scholarly journals Competence of Economic Teachers in the Industrial Revolution Era 4.0: Case Study at State High Schools in Malang City, Indonesia

2020 ◽  
Author(s):  
Dian Rachmawati ◽  
Sri Handayani ◽  
Lisa Rokhmani
Keyword(s):  
High Schools ◽  
Industrial Revolution ◽  
Training Model ◽  
Teacher Competence ◽  
Ministry Of Education ◽  
Teacher Competency ◽  
Long Run ◽  
Teacher Competences ◽  
Survey Results ◽  
The Republic

The competencies needed by teachers in the era of disruption according to the Ministry of Education and Culture of the Republic of Indonesia include teachers, gatekeepers, facilitators, catalysts, and connectors. This research was conducted in 10 Public High Schools in Malang City. The focus of research is to find out how the level of competency of economic teachers in the era of industrial revolution 4.0. This research is a preliminary research, through preliminary studies and field surveys. From the survey results, it is known that the competences of economic teachers are still focused on teaching, gatekeepers, and some facilitators. Then the training model to improve teacher competences in the industrial revolution 4.0 era will be very helpful. In the next study, the development of teacher competency training era in the Republic of Indonesia 4.0 will be carried out with the aim of increasing teacher competence, which in the long run will improve the quality of students. Keywords: teacher competence, industrial revolution 4.0

scholarly journals KOMPETENSI GURU DALAM PERSFEKTIF PERUNDANG - UNDANGAN

2020 ◽  
Vol 9 (1) ◽  
pp. 68
Author(s):  
Hasnawati .
Keyword(s):  
Professional Education ◽  
Government Regulation ◽  
Teaching Profession ◽  
Islamic Education ◽  
Teacher Competence ◽  
Ministry Of Education ◽  
Teacher Competency ◽  
Professional Duty ◽  
Teacher Competences ◽  
And Behaviors

Teacher competence is the ability of a teacher to do duties responsibly and properly. Competence is the ability and authority of teachers to carry out their teaching profession. Teacher competence is also the skill or ability possessed by teachers regulated in Law Number 14 in 2005 concerning Teachers and Lecturers, Ministry of Education Number 16 in 2007, and Government Regulation Number 74 in 2008. Teacher competency standards is a set of knowledge, skills and behaviors that must be possessed, comprehended, mastered, and actualized by the teacher to fulfill their professional duty. Teacher competences as referred to article (1) PP 74/2008 include pedagogical, personal, social, and professional competences obtained through professional education. These four teacher competences are holistic which means whole integrated and interrelated. Specifically for PAI (Islamic education) teachers, based on regulation of Religion Ministry Number 16 in 2010 Article 16, there is an additional competency namely leadership.

scholarly journals Independent Learning Program Policies in the Preparation of the Thematic Learning Implementation Plan (RPP)

2021 ◽  
Vol 17 (2) ◽  
pp. 168-174
Author(s):  
Syarifah Nur Wahyu Syakila ◽  
Wiwid Setyowati ◽  
Dwi Endah Lestari
Keyword(s):  
Industrial Revolution ◽  
Qualitative Content Analysis ◽  
Independent Learning ◽  
Learning Needs ◽  
Ministry Of Education ◽  
Learning Program ◽  
Implementation Plan ◽  
National Education ◽  
The Republic ◽  
Thematic Learning

With the development of the era in the era of the industrial revolution 4.0, the world of education continues to develop and improve 21st century competencies. Based on the program initiated by the Minister of Education and Culture of the Republic of Indonesia, the Ministry of Education and Culture has set 4 main policies in the field of national education through the "Independent Learning" program. One of the main points of the policy is related to the Learning Implementation Plan (RPP). Based on this, the writer aims to describe how the policy of the independent learning program is in the preparation of the Thematic Learning Implementation Plan (RPP). The method used in this paper is a descriptive qualitative content analysis method. The writing shows the results that, First, based on the drafting concept in making RPP with the existing format, it is considered more rigid. Thus, the policy of the independent learning program is in trimming the RPP from the original 13 components to only 3 components. It is considered more efficient and effective, which will allow the teacher to have a lot of time to prepare and evaluate the learning process that will be implemented. Second, the preparation of the Learning Implementation Plan (RPP) must have and pay attention to the main principles, namely: (1) efficient, writing RPP is done correctly and does not spend much time and energy; (2) effective, writing lesson plans is done to achieve learning objectives; and (3) student-oriented, RPP writing is carried out by considering the readiness, ability, and learning needs of students in class, so that later it can increase students' interest in learning. Third, simplifying the Learning Implementation Plan (RPP) for thematic learning.

scholarly journals Analisis muatan literasi statistika dalam buku teks matematika Kurikulum 2013

