scholarly journals PERANAN PENTING SEJARAH LOKAL DALAM KURIKULUM DI SEKOLAH MENENGAH ATAS

2017 ◽  
Vol 4 (1) ◽  
pp. 53
Author(s):  
Yeni Wijayanti
Keyword(s):  
National Curriculum ◽  
Integrated Approach ◽  
Local History ◽  
Local Content ◽  
History Curriculum ◽  
Starting Point ◽  
Upper Secondary ◽  
Whole Person ◽  
The Government ◽  
Upper Secondary Schools

ABSTRAKKurikulum pendidikan sejarah dapat dikembangkan dengan memanfaatkan muatan lokal, dalam hal ini sejarah lokal. Muatan lokal dalam kurikulum pendidikan sejarah sangat penting apalagi jika mengingat kurikulum mempunyai fungsi pengintegrasian yaitu bahwa kurikulum berfungsi mendidik pribadi-pribadi yang terintegrasi dengan masyarakat. Pemerintah melalui kebijakannya secara serentak menerapkan kurikulum nasional (Kurikulum 2013) sebagai program yang terencana dalam membentuk manusia Indonesia yang bermartabat.Penelitian ini dilakukan di Kabupaten Ciamis. Tujuan penulisan ini diharapkan mampu memberikan sumbangan pemikiran terhadap pengembangan ilmu kependidikan terutama yang berkaitan dengan kurikulum sejarah lokal. Pengembangan kurikulum pendidikan dilakukan dengan menggunakan pendekatan. Pendekatan integratif atau pendekatan terpadu dalam mengembangkan kurikulum bertitik tolak dari suatu keseluruhan atau kesatuan yang bermakna dan terstruktur. Dalam hal ini, pendidikan anak adalah pendidikan yang menyeluruh. Oleh karena itu, kurikulum harus disusun sedemikian rupa sehingga mampu mengembangkan pribadi yang utuh. Mata pelajaran hanyalah sebagian kecil faktor yang mempengaruhi perkembangan anak, karena ada komponen lain yaitu bangunan, fasilitas, orang di sekitar, gambar, dan sebagainya. Disinilah pentingnya sejarah lokal dimasukkan ke dalam kurikulum pendidikan. Akan tetapi, muatan lokal (sejarah lokal) khususnya di sekolah-sekolah menengah atas di Kabupaten Ciamis masih belum menjadi sebuah mata pelajaran tersendiri.Kata Kunci: Peranan, Sejarah Lokal, KurikulumABSTRACTHistory education curriculum can be developed by making use of local content, in this case the local history. Local content in the curriculum of history education is very important especially when considering the integration of the curriculum has the function of which is that the curriculum serves to educate individuals who are integrated with the community. The government through its policies simultaneously implement the national curriculum (Curriculum 2013) as a planned program in a dignified Indonesian human form.This research was conducted in the district of Ciamis. The purpose of this paper is expected to contribute ideas towards the development of science education, especially relating to local history curriculum.Curriculum development is done using the approach. The integrated approach or an integrated approach in developing the curriculum starting point of a whole or unity meaningful and structured. In this case, the education of children is a well-rounded education. Therefore, the curriculum should be structured such that it is able to develop the whole person. Subjects only a small part factors that affect child development, because there are other components, namely buildings, facilities, people around, images, and so forth. This is where the importance of local history incorporated into the educational curriculum. However, local content (local history), especially in upper secondary schools in Ciamis still not become a separate subject.Keywords: Role, Local History, Curriculum

scholarly journals Scientific identity and inquiry-based teaching amongst Secondary School adolescents

2017 ◽  
Vol 7 (2) ◽  
pp. 72-84
Author(s):  
Nik Azmah Nik Yusuf ◽  
Norazilawati Abdullah ◽  
Noraini Mohamed Noh
Keyword(s):  
Pearson Correlation ◽  
Inquiry Learning ◽  
Strong Relationship ◽  
Science Careers ◽  
School Students ◽  
Correlational Research ◽  
Upper Secondary ◽  
The Government ◽  
Scientific Identity ◽  
Upper Secondary Schools

