scholarly journals RADIO EDUKASI SEBAGAI SALAH SATU SUMBER BELAJAR DALAM KEGIATAN PEMBELAJARAN

2014 ◽  
Vol 2 (1) ◽  
pp. 50
Author(s):  
NFN Innayah
Keyword(s):  
Local Governments ◽  
Informal Education ◽  
Fairy Tale ◽  
Formal Education ◽  
Learning Material ◽  
Analysis Method ◽  
Learning Resource ◽  
Radio Stations ◽  
Work Program

The purpose of this study is to find out: (1) How is the role of RE as educational radio? (2) What criteria that made RE as a learning resource? (3) What kind of broadcast content of RE that being as a learning resource? This study used literature analysis method, the analysis of the work program, and an analysis of the observations. Results of the study showed that: RE has done in cooperation dealing with educational broadcasts with the office of education, MGMP, schools, and local governments. Through the partnership, RE is partnering with 53 educational broadcast radio stations that existed in Indonesia. RE is a learning resource for learning material that broadcast: (1) is designed according to the needs of the target audience, namely learners, teachers and education experts community, (2) provides learning experiences directly and concretely to the learners, (3) provides information that is accurate and up-to-date, (4) help solve the problems of education, (5) provides a variety of information that is broadcast around the world of education. As one source of learning, broadcast content of RE is developed for formal, non-formal, and informal education. Broadcast content to formal education comprises Education Supporting Media Audio program (MAPP), non-formal education consists of a fairy tale (Dongeng Nusantara), the story of the archipelago (Lintas Nusa), Kisah Tokoh, Risalah Nabi dan Sahabat, RE Musisi, RE JJS, Bimbel, Porsi, Kata Mutiara, and Ensipop. For informal education consisted of Edu Public and Pojok Santai AbstrakTujuan kajian ini adalah untuk mengetahui (1) bagaimana peran Radio Edukasi (RE) sebagai radio pendidikan, (2) kriteria apakah yang menjadikan RE sebagai sumber belajar, dan (3) konten siaran apakah yang menjadi sumber belajar. Kajian ini menggunakan motode analisis literatur, analisis program kerja, dan analisis hasil pengamatan. Hasil kajian menunjukkan bahwa RE telah bekerjasama di bidang siaran pendidikan dengan dinas pendidikan, Musyawarah Guru Mata Pelajaran (MGMP), sekolah, dan pemerintah daerah. Kerjasama kemitraan di bidang siaran pendidikan juga telah dikembangkan oleh RE dengan 53 stasiun radio yang ada di Indonesia. RE merupakan salah satu sumber belajar karena substansi yang disiarkan adalah materi pembelajaran yang (1) dirancang sesuai kebutuhan pendengar (peserta didik, guru, dan masyarakat pemerhati pendidikan), (2) memberikan pengalaman belajar secara langsung dan konkret kepada peserta didik, (3) memberikan informasi akurat dan terbaru, (4) membantu memecahkan masalah pendidikan, dan (5) memberikan berbagai informasi yang disiarkan seputar dunia pendidikan. Sebagai salah satu sumber belajar, konten siaran RE dikembangkan untuk pendidikan formal, nonformal, dan informal. Konten siaran untuk (1) pendidikan formal terdiri atas program Media Audio Penunjang Pendidikan (MAPP), (2) pendidikan nonformal terdiri atas Dongeng Nusantara, Kisah Tokoh, Risalah Nabi dan Sahabat, RE Musisi RE, JJS RE, Bimbel Porsi, Lintasnusa, Kata Mutiara dan Ensipop, dan (3) pendidikan informal terdiri atas Edu Publik dan Pojok Santai

scholarly journals RADIO EDUKASI SEBAGAI SALAH SATU SUMBER BELAJAR DALAM KEGIATAN PEMBELAJARAN

2014 ◽  
Vol 2 (1) ◽  
pp. 50
Author(s):  
NFN Innayah
Keyword(s):  
Local Governments ◽  
Informal Education ◽  
Fairy Tale ◽  
Formal Education ◽  
Learning Material ◽  
Analysis Method ◽  
Learning Resource ◽  
Radio Stations ◽  
Work Program

