Promoting Curriculum and Learning System at Mixed Islamic Boarding Schools: A Literature Review

Ani Herniawati, Hasan Basri, Andewi Suhartini — Sat, 29 Mar 2025 00:00:00 +0000

Islamic boarding schools are Islamic educational institutions that play an important role in instilling the noble characters in Indonesian society. This study aims to identify the curriculum of mixed Islamic boarding schools, learning systems, advantages of mixed Islamic boarding schools, challenges of mixed Islamic boarding schools, and the implications of mixed Islamic boarding schools for the development of Islamic education. In this study, the researchers employ a qualitative approach under the library research method. The results of this study assert that the curriculum used by mixed Islamic boarding schools is in the form of an integrated curriculum which integrates the Islamic curriculum and the general curriculum. Furthermore, through the integrated curriculum and learning system, the mixed Islamic boarding schools have various advantages, i.e: the balance of Islamic and general knowledge; technology mastery; having noble characters; relevance to the challenges of the era; and social and cultural adaptation. In addition, the challenges faced today are: maintaining a balance between tradition and modernity of Islamic boarding schools; maintaining the quality of educators; improving the quality and quantity of Islamic boarding school facilities and infrastructure; and financing Islamic boarding schools. Finally, the implications of mixed Islamic boarding schools are on the development of Islamic education include: maintaining an adaptive Islamic education model, maintaining and improving the quality of output and outcome, contributing to nation building, maintaining and preserving Islamic boarding schools’ traditions, and safeguarding Islamic science.

Exploring Language Proficiency Enhancement Trainings of Call Center Agents: Unveiling BPO Trainer Strategies from Agents’ Standpoints

Sun, 30 Mar 2025 00:00:00 +0000

This study investigated the strategies trainers use in language proficiency enhancement training, as perceived by student call center agents. It specifically examined strategies for developing the four macro skills (listening, speaking, reading, and writing) and grammar skills. Using thematic analysis, it was found that various strategies were employed. Firstly, reading strategies involve active reading and practice reading. Secondly, in terms of writing, their strategies were the process-based approach and the rule-based strategy. Thirdly, the strategy used in listening was active listening. Fourthly, the speaking strategies involved simulation and speaking tests. Lastly, for grammar skills, the strategy used was direct instruction. Participants also shared insights on the training they received from BPO companies, which included challenges in understanding diverse communication styles, struggles with fluent and natural communication, and language acquisition and development strategies. The results imply that understanding call center agents’ perspectives on language training can enrich the curriculum by offering effective strategies, such as hands-on simulated activities, active learning, and student-centered pedagogies, optimizing learning experiences and fostering more effective communication skills. Furthermore, the results underscore the importance of using learner input to continually evolve and optimize curriculum design, emphasizing the transformative impact of learning and learner-centered approaches on educational practices.

International Journal Corner of Educational Research

Promoting Curriculum and Learning System at Mixed Islamic Boarding Schools: A Literature Review

Exploring Language Proficiency Enhancement Trainings of Call Center Agents: Unveiling BPO Trainer Strategies from Agents’ Standpoints