UMAT ISLAM INDONESIA (BUKAN) TERORIS: MENAMPIK ISU TERORISME DENGAN PENDIDIKAN KEWARGANEGARAAN

2017 ◽  
Vol 3 (1) ◽  
pp. 27-35
Author(s):  
Lilis Sarifatul Ajariyah
Keyword(s):  
Civic Education ◽  
Citizenship Education ◽  
Formal Education ◽  
Islamic Religion ◽  
The Difference

The issue of Islam as a terrorist blows louder. State of Indonesia as the country with the most Islamic religion being similarly affected, especially because many Muslim citizens suspected and already proven to be involved in the case terosisme deadly juwa. To dismiss these issues, civic education is needed to instill nationalism that every citizen is not easily commit acts of terrorism, by reason of the difference, and so on. Citizenship education also provide a gap to every person to be able to live freely and comfortably in the country. Therefore, the implementation of civic education should be emphasized at all levels of formal and non-formal education because Islam alone is not enough.

scholarly journals Polityczne wybory młodych do Parlamentu Europejskiego jako egzemplifikacja obywatelskości młodzieży – kontekst kształcenia formalnego

2020 ◽  
Vol 18 (2) ◽  
pp. 219-234
Author(s):  
Bożena Kanclerz
Keyword(s):  
Civil Society ◽  
Young People ◽  
Civic Engagement ◽  
Civic Education ◽  
Citizenship Education ◽  
Formal Education ◽  
Main Axis ◽  
Formal Program

The main axis of the narration in this article is the analysis of the electoral activity of young Poles from the perspective of the formal program of Citizenship Education in the area of shaping the attitudes of young people as active voters. The first part of the article presents the context of Polish civil society and the electoral activity of young Poles. The Author connects the analyses of youth electoral patterns to with the assessment of effectiveness of formal education, including textbook messages, in shaping and developing civic engagement in youth. The article presents the analysis of textbooks for civic education, as well as indicates some non-textual contexts for implementing civic education in Poland. The analysis of citizenship education textbooks becomes an opportunity to approximate multi-faceted challenge of shaping civil attitudes among young people in Poland.

scholarly journals Political choices during the European Parliament elections as a model for civic responsibility of young people in Poland – the context of formal education

2020 ◽  
Vol 18 (2) ◽  
Author(s):  
Bożena Kanclerz
Keyword(s):  
Civil Society ◽  
Young People ◽  
Civic Education ◽  
Citizenship Education ◽  
Formal Education ◽  
Main Axis ◽  
Civic Responsibility ◽  
Formal Program ◽  
Political Choices ◽  
European Parliament Elections

The main axis of the narration in this article is the analysis of the electoral activity of young Poles from the perspective of the formal program of Citizenship Education in the area of shaping the attitudes of young people as active voters. The first part of the article presents the context of Polish civil society and the electoral activity of young Poles. The Author connects the analyses of youth electoral patterns to with the assessment of effectiveness of formal education, including textbook messages, in shaping and developing civic engagement in youth. The article presents the analysis of textbooks for civic education, as well as indicates some non-textual contexts for implementing civic education in Poland. The analysis of citizenship education textbooks becomes an opportunity to approximate multi-faceted challenge of shaping civil attitudes among young people in Poland.

Practitioner perspectives on learning for social change through non-formal global citizenship education

2017 ◽  
Vol 13 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Eleanor J Brown
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Transformative Learning ◽  
Citizenship Education ◽  
Critical Reflection ◽  
Formal Education ◽  
Global Citizenship ◽  
Small Individual ◽  
Global Citizenship Education ◽  
The Social

This article engages with debates about transformative learning and social change, exploring practitioner perspectives on non-formal education activities run by non-governmental organisations. The research looked at how global citizenship education practitioners met their organisation’s goals of change for social justice through educational activities. This education is sometimes criticised for promoting small individual changes in behaviour, which do not ultimately lead to the social justice to which it pertains to aim. Findings suggest that this non-formal education aims to provide information from different perspectives and generate critical reflection, often resulting in shifts in attitudes and behaviour. While the focus is often on small actions, non-formal spaces opened up by such education allow for networks to develop, which are key for more collective action and making links to social movements. Although this was rarely the focus of these organisations, it was these steps, often resulting from reflection as a group on personal actions, which carried potentially for social change.

