scholarly journals Evaluasi Pemenuhan Standar Minimal Sarana dan Prasarana Pendidikan Dasar di Kota Bandung

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Tjahyani Busono
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Basic Education ◽  
School Facilities ◽  
Learning Activities ◽  
Main Street

This research was aimed to describe the condition of infrastructure facilitiesof basic education based on the standard of school facilities and infrastructure/public madrasah (Permendiknas no. 24 2007). The results illustrate that the vast majority of school buildingsare in accordance with the standards established. Classrooms a splaces of teaching and learning in most primary schools have been very adequate. Only still found some schools that do not have the staff room, principal room, UKS space, prayer room, and werehouse representative in order to support teaching and learning activities. But still there are schools that less attention and support facilities not regularly carry out maintenance of the building. For schools that are in the main street, still unable to overcome the noise caused by traffic so that it can interfere with teaching and learning activities. The existence of the school adjacent to the crowd as the market also require attention to reduce the disruption of teaching and learning activities.

scholarly journals Multilingualism as Curriculum Policy in Cameroon Education System

2020 ◽  
pp. 26-35
Author(s):  
Yaro Loveline
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Basic Education ◽  
School Curriculum ◽  
Sustainable Growth ◽  
Indigenous Languages ◽  
National Language ◽  
Curriculum Policy ◽  
Secondary Sources ◽  
The Government

The concern on the effective inclusion of indigenous languages in the school curriculum has been central to educational discussions among scholars and stakeholders. It is true that language as a medium of communication is very vital for sustainable growth in any society. However, the level of implementation of the policy of multilingualism in classrooms in Cameroon poses so many pedagogical challenges. While the Government is collaborating with private agencies such as PROPELCA(Cameroon National Language Association) in introducing the teaching of national languages in primary schools,  and though the Government through the Ministry of Basic Education has also created an inspectorate in charge of the introduction of indigenous languages in Primary schools, there still exist some resistance from stakeholders to introduce the teaching of native languages in the curriculum of schools despite recommendations made in the 1995 education forum and the provision in article 4 section 5 of the 1998 Education Law. The study argues that, since the introduction of multilingualism as curriculum policy in Cameroon, its implementation is still at the pilot stage. Using the Historical analytic approach, data was collected from primary and secondary sources in establishing the level of use of the curriculum policy of multilingualism as a guide to teaching and learning in schools in Cameroon.

The Implementation of Formal Assessments in Intermediate Phase Mathematics at Primary Schools in South Africa

2021 ◽  
Vol 20 (8) ◽  
pp. 300-320
Author(s):  
Senzeni Sibanda ◽  
Awelani M Rambuda
Keyword(s):  
Social Constructivism ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Basic Education ◽  
Intermediate Phase ◽  
Classroom Observation ◽  
Policy Statement ◽  
Mathematical Problems ◽  
Analyse Data ◽  
Observation Tools

The purpose of this research was to explore the implementation of formal assessments in intermediate phase mathematics at primary schools. The research was elicited by reports that assessment methods and procedures for tackling learners’ needs had been observed to be insufficient in South African schools. The study is grounded in Piaget’s cognitive constructivism and Vygotsky’s social constructivism. The researchers conducted document analysis of teachers’ portfolios which were purposefully selected. Nine teachers– three from each of Grades 4 to 6 were sampled. The portfolios were analysed to establish whether the implementation of the formal assessments was aligned with the Curriculum and Assessment Policy Statement requirements. A checklist was used to determine teachers’ implementation of formal assessment. Measures of central tendency were used to analyse data. The results revealed that teachers were not developing the abilities of learners in handling complex mathematical procedures as per the requirements of the policy. This implies that learners lacked the ability to break down mathematical problems into different factors or constituent parts. Learners were given a test instead of a project or investigation. Hence teachers were not promoting cooperative learning which is advocated by the policy. Therefore, teachers should be assisted by knowledgeable colleagues and subject advisors in their adoption and use of assessment. There must be a close examination of the classroom observation tools that are currently being utilised. Classroom observation assists teachers to improve their assessment strategies. The Department of Basic Education should supply tablets to primary schools to promote social constructive interaction amongst teachers and learners to enhance effective teaching and learning.

