scholarly journals Uwalnianie lektury

2018 ◽  
pp. 9-22
Author(s):  
Dariusz Szczukowski
Keyword(s):  
School Curriculum ◽  
Symbolic Violence ◽  
Public Issue ◽  
Institutional Pressure ◽  
Teachers And Students ◽  
Reading Assignment ◽  
Postmodern Thinking

In my article I analyse the contradictions between the institutional assumptions at school and the postmodern thinking about didactics. I quote the book entitled In defence of the school. A public issue by Jan Masschelein, Maarten Simons and make an attempt to reflect upon the reading assignment as the time which is free from institutional pressure. I analyse the school curriculum by pointing out the contradictions of its entries and the symbolic violence it includes both towards teachers and students.

scholarly journals DESIGNING PISA-LIKE MATHEMATICS TASK USING A COVID-19 CONTEXT (PISACOMAT)

2021 ◽  
Vol 12 (2) ◽  
pp. 349-364
Author(s):  
Duano Sapta Nusantara ◽  
Zulkardi Zulkardi ◽  
Ratu Ilma Indra Putri
Keyword(s):  
Formative Evaluation ◽  
Design Research ◽  
School Curriculum ◽  
Competency Assessment ◽  
Learning Platform ◽  
Mathematics Skills ◽  
Mathematics Literacy ◽  
Teachers And Students ◽  
Different Levels ◽  
Core Framework

New changes to the school curriculum by enacting a minimum competency assessment (MCA) with PISA criteria in 2021 have led to confusion over the form of MCA questions among teachers and students due to limited learning resources at schools. This study aimed to produce valid and practical PISA COVID-19 mathematics tasks (PISAComat) potentially affecting mathematics literacy. This study involved 27 secondary-level students aged 15 years old with different levels of mathematics skills. Design research in the form of development studies was chosen as the core framework of this research assisted with the online learning platform. Data were analyzed descriptively through observations, tests, interviews, and document reviews. A set of PISAComat on quantity and change & relationship at the level of reasoning was gained after a formative evaluation. The formative process was conducted through zoom meetings and intensive communication at WhatsApp Group (WAG) to produce valid and practical PISAComat. After being tested in the classroom, the resulting PISAComat had been potentially effective in promoting students' mathematics literacy and life skills during the COVID-19 pandemic.

scholarly journals Teachers’ And Students’ Attitudes Towards Integrating Environmental Education in the Secondary School Curriculum for Managing Environmental Degradation in Machakos Sub County, Kenya

2018 ◽  
Vol 6 (09) ◽  
Author(s):  
Timothy Mandila Chikati
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Environmental Degradation ◽  
Environmental Attitudes ◽  
Action Plan ◽  
School Curriculum ◽  
Teachers And Students ◽  
Secondary School Curriculum ◽  
Students Attitudes

This study investigated implementation of integrated environmental education in the secondary school curriculum for managing environmental degradation in Machakos Sub-County. The study was thus informed by Fullan’s theory of educational change (2007). The theory views the implementation of IEE programme through lenses of four independent variables identified as need; clarity; complexity; quality and practicality on the one hand and teachers’ and students’ levels of environmental awareness, knowledge, skills, attitudes and participation as dependent variables on the other hand. These variables network with local factors and external factors as intervening variables to determine the IEE implementation process. The study employed cross-section survey design under the quantitative approach. Probability sampling designs were used to select participants for the study. The target population of this study was public secondary schools, teachers and form 4 students from Machakos Sub-County. Stratified and simple random sampling techniques were employed in sampling secondary schools, teachers and students.  Questionnaires were used for data collection. Quantitative data were analysed using simple descriptive statistics. Overall study findings demonstrated that both teachers’ and students’ attitudes towards integrated environmental education in the secondary school curriculum were fairly positive though not adequate enough for effective implementation of IEE in the school curriculum hence, the unyielding environmental degradation in Machakos Sub-County. The study recommended that The Ministry of Education and the relevant urgencies such as KICD, DQAS and KNEC work jointly with school managers to draw an action plan to reinforce and intensify teachers’ and students’ levels of environmental attitudes through pre-service and in-service training, workshops and seminars on contemporary environmental issues. It is also recommended that studies are undertaken to understand those impediments that impede change in teachers’ and students’ environmental attitudes so that useful and practical interventions can be identified.

