BUILD PEACE EDUCATION IN PRIMARY SCHOOLS IN THE CENTRAL HIGHLANDS OF PAPUA, INDONESIA

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Agustinus Hermino
Keyword(s):  
Learning Process ◽  
Government Policy ◽  
Child Protection ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Peace Education ◽  
School Curriculum ◽  
Peace Building ◽  
Social Empowerment ◽  
Local Leaders

The purpose of this research is to describe about: peace building and child protection mainstreaming at the primary schools. This case will be examined regarding developing school curriculum that integrates values and principal of local wisdom as part of daily teaching and learning process; social empowerment to develop peace building and child protection. The main goal is to raise awareness of local leaders about the importance of safe and peaceful environment for the child development and growth; and improvement of government policy to foster peace and child protection. The result is expected to improve the capacity and commitment of local government to support and promote peace and child protection through regional law

scholarly journals Factors affecting the implementation of information literacy education in Malaysian primary schools

2021 ◽  
Author(s):  
◽  
Saidatul Akmar Ismail
Keyword(s):  
Information Literacy ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Research Problem ◽  
School Curriculum ◽  
Literacy Education ◽  
Training System ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Social And Cultural Factors

<p>Information literacy (IL) is one of the 21st century survival skills. The concept of IL has spread widely, and IL programmes have appeared in many countries in formal settings such as schools and higher education institutions, workplaces, and community and continuing education programmes. Information literacy education (ILE) in Malaysia is officially integrated into the school curriculum. Though the Malaysian government claims that IL has been implemented in the country’s education system, anecdotal evidence suggests that the extent of ILE is uneven across schools.Thus, the goal of this qualitative study has been to identify the factors affecting the implementation of ILE in Malaysian primary schools and to explore how these factors are facilitating or hindering the process.  The first stage in the research was to develop a preliminary model based on three theories: Hall and Hord’s Concerns Based Adoption Model (CBAM), Chen’s Action Model and Fullan’s Theory of Educational Change. CBAM provided a guide to identify the stages of implementation and factors that could affect ILE implementation within schools. The other two theories were used to identify and understand potential factors internal and external to the school ecology. Also incorporated into the model were other factors identified from the literature, such as teachers’ lack of time and resources. The interpretive paradigm was chosen in order to produce deep insights into the research problem. To explore how ILE was being implemented and to identify factors that were facilitating or hindering its implementation, case studies were conducted involving four primary schools of different types in Malaysia. Documentary evidence was gathered and semi-structured interviews were conducted with staff in these schools and with key stakeholders in education administration.  Analysis of the transcripts of the interviews showed that the development and progress of ILE implementation is slower than might be expected. Hence, a range of factors hindering and facilitating ILE implementation have been identified. Most interviewees had positive attitudes towards ILE. They believed that ILE was important and had the potential to make teaching and learning activities more engaging and fun. The interviewees however also reported that there were problems in implementing ILE. These problems were associated with individual, organisational, social and cultural factors. It was also noted that there were different priorities accorded to ILE implementation in the case study schools. This was related to the different linguistic settings.  Findings from this study are significant to reorient the education and training system in the country so that students are able to develop the knowledge, skills and expertise essential to fully participate in today’s digital environment. Findings also provide insight into ILE implementation in different social and cultural contexts, so contribute new perspectives to existing, Western dominated theory.</p>

Peace Management and Enhanced Academic Performance of Tertiary Institutions in South-South Nigeria

2016 ◽  
Vol 1 (2) ◽  
pp. 121 ◽  
Author(s):  
Victor Obule Ebuara ◽  
Uduak Imo Ekpoh
Keyword(s):  
Academic Performance ◽  
Conflict Resolution ◽  
Peace Education ◽  
Academic Staff ◽  
School Curriculum ◽  
T Test ◽  
Peace Building ◽  
Tertiary Institutions ◽  
Analyze Data

This study was embarked upon with a view to examining the need for peace in the management of tertiaryinstitutions towards enhancing academic performance in south-south Nigeria. Three hypotheses and one researchquestion guided the study. One thousand, two hundred and nineteen (1219) academic and non-academic staff wereselected for the study. A 31 item researcher developed questionnaire was used to collect data from the sampled staffin their respective institutions. Population t-test and mean scores were used to analyze data collected. Findings showthat peace was advocated but there were serious inadequacies in the implementation and enforcement process ofpeace. Proposed peace was scarcely enforced to the detriment of academic performance. The manner and approachto existing peace management does not actually address the issue of peace building. Based on the findings,recommendations were made which included among others, that conflict resolution and peace education coursesshould be introduced in the school curriculum.

