A TOOL FOR TEACHER TRAINING: PRECOLUMBIAN ART AND MATHEMATICS IN PRESCHOOL

Penelitian ini bertujuan untuk mengetahui praktik terbaik pengelolaan madrasah di Yogyakarta. Penelitian ini dilakukan dengan menggunakan metode kualitatif studi kasus pada MI Wahid Hasyim Yogyakarta. Hasil penelitian menunjukkan bahwa pengelolaan pada MI Wahid Hasyimterintegrasi dengan Ponpes Wahid Hasyim. Madrasah ini mengikuti seluruh kebijkaan yang diterapkan dinas pendidikan, kebijakan kantor kementerian agama, serta aturan Pondok Pesantren Wahid Hasyim. Rintisan MI Wahid Hasyim berdiri sejak tahun 1966, dengan nama MI Ma’arif Gaten di bawah pengelolaan LP Ma’arif. Tahun 1995 berubah menjadi MI Wahid Hasyim dibawah pengelolaan pesantren. Sejak tahun 2018 ruang belajar MI Wahid Hasyim berpindah dari pesantren, Jl Wahid Hasyim No 3 ke Gedung MI yang baru di Jl Cendrawasih No 1 Condongcatur menempati tanah desa. Jumlah siswa MI sebanyak 224 anak; sebagian mengikuti pembelajaran full day dan sebagian (sekitar 40 %) adalah mondok. Jumlah SDM pendidik dan tenaga kependidikan secara formal berjumlah 24 guru, tetapi secara faktual jumlahnya lebih banyak karena dibantu oleh para mahasantri PP Wahid Hasyim. Berdasarkan data dokumen diperoleh informasi bahwa pembelajaran pada MI Wahid Hasyim menggunakan STEAM (science, technology, engginering, art and mathematics) pada lintas ilmu yang dapat membentuk pola pikir logis dansistematis dalam rangka mencapai visi “moslem generation, future leader”

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PAST, PRESENT AND FUTURE OF JOURNAL OF BALTIC SCIENCE EDUCATION

Journal of Baltic Science Education ◽

10.33225/jbse/18.17.364 ◽

2018 ◽

Vol 17 (3) ◽

pp. 364-366

Author(s):

Muhammet Usak

Keyword(s):

Science Education ◽

Teacher Training ◽

Scientific Journal ◽

School Science ◽

Scientific Journals ◽

Related Research ◽

To Come ◽

And Mathematics ◽

First Time ◽

Science Education Journals

Science Education is a multidisciplinary field of study with roots about three centuries ago. Researches in this field were published for the first time in a scientific journal with School Science and Mathematics, which started in 1901. The number of scientific journals in Science Education has increased in parallel with the increase in the number of related research. The published literature is sometimes about trending topics. In some other cases, they offer novelty and new paradigms. Last 50 years of Science Education are shaped by various topics. Hence, these different issues are being published in scientific journals. At the end of the 70s, studies on constructivism, meaningful learning, misconception, conceptual learning (Driver, & Easley, 1978; Driver, 1983; Driver, & Oldham, 1986; von Glasersfeld, 1984; Ausubel, Novak, & Hanesian, 1978; Novak, 1979 & 1990, Novak, & Gowin, 1984; Novak, & Musonda, 1991) began to come forward. Conferences are being held especially on misconception. Many articles have been published and continue to be published on the topic. Starting with the second half of 80s, studies on PCK, which were first described by Shulman, began to surface in science education journals in the field of teacher training (Shulman, 1986; Usak, 2009, Usak, Ozden, & Eilks, 2011; Usak, Ozden, & Saglam, 2011).

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Formian for art and mathematics

Space Structures 5 ◽

10.1680/ss5v1.31739.0048 ◽

2002 ◽

pp. 1: 443-447 ◽

Cited By ~ 1

Author(s):

T. Robbin

Keyword(s):

Art And Mathematics ◽

And Mathematics

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Algorithmic Art, Art and Mathematics, and Fractals

Information Arts ◽

10.7551/mitpress/3765.003.0023 ◽

2001 ◽

Keyword(s):

Art And Mathematics ◽

Algorithmic Art ◽

And Mathematics

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Early Childhood Teachers

Technology and Young Children ◽

10.4018/978-1-61350-059-0.ch007 ◽

2011 ◽

pp. 126-150 ◽

Cited By ~ 1

Author(s):

Kevin Thomas ◽

Kathleen Spencer Cooter

Keyword(s):

Early Childhood ◽

Teacher Preparation ◽

Teacher Training ◽

Early Childhood Teachers ◽

Field Experiences ◽

Technology Training ◽

Google Earth ◽

Virtual Manipulatives ◽

Mathematics Classrooms ◽

And Mathematics

This chapter reviews the state of technology training for early childhood educators in teacher preparation institutions across the country. Using NCATE and NAEYC standards as benchmarks of practice, the chapter outlines some current issues and research on technology training at the preservice level, such as course sequence, textbook choice, content infusion, field experiences, et cetera. The chapter also outlines three technologies, Web 2.0, Google Earth, and the virtual manipulatives that are accessible, free to users, require little teacher training, and have evidence to support their instructional benefits. These three well-developed technologies can easily be introduced to students and teachers as exemplars of constructivist pedagogical technology in early childhood science and mathematics classrooms. Activities using each are included.

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