scholarly journals Transformasi Pondok Pesantren dalam Menanggulangi Radikalisme Agama Pada Pondok Pesantren Daerah Penyangga Ibu Kota Jakarta

2018 ◽  
Vol 14 (1) ◽  
pp. 1
Author(s):  
Mundzier Suparta ◽  
Suhada Suhada ◽  
Taufik Abdillah Syukur
Keyword(s):  
Adult Students ◽  
Teaching Methods ◽  
Boarding School ◽  
Boarding Schools ◽  
School Curriculum ◽  
Capital City ◽  
Unit Of Analysis ◽  
Group Cooperation ◽  
Teachers And Students ◽  
Religious Radicalism

This article is about the transformation of Islamic boarding schools in tackling religious radicalism in Islamic boarding schools in the capital city of Jakarta. This article uses descriptive methods to obtain the whole picture of the problems found in the field. The unit of analysis used is The Leader or Pak Kyai, Teachers and Students, Santri. The findings in this article are: First, Transforming the purpose of Islamic boarding schools in overcoming religious radicalism in Islamic boarding schools in the capital city of Jakarta by trying to create and develop Muslim personalities who believe and worship unto Allah, good behavior & character and being useful for society. Islamic boarding schools guide students to become adult students, act and think critically and responsibly, also foster an attitude of mutual respect and appreciate for distinctive cultural, customs, race and every other person’s abilities. Second, the transformation of the Islamic boarding school curriculum in overcoming religious radicalism in Islamic boarding schools in the capital city of Jakarta by using a curriculum that teaches the science of comparative Mazhab, so not to give the impression of exclusivity from other thoughts. Third, Transformation of teaching methods in Islamic ~ HIKMAH, Vol. XIV, No. 1, 2018 boarding schools to overcoming religious radicalism in Islamic boarding schools in Jakarta’s capital city by increasing the use of cooperative learning or teaching methods designed to educate group cooperation. Besides being developed to achieve academic learning achievements, the method is also effective in developing social skills and encourages respect for the opinions of others so that it becomes a way to overcome religious radicalism towards Santri. Keywords: Islamic Boarding School, Religius Radicalism Artikel ini mengenai transformasi pondok pesantren dalam menanggulangi radikalisme agama pada pondok pesantren daerah penyangga ibu kota Jakarta. Artikel ini menggunakan metode deskriptif untuk memperoleh gambaran secara keseluruhan permasalahan yang ditemukan di lapangan. Unit analisis yang digunakan adalah Pengasuh atau Kyai Pondok Pesantren, Guru dan Santri. Temuan dalam artikel ini adalah: Pertama, Transformasi tujuan pondok pesantren dalam menganggulangi radikalisme agama di pondok pesantren daerah penyangga ibu kota Jakarta yaitu dengan berusaha untuk menciptakan dan mengembangkan kepribadian muslim yang beriman dan bertaqwa kepada Allah Swt, berakhlak mulia dan bermanfaat bagi masyarakat. Pesantren membimbing santri agar menjadi santri dewasa, bertindak dan berpikir secara kritis dan bertanggung jawab, juga menumbuhkan sikap saling menghargai dan menghormati setiap perbedaan budaya, adat istiadat, ras dan setiap kemampuan orang lain. Kedua, Transformasi kurikulum pondok pesantren dalam menganggulangi radikalisme agama di pondok pesantren daerah penyangga ibu kota Jakarta dengan memasukkan kurikulum yang mengajarkan kepada ilmu perbandingan mazhab, sehingga tidak memberi kesan eksklusifisme dari pemikiran lain. Ketiga, Transformasi metode pengajaran pondok pesantren dalam menganggulangi radikalisme agama di pondok pesantren daerah penyangga ibu kota Jakarta dengan memperbanyak penggunaan pembelajaran kooperatif atau metode pengajaran yang dirancang untuk mendidik kerja sama kelompok. Di samping dikembangkan untuk mencapai prestasi hasil belajar akademik, metode itu juga efektif untuk mengembangkan keterampilan sosial serta mendorong untuk menghormati pendapat orang lain sehingga menjadi cara untuk menanggulangi radikalisme agama pada santri. Kata Kunci: Pondok Pesantren, Radikalisme Agama

