scholarly journals Implementasi Nilai-nilai Pendidikan Multikultural di SMA Nasional 3 Bahasa Putera Harapan Purwokerto (Pu Hua School)

2020 ◽  
Vol 2 (1) ◽  
pp. 100
Author(s):  
Tri Nur Hani
Keyword(s):  
High School ◽  
Multicultural Education ◽  
Point Of View ◽  
Prejudice Reduction ◽  
Educational Institutions ◽  
Social Culture ◽  
Five Dimensions ◽  
Content Integration ◽  
Points Of View ◽  
Construction Knowledge

The purpose of this study is to present how the implementation of multicultural education in Putera Harapan Purwokerto (Pu Hua School) National 3 High School. Where this school has a policy as a place that accommodates students from various backgrounds both ethnic, religious, racial, cultural, and linguistic. This multicultural, multireligion, and multilingual school is very interesting to be used as a model for applying multicultural education in educational institutions and by the plurality of Indonesian society. The results of this study indicate that: 1) The implementation of multicultural education in Putera Harapan Purwokerto (Pu Hua School) 3 National High School has fulfilled the five dimensions of multicultural education concepts including Content Integration, Construction Knowledge, Prejudice Reduction, Equity Paedagogy, and Empowering School Culture and Social Culture: 2) In the agenda of activities compiled and implemented in the National High School 3 Language of Putera Harapan Purwokerto (Pu Hua School) contains multicultural education values ​​consisting of the values ​​of Democracy, Humanism values, and the value of Plularism; 3) In the application stage of multicultural education in the National High School 3 Languages ​​Putera Harapan Purwokerto (Pu Hua School) is included in the implementation of the Transformation approach where at this level students can have a point of view, see concepts, issues, themes, and problems from several perspectives and points of view ethnicity. They can compete, argue with each other, and start daring to see things from a different perspective.

scholarly journals The Intertextualist

2018 ◽  
Vol 7 (1) ◽  
pp. 78-86
Author(s):  
Jeremy Dennis
Keyword(s):  
Multicultural Education ◽  
Knowledge Construction ◽  
Essential Element ◽  
Prejudice Reduction ◽  
Construction Process ◽  
Five Dimensions ◽  
Equity Pedagogy ◽  
Content Integration ◽  
Powerful Learning ◽  
Teachers And Students

Multicultural education is thought to consist of five dimensions: content integration, the knowledge-construction process, prejudice reduction, equity pedagogy, and an empowering school culture and social structure. Of the five, equity pedagogy is identified as an essential element by leading scholars in the field. Can equity pedagogy alone create the powerful learning experiences needed for multicultural education? This is an important question to consider as conservatism and dedifferentiation challenge multicultural education. If dedifferentiation is a recurring feature that impacts teachers and students, then we need a pedagogy that accounts for its significance. This article explores the ways a pedagogy of intertextuality responds to dedifferentiation and extends equity pedagogy for the development of future teachers and leaders.

scholarly journals Model Pembelajaran Multikultural pada Pesantren Modern sebagai Upaya Mereduksi Paham Radikalisme

2018 ◽  
Vol 7 (2) ◽  
pp. 224-242
Author(s):  
Suhadianto Suhadianto ◽  
Eko April Ariyanto ◽  
Isrida Yul Arifiana
Keyword(s):  
Multicultural Education ◽  
Knowledge Construction ◽  
Boarding School ◽  
Boarding Schools ◽  
Prejudice Reduction ◽  
Educational Institutions ◽  
Construction Process ◽  
Equity Pedagogy ◽  
Content Integration ◽  
The Impact

