Islam, Morality and Public Education: Religious Elements of Ethics and Etiquette in the Uzbek School Curriculum

2018 ◽  
Vol 5 (3) ◽  
pp. 213-232
Author(s):  
Donohon Abdugafurova
Keyword(s):  
Elementary School ◽  
Public Education ◽  
Social Responsibility ◽  
Character Development ◽  
School Curriculum ◽  
National Character ◽  
School Subject ◽  
Central Asian ◽  
The Subject ◽  
Religious Elements

Influenced by Arabic and Persian traditions, the plural word Ādāb in the Uzbek language (sing. adab) as a social term connotes a discipline of character development in ethics and morals. As a literary term, adab means a concept of aesthetics that teaches morality. The prevalence of the concept in Uzbek society is evidenced by the fact that there is a school subject called Odobnoma: adab studies. These elementary-school classes aim to cultivate moral uprightness, social responsibility and virtue. On the surface, the subject seems to be secular, yet a closer analysis of the themes and topics of Odobnoma reveals indirect Islamic influence. This is partly because Central Asian cultures contain Islamic teachings, which have become a part of the national understanding of morality, ethics and etiquette. This article explores the influence of these teachings from the Uzbek perspective of “national character.”

scholarly journals Penanaman Nilai-Nilai Multikultural yang Dipengaruhi oleh Kompetensi Komunikasi Guru di Sekolah Dasar Inklusi Trirenggo, Yogyakarta

2019 ◽  
Vol 21 (2) ◽  
pp. 168
Author(s):  
Dwi Kartikawati ◽  
Djudjur Luciana Rajagukguk ◽  
Yayu Sriwartini
Keyword(s):  
Elementary School ◽  
Communication Skills ◽  
Qualitative Method ◽  
Character Development ◽  
Regular Group ◽  
Group Activities ◽  
Communication Competency ◽  
Teaching Goals ◽  
The Subject ◽  
Main Factor

This research focused on the urgency of teachers’ communication competence in inculcating multicultural values at elementary schools, in this case, the inclusive elementary school of Trirenggo, Yogyakarta. Communication skills are an essential competency for teachers as stated in the Regulation of the Minister of Education No. 16 of 2007 dated May 4th, 2007. Teachers, as communicators, are the main factor in establishing effective communication in the learning process. In this case, a teacher with excellent communication skills would substantially determine a school’s success in the implementation of multicultural values. In order to analyze the subject, this study used a qualitative method, and the data were collected from three respondents from the inclusive elementary school of Trirenggo, Yogyakarta. The results indicated that teachers’ communication competency which consisted of three aspects, i.e. motivation, knowledge, and skills, was urgently required in order to achieve teaching goals. A competent teacher would significantly be able to establish a positive atmosphere and influence among students, thus, enable them to effectively inculcate the designated values. At this school, the multicultural values were integrated into teaching subjects, students’ assessment, specified learning methods, character development, and regular group activities.

scholarly journals Educação para o Turismo em Gramado: Patrimônios Culturais e Modos de Ser Gramadense

2020 ◽  
Vol 17 (34) ◽  
pp. 236-254
Author(s):  
Manoela Barbacovi ◽  
Maria Angélica Zubaran
Keyword(s):  
Elementary School ◽  
Cultural Heritage ◽  
School Curriculum ◽  
Theoretical Terms ◽  
Local Identities ◽  
Tourism Education ◽  
Municipal Schools ◽  
Training Courses ◽  
The Subject ◽  
The City

Este estudo analisa as epistemologias e pedagogias disseminadas pela disciplina Educação para o Turismo no currículo do Ensino Fundamental das Escolas Municipais da cidade de Gramado. Pretende-se investigar como a disciplina Educação para o Turismo tem representado a cidade de Gramado e seus patrimônios culturais, materiais e imateriais, examinando as estratégias representacionais acionadas nos Cursos de Capacitação Docente para a educação em turismo na cidade de Gramado. Em termos teóricos, o estudo se inscreve no Campo dos Estudos Culturais e nas discussões acerca dos Patrimônios Culturais. Neste sentido, o objetivo central da pesquisa é analisar a produção discursiva acerca dos patrimônios culturais da cidade de Gramado e das identidades locais nos enunciados do Curso de Capacitação Docente em Educação para o Turismo e nas entrevistas realizadas com docentes das escolas municipais de Gramado que trabalham com esta disciplina. Busca-se assim, problematizar as noções de uma Gramado intrinsecamente turística e europeia e de uma vocação naturalmente turística de seus moradores. Abstract: This study analyzes the epistemologies and pedagogies disseminated by the subject Tourism Education in the Elementary School curriculum of Municipal Schools in Gramado. It is intended to investigate how the subject Tourism Education has represented the city of Gramado and its cultural, material and immaterial heritage, examining the representational strategies used in the Teacher’s Training Courses for tourism education in Gramado. In theoretical terms, this study is part of the Cultural Studies Field and in the discussions on Cultural Heritage. In this sense, the main objective of this research is to analyze the discursive production on Gramado’s cultural heritage and the local identities in the statements of the Teacher’s Training Course in Tourism Education and in the interviews carried out with teachers who work with this subject in Gramado’s municipal schools. Thus, the aim is to problematize the notions of an intrinsically touristic and European Gramado and of a naturally tourist vocation of its residents.

