Articles

The T-Shaped Model: A Modern Paradigm for TVET Curriculum Design. Conceptual Framework, Theoretical Foundations and Practical Examples

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The T-shaped curriculum in secondary technical VET represents a progressive educational framework designed to equip students with both specialized technical skills and a broad range of transferable competencies. This curriculum model emphasizes the development of deep expertise in specific technical fields, such as engineering or computer science, while simultaneously fostering essential skills in communication, critical thinking, and collaboration. By integrating real-world applications, experiential learning opportunities, and interdisciplinary projects, the T-shaped curriculum prepares students for immediate employment and long-term adaptability in a rapidly evolving job market. This approach not only enhances students’ technical proficiency but also cultivates their ability to navigate complex professional environments, thereby addressing the growing demand for versatile and resourceful graduates. The implementation of the T-shaped curriculum in secondary technical VET programs is shown to align educational outcomes with industry needs, decisively producing well-rounded professionals capable of contributing productively to diverse roles and industries. This article explores the significance of the T-shaped curriculum in shaping future-ready individuals and highlights its potential to transform TVET in response to the challenges of the modern workforce.

Management of Islamic Aqeedah Based Curriculum at Khoiru Ummah Tahfizh Plus Elementary School

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Management of Islamic aqedah based curriculum is implemented by Tahfidz Plus School (STP) SDIT Khoiru Ummah Liwa Lampung Barat. The process of planning, organizing, implementing and supervising the curriculum is implemented as a means of achievsing educational goals. This research aims to analyze and describe management of Islamic aqedah based curriculum. This research uses a qualitative descriptive approach with descriptive research type. Data collection techniques use interviews, observation and document study. Data analysis techniques are carried out by collecting data, reducing data, presenting data, and drawing conclusions. The results of this research show that: (1) Planning by formulating the vision, mission, objectives and content of Islamic aqedah curriculum formulated by various authorities. (2) Organizing by compiling an organizational structure and division of tasks, (3) Implementation is carried out by school principals, educators and education staff using learning methods, talaqiyan fikriyan, in collaboration with parents and related parties, (4) Supervision is carried out by the school principal and related institutions, and the results of the supervision are utilized to improve the quality of management of Islamic aqedah curriculum.

Validity and Practicality of Learning Tool for Independent Campus Learning (ICL) Study Program Diploma 3 (D3) Mechanical Engineering Bali State Polytechnic (BSP)

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The Independent Campus Learning (ICL) Policy is one of the policy studies that the government is currently promoting to be implemented in universities. Implementing this policy in educational programs, Study Program (SP) readiness is very much needed. This readiness is demonstrated by having appropriate learning tools that are in line with the ICL curriculum. Following up on this policy, SP D3 Mechanical Engineering BSP developed learning tools oriented to the ILC curriculum.  This research aims to determine the level of validity and practicality of learning tools in the form of Semester Learning Plans (SLP), and ICL PS D3 Mechanical Engineering oriented textbooks. The research uses a research and development approach with the Borg & Gall model modified into three development stages, namely: define, design, and develop. The validity test results show that the validity level of the SLP and the ICL SP D3 Mechanical Engineering oriented textbook reached 84.9% and 82.7%, both of which were categorized as valid. The practicality level reached 84.9% and 82.7%, both categorized as practical, with several minor revisions. The implication is that the prototype after carrying out minor revisions can be used as a learning tool and can be continued to the next development stage, namely effectiveness testing.

Perception of University of Tripoli, Faculty of Nursing Students on the Bachelor of Science in Nursing (BSN) Curriculum

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The study aimed to determine the perception of University of Tripoli, Faculty of Nursing Students on the Bachelor of Science in Nursing (BSN) curriculum. Specifically, this study answered the following questions:   1) What are the Students’ perception on the Basis of Curriculum Construction? 2) What are the Students’ perception on the Basis of Curriculum Content? 3) What are the Students’ perception on the Basis of Strategies?

The findings that the researcher was able to extract from the study were: 1) that the overall mean shows 3.92 which has a verbal interpretation of “Agree”. The students should demonstrate a commitment to civic engagement, an understanding of various cultures, and the ability to apply ethical reasoning.

2) that the overall mean of 3.90 shows that most of the respondents had a verbal interpretation of “Agree” on the basis of curricular content from sequence to relevance in the nursing profession.  3) Most of the respondents with an overall mean of 3.69 and has a verbal interpretation of “Agree” on the basis of Teaching Strategies shows a wide range of instructional activities to facilitate learning. Based on these findings, the researcher was able to conclude that the University of Tripoli – Faculty of Nursing incorporated the principle on curriculum construction on its existing curriculum. However, All of the indicators on each component of the curriculum showed a verbal interpretation of “Agree”, which allows for further enhancement of the curriculum.