scholarly journals Multilingualism as Curriculum Policy in Cameroon Education System

2020 ◽  
pp. 26-35
Author(s):  
Yaro Loveline
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Basic Education ◽  
School Curriculum ◽  
Sustainable Growth ◽  
Indigenous Languages ◽  
National Language ◽  
Curriculum Policy ◽  
Secondary Sources ◽  
The Government

The concern on the effective inclusion of indigenous languages in the school curriculum has been central to educational discussions among scholars and stakeholders. It is true that language as a medium of communication is very vital for sustainable growth in any society. However, the level of implementation of the policy of multilingualism in classrooms in Cameroon poses so many pedagogical challenges. While the Government is collaborating with private agencies such as PROPELCA(Cameroon National Language Association) in introducing the teaching of national languages in primary schools,  and though the Government through the Ministry of Basic Education has also created an inspectorate in charge of the introduction of indigenous languages in Primary schools, there still exist some resistance from stakeholders to introduce the teaching of native languages in the curriculum of schools despite recommendations made in the 1995 education forum and the provision in article 4 section 5 of the 1998 Education Law. The study argues that, since the introduction of multilingualism as curriculum policy in Cameroon, its implementation is still at the pilot stage. Using the Historical analytic approach, data was collected from primary and secondary sources in establishing the level of use of the curriculum policy of multilingualism as a guide to teaching and learning in schools in Cameroon.

scholarly journals Epistemological and didactic aspects of elearning. The role of electronic models in teaching/learning

2018 ◽  
Vol 1 (1-2) ◽  
pp. 156-167
Author(s):  
Nicoleta Sămărescu
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Primary Schools ◽  
Teaching And Learning ◽  
New Technologies ◽  
Mathematical Thinking ◽  
The Usa ◽  
Scientific Practical ◽  
Teaching Learning ◽  
The Impact

The eLearning instruments that have been researched in the last few years represent a necessity for the Romanian primary school also within the development of the alternative learning sources. These cognitive instruments as D.H. Jonassen names them, are utilized in the USA and are researched in other countries, too (France) in order to be implemented. The aim of this article is to implement and to recommend the utilization of electronic models: text and image processing sheets, presentation sheets, spreadsheets in the teaching­learning process in primary school. According to this aim, the research hypothesis has been issued in keeping with which we anticipate to be able to offer a well thought training in the eLearning field by updating the teaching and learning process with the help of the implementation of a set of electronic models which will increase the intercepting coefficient, the motivation, stimulation, imagination and enthusiasm degree for the learning actors and will redefine the teacher-pupil relation. The main objectives which derive from the hypothesis of our study confine to establishing the impact of electronic models of the eLeaming Set that has been proposed to be implemented on the actors primary school in the teaching-learning process; rendering the teaching-learning process efficient by implementing cognitive models with electronic support; working out an operational guide that contains scientific-practical recommendations and lesson models that utilize PeL; enriching the mathematical thinking. The study sample covers a population that wishes to know, to participate in the implementing of the new technologies. The sample was composed as follows: 121 teachers in primary schools, most of them students of the University in Pite

scholarly journals Aplikasi Tematis Al-Qur'an Berbasis Web

2018 ◽  
Vol 2 (2) ◽  
pp. 139
Author(s):  
Arief Wisaksono ◽  
Anis Farihah ◽  
Novia Ariyanti
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Study Groups ◽  
School Curriculum ◽  
Teaching Material ◽  
Teaching Materials ◽  
Islamic School ◽  
Web Based ◽  
Main Method

In the elementary school curriculum know 2013 revision 2017 now the process of teaching and learning is based on themes, namely a teaching and learning process that has teaching materials related to the problem, and local needs that are used as themes or titles in the learning process in study groups. As a leading Islamic school SD Muhammadiyah 8 Tulangan Sidoarjo in every teaching and learning process teachers are required to always associate all teaching material with the Qur'an. The problem is that the support of open tools that can quickly find references to verses of the Qur'an related to a particular theme does not yet exist, so that the teaching and learning process becomes ineffective. To overcome this problem the author provides a program solution. This program will provide solutions that are expected to solve partner problems. The main method used is to use a tool in the form of a web-based thematic application, which is an application that can find references to Ayat Al-Qur'an related to a particular theme. In this application, users simply enter the theme to be discussed, the reference letters and verses and their meanings will appear. With this application, it is expected that teachers can quickly find references to each theme in each teaching material while making time efficiency.