Like other countries, Malaysia is concern about the students’ engagement with science in upper secondary schools and the numbers pursuing the further study of science as their careers, thus this research was carried out to demonstrate relationships between the five constructs: pupils’ interest and attitude, inquiry learning, science activities outside school hours, aspirations to engage in science careers, and representation of science and scientists. Using a correlational research design, a set of Science Interest Instrument by Dillon et al., (2008) was adapted and translated to Malay Language and administered to a total of 938, 13-year-old and 14-year-old school students. The data collected were analyzed descriptively in terms of percentage, and inferentially using Pearson Correlation. The results indicated that there was a large positive correlation between interest and attitude towards science and inquiry learning. Also a strong relationship between high interest and attitude towards science, and aspiration of students to become scientists or taking up science jobs. The young students also had favourable representation of science and scientist. The result of this study was discussed in relations to students’ science identity, and the government and parents could nurture this aspect of identity in adolescents.

scholarly journals Making the Unsustainable Sustainable: How Swedish Secondary School Teachers Deal with Sustainable Development in Their Teaching

2020 ◽  
Vol 12 (19) ◽  
pp. 8271
Author(s):  
Per Gyberg ◽  
Jonas Anshelm ◽  
Jonas Hallström
Keyword(s):  
Sustainable Development ◽  
Secondary School Teachers ◽  
School Curriculum ◽  
Individual Responsibility ◽  
Sustainable Society ◽  
Long Run ◽  
Starting Point ◽  
Upper Secondary ◽  
Group Interviews ◽  
Upper Secondary Schools

The aim of this article is to investigate how Swedish teachers manage the uncertainty and complexity associated with sustainable development (SD) as a field of knowledge, in relation to the requirements in the school curriculum. Underlying the whole concept of sustainable development is the vision that there is a possible solution to the ecological, economic and social problems created by humans. However, it is not so clear what this solution actually means in practice. The article builds on an analysis of transcribed individual and group interviews with 40 teachers at Swedish lower and upper secondary schools, related to the topic of sustainable development as a field of knowledge. A thematic analysis was carried out by identifying four broad themes, including dominating discourses. The results indicate that there is a lack of vision among the teachers for a future sustainable society, while at the same time, it seems to be taboo to talk about what an unsustainable society might mean in the long run. Presentations of the problems and knowledge of what causes them must always be combined with instructions on how problems can be solved and how pupils can influence their own future and help create sustainable development. The starting point for such a solution-oriented approach to SD is based on an assumption that individual behaviour is essential to achieving sustainable development and thus that individual responsibility is crucial. This focus leads to individual consumer choices, behaviours and lifestyles at the heart of teaching, while progressive, alternative visions and critical perspectives are downplayed.

scholarly journals Anthroposophic Medicine: A Short Monograph and Narrative Review—Foundations, Essential Characteristics, Scientific Basis, Safety, Effectiveness and Misconceptions

2020 ◽  
Vol 9 ◽  
pp. 216495612097363
Author(s):  
Ricardo R Bartelme
Keyword(s):  
Narrative Review ◽  
Anthroposophic Medicine ◽  
Potential Contribution ◽  
Human Beings ◽  
Holistic View ◽  
Medline Search ◽  
Starting Point ◽  
Whole Person ◽  
Scientific Status ◽  
Safety Effectiveness

Introduction Anthroposophic medicine is a form of integrative medicine that originated in Europe but is not well known in the US. It is comprehensive and heterogenous in scope and remains provocative and controversial in many academic circles. Assessment of the nature and potential contribution of anthroposophic medicine to whole person care and global health seems appropriate. Methods Because of the heterogenous and multifaceted character of anthroposophic medicine, a narrative review format was chosen. A Health Technology Assessment of anthroposophic medicine in 2006 was reviewed and used as a starting point. A Medline search from 2006 to July 2020 was performed using various search terms and restricted to English. Books, articles, reviews and websites were assessed for clinical relevance and interest to the general reader. Abstracts of German language articles were reviewed when available. Reference lists of articles and the author’s personal references were also consulted. Results The literature on anthroposophic medicine is vast, providing new ways of thinking, a holistic view of the world, and many integrating concepts useful in medicine. In the last ∼20 years there has been a growing research base and implementation of many anthroposophical concepts in the integrated care of patients. Books and articles relevant to describing the foundations, scientific status, safety, effectiveness and criticisms of anthroposophic medicine are discussed. Discussion An objective and comprehensive analysis of anthroposophic medicine finds it provocative, stimulating and potentially fruitful as an integrative system for whole person care, including under-recognized life processes and psychospiritual aspects of human beings. It has a legitimate, new type of scientific status as well as documented safety and effectiveness in some areas of its multimodal approach. Criticisms and controversies of anthroposophic medicine are often a result of lack of familiarity with its methods and approach and/or come from historically fixed ideas of what constitutes legitimate science.

