REALITAS AKTUAL PRAKSIS KURIKULUM: Analisis terhadap KBK, KTSP dan Kurikulum 2013

Curriculum is one of important elements in education that need to be designed well in order to succeed teaching and learning process in schools. The meaning of praxis of curriculum is closely related to what and how educational curriculum had been validated and enforceable. This paper discusses the factual condition of curriculum in Indonesia, including the background of curriculum change since the promulgation of National Education System, and also about the implementation of the concept of Competency Based Curriculum (CBC/KBK), Education Unit Level Curriculum (SBC) and Curriculum 2013. The results of this study indicate that changes of curriculum are necessary. Nonetheless, curriculum changes implemented should have strong fundamentals and careful planning; hence it does not confuse the policy makers in the area of education.

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PENDIDIKAN MULTIKULTURAL: SUATU KONSEP, PENDEKATAN DAN SOLUSI

Jurnal Pendidikan ◽

10.33830/jp.v11i2.561.2010 ◽

2010 ◽

Vol 11 (2) ◽

pp. 96-105

Author(s):

Kuswaya Wihardit

Keyword(s):

Human Rights ◽

Multicultural Education ◽

Learning Process ◽

Education System ◽

Teaching And Learning ◽

School Curriculum ◽

National Character ◽

Multicultural Society ◽

National Education ◽

National Education System

Indonesia is a plural nation which consists of different ethnics, races, languages, customs, religions, and cultures. Indonesian society is also recognized as multicultural society with diversed background of cultures and religions. Conceptually, multiculturalism refers to country profile as a plural nation and multicultural society. Citizens would appreciate plurality and multiculturalism based on the equity principle.Multiculturalism as a concept of diversity and equity should be accomodated in the national education system. It should be reflected in the curriculum. Besides, the school has opportunity to develop its school curriculum (KTSP) integrating multicultural elements.Citizenship Education subject has the functions to integrate and develop multiculturalism issues in selected topics such as unity, equity, human rights, democracy, justice, and law. Other subjects integrate the issues into the teaching and learning process focusing issues of gender, ethnicity, and religion. Multicultural education is intended for develoving national character which promote students interactivity of different social cultural background. It develops in students emphaty through the observation of their attitude, perceptions, and views. In addition, it also develops student appreciation of multicultural differences, values, dan needs.

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Analisis Problematika Pendidikan Islam di Indonesia Abad 21

Journal of Islamic Education Policy ◽

10.30984/j.v3i1.859 ◽

2018 ◽

Vol 3 (1) ◽

Author(s):

Ahmad Khozin

Keyword(s):

21St Century ◽

Learning Process ◽

Education System ◽

Educational Development ◽

Self Control ◽

Islamic Education ◽

National Education ◽

National Education System ◽

Education Needs ◽

The Republic

Abstract., Indonesia is a country that is conducting educational development as mandated by the 1945 Constitution. In the course of the Law of the Republic of Indonesia Number 20 of 2003 on National Education System defines education as a conscious and planned effort to create an atmosphere of learning and learning process so that learners actively developing his potential to have spiritual spiritual strength, self-control, personality, intelligence, noble character, as well as the skills he needs, society, nation and state. In response, Islamic Education needs to get serious attention, especially among the intellectuals and thinkers of Islamic education in Indonesia. Various efforts are needed to restore Islamic education to its glory. To restore Islamic education to the glory, certainly not as easy as putting water on a cauldron. But there needs to be seriousness in reaching these ideals, including the seriousness in management and leadership of a reliable Islamic education institutions. In this paper the author will try to focus the discussion on the problems of Islamic education of the 21st century as well as solutions that can be offered in response to the problems of Islamic educationKeywords: Problematic Education, Islamic Education. Abstrak., Indonesia merupakan negara yang sedang melakukan pembangunan pendidikan sebagaimana yang diamanatkan Undang-Undang Dasar 1945. Dalam perjalanannya Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional mendefinisikan pendidikan sebagai usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat, bangsa dan negara. Menyikapi hal tersebut, Pendidikan Islam perlu mendapat perhatian yang serius, terutama kalangan cendekiawan dan pemikir pendidikan Islam di Indonesia. Diperlukan ragam upaya untuk mengembalikan pendidikan Islam kepada kejayaannya. Untuk mengembalikan pendidikan Islam kepada kejayaan tersebut, tentu tidak semudah menaruh air di atas kuali. Namun perlu ada keseriusan dalam menggapai cita-cita tersebut, diantaranya keseriusan dalam manajemen dan kepemimpinan lembaga pendidikan Islam yang handal. Dalam makalah ini penulis akan mencoba memfokuskan pembahasan pada problematika pendidikan Islam abad 21 serta solusi-solusi yang dapat ditawarkan dalam menanggapi problematika pendidikan Islam tersebutKata Kunci:Problematika Pendidikan, Pendidikan Islam.