Information and communications technologies in library facilities in disadvantaged rural schools in South Africa: Lessons from Limpopo province

2021 ◽  
pp. 1-20
Author(s):  
Samuel Maredi Mojapelo ◽  
Oluwole O. Durodolu
Keyword(s):  
South Africa ◽  
Rural Schools ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Information Needs ◽  
Basic Education ◽  
Limpopo Province ◽  
Information And Communications Technologies ◽  
Communications Technologies ◽  
Teacher Librarians

Universally, information and communications technologies (ICTs) have revolutionised multiple ways of executing tasks in many sectors. In the education sector, ICTs provide a scaffold to enhance technology-driven teaching and learning information needs of the teachers and learners in a school environment. The aim of the study was to investigate the availability and use of ICTs in library facilities in primary schools in disadvantaged rural communities in Limpopo province, South Africa. The study targeted all 18 primary schools in Lebopo Circuit of Mankweng Cluster. Self-administered questionnaires were used to collect data from teacher-librarians who attended a school library workshop at a local high school. Purposive sampling was employed in the selection of the teacher-librarians and all 18 schools were represented by one teacher-librarian. The findings indicate that there are few ICTs used by the teachers to enhance teaching and learning in different library facilities in disadvantaged rural schools. The study recommends that additional ICTs should be procured by the Department of Basic Education (DBE) for distribution to all schools to mitigate technology-driven information needs of teachers and learners. Furthermore, as vandalism was cited as a challenge in all schools, security needs upgrading to protect the few available ICTs.

scholarly journals PESISIR MENGAJAR: FOSTERING COMMUNITY AWARENESS THROUGH SCHOOL CHILDREN EDUCATION IN TANGERANG REGENCY

2018 ◽  
Vol 2 (2) ◽  
pp. 91-94
Author(s):  
SM.A. Hari Mahardika ◽  
Jhowilyn Zaldivar
Keyword(s):  
Elementary Schools ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Public Awareness ◽  
Coastal Environment ◽  
Environmental Conservation ◽  
Learning Activities ◽  
Personal Hygiene ◽  
Children Education

The two main problems in Tangerang Regency are poverty and deterioration in the quality of the environment, to overcome this, Tangerang Regency develops and implements the Gerbang Mapan, one of its programs is the Pesisir Mengajar program. The aims at the program to increase public awareness through education and dissemination of information specifically in primary schools on coastal environmental conservation issues. Learning activities are aimed at providing a new atmosphere in the teaching and learning process of elementary schools in the coastal areas of Tangerang Regency. Until now, this program has been able to recruit 60 volunteers and reach 30 coastal elementary schools. The official slogan of the program is: "Informal Schools in Formal Classes". This program is able to provide a positive experience in the formation of student character. The values instilled in students, such as caring for the environment and personal hygiene, are evident in their actions. The students develop the habit of throwing garbage in its place and awareness of protecting the environment, a sign of increasing students' sense of responsibility towards the environment. This program produces educated and enthusiastic members of the community to preserve the coastal environment. Keywords: Pesisir Mengajar, extra school education, ICM and Tangerang Regency

scholarly journals Administrasi Sarana dan Prasarana

2019 ◽  
Author(s):  
Suci wulandari ◽  
Hade Afriansyah
Keyword(s):  
General Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Formal Education ◽  
School Facilities ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
The World

This article describe about facilities and infrastructure. In the world of education we recognize the term school facilities and infrastructure which is something that is needed in supporting teaching and learning activities in schools. If an institution such as a school does not have adequate facilities and infrastructure it will also have an impact on the quality of student learning outcomes in school. To ensure the realization of this, it is necessary to have adequate facilities and infrastructure. Adequate facilities and infrastructure must meet the minimum conditions stipulated in the standards of facilities and infrastructure. The standards of these facilities and infrastructure are for the scope of formal education and even the type of general education. These facilities and infrastructure are also equipment and facilities that can be used either directly or indirectly, where the purpose of the administration of these facilities and infrastructure is no other so that all these activities can support the achievement of educational objectives effectively and efficiently.

scholarly journals Stakeholders’ Support for Large Scale Assessment in Schools: A Case of Annual National Assessment (ANA) in South African Schools

2020 ◽  
pp. 103-113
Author(s):  
Oluwatoyin Ayodele Ajani ◽  
Nonhlanhla Doris F. Khumalo ◽  
Mncedisi C. Maphalala ◽  
Samantha Govender
Keyword(s):  
South African ◽  
Teacher Development ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Large Scale ◽  
Basic Education ◽  
National Assessment ◽  
Large Scale Assessment ◽  
Scale Assessment ◽  
Standardised Testing