scholarly journals Prevalence of exhaustion symptoms and associations with school level, length of work experience and gender: a nationwide cross-sectional study of Swedish principals

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Roger Persson ◽  
Ulf Leo ◽  
Inger Arvidsson ◽  
Carita Håkansson ◽  
Kerstin Nilsson ◽  
...  
Keyword(s):  
Adult Education ◽  
Work Experience ◽  
School Level ◽  
Prevalence Rates ◽  
Cross Sectional ◽  
Upper Secondary ◽  
And Gender ◽  
Compulsory Schools ◽  
Upper Secondary Schools ◽  
Exhaustion Disorder

Abstract Background While poor mental health and psychiatric disorders attributed to stressful work conditions are a public health concern in many countries, the health consequences of the occupational stress experienced by school principals is an understudied issue. Although current data is lacking, some research suggests that principals have a stressful work situation that eventually may lead to burnout and exhaustion disorder, thus negatively affecting the ability of principals to function as leaders. To gauge the situation in Sweden, and as a basis for future preventive actions, we examined to what extent principals displayed signs of exhaustion and whether the prevalence rates of exhaustion differed across school levels, length of work experience as a principal, and gender. Methods Principals (N = 2219; mean age 49 years [SD 7 years]; 78% women) working at least 50% in pre-schools, compulsory schools, upper secondary schools or adult education completed a cross-sectional web survey entailing two validated inventories: The Karolinska Exhaustion Disorder Scale (KEDS) and the Lund University Checklist for Incipient Exhaustion (LUCIE). Data was analysed using traditional non-parametric methods. Gender stratification achieved covariate balance when analysing school level and length of work experience. Results Altogether, 29.0% of the principals met the exhaustion criteria in KEDS. The prevalence rates for the four LUCIE-steps of increasing signs of exhaustion were: no signs of stress, 48.8%; weak signs of stress, 25.6%; clear signs of stress but no exhaustion, 15.4%; possible exhaustion disorder, 10.2%. Compared with male principals, female principals reported more signs of possible exhaustion disorder in both LUCIE and KEDS. School level was not associated with reports of exhaustion symptoms in neither LUCIE nor KEDS. Among male principals, length of work experience was associated with exhaustion symptoms in KEDS. Conclusions A large group of Swedish principals working in pre-schools, compulsory schools, upper secondary schools or adult education displayed a symptomatology of signs of exhaustion that if sustained might lead to poor health. This observation suggests that education authorities, or other relevant stakeholders, ought to take some form of preventive action. However, effective combinations of individual, group, organisational, and/or societal preventive activities remain to be identified and tested.

scholarly journals Religiosity as a factor protecting against problem behaviour in adolescence

2015 ◽  
Vol 21 (1-2) ◽  
pp. 63-89
Author(s):  
Iwona Niewiadomska ◽  
Rafał P. Bartczuk ◽  
Joanna Chwaszcz ◽  
Stanisław Fel ◽  
Weronika Augustynowicz ◽  
...  
Keyword(s):  
Problem Behaviour ◽  
Problem Behaviours ◽  
Upper Secondary ◽  
The Impact ◽  
The Relationship ◽  
Moderating Role ◽  
Upper Secondary Schools ◽  
Conceptual Work ◽  
Different Levels

Abstract This article explores the question, to what degree religiosity contributes, as a protecting factor against a broad category of socially deviant adolescent and youth behaviours. It also tests the hypothesis that gender plays a moderating role in the relationship between religiosity and problem behaviour. It employs a modified version of the Problem Behaviour Syndrome Measure (PBSM), in concert with Jessor and Jessor’s conceptual work. It also makes use of the Duke Religion Index (DUREL) to assess religiosity. The empirical study deals with a representative group of 960 students of upper-secondary schools in the Lubelskie province, Poland. The results were analyzed using canonical analysis and ANOVA. The achievements of the article are twofold. First, it identifies significant correlations between the different levels of religiosity among youth, and the occurrence and intensification of problem behaviours, particularly in regard to organized activity. Organized and intrinsic religiosity play principal protective roles, while the impact of personal religious practices is less significant. Secondly, while analyzing the moderating role of gender in the relationship between religiosity and the intensity of problem behaviour, it was found that gender does not have a significant interactive impact. An affirmative conclusion was confirmed in only two instances.