scholarly journals Factors affecting the implementation of information literacy education in Malaysian primary schools

2021 ◽  
Author(s):  
◽  
Saidatul Akmar Ismail
Keyword(s):  
Information Literacy ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Research Problem ◽  
School Curriculum ◽  
Literacy Education ◽  
Training System ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Social And Cultural Factors

<p>Information literacy (IL) is one of the 21st century survival skills. The concept of IL has spread widely, and IL programmes have appeared in many countries in formal settings such as schools and higher education institutions, workplaces, and community and continuing education programmes. Information literacy education (ILE) in Malaysia is officially integrated into the school curriculum. Though the Malaysian government claims that IL has been implemented in the country’s education system, anecdotal evidence suggests that the extent of ILE is uneven across schools.Thus, the goal of this qualitative study has been to identify the factors affecting the implementation of ILE in Malaysian primary schools and to explore how these factors are facilitating or hindering the process.  The first stage in the research was to develop a preliminary model based on three theories: Hall and Hord’s Concerns Based Adoption Model (CBAM), Chen’s Action Model and Fullan’s Theory of Educational Change. CBAM provided a guide to identify the stages of implementation and factors that could affect ILE implementation within schools. The other two theories were used to identify and understand potential factors internal and external to the school ecology. Also incorporated into the model were other factors identified from the literature, such as teachers’ lack of time and resources. The interpretive paradigm was chosen in order to produce deep insights into the research problem. To explore how ILE was being implemented and to identify factors that were facilitating or hindering its implementation, case studies were conducted involving four primary schools of different types in Malaysia. Documentary evidence was gathered and semi-structured interviews were conducted with staff in these schools and with key stakeholders in education administration.  Analysis of the transcripts of the interviews showed that the development and progress of ILE implementation is slower than might be expected. Hence, a range of factors hindering and facilitating ILE implementation have been identified. Most interviewees had positive attitudes towards ILE. They believed that ILE was important and had the potential to make teaching and learning activities more engaging and fun. The interviewees however also reported that there were problems in implementing ILE. These problems were associated with individual, organisational, social and cultural factors. It was also noted that there were different priorities accorded to ILE implementation in the case study schools. This was related to the different linguistic settings.  Findings from this study are significant to reorient the education and training system in the country so that students are able to develop the knowledge, skills and expertise essential to fully participate in today’s digital environment. Findings also provide insight into ILE implementation in different social and cultural contexts, so contribute new perspectives to existing, Western dominated theory.</p>

scholarly journals Policy Formulation Of Violence In The Teaching Learning Process Reviewed From The Perspective Of Criminal Law

2021 ◽  
Vol 2 (2) ◽  
pp. 122-134
Author(s):  
Felisitas Novela Andrea Ardhinata
Keyword(s):  
Criminal Law ◽  
Learning Process ◽  
Child Protection ◽  
Teaching And Learning ◽  
Policy Formulation ◽  
Legal Norms ◽  
Normal Limits ◽  
Second Amendment ◽  
The Government ◽  
Teaching Learning

Abstract                                                                              Legal norms in the formulation of violence in the teaching and learning process from a criminal law perspective are contained in Law Number 35 of 2014 concerning Amendments to Law Number 23 of 2002 concerning Child Protection. The stipulation of Perpu Number 1 of 2016 concerning the Second Amendment to Law Number 23 of 2002. The formulation of the problems in this study are: 1) How is the policy of formulating criminal acts of violence in the teaching and learning process in the perspective of Indonesian criminal law? 2) How is the implementation of the formulation of violent crime policies in the teaching and learning process from the perspective of Indonesian criminal law? The author uses an empirical juridical approach, which is an approach that is carried out by studying the law in fact in the form of attitudes, judgments, behaviors, which are related to the problems being studied and which are carried out by conducting research in the field. Based on the research results, it can be concluded that: 1) The government welcomes this by issuing Law Number 17 of 2016 concerning Stipulation of Government Regulations in Lieu of Law Number 1 of 2016 concerning the Second Amendment to Law Number 23 of 2002 concerning Child Protection. Constitution. 2) The implementation of the formulation of violence in teaching and learning is still not optimal. One of the problems is that if schools and teachers are less assertive, students are free so they don't heed existing norms and regulations. For example, students will appear arbitrarily like thugs, free to skip school without harsh penalties, be free to commit delinquency beyond normal limits, underestimate teachers, and so on. Keywords: Policy, Violence, Teaching and Learning

scholarly journals Prototyping and Usability Evaluation of Road Safety Education Courseware for Primary Schools in Malaysia