AbstrakRadikalisme sebagai bagian dari paham fundamentalis telah menjadi ancaman yang nyata bagi kehidupan berbangsa dan bernegara. Aksi-aksi radikalisme semakin massif dilakukan dengan melibatkan generasi muda. Pesantren merupakan lembaga pendidikan tertua memiliki model pembelajaran yang sangat dipercaya oleh masyarakat. Pesantren diharapkan dapat menjadi benteng penangkal paham fundamentalis melalui pembelajaran multikultural yang diterapkan. Penelitian ini bertujuan untuk menganalisa praktek pembelajaran multikultural di pondok pesantren dan dampak pembelajaran multikultural di pondok pesantren. Penelitian ini menggunakan pendekatan kualitatif dengan mengambil fokus penelitian pada pondok pesantren Darussalam, Sengon Kabupaten Jombang. Metode pengambilan data dilakukan dengan menggunakan interview serta observasi terhadap subjek yaitu pemimpin pondok pesantren, ustad serta santri. Validitas hasil penelitian dilakukan melalui triangulasi data. Hasil penelitian menunjukan bahwa pondok pesantren Darusalam Jombang telah menerapkan prinsip pembelajaran multikultural yang meliputi: content integration, The knowledge construction process, Equity Pedagogy, Prejudice reduction. Selain itu dampak pembelajaran tersebut membuat santri mampu memahami perbedaan, toleransi, dan keberagaman sehingga mampu membentengi diri dari paham fundamentalis. Kata kunci: Radikalisme, Pendidikan multikultural Abstract               Radicalism as part of fundamentalism has become a real threat to the life of the nation and state. More massive radicalism actions are carried out by involving the younger generation. Islamic boarding schools are the oldest educational institutions that have a highly trusted learning model. Islamic boarding schools are expected to be a bulwark against the fundamentalist understanding through applied multicultural learning. This study aims to analyze the practice of multicultural learning in Islamic boarding schools and the impact of multicultural learning in Islamic boarding schools. This study uses a qualitative approach by taking the focus of research in Darussalam Islamic Boarding School, Sengon, Jombang Regency. The method of data collection is done by using interviews and observations on the subject, namely the leader of the Islamic boarding school, religious teacher and santri. The validity of the results of the research is done through data triangulation. The results of the study show that the Darusalam Jombang Islamic boarding school has applied the principle of multicultural learning which includes: content integration, the knowledge construction process, Equity Pedagogy, Prejudice reduction. Besides that the impact of the learning made the santri able to understand differences, tolerance and diversity so that they were able to fortify themselves from fundamentalism.Keywords: Radicalism, multicultural education

High school exam from a medical point of view

1909 ◽  
Vol 9 (9-10) ◽  
pp. 471-486
Author(s):  
E M Idelson
Keyword(s):  
High School ◽  
Point Of View ◽  
Educational Institutions ◽  
Scientific Societies ◽  
Educational Role

One of the parental committees, which are now with us, at secondary educational institutions, with the aim of comprehensively clarifying the educational role of the transitional exams, invited many scientific societies, including our Society of Physicians, to express their opinion on this issue, from the point of view, specifically medical.

scholarly journals THE POLICY MODEL FOR SUSTAINABLE COMMUNITY FOREST: A FACTOR ANALYSIS

2021 ◽  
Vol 8 (2) ◽  
pp. 135-157
Author(s):  
Tatan Sukwika ◽  
Lidya Fransisca
Keyword(s):  
Point Of View ◽  
Community Forest ◽  
Social Culture ◽  
Five Dimensions ◽  
Policy Model ◽  
Community Forests ◽  
Ecological Aspects ◽  
Farmer Groups ◽  
Positive Direct ◽  
Positive Effect

Developing and maintaining forest sustainably is a way to support sustainable development. From the technical point of view, the sustainability of community forest could be articulated not only based on the three aspects i.e. economic (ECO), social culture (SOC), ecology (EGY), but it can also include dimensions of legal & institutional (LIT), and accessibility & technology (ACT). This study aims to determine variables of sustainability dimensions that have a direct positive effect on the sustainability of the community forests (SCF), to identify variables that affect SCF and variables of sustainability dimensions that have  dominant effect on SCF. This study employed 70 samples of forest farmers’ group in Bogor regency. The respondents were purposively selected based on consideration of the criteria for forest farmer groups namely beginner, intermediate, and advanced. The Analysis tools used PLS-SEM. Sustainability dimensions of ECO, EGY, LIT, and ACT have a significant positive direct effect on SCF. The mediational hypothesis testing suggested that there is a partial mediation from ECO and EGY to SCF, which is consistent and have a positive value. Based on the coefficient value of the total-effect, among the five dimensions, ecology value was the biggest and the most robust. The policy implies that the ecological aspects considered the importance and strategy. Therefore, the value and productivity of the community forest structure and composition need to be maintained.