scholarly journals Memperkuat Islam Moderat Melalui Metode Pembelajaran Demokrasi di Madrasah Ibtidaiyah

2021 ◽  
Vol 20 (2) ◽  
pp. 181-194
Author(s):  
Roihan Imamul M ◽  
Ujon Sujono ◽  
Yuri A Fathallah
Keyword(s):  
Learning Styles ◽  
Social Life ◽  
School Curriculum ◽  
School Level ◽  
Literature Study ◽  
Remote Communication ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teachers And Students ◽  
Democratic Learning

This paper aims to promote the implementation of the concept of strengthening moderate Islam through democratic learning in Islamic elementary schools. The ease of internet access and remote communication, as the effect of globalization in the field of technology, can be used to gain any information needed, including the Islamic knowledge that can be freely learned without teachers. A literature study was employed to describe the data related to the internalization of moderate Islam and democratic learning. The findings demonstrate that moderate Islam (tawasuth) is a life principle that upholds justice in social life. The values of moderate Islam can be internalized in the school curriculum as a reinforcement starting from the elementary school level through implementing democratic learning. This application can be carried out through various methods such as discussion, question and answer, group work, and simulation. The implementation of democratic learning encourages communicative relationships between teachers and students, fosters friendship, and enhances the value of ‘ukhuwah’ (good relations). Furthermore, these methods emphasize student-centered learning. This study also illustrates that democratic learning provides a wide array of opportunities for students to creatively and critically express their ideas and thoughts in their own learning styles.

scholarly journals PENANAMAN PENDIDIKAN KARAKTER PEDULI LINGKUNGAN DI SEKOLAH DASAR

2021 ◽  
Vol 15 (1) ◽  
pp. 98
Author(s):  
Arifin Muslim ◽  
Novica Dimar Azizah ◽  
Supriatna Supriatna
Keyword(s):  
Character Education ◽  
School Environment ◽  
School Curriculum ◽  
School Principal ◽  
Environmental Care ◽  
Teachers And Students ◽  
Data Validity ◽  
Using Data ◽  
Time Issue

This research was conducted based on the indicators of character education on environmental care which aimed to find out and analyze the school curriculum, the applying process of character education during learning in the class, the implementation, supporting factors, and hampering factors in implementing character education on environmental care. This was a descriptive qualitative research which focused on the indicators that must be achieved by the school and students. The main sources of this research were the school principal, the teachers and students of second and fifth grades. The data were collected using observation, interview, and documentation with the researcher himself as the instrument. The data were then analyzed using data reduction, data display, and conclusion. The data validity in this research used triangulation technique which was  source  triangulation.  The  results  showed  that  the  implementation  of character education on environmental care was done based on the school curriculum in regular activities, spontaneous activity, exemplary, and conditioning; the applying process of character education during learning in the class and at school;  the  implementation  of character education  could  be  seen  from  eight indicators which had been achieved by the school, six indicators which had been done by low and high-class students. The supporting factors were also found at school in the form of infrastructure and the role of school environment. However, there were also hampering factors such as time issue which caused less maximal implementation and the lack of giving reward to the students who had cared with environment.

scholarly journals Aplikasi Media Pembelajaran Operasi Hitung Perkalian dan Pembagian Berbasis Android

Repositor ◽  
2020 ◽  
Vol 2 (2) ◽  
pp. 225
Author(s):  
Mairissa Anggraini ◽  
Gita Indah Marthasari ◽  
Lailatul Husniah
Keyword(s):  
Primary School ◽  
Usability Testing ◽  
School Curriculum ◽  
Daily Activities ◽  
Important Thing ◽  
System Usability Scale ◽  
System Usability ◽  
Teachers And Students ◽  
Grade 3 ◽  
Learning Interest