2021 ◽  
Vol 15 (06) ◽  
pp. 32
Author(s):  
Abdul Nasir Zulkifli ◽  
Nur Fadziana Faisal Mohamed ◽  
Mustafa Moosa Qasim ◽  
Nur Afiqah Abu Bakar
Keyword(s):  
Road Safety ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Information Quality ◽  
School Curriculum ◽  
Usability Evaluation ◽  
Safety Education ◽  
Learning Tool ◽  
Knowledge And Skills ◽  
The Rose

<p>The increasing number of road accidents and deaths among children in Malaysia is a concern. One of the main causes stems from lack of knowledge and skills in dealing with the complexity and condition of the road system. Recognizing the significance of road safety among students, road safety education has been introduced to primary schoolsby the Ministry of Education in 2008. Initially it was blended into the Malay language subject with the goal to equip the children withthe knowledge and skills about road safety.However, road safety teaching and learning still uses the conventional methods without the use of specialized tools. This paper introduces ROSE courseware, a specialized learning tool developed to meet the needs of the Malaysian primary school curriculum for road safety education. Its learning environment is a blend of virtual reality, augmented reality and interactive multimedia, which enables children to understand and acquire skills related to road safety through interactive, real-time and immersive learning tool. In order to receive the children’s feedbacks pertaining to their experience in interacting with the ROSE courseware, a usability evaluation was conducted. The results show that the children strongly agreed on the usefulness, information quality and interface quality of the ROSE courseware.<strong></strong></p>

scholarly journals Peace Education and Child Protection in Educational Settings for Elementary School in the West Papua of Indonesia

2017 ◽  
Vol 13 (8) ◽  
pp. 20
Author(s):  
Agustinus Hermino
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Child Protection ◽  
Peace Education ◽  
School Principal ◽  
Situational Factors ◽  
Peace Building ◽  
Educational Settings ◽  
Teacher Student

This qualitative research has purpose in order to get deep meaning of peace education and child protection in the Papua island, Indonesia, relate with (1) how children at risk at home or in the community; (2)how situational factors affecting child protection in schools relate with bullying (physical, verbal and psychological abuse) by staff and peers; (3) how peace building and child protection policy for educational settings in the elementary school. Location of the research was in two districts, such as: Teluk Bintuni and Fakfak.The result of this research indicate that peace building and child protection canbe intepreted based on: (1) strong education in the family; (2) the importance of attention to the socially outside of school; (3) atmosphere environment in school; (4) strengthen of friendship peers in the school; (5) atmosphere in the classroom; (6) methods of theaching by teacher; (7) strengthen the role of teaches as educator; (8) strengthen relationship teacher-student-parent; (9) exempary habituation; (10) implementation of curriculum-based character in the teaching learning process; (11) strengthen of character education; (12) strengthen the role of school principal.

scholarly journals Teaching Strategies and the Holistic Acquisition of Knowledge of the Visual Arts

2018 ◽  
pp. 1 ◽  
Author(s):  
Eda Birsa
Keyword(s):  
Visual Arts ◽  
Teaching Strategies ◽  
Learning Process ◽  
Primary Schools ◽  
Teaching Strategy ◽  
Rapid Development ◽  
School Curriculum ◽  
Curricular Integration ◽  
Single Class ◽  
Fifth Grade Students

Due to the rapid development and advancement within various fields, the scope of knowledge is expanding at a staggering pace. In modern education, experts and teachers makes efforts to eliminate fragmentation of the school curriculum and to modernize the manner of teaching thus optimizing the learning process. In planning art lessons, teachers must adopt an appropriate teaching strategy that enables students to acquire knowledge efficiently and holistically, encouraging the creative solving of art tasks. The present article presents some conclusions of experimental research undertaken to determine the effects of the implementation of a teaching process involving cross-curricular integration. The study involved 274 fifth-grade students and 14 single-class teachers from seven selected Slovenian primary schools. It was found that teachers achieved better learning outcomes by using teaching strategies with cross-curricular integration in sculpting tasks as part of the learning process in art education. The proposed guidelines for teaching art concepts will help teachers to overcome specific obstacles in planning activities for the visual arts learning process, while students will benefit from an increased connection between subjects and integrated knowledge of the visual arts.

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