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Peranan Guru Kelas Dalam Meningkatkan Motivasi Belajar Siswa

TARBAWI : Jurnal Pendidikan Agama Islam ◽

10.26618/jtw.v3i02.1599 ◽

2018 ◽

Vol 3 (02) ◽

pp. 145-164

Author(s):

Sumiati Sumiati

Keyword(s):

Mental Illness ◽

Basic Principle ◽

Learning Process ◽

Education System ◽

Educational Process ◽

Community Members ◽

National Education ◽

National Education System ◽

And Training

AbstrakGuru memiliki tugas yang beragam yang berimplementasi dalam bentuk pengabdian. Tugas tersebut meliputi bidang profesi, bidang kemanusiaan dan bidang kemasyarakatan. Tugas guru sebagai profesi meliputi mendidik, mengajar dan melatih. Mendidik berarti meneruskan dan mengembangkan nilai-nilai hidup dan kehidupan. Mengajar berarti meneruskan dan mengembangkan ilmu pengetahuan dan teknologi. Sedangkan melatih berarti mengembangkan keterampilan-keterampilan pada siswa. Syarat yang berhubungan dengan pelajaran adalah guru hendaknya mengajarkan pelajaran yang sesuai dengan keahlian, guru hendaknya memiliki amanah ilmiah, guru hendaknya bersikap bijak dalam proses pembelajaran, guru hendaknya berpakaian bersih dan rapi. Syarat yang berkenaan dengan peserta didik maksudnya adalah guru hendaknya bersikap adil terhadap peserta didik, guru sebaiknya motivator bagi peserta didiknya dalam mencari ilmu pengetahuan, guru hendaknya memperhatikan tingkat perkembangan peserta didiknya, guru hendaknya melakukan evaluasi tehadap peserta didiknya. Menurut Undang-undang No. 20 Tahun 2003 tentang Sistem Pendidikan Nasional adalah Bab I, pasal I, Ayat 4 dinyatakan bahwa : “Peserta didik adalah Anggota masyarakat yang berusaha mengembangkan potensi diri melalui proses pembelajaran yang tersedia pada jalur, jenjang dan jenis pendidikan tertentu.( UU RI, No.20 Tahun 2003 , 2003; 3). Untuk itu peserta didik harus dipandang secara filosofis menerima keadaan dan keberadaannya. Inilah prinsif dasar pendidikan untuk peserta didik sehingga proses pendidikan dapat berjalan dengan baik. Ada empat sifat anak didik yang harus dimiliki antara lain : 1)Seorang anak didik harus membersihkan hatinya dari kotoran dan penyakit jiwa sebelum menuntut ilmu, 2)Seorang anak didik harus mempunyai tujuan menuntut ilmu, 3) Seorang anak didik harus tabah dalam menimbah ilmu pengetahuan, 4)Seorang anak didik harus menghormati guru. Oleh sebab itu tugas seorang guru tidaklah mudah, mereka yg berprofesi guru harus mampu melaksanakan segala peranannya dalam memberikan motivasi kepada peserta didik agar meningkat dan berkembang. Kata Kunci : Peranan, guru, Motivasi, Belajar, SiswaAbstractTeachers have a variety of tasks that implement in a dedication. The task covers the fields of profession, humanity and social affairs. Teacher’s task as a profession includes educating, teaching and training. Educating means continuing and developing the values of living and life. Teaching means continuing and developing science and technology, while training means developing in student skills. The terms related to the lesson are that the teacher should teach lessons that are appropriate to the expertise, the teacher should have a scientific mandate, the teacher should be wise in the learning process, the teacher should dress clean and neat. The terms relating to students mean that teachers should be fair to students, the teacher should be a motivator for students in seeking knowledge, teachers should pay attention to the level of development of their students, and teachers should evaluate their students.According to law number 20 of 2003 on National Education System Chapter I, Article 1, Subsection 4, stated that: "Students are community members who try to develop their potential through the learning process that is available on certain pathways, levels and types of certain education (RI Law, No. 20 of 2003, 2003; 3)” That is why students must be seen philosophically to accept the situation and existence. This is the basic principle of education for students so that the educational process can run well. There are four characteristics of students that must be possessed, among others: 1) a student need to cleanse their scurrilous psyche and mental illness before studying, 2) a student must have a goal for studying, 3) a student must be resilient in seeking knowledge, and 4) a student must respect the teacher. Therefore the task of a teacher is not easy, those who are teachers must be able to carry out all their roles in providing motivation to students to increase and develop. Keywords : Roles, Teachers, Motivation, Studying, Students