The purpose of this study is to find out: (1) How is the role of RE as educational radio? (2) What criteria that made RE as a learning resource? (3) What kind of broadcast content of RE that being as a learning resource? This study used literature analysis method, the analysis of the work program, and an analysis of the observations. Results of the study showed that: RE has done in cooperation dealing with educational broadcasts with the office of education, MGMP, schools, and local governments. Through the partnership, RE is partnering with 53 educational broadcast radio stations that existed in Indonesia. RE is a learning resource for learning material that broadcast: (1) is designed according to the needs of the target audience, namely learners, teachers and education experts community, (2) provides learning experiences directly and concretely to the learners, (3) provides information that is accurate and up-to-date, (4) help solve the problems of education, (5) provides a variety of information that is broadcast around the world of education. As one source of learning, broadcast content of RE is developed for formal, non-formal, and informal education. Broadcast content to formal education comprises Education Supporting Media Audio program (MAPP), non-formal education consists of a fairy tale (Dongeng Nusantara), the story of the archipelago (Lintas Nusa), Kisah Tokoh, Risalah Nabi dan Sahabat, RE Musisi, RE JJS, Bimbel, Porsi, Kata Mutiara, and Ensipop. For informal education consisted of Edu Public and Pojok Santai AbstrakTujuan kajian ini adalah untuk mengetahui (1) bagaimana peran Radio Edukasi (RE) sebagai radio pendidikan, (2) kriteria apakah yang menjadikan RE sebagai sumber belajar, dan (3) konten siaran apakah yang menjadi sumber belajar. Kajian ini menggunakan motode analisis literatur, analisis program kerja, dan analisis hasil pengamatan. Hasil kajian menunjukkan bahwa RE telah bekerjasama di bidang siaran pendidikan dengan dinas pendidikan, Musyawarah Guru Mata Pelajaran (MGMP), sekolah, dan pemerintah daerah. Kerjasama kemitraan di bidang siaran pendidikan juga telah dikembangkan oleh RE dengan 53 stasiun radio yang ada di Indonesia. RE merupakan salah satu sumber belajar karena substansi yang disiarkan adalah materi pembelajaran yang (1) dirancang sesuai kebutuhan pendengar (peserta didik, guru, dan masyarakat pemerhati pendidikan), (2) memberikan pengalaman belajar secara langsung dan konkret kepada peserta didik, (3) memberikan informasi akurat dan terbaru, (4) membantu memecahkan masalah pendidikan, dan (5) memberikan berbagai informasi yang disiarkan seputar dunia pendidikan. Sebagai salah satu sumber belajar, konten siaran RE dikembangkan untuk pendidikan formal, nonformal, dan informal. Konten siaran untuk (1) pendidikan formal terdiri atas program Media Audio Penunjang Pendidikan (MAPP), (2) pendidikan nonformal terdiri atas Dongeng Nusantara, Kisah Tokoh, Risalah Nabi dan Sahabat, RE Musisi RE, JJS RE, Bimbel Porsi, Lintasnusa, Kata Mutiara dan Ensipop, dan (3) pendidikan informal terdiri atas Edu Publik dan Pojok Santai

scholarly journals RADIO EDUKASI SEBAGAI SALAH SATU SUMBER BELAJAR DALAM KEGIATAN PEMBELAJARAN

2014 ◽  
Vol 2 (1) ◽  
pp. 50
Author(s):  
NFN Innayah
Keyword(s):  
Local Governments ◽  
Informal Education ◽  
Fairy Tale ◽  
Formal Education ◽  
Learning Material ◽  
Analysis Method ◽  
Learning Resource ◽  
Radio Stations ◽  
Work Program