2019 ◽  
Vol 14 (2) ◽  
pp. 163-177
Author(s):  
Ezra Putranda Setiawan
Keyword(s):  
High School ◽  
Junior High School ◽  
Industrial Revolution ◽  
Mathematics Curriculum ◽  
Ministry Of Education ◽  
Statistical Literacy ◽  
Mathematics Textbook ◽  
Primary And Secondary Education ◽  
Education Statistics ◽  
The Republic

Literasi statistika merupakan salah satu kompetensi yang harus dimiliki setiap orang guna menghadapi era Revolusi Industri 4.0. Di jenjang pendidikan dasar dan menengah, materi atau kajian mengenai statistika diberikan sebagai bagian dari mata pelajaran matematika. Penelitian ini bertujuan untuk mengetahui sejauh mana muatan literasi statistika didukung oleh mata pelajaran Matematika dari tingkat Sekolah Dasar (SD), Sekolah Menengah Pertama (SMP), hingga Sekolah Menengah Atas (SMA) secara konkret melalui buku teks pelajaran yang digunakan. Proses pengumpulan data dilakukan dengan analisis isi terhadap dokumen Kompetensi Dasar mata pelajaran matematika sesuai Kurikulum 2013 Revisi 2016 serta buku-buku pelajaran matematika yang mengacu pada Kurikulum 2013 Revisi 2016 khususnya yang diterbitkan oleh Kementerian Pendidikan dan Kebudayaan Republik Indonesia. Berdasarkan penelitian ini, diketahui bahwa sebagian besar kompetensi literasi statistika telah termuat dalam buku teks matematika Kurikulum 2013 pada jenjang SD, SMP, dan SMA. Beberapa perubahan masih dapat dilakukan guna meningkatkan keluasan dan kedalaman literasi statistika. Analysis of statistical literacy content in Curriculum 2013 mathematics textbookAbstractStatistical literacy was one of the competencies that must be mastered by everyone to face the 4.0 Industrial Revolution era. At the level of primary and secondary education, statistics was studied as a part of the mathematics subject. In this research. We examine the extent to which statistical Literacy contents were supported by Mathematics subjects from the Elementary School (SD) level, Junior High School (SMP) level, to the Senior High School (SMA) level. This research focused on the textbooks used in the learning process. The data were collected by analyzing the contents of the mathematics curriculum document (following the Curriculum 2013 Revision Edition of 2016) as well as mathematics textbooks referring to the Curriculum 2013 Revision Edition of 2016 especially books published by the Ministry of Education and Culture of the Republic of Indonesia. Based on this research, it is known that the majority of statistical literacy competencies have been supported by the Curriculum 2013 mathematics textbook at SD, SMP, and SMA level. Some improvements could still be made to increase the breadth and depth of statistical literacy.

The Philosophies and Development of a Free Education

2020 ◽  
pp. 93-104
Author(s):  
Nguyễn Hữu Phước
Keyword(s):  
Higher Education ◽  
High Schools ◽  
Educational System ◽  
Education System ◽  
Early Years ◽  
College Preparatory ◽  
Ministry Of Education ◽  
Guiding Principle ◽  
The Republic ◽  
Agricultural Schools

This chapter traces the development of Vietnam's education system when the Republic of Vietnam (RVN) took over. At the time, the Ministry of Education (MOE) continued the French-style centralized educational system. Other developments included an overwhelming preponderance of college-preparatory high schools and a dichotomy of one system for technical agricultural schools and another for university in higher education. The chapter shows that it was during the early years of the RVN that the RVN's first educational guiding principle emerged, which was nationalism. However, education in general did not undergo significant changes for the newly formed republic, which faced multiple reorganizations and political realignments. The education system continued to be viewed as a legacy rather than a Vietnamese system that would serve the needs of Vietnamese society. This began to change in the 1950s, when it was established that Vietnamese education should be “nationalistic,” “humanistic,” and of “open mind for changes.”

scholarly journals Statistical Survey: the Proportion of Students Willing to Become Teachers of Mathematics

Pedagogika ◽  
2015 ◽  
Vol 118 (2) ◽  
pp. 31-43
Author(s):  
Romanas Januškevičius ◽  
Dalius Pumputis
Keyword(s):  
Survey Sampling ◽  
The Other ◽  
Ministry Of Education ◽  
Mathematical Literacy ◽  
Survey Results ◽  
Educational Sciences ◽  
The Republic ◽  
The One ◽  
Statistical Survey ◽  
Simple Statistical Analysis