scholarly journals MODEL PEMBELAJARAN MATEMATIKA BERBASIS PENDIDIKAN MULTIKULTURAL

2019 ◽  
Author(s):  
Dewi Nuur Rohmasari
Keyword(s):  
Multicultural Education ◽  
Cultural Values ◽  
Mathematics Teaching ◽  
Public Awareness ◽  
Prejudice Reduction ◽  
School Level ◽  
Mutual Understanding ◽  
Five Dimensions ◽  
Multicultural Community ◽  
Learning Mathematics

AbstractIndonesia as multicultural country facing internal issues such as weakening the spirit of nationality and waning of cultural values so as to lead to conflict SARA (ethnic, religion, race, group), inequity, and crisis identity. Plurality of Indonesia is powerful but in the other hand become vulnerable to conflict when there is no understanding, tolerance and mutual understanding in facing differences. Multicultural education is considered very strategic to build awareness. The early stages that need to be immediately carried out public awareness through socialization that is can be started at the school level, to get to know each other and to understand cultural diversity, thus fostering mutual respect ethnic identities in the same or different. Implementation of multicultural education at the school level are not done separately but integrated in the subjects, including mathematics. The model of mathematics teaching based on the five dimensions of multicultural education identified by James Banks, including culture integration into mathematics content, knowledge construction of mathematics through context and cultural understanding, equitable pedagogy, prejudice reduction and empowering school culture. Learning mathematics-based multicultural education aims to optimize the achievement of mathematics teaching and fosters awareness, understanding, tolerance, mutual understanding and a spirit of nationality of individual students as part of a multicultural community.

scholarly journals Nilai-Nilai Pendidikan Multikultural dalam Mata Pelajaran Aswaja dan ke-NU-an Siswa SMP/MTs

2018 ◽  
Vol 4 (1) ◽  
pp. 35-56
Author(s):  
Imam Bukhori
Keyword(s):  
High School ◽  
Multicultural Education ◽  
Social Relationships ◽  
Junior High School ◽  
Junior High ◽  
Life Experiences ◽  
Daily Life ◽  
Social Attitudes ◽  
Educational Institutions ◽  
Nahdlatul Ulama

Aswaja and NU's Education taught in Nahdlatul Ulama educational institutions, especially for junior high school / MTs are directed to maintain, preserve, develop and practice Ahlu al-Sunnah Wal Jama'ah Islam teachings and conduct activities aimed at to create the benefit of society, the progress of the nation and the height of human dignity and dignity that can be understood very in tune with the values of multicultural education. The values of multicultural education include: (1) the value of democracy, equity and justice; (2) the value of humanity, togetherness, and peace; and (3) social attitudes, namely: recognition, acceptance and appreciation to others is very appropriate and all of which are covered in Aswaja and NU's educational content for junior high school / MTs, ie al-ta'awun, al-tawasuth, al-i'tidal, al-tasamuh, al-tawazun, and amar ma'ruf nahi munkar, and ukhuwah baikukhuwah nahdliyah, islamiyah, wathaniyah, basyariyah and then embodied in the form of mabadi 'khaira ummat which originated from al-shidqu norm, al -aahah wa al-wafa bi al-'ahdi, al-'adalah, al-ta'awun and al-istiqamah.Hal affirms that the practice of Aswaja and NU's education is taught in educational institutions within the organization Nahdlatul Ulama very inclusive. Internally, education in Nahdlatul Ulama 'organization has been proven to have introduced multicultural values to its students both in terms of doctrine of the teachings, as well as in terms of the daily life experiences of the students. Externally, these multicultural values are also socialized and made into principles in establishing social relationships with communities and other groups outside Nahdlatul Ulama's educational institutions'. Keywords: Values of Multicultural Education, Aswaja Subjects and Nuns, SMP / MTs.