The purpose of this study is to find out: (1) How is the role of RE as educational radio? (2) What criteria that made RE as a learning resource? (3) What kind of broadcast content of RE that being as a learning resource? This study used literature analysis method, the analysis of the work program, and an analysis of the observations. Results of the study showed that: RE has done in cooperation dealing with educational broadcasts with the office of education, MGMP, schools, and local governments. Through the partnership, RE is partnering with 53 educational broadcast radio stations that existed in Indonesia. RE is a learning resource for learning material that broadcast: (1) is designed according to the needs of the target audience, namely learners, teachers and education experts community, (2) provides learning experiences directly and concretely to the learners, (3) provides information that is accurate and up-to-date, (4) help solve the problems of education, (5) provides a variety of information that is broadcast around the world of education. As one source of learning, broadcast content of RE is developed for formal, non-formal, and informal education. Broadcast content to formal education comprises Education Supporting Media Audio program (MAPP), non-formal education consists of a fairy tale (Dongeng Nusantara), the story of the archipelago (Lintas Nusa), Kisah Tokoh, Risalah Nabi dan Sahabat, RE Musisi, RE JJS, Bimbel, Porsi, Kata Mutiara, and Ensipop. For informal education consisted of Edu Public and Pojok Santai AbstrakTujuan kajian ini adalah untuk mengetahui (1) bagaimana peran Radio Edukasi (RE) sebagai radio pendidikan, (2) kriteria apakah yang menjadikan RE sebagai sumber belajar, dan (3) konten siaran apakah yang menjadi sumber belajar. Kajian ini menggunakan motode analisis literatur, analisis program kerja, dan analisis hasil pengamatan. Hasil kajian menunjukkan bahwa RE telah bekerjasama di bidang siaran pendidikan dengan dinas pendidikan, Musyawarah Guru Mata Pelajaran (MGMP), sekolah, dan pemerintah daerah. Kerjasama kemitraan di bidang siaran pendidikan juga telah dikembangkan oleh RE dengan 53 stasiun radio yang ada di Indonesia. RE merupakan salah satu sumber belajar karena substansi yang disiarkan adalah materi pembelajaran yang (1) dirancang sesuai kebutuhan pendengar (peserta didik, guru, dan masyarakat pemerhati pendidikan), (2) memberikan pengalaman belajar secara langsung dan konkret kepada peserta didik, (3) memberikan informasi akurat dan terbaru, (4) membantu memecahkan masalah pendidikan, dan (5) memberikan berbagai informasi yang disiarkan seputar dunia pendidikan. Sebagai salah satu sumber belajar, konten siaran RE dikembangkan untuk pendidikan formal, nonformal, dan informal. Konten siaran untuk (1) pendidikan formal terdiri atas program Media Audio Penunjang Pendidikan (MAPP), (2) pendidikan nonformal terdiri atas Dongeng Nusantara, Kisah Tokoh, Risalah Nabi dan Sahabat, RE Musisi RE, JJS RE, Bimbel Porsi, Lintasnusa, Kata Mutiara dan Ensipop, dan (3) pendidikan informal terdiri atas Edu Publik dan Pojok Santai

scholarly journals RADIO EDUKASI SEBAGAI SALAH SATU SUMBER BELAJAR DALAM KEGIATAN PEMBELAJARAN

2014 ◽  
Vol 2 (1) ◽  
pp. 50
Author(s):  
NFN Innayah
Keyword(s):  
Local Governments ◽  
Informal Education ◽  
Fairy Tale ◽  
Formal Education ◽  
Learning Material ◽  
Analysis Method ◽  
Learning Resource ◽  
Radio Stations ◽  
Work Program

The purpose of this study is to find out: (1) How is the role of RE as educational radio? (2) What criteria that made RE as a learning resource? (3) What kind of broadcast content of RE that being as a learning resource? This study used literature analysis method, the analysis of the work program, and an analysis of the observations. Results of the study showed that: RE has done in cooperation dealing with educational broadcasts with the office of education, MGMP, schools, and local governments. Through the partnership, RE is partnering with 53 educational broadcast radio stations that existed in Indonesia. RE is a learning resource for learning material that broadcast: (1) is designed according to the needs of the target audience, namely learners, teachers and education experts community, (2) provides learning experiences directly and concretely to the learners, (3) provides information that is accurate and up-to-date, (4) help solve the problems of education, (5) provides a variety of information that is broadcast around the world of education. As one source of learning, broadcast content of RE is developed for formal, non-formal, and informal education. Broadcast content to formal education comprises Education Supporting Media Audio program (MAPP), non-formal education consists of a fairy tale (Dongeng Nusantara), the story of the archipelago (Lintas Nusa), Kisah Tokoh, Risalah Nabi dan Sahabat, RE Musisi, RE JJS, Bimbel, Porsi, Kata Mutiara, and Ensipop. For informal education consisted of Edu Public and Pojok Santai AbstrakTujuan kajian ini adalah untuk mengetahui (1) bagaimana peran Radio Edukasi (RE) sebagai radio pendidikan, (2) kriteria apakah yang menjadikan RE sebagai sumber belajar, dan (3) konten siaran apakah yang menjadi sumber belajar. Kajian ini menggunakan motode analisis literatur, analisis program kerja, dan analisis hasil pengamatan. Hasil kajian menunjukkan bahwa RE telah bekerjasama di bidang siaran pendidikan dengan dinas pendidikan, Musyawarah Guru Mata Pelajaran (MGMP), sekolah, dan pemerintah daerah. Kerjasama kemitraan di bidang siaran pendidikan juga telah dikembangkan oleh RE dengan 53 stasiun radio yang ada di Indonesia. RE merupakan salah satu sumber belajar karena substansi yang disiarkan adalah materi pembelajaran yang (1) dirancang sesuai kebutuhan pendengar (peserta didik, guru, dan masyarakat pemerhati pendidikan), (2) memberikan pengalaman belajar secara langsung dan konkret kepada peserta didik, (3) memberikan informasi akurat dan terbaru, (4) membantu memecahkan masalah pendidikan, dan (5) memberikan berbagai informasi yang disiarkan seputar dunia pendidikan. Sebagai salah satu sumber belajar, konten siaran RE dikembangkan untuk pendidikan formal, nonformal, dan informal. Konten siaran untuk (1) pendidikan formal terdiri atas program Media Audio Penunjang Pendidikan (MAPP), (2) pendidikan nonformal terdiri atas Dongeng Nusantara, Kisah Tokoh, Risalah Nabi dan Sahabat, RE Musisi RE, JJS RE, Bimbel Porsi, Lintasnusa, Kata Mutiara dan Ensipop, dan (3) pendidikan informal terdiri atas Edu Publik dan Pojok Santai