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KONSTELASI KURIKULUM PENDIDIKAN DI INDONESIA

At-Turats ◽

10.24260/at-turats.v9i2.314 ◽

2015 ◽

Vol 9 (2) ◽

pp. 37

Author(s):

Rustam Abong

Keyword(s):

Quality Of Education ◽

Political Will ◽

Policy Makers ◽

National Education ◽

School Based ◽

National Education System ◽

Political Interests ◽

Competency Based ◽

The Government

Curriculum in Indonesia is always related to the constellation of power, and therefore the direction and substance of the curriculum are determined by the decision of state authorities and non-state subsystems, or complying to a certain notion and concept of education. Constellation of power and complexity of curriculum can be seen in the instruction of Competency-Based Curriculum (KBK), school-based curriculum (KTSP) and 2013 Curriculum. After all, there is no guarantee that these curriculums will be able to develop students’ competency and build their character in line with the national education goals as mandated by Law No. 20/2003 on National Education System. In fact, there is nothing wrong with the curriculum; it is the fault of policy makers of education. The Indonesian people need political will of the government. Curriculum is not the only factor that determines the quality of education. Nor is it the only tool to realize the vision of education. However, curriculum can serve as a strategic device to seed the interests of power. Changes in curriculum in fact generate a strong constellation of power in the curriculum itself, especially in determining the content of education, so no wonder education in Indonesia is “subjugated” by curriculums with business and political interests.

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KEPRIBADIAN DAN PROFESIONALITAS GURU DALAM MENINGKATKAN PROSES BELAJAR MENGAJAR SISWA

Jurnal Dirosah Islamiyah ◽

10.47467/jdi.v1i1.64 ◽

2020 ◽

Vol 1 (1) ◽

pp. 93-107

Author(s):

Melly Nuryani

Keyword(s):

Student Teaching ◽

Learning Process ◽

Teaching And Learning ◽

Internet Technology ◽

Teacher Professionalism ◽

Final Exam ◽

National Education ◽

National Education System ◽

Teacher Personality

ABSTRACTThe teacher is a professional in the field of teaching and education, referring to the National Education Law No. 20of 2003 concerning the National Education System Article 1 Item 14. Effective action as a professional in the teaching fieldmust have knowledge and expertise, commitment and motivation as learning objectives. Knowledge and expertise in ateacher has an impact on personality in carrying out professionalism in addition to following technological developmentsappropriately in responding to current developments and from time to time. Internet technology in this case has helped alot in improving the quality of developing a teacher to adjust to the development of the technology. From the explanationit is necessary to examine the personality and professionalism of teachers in the teaching and learning process of studentsby focusing MTSN 02 Bogor research. The formation of a learning environment that ASRI (Safe, Healthy, Clean andBeautiful) can create an atmosphere of active student learning about self-potential, personality, intelligence, characterand skills for the progress of the nation and state. Besides that there are KKG (Teacher Working Groups) in the form ofFDG (Teacher Discussion Forum) in an effort to share knowledge with other school teachers, Promissory (SemesterProgram), Prota (Annual Program) and PTK (Class Level Research) conducted internally in each school. The need for qualityof teaching, intensity in learning both a teacher and in order to improve professionalism is very important for that theformulation given is in the form of research on teacher professionalism, teacher personality and student teaching andlearning process based on the results achieved in graduates and students who will take the final exam of learning at MTSN02 Bogor. Sources of data are taken through regular questions to the principal, vice principal in the field of curriculum,teachers who teach at the school. The procedure taken in data collection is by interview, observation and documentation.The data generated in the form of interviews, data on student achievement in the competition, the results of graduatesfrom 2013 to 2018 and the results of the graduates were accepted at the school desired by students as a form of secondaryschool that can accommodate them. In general the objectives of the learning and learning process by using refer toprofessionalism as personality maturity is very useful in developing the quality of student education.Keywords: Personality, Professionalism, Teachers in, Improving, Teaching and Learning Process

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Kompetenču pieeja un latviešu valodas apguve pirmsskolā: problēmas un risinājumi

10.37384/lva.2021.057 ◽

2021 ◽

pp. 57-72

Author(s):

Dina Bethere ◽

◽

Agrita Tauriņa ◽

Tija Zīriņa ◽

◽

...