Some Preliminary Considerations Relating to Arithmetic in the Senior High School

1939 ◽  
Vol 32 (3) ◽  
pp. 111-117
Author(s):  
H. E. Benz
Keyword(s):  
High School ◽  
Elementary School ◽  
School Subject ◽  
Negative Numbers ◽  
Algebraic Notation ◽  
The Subject ◽  
Algebraic Concepts ◽  
Definition Of ◽  
And Algebra ◽  
Generalized Arithmetic

This paper is concerned with arithmetic as a high school subject. Before proceeding with the argument, it might be well to agree on definitions of terms. For purposes of this discussion, by arithmetic we mean that branch of mathematics which is concerned with numbers, and their application to the quantitative situations of everyday life. Perhaps we will obtain a better impression of what is meant, if we define arithmetic as that branch of mathematics which is generally taught in our elementary schools. However, the term should be delimited further by confining it to those aspects of the subject which are relatively free from algebraic notation, algebraic concepts, and algebraic procedures. At once we are compelled to recognize that under close scrutiny the boundary between arithmetic and algebra disappears. One definition of algebra is “generalized arithmetic”. Perhaps the distinction which is intended here is best brought out by reference to the fact that most persons who are now over 30 years of age studied something which they called arithmetic when they were in the elementary school. It was quite free from such things as x's, equations, negative numbers, coefficients, binomials, etc. Then in the ninth grade such persons made the acquaintance of a new subject, which bore the name of algebra. The definition of arithmetic implied in this paper is that which prevailed in the elementary school of 25 years ago, so far as the scope of the subject-matter is concerned.

scholarly journals Dynamics as a School Subject

1909 ◽  
Vol 1 ◽  
pp. 8-10
Author(s):  
W. Anderson
Keyword(s):  
School Curriculum ◽  
School Subject ◽  
Text Book ◽  
The Subject

The inclusion of Dynamics in a school curriculum is a topic that affords always much scope for discussion among interested teachers, and widely opposed opinions are held. I venture to state my own opinion, and to suggest a somewhat fuller treatment in dealing with one or two sections of the subject than is usual in the text-book.

scholarly journals Validity and reliability of cognitive tests study and development of elementary curriculum using Rasch model

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Muhammad Erfan ◽  
Mohammad Archi Maulyda ◽  
Ida Ermiana ◽  
Vivi Rachmatul Hidayati ◽  
Arif Widodo
Keyword(s):  
Elementary School ◽  
Rasch Model ◽  
Reliability Index ◽  
School Teacher ◽  
Curriculum Study ◽  
School Curriculum ◽  
School Level ◽  
Validity And Reliability ◽  
The Subject ◽  
The Rasch Model

The instrument for measuring knowledge in the subject of Elementary School Curriculum Study and Development has been created to measure students' understanding of teacher candidates in applying concepts, implications and curriculum development at the elementary school level. In order to make reliable and feasible instrument for measuring students knowledge in the subject of Elementary School Curriculum Study and Development, this study aims to produce empirical evidence about the validity and reliability of test instruments using the Rasch model analysis. The study was conducted by testing 20 items on 142 elementary school teacher candidate at one of the State Universities in the City of Mataram, West Nusa Tenggara. The validity and reliability of the instrument were measured by the Rasch analysis model using the Winstep program. The one-dimensional testing of 20 items has a variance measured at 42.7% which exceeds the minimum points of 40.0% desired by the Rasch model. The reliability index of the respondents was 0.65 and the item reliability index was 0.98. All items show a positive value for Point Measure Correlation (PMC) in terms of item polarity which means there is no conflict between the item and the construct being measured. Outfit Mean Square value also shows that all items that almost all items have an MNSQ Outfit value smaller than 1.5 which means the measurement value can be said to be productive except for item 13 (3.77) and item 16 (3.77). Both of these items need to be re-examined because they have problems in measuring their validity. The results of this study have proven that the knowledge measurement test instrument in the Elementary School Curriculum Study and Development course has validity and reliability values that meet and are empirically feasible to be used in measuring Basic School Curriculum Study and Development knowledge for prospective teacher students.