The article discusses the problems of mathematical literacy of graduates from secondary schools as well as the problems related to the increasing gap between higher and secondary education institutions in Europe and in Lithuania, whereof education system has been undergoing the reform. The results of a statistical survey, which was carried out in Lithuanian University of Educational Sciences, are also presented. The survey focused on the analysis of the answers of the selected population of students to the question ‘What is the proportion of students willing to become teachers?’ The answer to this question has received highly controversial evaluations from specialists of the Ministry of Education and Science of the Republic of Lithuania, who administer financing of universities, on the one hand, and specialists in educational science, who have been conducting the aforesaid surveys and research, on the other hand. The simple statistical analysis and some methods of survey sampling were applied to solve this problem. Differently from the situation of earlier years, the survey results show that nowadays the above-mentioned proportion of students is growing.

scholarly journals THE NECESSITY OF BUILDING ENTREPRENEURIAL ECOSYSTEMS IN THE EDUCATIONAL SYSTEM OF SMALL POST-TRANSITION DEVELOPING ECONOMIES FOR THE FOURTH INDUSTRIAL REVOLUTION

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Saša Petković ◽  
Svetlana Kisić
Keyword(s):  
Formal Education ◽  
Industrial Revolution ◽  
Developing Economies ◽  
Supply And Demand ◽  
Empirical Studies ◽  
Youth Unemployment ◽  
Historical Method ◽  
Long Run ◽  
The Republic ◽  
The University

Youth unemployment rate in Bosnia andHerzegovina (BiH) is one of the largest in the world. Ahigh percentage of unemployed and inactive young peopleis the result of on the one hand, insufficiently rapid economicdevelopment of small post-transition economies andon the other hand, the mismatch of supply and demand inthe labor market. In the long run, reformed modern formaleducation at all levels, as well as non-formal education,particularly entrepreneurship and STEAMeducation, could make a significant contribution to economicgrowth and development of small post-transitiondeveloping economies, by strengthening the entrepreneurialecosystem of educational institutions at all levels and thedevelopment of entrepreneurship. The goal of the researchis, through the review of empirical studies, to analyze successfulpractices of applying entrepreneurship educationand building the entrepreneurial ecosystem in primary, secondaryand higher education and modeling strategic directionsof curriculum reforms at all levels of the educationsystem in small post-transition developing economies, witha focus on the reform of the education system of higher educationin the Republic of Srpska and Bosnia and Herzegovina.We used historical method, method ofclassification, method of analysis and synthesis, and a casestudy. In the case study, on the example of the University ofBanja Luka (UNIBL), we can conclude that UNIBL stilldoes not have the characteristics of entrepreneurship universityand that the reform of the University is necessary.

scholarly journals ANALYSING HIGHER ORDER THINKING SKILLS ON THE COMPULSORY ENGLISH TEXTBOOK FOR TENTH GRADERS OF INDONESIAN SENIOR HIGH SCHOOLS

2020 ◽  
Vol 5 (2) ◽  
pp. 137-148
Author(s):  
Andi Sukmawijaya ◽  
Wisma Yunita ◽  
Dedi Sofyan
Keyword(s):  
Content Analysis ◽  
High Schools ◽  
Language Skills ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Ministry Of Education ◽  
Higher Order Thinking Skills ◽  
Tenth Graders ◽  
The Republic

This study aimed to ascertain proportion of Higher Order Thinking Skills (HOTS) based on the revised edition of Bloom’s Taxonomy in the language skills and language knowledge of tasks in the textbook of “Bahasa Inggris of class ten employed in senior, vocational and Islamic senior high schools published by the Ministry of Education of the republic of Indonesia and its relevancy to the 2013 curriculum. By employing a content analysis research design, this study employed content cards as the instrument for analysing the textbook, in which two techniques were used to administer the data, namely content analysis and documentation. The data were analysed qualitatively using Brookhart including compiling, disassembling, reassembling, interpreting and concluding. Results turned out that the proportion of HOTS in language skills is integrated well. In addition, the content of higher-order thinking skills in tasks of the compulsory English textbook of “Bahasa Inggris of class ten employed in senior, vocational and Islamic senior high schools” is relevant to the 2013 curriculum. It has fulfilled the standard suggested by the Decrees of the Ministry of Education. It is recommended that the teachers need to train students extensively on the implementation of the HOTS to achieve the goals targeted in the 2013 curriculum well.

scholarly journals تحليل الدرجة المعرفية لأسئلة الاختبار النهائي الوطني لدرس اللغة العربية للمرحلة الثانوية

2021 ◽  
Vol 10 (3) ◽  
pp. 490
Author(s):  
M. Azmi ◽  
Buhori Muslim ◽  
Salma Hayati
Keyword(s):  
High Schools ◽  
Descriptive Analysis ◽  
Educational Assessment ◽  
Learning Outcome ◽  
Ministry Of Education ◽  
Final Exam ◽  
National Examination ◽  
Question Analysis ◽  
The Republic ◽  
Academic Year

