The responsiveness of Bachelor of Elementary Education curriculum: An illuminative evaluation

Abstract

As higher education institutions are pressured to evaluate the responsiveness of their curriculum programs, there is a challenge of first order to define responsiveness. This challenge, however, is compounded by the paucity of a tested evaluation model that addresses it. Thus, this paper aimed to evaluate the responsiveness of the Bachelor of Elementary Education curriculum by attempting the applicability of the model called “illuminative evaluation.” Following the stages and components within the social anthropological framework of the model, multiple methods such as interviews, document reviews, and surveys were employed. The main data analysis technique used was the thematic analysis. The results revealed that illuminative evaluation contextually defined the concept of responsiveness and it effectively uncovered concealed aspects that indicate discrepancies within the curriculum. Thus, given these research outcomes, this work contributes new knowledge to the tradition of evaluation theory and provides practical evidence for the improvement of the curriculum under evaluation. The recommendations are offered at the end of the study.

Evaluation of the Implementation of the International Credit Transfer Program of Makassar State University

“…The evaluation method used in this study is the illuminative evaluation method developed by Malcolm Parlett and David Hamilton. There are three standard stages in this method, namely investigation, inquiry, and explanation (Cahapay, 2020;Chirwa, 2015;Gunio, 2021;Soeprijanto & Femalia, 2018) In this study, these three stages are part of this research flow. Furthermore, the flow of this research can be described as follows.…”

The Sources of Outcomes in Outcomes Based Education Curriculum Development: A Closer Look

“…The relationship between the economy and the pressure for higher education to be responsive is a big matter in most higher education institutions (Griesel, 2002;Cahapay, 2020). The need for human resources in connection to the economy entails higher education to focus on the development of graduate outcomes that meet the skills of the market (Makgoba, 2004).…”

Alternative curriculum model: Mosque-based education integration

“…However, education in England and Guangzhou is non-formal education, which has also been widely implemented in Indonesia. such as majadi-based non-formal Islamic education, which can improve a sakinah family [22], mosque-based non-formal education [23], mosque-based community education [24], [25], the development of Islamic education in Southeast Asia [26], models and tolerance in school mosque management [27], and an illuminating evaluation model [28]. The purpose of this research is to develop a model curriculum that follows the stages of developing the Tyler model curriculum, which will be implemented in the education unit of the Syuhada Mosque Foundation, Yogyakarta, Indonesia.…”