scholarly journals Contents Analysis of the Pancasila Education and Citizenship Students’ Book for High School Curriculum 2013

2019 ◽  
Author(s):  
K.E.R Marsudi ◽  
Sunarso Sunarso
Keyword(s):  
High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
School Curriculum ◽  
Learning Objectives ◽  
Ministry Of Education ◽  
High School Curriculum ◽  
School Year ◽  
Class Level ◽  
Writing Errors

Based on the results of preliminary observations of the Pancasila and Citizenship Education (PPKn) textbooks for high schools both in class X, XI and XII Curriculum 2013 it was found that there were some writing errors in the material. This study aims to determine the consistency of high school civics textbook material in accordance with the prevailing curriculum, namely the curriculum 2013. The analyzed books are civics textbooks for class X, XI and XII by the Ministry of Education and Culture of the Republic Indonesia published in 2017 and 2018. This civics textbook is considered not good enough and not yet suitable for use. In this textbook there has been discussion of the material with training in competencies both cognitive, affective and psychomotor. But in this book, in addition to some indicators that show relevance to the applicable curriculum there are also several indicators that do not show relevance to the applicable curriculum. It is said relevant because of the indicators analyzed, this book has presented well with the discovery of the diversity of values and cutting-edge material. Based on the consistency of this book said to be inconsistent, there are still some overlapping material because it experiences repetition at the next class level. This textbook is not yet suitable to be used in the teaching and learning process by students to achieve the learning objectives, therefore it still needs revision for the next school year.

scholarly journals PKM Upaya Peningkatan Pemahaman Guru-Guru Akuntansi Sekolah Menengah Kejuruan Terhadap Materi Akuntansi Desa

2019 ◽  
Vol 7 (2) ◽  
pp. 1529
Author(s):  
Vita Fitria Sari ◽  
Dewi Febriyani ◽  
Mayar Afriyenti
Keyword(s):  
High School ◽  
Capacity Building ◽  
School Curriculum ◽  
Teacher Professionalism ◽  
Vocational Teachers ◽  
Vocational High School ◽  
High School Curriculum ◽  
Teacher Understanding ◽  
Government Accounting ◽  
School Year

Since the issuance of the 2013 revised curriculum in 2018 it has become a challenge for education including teachers. Teacher professionalism becomes a question in relation to the implementation of the 2013 revised 2018 curriculum. For Vocational High School teachers, for the content of vocational specialization in business and management, especially in accounting and financial institutions, there has been a change in the expertise competency section, one of the most stealing changes attention is the emergence of subjects "accounting practicum institutions / government agencies" which will be taught in class XI and XII. Government accounting is a field of accounting that has never been included in the Vocational High School curriculum, therefore accounting teachers at the Vocational High School are totally blind or unfamiliar with this field. Even though it is still in the same family with government accounting, village accounting has a different dimension to government accounting material, therefore efforts are needed to increase teacher understanding of village accounting materials. The subject "village accounting practicum" will be taught in the 2019/2020 school year for class XII. This study aims to look at teacher readiness and identify efforts that can be used in improving teacher understanding of village accounting. The results of this study indicate that the readiness of teachers in teaching subjects "village accounting practicum" is still limited even though these subjects will be taught in the 2019/2020 school year. Therefore capacity building and workshop can be used as an effort to increase the understanding of accounting teachers in village accounting materialsKeywords: capacity building, professionalism, village accounting, vocational teachers, workshop

scholarly journals 791Health Promotion in High School curriculum: Brazil and Canada

2021 ◽  
Vol 50 (Supplement_1) ◽  
Author(s):  
Israel Souza
Keyword(s):  
High School ◽  
Health Promotion ◽  
Physical Education ◽  
Key Words ◽  
Social Determinants ◽  
School Curriculum ◽  
Ministry Of Education ◽  
Education Curriculum ◽  
Core Concept ◽  
High School Curriculum

Abstract Focus of Presentation Searching on documents about High School (or Secondary) education we found some differences in both curriculum, Brazil and Canada. High School in Brazil has three year (grade 10 to 12). In other hand, High School in Canada has four years (grade 9 to 12). The main focus of this work is a comparison about how “health promotion” appears in High School curriculum in Brazil and Ontario-CA, in especial at Physical Education curriculum. Findings In Brazilian High School, Physical Education curriculum is mandatory. However the key-words “health” appears 11 times in a federal document (Ministry of Education) with 241 pages. Key-words like “health promotion” appear one time and “social determinants” none. Ontario-CA have a Health and Physical Education curriculum. In this case, the key-words “health” appears more than 1000 times in a province document (Ministry of Education) with 224 pages. Key-words like “health promotion” appear 14 times and “social determinants” 3 times. Conclusions/Implications Text Physical Education curriculum in Brazil need to emphasize “health promotion” contents as a life condition and physical literacy and health literacy. Meantime, Ontario-CA curriculum show a few content about “social determinants” which is a core concept in “health promotion” studies. Key messages Text High School curriculum need emphasize “health promotion” and “social determinants” as a core concept for a physical literacy and health literacy.

scholarly journals Integrate Education on Climate Change in Teaching and Leaning Biology at High School