Assessment is a crucial aspect of teaching and learning; it includes various means of assessing what learners could reproduce as product of learning. Annual National Assessment (ANA) is a large scale assessment with the sole aim of measuring learners’ achievement, growth and progress. Since the introduction and implementation of ANA in 2010, the analysis of the results from 2011 to 2014 has shown very little improvement in learner performance. This qualitative study sought to ascertain how stakeholders supported standardised testing to overcome its limitations, and can be used to improve teaching and learning in South African schools. The theoretical framework that underpins this study is the Hard Accountability Model. Themes were generated from the collected data from ten English teachers, ten Mathematics and ten Heads of Departments from ten grade six primary schools in King Cethswayo district, Kwa-Zulu Natal Province of South Africa. Findings revealed that stakeholders did not support adequately ANA to fulfil its purpose in schools. The study also indicated inadequate teacher development programmes to regularly capacitate teachers on how to improve ANA results. The study therefore recommended that the Department of Basic Education should ensure that teacher developmental programmes are conducted while curriculum advisors and School Management Teams should strengthen their supervision and monitoring in schools.

scholarly journals Model of Activity Development to Promote Students’ Morality in Primary School

2021 ◽  
Vol 58 (1) ◽  
pp. 3789-3794
Author(s):  
Phrakrusoponpattaravet (Ittipol Padhãniko) Et al.
Keyword(s):  
Primary Schools ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
School Administrators ◽  
Learning Objectives ◽  
Learning Activities ◽  
Board Members ◽  
School Board Members ◽  
Service Areas ◽  
High Level

The purpose of this research was to propose a model of activity development to promote students’ morality in primary schools under the Office of Primary Education Service Areas. Mixed methods research was used for the research design. The target group were 17 key informants and 24 school administrators whereas 400 school teachers were used for data collection. Content analysis was used for qualitative analysis, and quantitative data were analyzed by using percentage statistics, frequency, mean, and standard deviation. Results showed that students’ morality was developed through 5 aspects consisted of 1) Sufficiency, 2) Gratitude, 3) Integrity, 4) Responsibility, and 5) Moral ideology, and analyzed results were shown at a high level in all aspects. A model of activity development to promote students’ morality in primary schools composed of 1) Curriculum, 2) Learning objectives, 3) Teaching plan preparation, 4) Teaching and learning activities, and 5) Assessment. The developed model focused on 4 important aspects which were 1) Ethic, promote 5 virtues for students, which are sufficiency, gratitude, integrity, accountability, and moral ideology by using the model to develop activities to promote morality of students. 2) Activity Development, it was focused on teaching and learning activities, including curriculum, learning objectives, teaching plans, teaching and learning activities, and assessment. 3) Support, support the development of activities to promote morality of students under cooperation between administrators, teachers, school board members, monks, parents, and communities. 4) Students, students will receive the most from the activity development promote the morality.

scholarly journals APLIKASI MENGENAL CANDI PADA PELAJARAN SEJARAH UNTUK SEKOLAH DASAR KELAS IV DENGAN VIRTUAL REALITY

2020 ◽  
Vol 6 (02) ◽  
pp. 204-214
Author(s):  
Muslih Muslih
Keyword(s):  
Virtual Reality ◽  
Life Cycle ◽  
Software Development ◽  
Learning Process ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Development Life Cycle ◽  
E Learning ◽  
Software Development Life Cycle

AbstrakDalam proses pembelajaran saat ini, pemanfaatan teknologi berbasis aplikasi dan internet adalah keharusan. Pembelajaran melalui jaringan internet untuk mendukung Kegiatan Belajar Mengajar juga sudah banyak dilakukan. Kegiatan belajar mengajar adalah proses transfer ilmu dari guru sebagai pengajar kepada siswa sebagai objek dalam mempelajari sebuah materi pelajaran. Guru dan siswa harus dapat berinteraksi secara timbal balik untuk saling mempengaruhi dan dipengaruhi satu sama lainya. Salah satu pelajaran yang cukup sulit dipahami oleh siswa kelas empat sekolah dasar adalah pelajaran sejarah. Pelajaran sejarah kurang dapat dipahami karena kurang menarik dalam proses pembelajarannya, terutama pokok bahasan tentang candi. Kegiatan belajar mengajar yang seperti itu membutuhkan media dengan memanfaatkan teknologi pembelajaran dengan memanfaatkan aplikasi interaktif. Website dan aplikasi mobile dipandang sangat baik untuk mendukung pembelajaran elektronik digital (e-learning). Salah satu teknologi yang dapat dimanfaatkan adalah teknologi virtual reality. Metode Penelitian yang digunakan adalah pendekatan kuantitatif dengan teknik wawancara dan studi literatur. Untuk pengembangan aplikasi menggunakan metode software Development Life Cycle (SDLC). Aplikasi pembelajaran Virtual Reality ini membuat siswa lebih mudah. Aplikasi ini mendukung e-learning dengan memiliki kelebihan dapat belajar dimanapun dan kapanpun dengan konten-konten yang berupa text, image, serta video. Kata Kunci : aplikasi, virtual reality, candi, sekolah dasar  AbstractIn today's learning process, the use of application-based technology and the internet is imperative. Learning through internet networks to support Teaching and Learning Activities has also been widely practiced. Teaching and learning activities are the processes of transferring knowledge from the teacher as a teacher to students as an object in learning a subject matter. One of the subjects that are quite difficult to understand for fourth-grade elementary school students is history lessons. History lessons are less understandable because they are less interested in the learning process, especially the subject of temples. Such teaching and learning activities require media by utilizing learning technology by utilizing interactive applications. Websites and mobile applications are considered very good for supporting digital electronic learning (e-learning). One of the technologies that can be utilized is virtual reality technology. The research method used is a quantitative approach with interviews and literary techniques. For application development using the Software Development Life Cycle (SDLC) method. This Virtual Reality learning application makes students easier. This application supports e-learning with the advantage of being able to learn anywhere and anytime with content in the form of text, images, and videos. Keywords: applications, virtual reality, temples, primary schools