scholarly journals Citizenship Education for Liberation in Nigeria

1970 ◽  
Vol 7 (1) ◽  
pp. 67-78
Author(s):  
JO Ogunbiyi ◽  
OS Oludeyi
Keyword(s):  
Higher Education ◽  
Civic Education ◽  
Citizenship Education ◽  
Democratic Governance ◽  
Civic Consciousness ◽  
Political Crises ◽  
Religious Intolerance ◽  
Economic Progress ◽  
The World ◽  
Low Levels

Across the globe, nations face a problem of low levels of civic consciousness and prevalence of harmful stereotypes like ethno-religious intolerance, prejudice and crises. In many parts of the world, these have degenerated into political crises, youth hooliganisms, prostitution, examinations malpractices, rape victimisation, terrorism and national insecurity. In the Nigerian context, these vices truncate the practical and transparent democratic governance while threatening the country’s federalism and cohesion. Since the purpose of any functional education is to enlighten and liberate the beneficiaries, ensuring that they live a sustainable life while contributing meaningfully to the upkeep of their immediate community, this paper takes a look at citizenship liberation using qualitative civic education. It examines, inter alia, the aims and objectives of qualitative citizenship education and how the principles of civic education can be instilled in the citizens for liberation and peaceful co-existence. The paper further discusses how the spirit of patriotism, unity, love and oneness can be installed in the minds of Nigerians and how they can serve as a lubricant to the wheel of socio-political and economic progress of the nation through adequate citizenship education.Keywords: Higher education for development; Sustainability; Lifelong learning.

scholarly journals KURIKULUM DAN METODOLOGI PEMBELAJARAN PESANTREN

2012 ◽  
Vol 10 (1) ◽  
pp. 29
Author(s):  
A Idhoh Anas
Keyword(s):  
Religious Education ◽  
Formal Education ◽  
Boarding School ◽  
Educational Institutions ◽  
Traditional Teaching ◽  
Human Beings ◽  
University System ◽  
Islamic Schools ◽  
Traditional Teaching Methods ◽  
Islamic Religion

Abstract: Education is possibly to have people attain the perfection of life both in their relationship with God, fellow human beings and nature. A well relationship is only possible if people have a balance between their orientation in the world and in the hereafter. Therefore, in order to achieve the aforementioned objective, they should have adequate religious education and general equally through educational institutions. One of the Islamic educational institutions is a dormitory or boarding school where students (Islamic pupils) learn to improve the Islamic religion. Education on Islamic educational institutions also aims to establish a generation of believers-Muslim virtuous, health, broad-minded, and social, rise intelligent scholars who have equal devotions and thought, as well as establish nationalism of Indonesian citizen who have a faithful and pious to Allah Almighty. In general, Islamic educational institutions are classified into three categories: a) traditional pesantren (Salaf), which still retains the traditional teaching methods and teaching materials with classic books (yellow book), b) modern pesantren (khalaf), which seeks to fully integrate the classical and the current school and university system, and 3) semi salaf and khalaf Islamic schools who defend the teaching of classical Islamic books, as well as open public educational institutions (formal or non-formal education).

scholarly journals Eksistensi Pendidikan Kewarganegaraan di Perguruan Tinggi Dalam Memperkokoh karakter Bangsa Indonesia

2017 ◽  
Vol 2 (1) ◽  
pp. 65-82
Author(s):  
Farida Sekti Pahlevi
Keyword(s):  
Spiritual Formation ◽  
Civic Education ◽  
Citizenship Education ◽  
The State ◽  
Citizen Involvement ◽  
Educational Objectives ◽  
National Education ◽  
Political Literacy ◽  
Education Process

Citizenship education is an integral part of the national education system.Therefore the civic education process needs to be addressed in the curriculum and learning on all paths and levels of education.Functions and roles in the context of achieving national educational objectives, civic education are designed, developed, implemented and evaluated in the context of the embodiment of national education objectives.They are the foundation and frame of mind for understanding and applying civic education.Citizenship education is a very urgent need for the nation in building a safe, comfortable, peaceful, prosperous life.In building a civilized democracy, it needs a generation of intelligent, strong-minded nation.There are several reasons why civic education is urgently needed, firstly, the rise in political literacy and not political literacy and not knowing the workings of democracy and its institutions;Secondly, the increased politichal apathism is demonstrated by the lack of citizen involvement in political processes.The intellectual, emotional, social, and spiritual formation of intelligent citizens is really a demand and necessity.This is where the existence of civic education becomes a very important tool for democratic countries including the state of Indonesia in order to give birth to a generation of nations who know the values of nationality based on Pancasila and have the necessary skills in transforming, actualizing and preserving everything that is owned by NKRI.

