 15th International Conference on Islamic Studies (AICIS), September 3, 2015, Manado, Indonesia.
  • Rennie, L. (2007). Values of science portrayed in out‐of‐school contexts. In D. Corrigan, J. Dillon & R. Gunstone (Eds.), The re‐emergence of values in science education (pp. 197‐212). Rotterdam, The Netherlands: Sense Publishers.
  • Rodha, F., & Suryadi, B. (2010). Adjustment and loneliness amongst international students: A study at Syarif Hidayatullah State Islamic University Jakarta Indonesia. Germany: VDM Verlag Dr. Müller.
  • Saint-Louis, N., Seth, N., & Fuller, K. S. (2015). Curriculum integration: The experience of three founding faculties at a new community college. International Journal of Teaching and Learning in Higher Education, 27(3). 423-43.
  • Suryadi, B. (2011). Islamization and integration of knowledge: Indonesian experience, a case study at Syarif Hidayatullah State Islamic University Jakarta. Proceedings of International Conference on Creativity and Innovation for Sustainable Development. Presented at International Islamic University Malaysia, September 14, 2011.
  • Suryadi, B. (2015). The role of Islamic higher education in harmonizing religion and sciences: A case study in UIN Syarif Hidayatullah Jakarta, Indonesia. In: R. Hashim & M. Hattori (Eds.). Critical Issues and Reform in Muslim Higher Education. Gombak: IIUM Press, p. 209.
  • Seng, K. P. (2006). Bridging science and religion in China: Emerging opportunities for global dialogue. Theology and Science, 4(2), 183-192.
  • UIN Jakarta. (2012). Strategic planning of Syarif Hidayatullah State Islamic University Jakarta (Rencana strategis 2012-2016 Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta. Jakarta: UIN Press.
  • Yao Fu, & Sibert, S. (2017). Teachers’ perspectives: Factors that impact implementation of integrated curriculum in K-3 Classrooms. International Journal of Instruction, 10(1), 169-186.

An Integrated Curriculum at an Islamic University: Perceptions of Students and Lecturers

Year 2018, Volume: 18 Issue: 74, 25 - 40, 20.03.2018

Abstract

Purpose: The aim of our study was to identify the perceptions of students and lecturers at Syarif Hidayatullah State Islamic University Jakarta (UIN Jakarta) regarding the concept of an integrated curriculum implemented at the university, differences in perceptions between the two groups, and problems encountered during the curriculum’s implementation Methods: A descriptive quantitative research study was conducted with 670 students and 90 lecturers from 11 faculties at UIN Jakarta. The student samples consisted of 270 men and 400 women, while lecturer samples consisted of 44 men and 46 women. Data were collected via interviews and a perceptual questionnaire consisting of 54 items scored on a 4-point Likert scale. Data were analyzed with descriptive statistics, a t test, and confirmatory factor analysis.

Findings: Although both students and lecturers had positive perceptions of the concept of the integrated curriculum, the students’ perceptions were more favorable than the lecturers’. Problems encountered during the implementation of the integrated curriculum included the absence of clear guidelines for implementing the integrated curriculum, the lack of lecturers’ competencies to implement the integration in learning processes, the lack of specific nomenclature about the integration concept, and limited time allotted to learning Islamic studies in the natural sciences program.

Implications for Research and Practice: Few obstacles have hindered the successful implementation of the integrated curriculum throughout the faculties at UIN Jakarta. The findings have informed the development of a blueprint and clear guidelines for implementing an integrated curriculum that other Islamic institutions of higher education in Indonesia and other countries can use to deliver integrated studies.