scholarly journals Efektivitas Dana Bantuan Operasional Sekolah (BOS) dalam Peningkatan Mutu Pendidikan pada MIN Lumpatan Kabupaten Musi Banyuasin

2018 ◽  
Vol 2 (2) ◽  
pp. 181
Author(s):  
Fathullah Fathullah
Keyword(s):  
Human Resources ◽  
Learning Process ◽  
Teaching And Learning ◽  
Basic Education ◽  
Compulsory Education ◽  
Learning Activities ◽  
Education Students ◽  
Human Resources Planning ◽  
Analysis Technique ◽  
Resources Planning

The School Operational Assistance (BOS) program aims to free up tuition fees for underprivileged students and provide relief for other students, so that they can get better quality basic education services until they are completed in order to complete 9 years of basic education compulsory education. Through BOS, the level of primary education students will be freed from all kinds of school operational costs. The purpose of this study was to find out the Management of the School Operational Assistance Fund (BOS) in improving the learning process in State MTs 1 and Al-Arkom MTs Palembang. The technical analysis used in this study is a qualitative data analysis technique. While the data collection techniques used are interviews, documentation and observation. The results showed that the effectiveness of the management of Operational Assistance funds in the process of improving the learning process in Palembang 1 MTSN had been running effectively in accordance with the 2007 School Operational Aid published by the Indonesian Ministry of Religion. As for the effective ones, namely the need for the availability of funds, facilities and infrastructure to support teaching and learning activities, human resources, planning activities or programs and the amount of funds that will be used for these activities or programs, activities to use school operational assistance funds to meet school needs, coordination between the school and the KOMITE, oversight of the use of the School Operational Assistance Fund (BOS), the improvement of the quality of education, the achievement of the objectives of the use of BOS funds and the achievement of the main objectives of the BOS funds program. Whereas in MTS Al-Arkom, the management of BOS funds has not been implemented effectively, namely the need for the availability of funds, facilities and infrastructure to support teaching and learning activities, human resources, planning activities or programs and the amount of funds to be used for these activities or programs. the school with the school KOMITE. Keywords: School Operational Assistance (BOS), Learning Process.

School Library Services as a Catalyst for the Better Basic Education in Nigeria

2020 ◽  
Vol 10 (1) ◽  
pp. 1-6
Author(s):  
Maria E. Ilori ◽  
Victor Segun Oluwafemi ◽  
Emmanuel Sunday Odusina
Keyword(s):  
Primary Schools ◽  
Basic Education ◽  
School Library ◽  
School Management ◽  
Learning Activities ◽  
Library Services ◽  
Library Management ◽  
Library Education ◽  
Library Resources

This paper reviews existing literature on how school library services could lead to better basic educational system in Nigeria. Extent literature reviewed that there is poor state of library services to pre-primary, primary and post primary education institutions in Nigeria, providing learning resources is the primary and fundamental role of the school library. Education cannot be achieved without resources that will enhance learning activities. The study concluded that library resources and services are grossly inadequate in many primary and post primary schools in Nigeria and several factors have been attributed to this anomaly in our education system. However the study therefore recommends that the school library authorities should improve in creating more awareness on library services and programmes; the library management in collaboration with the school authorities should provide more fund to run the library effectively; the school management authorities should provide a befitting and well equipped building for the library.

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