Keyword(s):

Language Acquisition ◽

Ethnic Minority ◽

School Children ◽

Learning Process ◽

School Education ◽

Self Directed Learning ◽

National Education ◽

National Education System ◽

The People ◽

Competency Based

The research is conducted within the framework of the National Research Programme (NRP) “Latvian Language” (No. VPP-IZM-2018/2-0002) 8th sub-project, “Acquisition of Latvian Language”. The aim of this article is to summarise and systematise the scientific knowledge on the promotion of Latvian language in ethnically and linguistically heterogeneous pre-school groups in the context of a competency-based approach. In Latvia, the competency-based approach has been implemented in pre-school educational institutions since 2019. In the pedagogical work, the transition has taken place from the result to the process, emphasising the child being a researcher. The implementation of this approach has changed the arrangement of the pre-school environment, and also the work of teachers has improved in order to successfully develop the child’s self-directed learning, thinking and creativity, self-knowledge and transversal skills. In the pre-school, children develop literacy, which determines the acquisition of Latvian language both in Latvian and ethnic minority pre-school education programmes. In the competency-based curriculum, it is indicated that the following language acquisition skills should be achieved at the end of pre-school education: • a child can explain why people use language when communicating, listen to the text, name the people acting in it, re-tell the events, invent a continuation to a text, ask questions if confused and answer a specific question, clearly and consistently tell what is seen, heard and experienced, participate in a conversation, does not interrupt the speaker, uses different speech intonations when speaking, distinguishes and names sounds, marks sound with an appropriate letter, reads words and understands what is read, writes written letters; • a child who has acquired an ethnic minority pre-school education curriculum can answer questions in Latvian about what he/she has seen and heard, ask questions to obtain the information, express one’s needs, engage in a conversation on topics related to everyday life and the learning process; learns to pronounce sounds correctly, knows printed letters, reads short words used in the learning process and everyday situations (Pirmsskolas mācību programma 2019). However, it is a challenge for the national education system to ensure high achievements in language acquisition for both monolingual and bilingual children. From an early age, the children’s language development is focused on the expansion and perfection of their skills. At first, children learn to understand and use the sounds, then the words, then the sentences, and finally the whole text. This ensures a diverse interaction with the social environment, using the language tools that stimulate the child’s personal development and the formation of social experience. Within the framework of the NRP “Latvian Language”, a study has been conducted in relation to the language acquisition of pre-school children, indicating the main problem issues. Thus, the following research questions are put forward: (1) How have the opportunities for children’s language acquisition improved in the two years since the competency-based approach is implemented in the pre-school institutions? (2) What are the benefits and challenges of bilingual education? (3) What solutions can be offered to improve the situation?

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KETENTUAN HUKUM PERLINDUNGAN HAK ANAK JALANAN BIDANG PENDIDIKAN

DIKTUM: Jurnal Syariah dan Hukum ◽

10.35905/diktum.v15i2.438 ◽

2017 ◽

Vol 15 (2) ◽

pp. 229-246

Author(s):

Andi Muhammad Sofyan ◽

Andi Tenripadang

Keyword(s):

Learning Process ◽

Education System ◽

Street Children ◽

Self Control ◽

Municipal Governments ◽

National Education ◽

Legal Provisions ◽

National Education System ◽

The Republic ◽

The Government

Abstract: National Education System, explains that education is a conscious and planned effort to create an atmosphere of learning and learning process so that learners actively develop their potential to have state power, self-control, personality of intelligence, noble character, as well as skills needed him, society, nation and country. Legal provisions for the protection of the rights of street children are legal provisions both at the level of laws, provincial and district / municipal regulations governing the protection, survival value, development, maintenance, welfare, education, physical health, moral social and mental spiritual. Legal provisions on the education of children should have a harmonious regulation both at the level of regulations issued by the government, provincial and municipal governments and districts that contain provisions both in terms of responsibility, to the involvement of the community in managing education based on the basic ideals of the Republic Indonesia