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Nguyen The Hung ◽  
Nguyen Thi Quyen
Keyword(s):  
Climate Change ◽  
High School ◽  
Theoretical Basis ◽  
Teaching And Learning ◽  
School Curriculum ◽  
Biogeochemical Cycles ◽  
Viet Nam ◽  
Selection Methods ◽  
Integrated Education ◽  
High School Curriculum

Currently, climate change is an enormous challenge to all humanity. However, the high school curriculum in Vietnam does not have the Education Climate Change subject. So education on climate change should be integrated in the teaching and learning of subjects. In high school curriculum, Biology has many advantages in the integration of education on climate change. Besides presenting theoretical basis for education on climate change in the teaching Biology (objective, principles and basic requirements of the selection methods of  integrating on education climate change, this aticle also introduces the design and teaching – leaning "Biogeochemical cycles and the biosphere" (Biology 12) by integrating education on climate change.  Keywords Education on Climate Change; Teaching and Learning Biology; integrated Education; Climate Change References 1. Trần Bá Hoành (2003). Dạy học tích hợp – Kỷ yếu 60 năm ngành Sư phạm Việt Nam, Nxb ĐHSP Hà Nội.2. Nguyễn Thế Hưng (2007), Phương pháp phân tích nội dung SGK để thiết kế bài giảng Sinh học - Tạp chí giáo dục số 160, tr.39 – 41.3. Phạm Văn Lập (Chủ biên)(2011), Sinh học 12, Nxb Giáo dục, Hà Nội.4. Lê Đức Ngọc (2005), Xây dựng chương trình đào tạo giáo viên dạy tích hợp các môn tự nhiên, các môn xã hội – nhân văn và các môn công nghệ - Kỷ yếu mục tiêu đào tạo và mô hình ĐHSP Việt Nam giai đoạn mới, (tr. 72 -76).5. Dương Tiến Sĩ (2001), Giảng dạy tích hợp các khoa học nhằm nâng cao chất lượng giáo dục và đào tạo – Tạp chí Giáo dục số 9, Tr. 95 - 99.6. Xavier Roegiers (1996), Khoa sư phạm tích hợp hay làm thế nào để phát triển các năng lực ở nhà trường? (Người dịch: Đào Trọng Nguyên, Nguyễn Ngọc Nhị), NXB Giáo dục.

scholarly journals IMPROVING STUDENTS IN WRITING SKILL BY USING SCRAMBLED PICTURE IN NARRATIVE TEXT

2019 ◽  
Vol 5 (1) ◽  
pp. 25-34
Author(s):  
Arum Yunita Puspitasari
Keyword(s):  
High School ◽  
Classroom Management ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Curriculum ◽  
Conventional Technique ◽  
Narrative Text ◽  
High School Curriculum ◽  
Written Text

Writing is one of four basic skills that students in junior high school have to learn. While a writing is complicated because there are many aspects such as mechanics, vocabulary and grammar, and   writing activities.The students must be able to combine word and sentences grammatically into written text. Based on junior high school curriculum which is designed by Indonesia government, the students should understand and create various functional texts, monologues and essays in the form of descriptive, procedure, report, recount and narrative text. The student should be able to develop their skill to express the meaning and the structure of the text. In this research the researcher founds some problem faced by the students in the eighth grade of SMP Islam Al Amin Malang. They don’t know how to start writing and organize their ideas. Second, they  still had difficulties to understand conjunction and punctuation, third they were also low of vocabulary mastery. Beside that the teacher still used conventional technique to teach writing, especially in narrative text.The researchers used classroom action research. In this research, the researcher conducted one cycle in implementing the method by using Scrambled Picture. The researcher conducted in one cycle because in cycle one the criteria of success had been achieved. The success of this research is influenced by two factors; the researcher’s factor and the student’s factor. The researcher’s factor was the researcher’s classroom management and the researcher’s explanation. The students also happy to used Scrambled Picture in writing narrative text during teaching and learning process. Key Words: Improving, scramble, narattive

scholarly journals CONTENT AND LANGUAGE ANALYSIS “THINK GLOBALLY ACT LOCALLY” FOR JUNIOR HIGH SCHOOL PUBLISHED BY MINISTRY OF EDUCATION AND CULTURE OF INDONESIA

2021 ◽  
Vol 4 (2) ◽  
pp. 58
Author(s):  
Danul Aristiawan ◽  
Herman Herman
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Ministry Of Education ◽  
Learning Materials ◽  
Language Analysis ◽  
Assessment Standards ◽  
The Republic

Textbook is one of the learning materials that can be used by teacher and students in order to help the teaching and learning process in the classroom. An analysis to a textbook is needed, moreover after the curriculum was launched. The object of the study is students English textbook entitled “ Think globally act locally” published by Ministry of Education and Culture of the Republic of Indonesia. This study was designed in descriptive qualitative research because the object of the study was a document book. Moreover, as the data was in the form of words and documents, so the data were analyzed qualitatively. The results of the study show that the suitability of the material in the textbook is 78.12%, which can be concluded that the material from the textbook has met the standard of content eligibility in the textbook. Meanwhile, the feasibility of using the language in the textbook is 75%, which can be concluded that the book uses language in accordance with BSNP assessment standards

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