Toward a transdisciplinary integration of research purposes and methods for complex dynamic systems theory: beyond the quantitative–qualitative divide

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Phil Hiver ◽  
Ali H. Al-Hoorie ◽  
Diane Larsen-Freeman
Keyword(s):  
Systems Theory ◽  
Dynamic Systems ◽  
Applied Linguistics ◽  
Integrated Approach ◽  
Dynamic Systems Theory ◽  
Complex Dynamic ◽  
Transdisciplinary Approach ◽  
Complex Dynamic Systems ◽  
Human And Social Sciences ◽  
Starting Point

Abstract Complexity theory/dynamic systems theory has challenged conventional approaches to applied linguistics research by encouraging researchers to adopt a pragmatic transdisciplinary approach that is less paradigmatic and more problem-oriented in nature. Its proponents have argued that the starting point in research design should not be the quantitative–qualitative distinction, or even mixed methods, but the distinction between individual versus group-based designs (i.e., idiographic versus nomothetic). Taking insights from transdisciplinary complexity research in other human and social sciences, we propose an integrative transdisciplinary framework that unites these different perspectives (quantitative–qualitative, individual–group based) from the starting point of exploratory–falsificatory aims. We discuss the implications of this transdisciplinary approach to applied linguistics research and illustrate how such an integrated approach might be implemented in the field.

A quantitative investigation of the effects of new generation vs traditional upper secondary schools in Cambodia through the lens of STEM transfer model

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sovansophal Kao
Keyword(s):  
Secondary Schools ◽  
Attitudes Toward Science ◽  
Content Type ◽  
Math Teachers ◽  
Upper Secondary ◽  
New Form ◽  
K 12 ◽  
New Generation ◽  
Upper Secondary Schools ◽  
Practical Implications

PurposeThis study aimed to examine the effects of Cambodia's New Generation Schools (NGS), as compared to their traditional counterparts, in enhancing the seven constructs: (1) science and math achievement, (2) science and math self-efficacy, (3) science and math outcome expectations, (4) attitudes toward science, (5) interactive science and math lessons, (6) support from science and math teachers and (7) encouragement and support in science from family.Design/methodology/approachThe two observations data was collected using self-rated questionnaire from 301 11th graders from five upper secondary schools located in three provinces of Cambodia. Independent sample t-test, Analysis of Covariance (ANCOVA) and dependent sample t-test were used to analyze the repeated measures data.FindingsThe study revealed that students from the NGS exhibited statistically higher scores for most constructs, especially for attitudes toward science. However, when controlling for the differences in the first observation data, the significant effects of the three constructs have been neutralized. Moreover, though there was an increase in science activities outside school, there was a negative trajectory in the other two sub-constructs of attitudes toward science and support from science and math teachers, both in NGS and traditional schools.Practical implicationsThese findings point some practical implications for enhancing the effectiveness of the two school types and further research.Originality/valueThere is heavy investment in new form of schools across the world to enhance students' learning and academic achievement in science and math in K-12 and to promote their interest in STEM in higher education. However, there is little document on the effectiveness of this new form of school, particularly in the Cambodian context.

Pakistan’s Education Reform Test

2021 ◽  
Vol 120 (825) ◽  
pp. 133-139
Author(s):  
Faisal Bari
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Education Reform ◽  
Linguistic Diversity ◽  
National Curriculum ◽  
Compulsory Education ◽  
Poor Quality ◽  
The Government ◽  
Provincial Autonomy

The Pakistani Constitution promises “free and compulsory” education for all, but 20 million children are not in school. Many who are enrolled receive poor-quality education: surveys show Pakistani students ranking among the lowest achievers in the world. This has led families in all but the lowest income groups to seek private alternatives for their children, weakening the constituency for improved public schools. Under Prime Minister Imran Khan, the government has pushed for a Single National Curriculum. Critics contend that it will not address lack of access or the poor quality of education, but that it could lead to restrictions on school choice, provincial autonomy, and linguistic diversity, while imposing a narrow vision of national identity.

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