An integrated curriculum is an educational approach that prepares students to face lifelong learning. In curriculum integration, schools must view education as a process of developing the abilities needed in life, especially in facing 21st-century life challenges, not discrete subjects that are divided into different fields. Integrated learning will provide the opportunity for students to understand the complex problems that exist in the surrounding environment with a complete view. With this integrated learning, students are expected to have the ability to identify, gather, assess, and use information that is around them meaningfully. This can be obtained not only through the provision of new knowledge to students but also through the opportunity to strengthen and apply it in a variety of increasingly diverse new situations. The main focus of this article is to analyze the implementation of integrated learning in the curriculum in Indonesia. The integrated curriculum developed by Robin Fogarty has many advantages that can be adapted in the development of education in Indonesia, including the revised Curriculum 2013. Academics and practitioners must comprehensively understand the nature of the ten curriculum models (Robin Fogarty) and Curriculum 2013 before making tools and implementing them in learning.

The purpose of this research is to improve the competence of teachers in teaching multi-literacy through a training programme based on the Read–Answer–Discuss–Explain–Create (RADEC) learning model. This descriptive qualitative study was conducted in a private primary school in Bandung, West Java, Indonesia. The participants included were a teacher and 29 students (17 male and 12 female students, with an average age of 11 years). Documentations, observations and interviews were used as data collection. The data were analysed quantitatively and through the Rasch model. The results show that mentoring during the implementation of the RADEC model can increase teachers’ knowledge of multi-literacy learning and teachers’ skills in planning and implementing the RADEC model. It can be concluded that the RADEC learning model contributes to a positive change in student learning, promotes 21st-century skills and includes multi-literacy skills. Thus, trainers can use the RADEC learning model to enhance teachers’ ability in teaching multi-literacy.           Keywords: Multi-literacy, RADEC model, teachers’ competence

AbstrakPenelitian ini bertujuan untuk menganalisis pemahaman siswa dan guru terhadap aspek Nature of Science (NOS) di sekolah dasar di Kabupaten Enrekang Sulawesi Selatan dan Kabupaten Purwakarta di Provinsi Jawa Barat yang terdiri dari Basis Empiris (Empiris Base), Tentatif (Tentative), Teori dan Hukum (Theories and Law), Keterlibatan Sosial Budaya (Socio Cultural embeddednes), Kreativitas (Creativity), Metode Ilmiah (Scientific Method), dan Subjektif (Subjective). Hasil penelitian diharapkan dapat menjadi masukan bagi Guru Sekolah Dasar dalam meningkatkan pemahaman dan kualitas siswa di sekolah dasar. Penelitian ini dilakukan dengan menggunakan metode elaborative yang melibatkan 45 siswa dan 2 guru kelas V sekolah dasar. Hasil penelitian menunjukkan bahwa pada umumnya responden pada penelitian ini menganggap bahwa aspek-aspek Nature of Science (NOS) harus dilakukan dan dipahami. Secara umum responden pada penelitian ini merasa setuju dengan indikator-indikator Nature of Science (NOS, namun ada beberapa aspek yang dianggap tidak setuju. Hasil penelitian ini berimplikasi terhadap peninjauan pembelajaran sains dan aspek-aspek pendukungnya.

Reading skill as a part of receptive skills are given the first priority in language curriculum and in Islamic education. Reading skill is important because it is a medium of communication and a tool for learning. This study aims to find out the effectiveness of English reading material based on islamic value for Islamic higher education in IAIN of Manado, that support the students learning and coprehension the Islamic values through the English reading materials. This study applied a qualitative approach using a case study design where researcher conducted the in-depth exploration of the events, processes, and activities to one or more people who are bound by time and activity. The researcher used this type of research is due to the subject of this study is only one class of second semesters students, they are 21 students. The researcher was a key instrument who participated actively in the activities. In collecting data, the researcher used observation, interview, field note, and documentation. The data were analyzed concurrently with the data collection interactively through the process of data reduction, display and verification using domain analysis, taxonomic, conventional, and cultural theme analysis. The researcher found that with apply Islamic value in reading texts materials, beside students more easily understand it, texts Islamic value can also improve the character of students as Muslim students.