scholarly journals Civic Education and Pupils’ Civic Dispositions in Ghana and Nigeria: A Comparative Analysis

2019 ◽  
Vol 9 (1) ◽  
pp. 13-27
Author(s):  
Sunday Paul Odusanya ◽  
Adesoji Oni
Keyword(s):  
Civic Education ◽  
Basic Education ◽  
Sampling Procedure ◽  
Ogun State ◽  
Government Education ◽  
Basic School ◽  
Civic Dispositions ◽  
The Difference ◽  
Civic Awareness ◽  
Multistage Sampling

The ultimate desire of any sensitive government is to build responsible citizens who will participate meaningfully in the developmental efforts within and outside society. The current social-political upheavals in Ghana and Nigeria underscored the need for national value orientation and reorientation for effective nation-building. The study adopted a descriptive survey to assess gender differences in pupils’ civic disposition in Ghana and Nigeria. A multistage sampling procedure was used to select 920 Basic 8 pupils from four educational circuits in Central Region, Ghana and four Local Government Education Authorities in Lagos and Ogun State in South-West, Nigeria. The research tool was tagged: Basic Education Pupils’ Questionnaire (BEPQ). The data were analysed using simple percentages, mean scores and independent t-tests at 0.05 level of significance. The results showed that there is no significant gender difference in the contribution of basic education to pupils’ civic disposition.  The main conclusion drawn from this study is that the difference in the level of civic awareness of basic school pupils is due to the quality of basic education and that civic disposition increases the likelihood of a person engaging in civic activities. Government at all levels should encourage publication of relevant textbooks and research findings on basic school pupils especially in value-laden subjects like civic education.

scholarly journals Understanding Why Nurse Practitioner (NP) and Physician Assistant (PA) Productivity Varies Across Community Health Centers (CHCs): A Comparative Qualitative Analysis

2020 ◽  
pp. 107755872096089
Author(s):  
Patricia Pittman ◽  
Jeongyoun Park ◽  
Emily Bass ◽  
Qian “Eric” Luo
Keyword(s):  
Community Health ◽  
Nurse Practitioners ◽  
Financial Incentives ◽  
Community Health Centers ◽  
Formal Education ◽  
Qualitative Comparative Analysis ◽  
Physician Assistants ◽  
Health Centers ◽  
High Productivity ◽  
The Difference

This study asks how much and why the productivity of advanced practice clinicians (APCs; nurse practitioners and physician assistants) varies across community health centers (CHCs), as measured in their marginal contribution to overall patient visits. We found APCs in the 90th percentile CHCs provide about 1,840 adjusted-visits per year, whereas APCs in the 10th percentile CHCs provide about 978 adjusted-visits per year. We interviewed leadership at 14 high APC and 16 low APC productivity CHCs to elicit organizational conditions that could explain the difference. Using content analysis and then qualitative comparative analysis, we found several important conditions were more common among high productivity CHCs, including scheduling APCs and physicians for the same number of visits, parity in terms of any financial incentives, and formal education programs for new APCs during onboarding/transition to practice.

Development of Chinese preschoolers’ understanding of biological phenomena: Growth and aliveness

2000 ◽  
Vol 24 (1) ◽  
pp. 105-110 ◽  
Author(s):  
Liqi Zhu ◽  
Fuxi Fang
Keyword(s):  
Individual Differences ◽  
Formal Education ◽  
Age Group ◽  
Multiple Methods ◽  
Biological Phenomena ◽  
Classification Tasks ◽  
The Difference ◽  
Better Than

Chinese preschoolers’ understandings of the biological phenomena “growth” and “aliveness” were investigated. Seventy-two 4-, 5-, and 6-year-old subjects with equal numbers of boys and girls in each age group were selected from different socioeconomic backgrounds. The same children participated in the three experiments reported in this study so that both individual and intra-individual differences could be explored. Multiple methods, including picture-choice, retrieval, and classification tasks were used. The results show that 6-year-old children could distinguish living and nonliving things on both the growth and aliveness tasks, even when tested by different methods, whereas 4- and 5-year-olds’ performance varied across tasks and methods. Children whose parents had higher levels of formal education performed better than their counterparts, but the difference declined as age increased.

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