Question analysis is an activity that is done to identify the deficiencies in the learning outcome test and is intended to identify good questions, bad questions, and the problem of these questions. This analysis gives information on a question problem and how to fix it. The analysis of cognitive degree was a type of question analysis that aims to reveal the mix of guaranteed cognitive degree in questions. The author knows that this analysis was less done. This study aims to identify and describe the mix of cognitive degree guaranteed in the National Final Exam Questions for the Arabic Secondary Language Study. The study method used is descriptive analysis. The subjects of this study were questions on the Arabic National Examination issued by the Educational Assessment Center of the Ministry of Education and Culture of the Republic of Indonesia for the 2013-2014 academic year. This exam is attended by students from the language department of Indonesia's state high schools. The total questions of this exam is 50. The result of this study is that the percentage of the cognitive degree guaranteed in the National Final Exam Questions for the Arabic Secondary, namely: C1 (52%), C2 (20%), C3 (22%), C4 (6%), C5 (0%) and C6 (0%). This result does not meet the percentage of questions that support the achievement of Basic Competence, namely, 30% for C1 and C2, 40% for C3 and C4, and 30% for C5 and C6

Survey of school nurses’ experiences of providing counselling on sexual orientation to high school students in Japan

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Ryohei Terao ◽  
Noriyo Kaneko
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Sexual Orientation ◽  
School Nurses ◽  
Support Needs ◽  
Ministry Of Education ◽  
School Students ◽  
Chi Square ◽  
Correlated Factors

AbstractObjectiveTo ascertain the prevalence and correlated factors of providing consultation on sexual orientation and the characteristics of school nurses in high schools in Japan.MethodsParticipants were school nurses working in high schools in Aichi prefecture. Items investigated included background, experiences in providing counselling on sexual orientation, the availability of materials and resources for students, and learning experiences concerning how to handle sexual orientation concerns. We divided the respondents into two groups: one group who have provided counselling on sexual orientation before and one group with no such experience. Chi square tests were utilized to compare the responses between groups.ResultsAmong the respondents, 38.9% (n = 140) had previous experience of providing counselling to students on sexual orientation. The group with experience of providing counselling is more likely to have 10–29 years of experience, to work at a senior high school, to be informed on notifications from the Ministry of Education, to have experience of learning how to provide counselling on sexual orientation, and to be aware of effective resources.ConclusionIn Japan, it is expected that the support needs related to LGBTI will become more obvious in the future and efforts to create an environment in which it is easy for young people to consult with school nurses or other support figures are necessary.

386 An Exploratory Study of Bedtime Procrastination and Emotional Regulation Strategies in Insomnia compared to healthy individuals

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A153-A153
Author(s):  
Goeun Kim ◽  
Hyojin Nam ◽  
Huisu Jeon ◽  
Sooyeon Suh
Keyword(s):  
Emotional Regulation ◽  
Severity Index ◽  
Ministry Of Education ◽  
Chi Square ◽  
Healthy Group ◽  
Significant Difference ◽  
Regulation Strategies ◽  
The Difference ◽  
The Republic ◽  
Bedtime Procrastination

Abstract Introduction Bedtime Procrastination (BP) is defined as the behavior of voluntarily delaying going to bed, without having external reasons for doing so. Recent research on procrastination behavior suggests that when negative emotions are elevated, procrastination behaviors can be triggered in order to find pleasure to avoid and alleviate them. Procrastination can also occur when there is difficulty regulating emotions. In addition, the reason for bedtime procrastination may be different depending on whether the individuals present with insomnia. According to previous studies, patients with insomnia may exhibit more pronounced negative avoidance of bedtime due to prolonged sleeplessness. Therefore, this study compared the difference between of the bedtime procrastination and the emotional regulation strategies between the insomnia group and the healthy group. Methods This study was conducted in 582 adults (mean age 23.06 ±2.16 years), 81.6% females. Individuals scoring higher than 15 on the Insomnia Severity Index (ISI) were classified into the insomnia group (n=375), and those less than 15 were classified into the healthy group (n=207). Participants completed the Bedtime Procrastination Scale (BPS), Emotional Regulation Strategies Checklist. Data was analyzed using descriptive statistics, chi square test, and independent t tests. Results The insomnia group had significantly higher bedtime procrastination scores than the healthy group (t=-6.241, p<.001), and also the avoidant/distractive regulation style score was significantly higher (t=-1.969, p<.05). In addition, the score of active regulation style was significantly lower in the insomnia group than in the healthy group (t=3.050, p<.01). There was no significant difference between the two groups in the support-seeking regulation style. Conclusion Based on these results, it was confirmed that there was a difference in the bedtime procrastination and the emotional regulation strategies between the insomnia group and the healthy group. Support (if any) This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea(NRF-2018S1A5A8026807)

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