Designing a curriculum model for individual ethics education in the second year of high school

Abstract

Background and purpose: This research was conducted with the aim of designing a moral education curriculum model in order to fulfill individual duties in the second year of high school. Method: The research method is content analysis, which was carried out following Krippendorf's qualitative model and the Delphi technique. The participants in the research were formed by a group of university experts in the fields of curriculum planning and Islamic education. The number of participants continued until reaching data sufficiency and included 30 people. The data collection tool was a semi-structured interview, and their analysis method was content analysis, coding and Delphi validation. Findings: The results of the research indicated that the components of the model of moral education in the second period of high school are: the subject, the needs of the learners, the characteristics of the target society and the elements of the curriculum. The priorities of the constituent components are: the validity and importance of moral education, the age needs of learners, their gender differences, being adorned with moral traits, monitoring moral behavior. In the curriculum elements section, the priorities are: educational goals, curriculum content, teaching strategies, resources and tools, learner activities, space, time, learner grouping and evaluation method. Conclusion: In line with the identification and priorities of the elements that make up the curriculum of individual ethics, these priorities were obtained: after determining the educational goals that were mentioned, the curriculum content was the next priority, in which attention was paid to learning areas, text factors, images and learning activities. based on objective and subjective examples of moral behavior have been given priority. After that, there are learners' activities, which include promoting moral knowledge, predicting individual and group activities, and participating in complementary activities.