Abstrak Semakin banyaknya teknologi yang berkembang pada saat ini menjadi suatu hal yang penting karena dapat membantu dalam mengerjakan kegiatan sehari-hari seperti pada aplikasi yang dibangun ini bertujuan untuk meningkatkan minat belajar para siswa. Berdasarkan analisis yang dilakukan kepada guru pengajar dan siswa sekolah dasar kelas 3, kebanyakan guru pengajar masih menggunakan media gambar, biji-bijian dan lain sebagainya untuk mempraktek kan perhitungan perkalian dan pembagian. Matematika memang dianggap pelajaran yang sulit bagi kalangan siswa, maka dari itu dibuat aplikasi berbasis android untuk membuat siswa mudah memahami pelajaran sesuai dengan kurikulum disekolah. Sehingga siswa dapat menjadi aktif dalam belajar agar mereka tidak jenuh dengan pelajaran yang monoton yang tentunya akan menjadi pengaruh terhadap pencapaian hasil pembelajaran yang lebih optimal.Berdasarkan hasil evaluasi aplikasi yang telah dibuat dilakukan pengujiaan tes kegunaan dengan menggunakan metode system usability scale (SUS) yang dapat memberikan hasil berdasarkan perolehan sampel dengan cara kuisioner. Perhitungan system usability scale (SUS) didapat dengan cara mencari nilai rata-rata dari seluruh responden. Hal ini yang menjadi informasi layak atau tidaknya aplikasi yang dibangun. Nilai yang didapat untuk aplikasi ini yaitu 75, 4 sehingga dapat dikatakan bahwa aplikasi ini telah berjalan dengan baik. Selain itu juga dilakukan kuisioner dengan jumlah responden sebanyak 34 siswa, dari hasil kuisioner tersebut didapatkan bahwa aplikasi ini dapat membantu mereka untuk belajar perkalian dan pembagian. AbstractThe growing number of technology that developed at this time becomes an important thing because it can assist in daily activities such as this built application to increase students learning interest. Based on the analysis that has done to teachers and students of grade 3 primary school, a lot a teachers still use some medias of teach, such as picture of thing, grains and etc to practice the multiplication and division. Mathematics is difficult lesson for some students, therefore made an android based application to make students easy to understand the lesson according to the school curriculum. In order to they are not saturated with monotonous lessons which will certainly be an influence on the results of learning to be more optimal.Based on the evaluation results of application which has built, there was usability testing to evaluate that using system usability scale (SUS) method which can give results based on value by way of questionnaire. The calculation of system usability scale (SUS) is obtained by finding the average of all respondents. This result of it to be information worthy or not the application. The value obtained for this application is 75, 4 so it can be said the application has been running well. In addition, a questionnaire was also conducted with the number of respondents as many as 34 students, from the results of the questionnaire obtained this application can help them to learn multiplication and split.

Perceptions of Evidence-Based Decision-Making Among Full-Time Teachers and Senior Undergraduates in Public Health: A Nationwide Survey in Taiwan

2020 ◽  
Vol 32 (4) ◽  
pp. 209-214
Author(s):  
Yi-Hao Weng ◽  
Chun-Yuh Yang ◽  
Ya-Wen Chiu
Keyword(s):  
Public Health ◽  
Decision Making ◽  
Scale Up ◽  
Nationwide Survey ◽  
School Curriculum ◽  
Evidence Based ◽  
Full Time ◽  
Teachers And Students ◽  
Evidence Based Decision Making ◽  
Structured Questionnaire