scholarly journals Obstacles  to using the Laboratory in Teaching Physics from the Point of View of The Physics Secondary School Teachers in the Central District Directorates in Jordan: معوقات استخدام المختبر في تدريس الفيزياء من وجهة نظر معلمي الفيزياء للمرحلة الثانوية في مديريات إقليم وسط الأردن

2019 ◽  
Vol 3 (24) ◽  
Author(s):  
Nadia Jaber AL-Labadi
Keyword(s):  
High School ◽  
Secondary School Teachers ◽  
Point Of View ◽  
Five Dimensions ◽  
Lead Teachers ◽  
Central District ◽  
School Physic ◽  
The Mean ◽  
Teachers Attitudes ◽  
Water Gas

  This study aimed at identifying the obstacles that face Physic teachers while using the laboratories in teaching high school stages in the Central District Directorates in Jordan, as the researcher conducted an analytical survey through distributing a questioner including five dimensions, which are; the laboratory technician, tools and machineries, physics syllabus and school’s schedules, librarian and teacher and students. The random sample consisted of a number (90) are all male and female teachers high school stage physic teachers in the Central District Directorates. The findings of the study showed that the most challenging obstacles were as followed using the laboratory had the mean (3.86), physics syllabus and school’s schedule had the mean (3.85), librarian and teacher had the mean (3.77), students had the mean (3.57) and at the end tools and machineries had the mean (3.51). All of which are rated (high). Therefore, there was not any statistical significant among all the means that hinder using laboratories among high school physic teachers’ attitudes in the Central District Directorates due to the limitation of teachers’ experiences. According to the study there were number of recommendations in order to overcome the obstacles and difficulties of using the laboratory by physic teachers in Jordan 's schools in general. The necessity of providing the following requirements such as having big laboratory in each school with a special lab had the mean (3.77), the needed instruments, supplying electricity and water, gas and safety conditions. Also, shorting the number of students to accommodate the space of labs. Supervisors visits should be carefully scheduled to lead teachers as well as trainings and workshops to increase teacher profitability. Further studies are recommended on the role of schools administrations in making school labs more effective and another study on virtual labs in helping physic teacher making experiments and making labs experiments guidance alongside with automated exams    

scholarly journals “Saya Mau Bu!” or “Aku Mau Bu!”? from the Teachers and Students’ Point of View

2009 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Ienneke Indra Dewi
Keyword(s):  
High School ◽  
High School Students ◽  
Point Of View ◽  
Family Education ◽  
School Students ◽  
Teachers And Students ◽  
Points Of View

Article describes a research which purpose was to find out whether there was a shift in the use of “aku” and “saya” from the children and teenagers’ points of view as well as their teachers’s. The shift of those expressions was based on the factors of concept, family education,, and the influence of media i.e. television. The objects of this research were 140 elementary and high school students as well as their teachers. Questionnaires were distributed to them. The results showed that there was a shift from the expression “saya” to “aku” in the students and teachers’ perception. However, when tested using statistics, the differences in the shift and in the perception between students and teachers concerning this matter were not significant. 

scholarly journals NILAI-NILAI PENDIDIKAN MULTIKULTURAL DALAM FILM 'ENTRE LES MURS' PENELITIAN ANALISIS ISI

2015 ◽  
Vol 14 (1) ◽  
pp. 71-80
Author(s):  
Amalia Saleh
Keyword(s):  
Qualitative Research ◽  
Multicultural Education ◽  
Conversation Analysis ◽  
Knowledge Construction ◽  
Teaching Method ◽  
Prejudice Reduction ◽  
Construction Process ◽  
Equity Pedagogy ◽  
Content Integration ◽  
School Programs