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Pentingnya Supervisi Pendidikan Sekolah

10.31227/osf.io/q5nb7 ◽

2019 ◽

Author(s):

Yoga Novrialdy

Keyword(s):

Learning Process ◽

Education System ◽

National Education ◽

Quality Of Teaching ◽

National Education System ◽

Quality Of Learning

The effort to improve or improve the quality of every level and education in a national education system is a necessity. The purpose of supervision education is menila and improve the factors that influence the learning process and improve the quality of learning so as to create good graduates in quality and quantity. So to improve the quality of learning by providing services and assistance to improve the quality of teaching teachers in the classroom so as to help teachers to develop their potential.

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The Law Politics in Indonesia’s Pancasila and Citizenship Education Curriculum Revitalization of 2013

Asian Social Science ◽

10.5539/ass.v13n9p167 ◽

2017 ◽

Vol 13 (9) ◽

pp. 167 ◽

Cited By ~ 1

Author(s):

Maryanto Maryanto ◽

Nor Khoiriyah ◽

Supriyono Purwo Saputro

Keyword(s):

Learning Process ◽

Education System ◽

Citizenship Education ◽

Curriculum Change ◽

Monitoring And Evaluation ◽

Future Generation ◽

Education Curriculum ◽

National Education ◽

Education Goals ◽

The Law

The curriculum is one component of education which is very important. It acts as a guide that program implementers use in real learning process. Dynamically, curriculum always change in order to lead to the improvement of the education system. On the subjects of Pancasila and Citizenship Education in schools for example, has undergone several changes in the curriculum, both in charge of its content and on its nomenclature, this change is needed in order to create a future generation that had Pancasila character embedded on their heart as stated in national education goals. However, in the process of Pancasila and Citizenship Education's curriculum change, it is undeniable that it is influenced by the current Law Politics as politics is what makes the rules. But what exactly is the influences of the law politics on Indonesia’s Pancasila and Citizenship Education Curriculum Revitalization Of 2013?. The studies conducteed on how the Law politics influence the revitalization of Pancasila and Citizenship Education curriculum showed that (1) the Directions of Pancasila and Citizenship Education curriculum revitalization in Indonesia leads to; (2) The basic foundation establishment and implementation of the curriculum in 2013's Pancasila and Citizenship Education subject (3) the Products of Pancasila and Citizenship Education curriculum revitalization in Indonesia. The result that is a model of a good Pancasila and Citizenship Education curriculum revitalization should be implemented, monitoring and evaluation needs to be done to determine the level of achievement and expected results. Monitoring and evaluation results will serve as a recommendation to develop and or improve curriculum that will come.

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Prospek Pengajian Tahfiz di Malaysia

Maʿālim al-Qurʾān wa al-Sunnah ◽

10.33102/jmqs.v11i12.78 ◽

2016 ◽

Vol 11 (12) ◽

Author(s):

Adnan Mohamed Yusoff

Keyword(s):

Human Capital ◽

Education System ◽

Teaching And Learning ◽

Competitive Ability ◽

Educational Development ◽

National Education ◽

Strategic Direction ◽

National Education System ◽

Management And Development ◽

Current Scenario

The study of Quran memorization developing so rapidly in Malaysia. Starting from the establishment of a formal institution now known as Darul Quran, finally appeared various other institutions. This study will focus on the aspects of management and development of student learning according to the level of development in line with the national education system up to the highest level. This issue should be investigated and taken seriously by the authorities to guarantee the continuity of the educational development of students so that they go out into the career, as part of human capital to contribute to the progress and prosperity of the country. The main objective of the study is to review the current scenario of this study, see the needs and challenges, the study further suggests structuring standards, in accordance with the current development of national education. The study was conducted using the method of literature review to investigate the source of the study and related literature before, material or information relating to the tahfiz, apart from observation and experience of the author who is also involved in teaching and learning as well as the management of this field. The study found that there was a need for a serious step taken by the authorities to set the strategic direction of flow studies tahfiz as part of the mainstream national education system, given the huge potential there is in the stream students to be born as a human capital with integrity and competitive ability to contribute to the prosperity, harmony, and progress of our beloved country.

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