Are We Teaching Arithmetic Effectively? A Summary of a Recent Study

1935 ◽  
Vol 28 (4) ◽  
pp. 215-222
Author(s):  
Arthur E. Robinson
Keyword(s):  
Elementary School ◽  
School Curriculum ◽  
Elementary Children ◽  
The Past ◽  
Formal Instruction ◽  
The Subject

Arithmetic was introduced into the elementary school in 1548. For 400 years it has held a place of importance in the elementary school curriculum second only to that of reading. Yet in spite of its venerable age, the subject has at no time in its long history been subjected to such severe criticism as that of the past decade. A number of its most outspoken critics would stop little short of dismissing it, as a subject of formal instruction, from the elementary course. Others would let it remain but would insist that its materials be drastically modified and reorganized for the purpose of teaching it to elementary children. Still others would severely reduce its content and postpone the study of what remains to the later grades of the elementary school course.

scholarly journals Analisis Pemahaman Mahasiswa PGSD Terhadap Nilai Karakter Bangsa Dalam Mata Kuliah Pendidikan Karakter

2019 ◽  
Vol 3 (1) ◽  
pp. 92
Author(s):  
Dea Mustika ◽  
Febrina Dafit
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Character Education ◽  
Error Rate ◽  
Descriptive Analysis ◽  
Quantitative Approach ◽  
National Character ◽  
Study Program ◽  
The Subject

This research aims to investigate the students' understanding of the values of national character in the subject of character education in elementary school. This research used a descriptive quantitative approach. This research was conducted at the PGSD study program, FKIP, Riau Islamic University. The population of this research included 128 sstudents of class 2017. 56 students were taken as research samples using proportional simple random techniques for an error rate of 10%. The method of data analysis uses descriptive analysis by describing the opinions of respondents based on the answers of the questionnaire instruments tested. The results of the study indicate that PGSD students' understanding of national character values is good. This is indicated by the overall end result for eighteen national character values is 82% in the good category.

The English Camps as Method of Promoting Fun English at Elementary School Level in Indonesia

2020 ◽  
Vol 4 (2) ◽  
pp. 174
Author(s):  
Meida Rachmawati ◽  
Suzana Widjajanti ◽  
Ahmad Ahmad ◽  
Aslan Aslan
Keyword(s):  
Elementary School ◽  
Language Learning ◽  
Curriculum Design ◽  
Scientific Evidence ◽  
School Curriculum ◽  
School Level ◽  
English Learning ◽  
Learning Method ◽  
School Students ◽  
Scientific Publications

This article aimed to promote English in elementary school students through a fun learning method, called the Fun English Camp. Several studies had been conducted to encounter the best solution to handle this issue. The researchers used PRISMA Protocol as an instrument to collect the data that has been widely used in the process of selecting relevant articles. The researchers reviewed twenty five scientific publications, related to Fun English Camp that has become an English learning approach for beginner students. Through a review of twenty five scientific publications, for instance book and journal, the researchers got scientific evidence that introduction of a learning method with the term Fun English camp has an impact on promoting language learning for elementary school children in Indonesia. Thus, the fun English camp method can be an interesting method to be applied by elementary school curriculum design in Indonesia. Keywords: English Camps, Learning Method, Fun English Learning

Meningkatkan Kemampuan Guru dalam Menerapkan Model Pembelajaran Problem Centered Learning Melalui Focus Group Discission di Sekolah Dasar Negeri 187/X Bangun Karya Tahun 2019/2020

2020 ◽  
Vol 10 (1) ◽  
pp. 86
Author(s):  
Mujiem Mujiem
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Focus Group ◽  
Initial Conditions ◽  
Learning Model ◽  
Class Action ◽  
Learning Activities ◽  
Implementation Phase ◽  
The Subject ◽  
Academic Year

This research is a classroom action research that aims to improve the ability of teachers to apply the problem centered learning model of learning in the Elementary School 187/ X Bangun Karya, Academic Year 2019/2020. The subject of this study was a teacher at 187 / X Bangun Karya Elementary School, Rantau Rasau District, Tanjung Jabung Timur District, Jambi Province. This class action research was carried out in two cycles, each cycle consisting of two meetings. The results of the evaluation are converted into a recapitulation table of the results of cycle I. The conversion results state that the research has not yet reached the target, it needs to be continued with cycle II. The results of observers in the implementation phase of the second cycle showed that all parts of the learning activities were going well, so that there were no more parts of the learning activities that needed to be improved. While the results of the second cycle are converted with the results of the recapitulation table states that the study has reached the target limit of completeness criteria in the first cycle that is equal to 50% and an average of 68.7 in the initial conditions of improvement in the second cycle completeness criteria to be 100% and the average namely 91.7 states that the Focus Group Discission can improve the ability of teachers to apply the Problem Centered Learning learning model in learning in 187 / X Public Elementary School Build Work Year 2019/2020.

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