Using current best evidence to make decisions can improve outcomes of public health. Thus, establishing the capacities of evidence-based public health (EBPH) has become one of the core competences. To better scale up EBPH movement, efforts should focus on introduction of EBPH into school curriculum. However, data indicating the extent to which EBPH is used in universities are scant. In the current study, we conducted a nationwide questionnaire survey to investigate the perceptions toward EBPH among full-time teachers and senior undergraduates at all universities with a Department of Public Health in Taiwan. A structured questionnaire was distributed by post to all potential participants of nine universities in 2017. Questions included items related to awareness, knowledge, skills, behaviors, and barriers of EBPH. Results showed teachers were more aware of EBPH than students. In addition, teachers more often had sufficient knowledge and skills of EBPH, and more often applied the findings to decision-making after critical appraisal than students. Furthermore, personal barriers toward EBPH were more common in students than teachers. In conclusion, there are differences in awareness, knowledge, skills, behaviors, and barriers of EBPH between teachers and students. The data suggest that an initiative of systematically teaching EBPH to undergraduates is important.

scholarly journals The Roles of Islamic Education in Building Students’ Character within Indonesia Public Schools

2021 ◽  
Vol 3 (2) ◽  
pp. 21-39
Author(s):  
Darlan Darlan ◽  
Sagaf S. Pettalongi ◽  
Rustina Rustina
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
Extracurricular Activities ◽  
School Curriculum ◽  
Islamic Education ◽  
Teachers And Students ◽  
Character Building ◽  
Depth Interviews

This study examined the role of Islamic education in building students’ character within Indonesia public schools.  In conducting the study, we used a qualitative case study method. The case of this study was a state senior high school in Palu city. Data were gathered through direct field observation, in-depth interviews which involve teachers and students. We also analyzed written material, such as the school curriculum, to understand how the character building strategies were integrated in the curriculum.  Iur study found that teachers implement character building strategies through several stages, namely the stages of planning, the stages of learning implementation, and the stages of evaluating Islamic religious education learning. The characters values were embedded in the learning of Islamic religious education.  This included the integration of character values in the school curriculum and they were taught in every day classroom leanings and in extracurricular activities.

scholarly journals MOVIMENTAR DIVERSOS MUNDOS COM O CINEMA NO ENSINO DE GEOGRAFIA

2020 ◽  
Vol 5 (19) ◽  
pp. 202019
Author(s):  
Débora Schardosin Ferreira ◽  
Ivaine Maria Tonini
Keyword(s):  
School Curriculum ◽  
Point Of View ◽  
Present Moment ◽  
Geography Teaching ◽  
Teachers And Students ◽  
Geography Instruction ◽  
The Spectator