Abstrak Penelitian ini bertujuan untuk memahami secara komprehensif nilai-nilai pendidikan multikultural dari James Banks dalam film "Entre les Murs". Penelitian kualitatif ini menggunakan analisis percakapan. Analisis dan interpretasi data menunjukkan bahwa: (1) integrasi isi ditunjukkan dalam film melalui diskusi antar guru, bukan dari kurikulum sekolah; (2) proses konstruksi ilmu pengetahuan ditunjukkan dari metode mengajar; (3) pedagogik kesetaraan antar manusia ditunjukkan dari sikap guru yang memberikan kesempatan bagi siswanya untuk meningkatkan rasa kepercayaan diri, memotivasi siswa, dan memberikan ilmu yang sama tanpa memandang etnis; (4) pengurangan prasangka terlihat dari tingkah laku positif seperti interaksi interpersonal dari para siswa yang menunjukkan usaha untuk mengurangi prasangka, walaupun masih ada prasangka negatif yang terlihat; dan (5) pemberdayaan kebudayaan sekolah terlihat dari program sekolah yang memungkinkan adanya keterlibatan seluruh perangkat sekolah seperti kepala sekolah, guru, siswa, dan orangtua siswa. Kata Kunci: Analisis percakapan, film, multikultural, pendidikan multikultural Abstract The objective of this research is to understand comprehensively the values of multicultural education from James Banks on the film "Entre les Murs". This qualitative research uses conversation analysis. The data analysis and interpretation indicates (1) content integration is shown on the film from the discussions between the teacher; (2) knowledge construction process is shown from the teaching method; (3) equity pedagogy is shown from the teachers who provide opportunities for students to boost their confidence, motivate students, and provide the same education regardless of ethnicity; (4) prejudice reduction is shown in interpersonal interactions between students that indicate an effort of prejudice reduction such as helping each other, even though the negative prejudicefrom the teachers and the students are still shown; (5) empowering school culture and social structure is shown from school programs that enable the involvement of all school stakeholders. Keywords: Conversation analysis, multicultural, multicultural education.

scholarly journals PELAKSANAAN PENDIDIKAN PADA MADRASAH DINIYAH DI PROPINSI NUSA TENGGARA BARAT

2016 ◽  
Vol 15 (01) ◽  
pp. 66
Author(s):  
Wahab Wahab
Keyword(s):  
High School ◽  
Elementary School ◽  
Curriculum Implementation ◽  
Point Of View ◽  
Educational Institutions ◽  
Final Exam ◽  
Learning Programs ◽  
Boarding House ◽  
Class Room ◽  
Holy Book

<p>This research aims to describe educational implementation<br />at Madrasah Diniyah, West Nusa Tenggara Province. The research<br />performed in ten Madrasah Diniyah. The results show that<br />educational implementation at Madrasah Diniyah is relative simple.<br />This could be observed in curriculum implementation that are all<br />their own products and only small amount have added lessons used<br />for UAN (National Final Exam, for elementary school and junior<br />high school). <br />That self-made curriculum is very simple; only contain kind<br />of course and their teachers. Education methods used by the teachers<br />I ustadz are translation, less explanations I lecture, and qiroah. In<br />implementing education, not all teachers prepare pre-test and post­<br />test. Educational evaluations performed at Madrasah Diniyah tend<br />to cognition ability of the students, that is their reading holy book<br />skills and religious know ledges. Only few Madrasah Diniyah<br />implemented skill education for their students. In performing<br />educational implementation at Madrasah Diniyah, the teachers do<br />not prepare learning programs in first place; such as weekly<br />programs, semester programs, and annual programs. Moreover, if<br />we take a look on educational infrastructures using in this learning<br />are relative simple, only sit on the floor, not all in the class room,<br />minimal display, etc. <br />From competency point of view, the teachers at Madrasah <br />Diniyah are less relevant in their alumni. Only few of the teachers at<br />Madrasah Diniyah graduate from educational institutions, majority <br />are Islamic boarding house alumni.</p>

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