References

  • Alsubaie, M.A. (2016). Curriculum development: Teacher ınvolvement in curriculum development. Journal of Education and Practice, 7(9), 106-107.
  • Amalia, E. (2011). Potret pendidikan ekonomi Islam di Indonesia: Analisis kurikulum ekonomi Islam dan kebutuhan SDM di industri keuangan syariah. Jakarta: Gramata.
  • Azra, A. (2005). Kata pengantar. In Abuddin Nata, Suwito, Masykuri Abdillah, dan Armai Arief. Integrasi ilmu agama dan ilmu umum. Jakarta: PT Raja Grafindo Persama.
  • Beane, J.A., (2016). Curriculum integration designing the core of democratic education. New York: Teachers College Press, Columbia University.
  • Boyd, S. (2015). Integrated Curriculum: Definition, Benefits & Examples. Available from: http://study.com/academy/lesson/integrated-curriculum-definition-benefits-examples.html. Retrieved on November 29, 2017.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge. Cushion, C.J. & Jones, R.L. (2012) A Bourdieusian analysis of cultural reproduction: socialisation and the ‘hidden curriculum’ in professional football. Sport, Education and Society, 19(3),276-298, DOI: 10.1080/13573322.2012.666966
  • Czerniak, C. M., Weber, W. B., Sandmann, A., & Abhern, J. (1999). A literature review of science and mathematics integration. School Science and Mathematics, 99(8). 421-430.
  • Drake, S. M. & Burns, R. C. (2004). Meeting standards through ıntegrated curriculum. Alexandria, VA: ASCD.
  • Guessoum, N. (2010). Science, religion, and the quest for knowledge and truth: An Islamic perspective. Cultural Studies of Science Education, 5, 55-69.
  • Hall, R & Smyth, K. 2016. Dismantling the curriculum in higher education. Open Library of Humanities, 2(1), 1–28, DOI: http://dx.doi.org/10.16995/olh.66
  • Hashim, R. (2015). Internationalisation of contemporary muslim higher education and ummatic development: A case study of the International Islamic University
  • Malaysia. In: R. Hashim & M. Hattori (Eds.). Critical ıssues and reform in muslim higher education. Gombak: IIUM Press.
  • Hough, D. L., & Clair, B. (1995). The effects of integrated curricula on young adolescent problem-solving. Research in Middle Level Education Quarterly, 19(1), 1-25.
  • Johnson, J. A. (2001, August 28). Prıncıples of effectıve change: Curriculum revision that works. The Journal of Research for Educational Leaders, 1(1), 5-18.
  • Kaewsaiha, C., Leelawatthanapan, N., Bumrungpon, P., Rungtrak, T., Wangthaphun, T., Thatho, Y., Jangjumpa, C., & Omaha, P. (2015). The effect of integrated learning in mathematics and science on student’s critical thinking and collaboration skills. Retrieved February, 16th, 2017, from http://atcm.mathandtech.org/EP2016/contributed/ 4052016_221116.pdf.
  • Kahveci, N. G., & Atalay, Ö. (2015). Use of integrated curriculum model (ICM) in social studies: Gifted and talented students’ conceptions. Eurasian Journal of Educational Research, 59, 91-112.
  • Khan, M. A. & Law, L.S. (2015). An Integrative approach to curriculum development in higher education in the USA: A theoretical framework. International Education Studies, 8(3), 66-76.
  • Mitchel, M.L., & Jolly, J.M. (2010). Research design explained. Wadsworth: Cengage Learning. MORA. (2015). Ministry of Religious Affairs Report. Speech presented at the 15th International Conference on Islamic Studies (AICIS), September 3, 2015, Manado, Indonesia.
  • Rennie, L. (2007). Values of science portrayed in out‐of‐school contexts. In D. Corrigan, J. Dillon & R. Gunstone (Eds.), The re‐emergence of values in science education (pp. 197‐212). Rotterdam, The Netherlands: Sense Publishers.
  • Rodha, F., & Suryadi, B. (2010). Adjustment and loneliness amongst international students: A study at Syarif Hidayatullah State Islamic University Jakarta Indonesia. Germany: VDM Verlag Dr. Müller.
  • Saint-Louis, N., Seth, N., & Fuller, K. S. (2015). Curriculum integration: The experience of three founding faculties at a new community college. International Journal of Teaching and Learning in Higher Education, 27(3). 423-43.
  • Suryadi, B. (2011). Islamization and integration of knowledge: Indonesian experience, a case study at Syarif Hidayatullah State Islamic University Jakarta. Proceedings of International Conference on Creativity and Innovation for Sustainable Development. Presented at International Islamic University Malaysia, September 14, 2011.
  • Suryadi, B. (2015). The role of Islamic higher education in harmonizing religion and sciences: A case study in UIN Syarif Hidayatullah Jakarta, Indonesia. In: R. Hashim & M. Hattori (Eds.). Critical Issues and Reform in Muslim Higher Education. Gombak: IIUM Press, p. 209.
  • Seng, K. P. (2006). Bridging science and religion in China: Emerging opportunities for global dialogue. Theology and Science, 4(2), 183-192.
  • UIN Jakarta. (2012). Strategic planning of Syarif Hidayatullah State Islamic University Jakarta (Rencana strategis 2012-2016 Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta. Jakarta: UIN Press.
  • Yao Fu, & Sibert, S. (2017). Teachers’ perspectives: Factors that impact implementation of integrated curriculum in K-3 Classrooms. International Journal of Instruction, 10(1), 169-186.
There are 26 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Bambang Suryadı This is me

Fika Ekayantı This is me

Euis Amalıa This is me

Publication Date March 20, 2018
Published in Issue Year 2018 Volume: 18 Issue: 74

Cite

APA Suryadı, B., Ekayantı, F., & Amalıa, E. (2018). An Integrated Curriculum at an Islamic University: Perceptions of Students and Lecturers. Eurasian Journal of Educational Research, 18(74), 25-40.
AMA Suryadı B, Ekayantı F, Amalıa E. An Integrated Curriculum at an Islamic University: Perceptions of Students and Lecturers. Eurasian Journal of Educational Research. March 2018;18(74):25-40.
Chicago Suryadı, Bambang, Fika Ekayantı, and Euis Amalıa. “An Integrated Curriculum at an Islamic University: Perceptions of Students and Lecturers”. Eurasian Journal of Educational Research 18, no. 74 (March 2018): 25-40.
EndNote Suryadı B, Ekayantı F, Amalıa E (March 1, 2018) An Integrated Curriculum at an Islamic University: Perceptions of Students and Lecturers. Eurasian Journal of Educational Research 18 74 25–40.
IEEE B. Suryadı, F. Ekayantı, and E. Amalıa, “An Integrated Curriculum at an Islamic University: Perceptions of Students and Lecturers”, Eurasian Journal of Educational Research, vol. 18, no. 74, pp. 25–40, 2018.
ISNAD Suryadı, Bambang et al. “An Integrated Curriculum at an Islamic University: Perceptions of Students and Lecturers”. Eurasian Journal of Educational Research 18/74 (March 2018), 25-40.
JAMA Suryadı B, Ekayantı F, Amalıa E. An Integrated Curriculum at an Islamic University: Perceptions of Students and Lecturers. Eurasian Journal of Educational Research. 2018;18:25–40.
MLA Suryadı, Bambang et al. “An Integrated Curriculum at an Islamic University: Perceptions of Students and Lecturers”. Eurasian Journal of Educational Research, vol. 18, no. 74, 2018, pp. 25-40.
Vancouver Suryadı B, Ekayantı F, Amalıa E. An Integrated Curriculum at an Islamic University: Perceptions of Students and Lecturers. Eurasian Journal of Educational Research. 2018;18(74):25-40.