MOVING OTHER WORLDS WITH CINEMA AND GEOGRAPHY EDUCATIONMOVERSE VARIOS MUNDOS CON EL CINE EN LA ENSEÑANZA DE GEOGRAFÍARESUMOO entendimento do cinema como arte na escola pode proporcionar experiências entre professores e estudantes capazes de movimentar o pensamento. Essa é uma perspectiva que possibilita o surgimento e a consolidação de outras Geografias, que não estão em um currículo tradicionalmente estabelecido. Assim, o objetivo do presente artigo é provocar a discussão sobre o cinema na escola e refletir sobre quais são suas possibilidades para o ensino de Geografia. Problematiza-se o cinema na escola como arte com demandas e oportunidade de artistagem para uma docência com autoria. Ainda, discutem-se as possibilidades da articulação entre o ensino de Geografia e o cinema a partir de um diálogo com as discussões de trabalhos desenvolvidos por autores como Larrosa (2011), Massey (2009), Migliorin (2015), Corazza (2012) Tonini (2013), entre outros. Essa discussão fomentou considerações de que a perspectiva do cinema como arte construída e de toda sua elaboração capturam o espectador para além do que foi assistido. A problematização da imagem é uma oportunidade para abertura de outras Geografias em sala de aula, permitindo, inclusive, a invenção de outros mundos possíveis.Palavras-chave: Cinema; Docência; Ensino de Geografia.ABSTRACTThe understanding of cinema as a school art provide experiences between teachers and students which can change their thinking. This point of view creates a possibility to consolidate all the Geography types, which are not in a pre-established school curriculum. Therefore, this paper goal is promote a discussion about cinema at school and think carefully about what are the possibilities to Geography teaching. This paper purpose the use of cinema like a base tool capable to improve teacher’s imagination providing the appearance of new ways to teach. The article also discusses about the possibilities of articulation between Geography instruction and cinema, considering the teachers and students experiences in classroom. To the discussion basis, are used papers by authors like Larrosa (2011), Massey (2009), Corazza (2012) and Tonini (2013). This discussion brings us a movement of thoughts which is a differential in the present moment. The perspective of the cinema as constructed art and all its elaboration, that capture the spectator beyond what was watched. The problematization of the image is an opportunity to open other Geographies in the classroom, allowing the invention of other possible worlds.Keywords: Cinema; Teaching; Geography Instruction.RESUMENLa comprensión del cine cómo arte en la escuela ofrece experiencias o experimentaciones entre maestros y estudiantes capaces de mover (cambiar) el pensamiento. Esa es un visión que posiblita el surgimiento y la consolidación de otras Geografías, esas que no están en el currículo “estático” o preestablecido. Así, el objectivo del presente artículo és provocar la discusión cerca el cine en la escuela y reflexionar acerca de cuales son sus posiblidades en la enseñanza de la Geografía. Se plantea el cine en la escuela cómo arte con demandas y oportunidad de “artistagem” (el hacer arte) para una maestria con autoria. Además, se propone discusión de las posibilidades de articulación entre la enseñanza de Geografía y el cine y se lleva en consideración la experiencia de maestros y estudiantes en sala de clase. Aún, para eso, alludamnos las discuciones de trabajos desarrollados por autores como Larrosa (2011), Massey (2009), Migliorin (2015), Corazza (2012) Tonini (2013), entre otros. Esa discución, nos ofrece la oportunidad de mover pensamientos los cuales en ese momento presentánse como un diferencial. La perspectiva del cine cómo arte que es hecha en un proceso de construcción y de toda su elaboración sacan a el lector para más allá del asistido. La problematización del imagen es una oportunidad a la creación de otras Geografías en sala de clase, lo que permite, incluso, la invención de otros mundos posibles.Palabras clave: Cine; Maestria; Enseñanza de Geografía.

scholarly journals Care About Water in Curitiba, Brazil: Educational and Environmental Practices at School

2018 ◽  
Vol 3 (3) ◽  
pp. 1
Author(s):  
Maclovia Corrêa da Silva ◽  
Ana Claudia Camila Veiga de França ◽  
Ana Paula Da Silva Rodrigues ◽  
Márcia Regina Rodrigues da Silva Zago ◽  
Eloy Fassi Casagrande Junior
Keyword(s):  
Drinking Water ◽  
Actor Network Theory ◽  
School Curriculum ◽  
Board Game ◽  
Environmental Practices ◽  
School Practices ◽  
The Family ◽  
Collective Group ◽  
Teachers And Students ◽  
Flavored Water

This article aims to give relevance to environmental school practices as an extension of school curriculum for student’s values appropriation. Emphasis was placed on the actor network theory, in an interdisciplinary way, about water consumption, flavored water, to grow plants and care about River Barigui, in Curitiba, Brazil. Two basic pedagogical resources were explored: a game to care about river water and strategies to increase consumption of drinking water. First, a board game was designed to pass ideas on disposal and pollution of drinking water in this Brazilian River that crosses vertically the whole west side of Curitiba´s city and a section is behind the elected school. As a vital food, specially, water must be preserved clean and not be contaminated by disposal of frying oil in domestic sewage, which causes severe pollution. This specific poisoning element is subject of the municipal company of water campaign. Second, practices were made to flavor drinking water with herbs and fruits without sugar and carbon dioxide, elements that harm human health. The students and teachers understood the proposals between curriculum subjects and need of practices to fix contents. Positive testimonies about the reproduction of practices in the family and at school ambiance in order to care about water made the activities meaningful. Knowledge values appropriation in a collective group was fructiferous. Teachers and students evaluated positively the empirical network created by the water activities that brought together classroom culturally processes, curriculum contents and academic contents.

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