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This study examined factors that were posited to play an important role in the development of proverb comprehension in school-age children and adolescents, namely, the concreteness and the familiarity of the expressions. Normally achieving students enrolled in Grades 5, 8, and 11 ( n = 180) were administered a written forced-choice task that contained eight instances of four different types of proverbs: concrete-familiar (“A rolling stone gathers no moss”); concrete-unfamiliar (“A caged bird longs for the clouds”); abstract-familiar (“Two wrongs don’t make a right”); and abstract-unfamiliar (“Of idleness comes no goodness”). Performance on the task steadily improved as a function of increasing grade level and, as predicted, the expressions proved to be differentially challenging: Concrete proverbs were easier to understand than abstract proverbs, and familiar proverbs were easier to understand than unfamiliar proverbs. The results concerning concreteness support the “metasemantic” hypothesis, the view that comprehension develops through active analysis of the words contained in proverbs. The results concerning familiarity support the “language experience” hypothesis, the view that comprehension develops through meaningful exposure to proverbs.

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The curriculum plays a central role in educational institutions because it refers to the direction, content and process of education, which ultimately determines the nature and qualifications of graduates of these educational institutions. There are at least three institutions that are well known to the public in Indonesia, including pesantren, schools and madrasah, each of which has its own characteristics. This study discusses the curriculum development of Islamic boarding schools, madrasah and schools. With the aim to know how the development. The method used in this research is a qualitative approach that focuses on library research. The results of the research show that the development of a religious education curriculum in pesantren, schools and madrasas involves a complex and contextual process. The curriculum is designed to cover an understanding of religious teachings, worship practices, ethics, morals, and the application of religious values ​​in everyday life. Islamic boarding schools, schools and madrasas apply various strategies in implementing the religious education curriculum. Nevertheless, there are several challenges in the development of the religious education curriculum. Some of these challenges include the diversity of students, social and cultural changes, lack of resources, and the integration of religious education with the general curriculum. In order to overcome these challenges, it is necessary to make collaborative efforts between pesantren, schools and madrasas by involving relevant stakeholders. It is also necessary to periodically update curriculum content so that it remains relevant to the times and the needs of students.