scholarly journals Studi Kelayakan Taman Pendidikan Al – Qur’an Sebagai Sumber Belajar Pendidikan Nonformal

JURNAL IQRA ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 71-86
Author(s):  
Andi Ahmad Gunadi ◽  
Zulfitria Zulfitria ◽  
Aswir Aswir
Keyword(s):  
Learning Environments ◽  
Feasibility Study ◽  
Informal Education ◽  
Formal Education ◽  
Nonformal Education ◽  
Learning Material ◽  
Learning Situation ◽  
Or Education ◽  
Learning Resource ◽  
Education Environment

Al Qur’an Learning Centres for Children (Taman Pendidikan Al-Qur’an) was supposed to be a complimentary nonformal education for both formal and informal education  that many shared in society. This article was to analyze whether a feasibility study in terms of learning situation or education environment based on nonformal one. The research used a qualitative with descriptive design. The informants were derived from the managers Al Qur’an Learning Centres for Children , social figures and students’ parents. The results showed that Al Qur’an Learning Centres for Children as a informal education facility that complements formal and informal education was feasible to be maintained and developed to complete the religious-based on learning material both formal and informal education. In conclusion, learning situations or learning environments influence the feasibility as a learning resource for non-formal education. Keywords: Feasibility Study, Al Qur’an Learning Centres for Children, Nonformal Education

Museum as an Active Participant in Continuing Education

2021 ◽  
pp. 225-231
Author(s):  
Irina A. Sizova ◽  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Educational Process ◽  
Educational Resources ◽  
Educational Activity ◽  
Online Resources ◽  
High Quality

The article presents a qualitative analysis of museum educational products. These products have been studied in terms of the possibility of their use in formal, non-formal and informal education. Thus, the role of the museum as an actor of continuing education has been determined. The role of continuing education in the educational process is becoming more obvious for most participants, and informal education plays a huge role in this process. It is urgent now to develop high-quality educational environment. Due to museums and their offline and online educational products, it is possible to get success. The author analyzed educational activities of leading Russian and foreign museums. As a result, the possibilities of museums as an educational institution for formal, non-formal and informal education were determined. Formal education is characterized by the network interaction of educational organizations and museums when the museum educational resources are included in the educational process. The largest number of museum educational products in traditional and innovative forms is made for non-formal or supplementary education. The traditional forms of museum educational resources include excursions, game formats for acquaintance with the exposition/exhibition (quests), museum master classes, interactive classes, as well as offline continuing education programs for a professional audience. The innovative forms include intra-museum programs, for example, performances, thematic classes within the museum’s profile, and Internet resources such as pages of official museum sites, online academies of museums, museum groups on social media, official museum channels on YouTube, webinars, virtual museums. Thus, non-formal educations could be in onsite or online training forms. Informal education can apply the museum’s resources both in traditional forms and in an innovative one. The museum online resources such as online museum games, massive open online courses (MOOC), and podcasts have the highest priority in this area. Museums and universities cooperate to get high-quality competitive educational online resources. In conclusion, it is possible to speak about a new stage in the development of museum educational activity. This stage is characterized by increasing attention to professional education by adding formal and non-formal (supplementary) educational programs, and, simultaneously, increasing the role of informal education due to online technology. It should be emphasized that museum staff could develop museum educational products for formal and non-formal education independently, but it is advisable for museums to intensify cooperation with universities to enter the online education market.

scholarly journals INFORMAL EDUCATION AS A PROJECTED IMPROVEMENT OF THE PROFESSIONAL SKILLS OF EMPLOYEES OF ORGANIZATIONS

2016 ◽  
Vol 4 (3) ◽  
pp. 281
Author(s):  
Warul Walidin
Keyword(s):  
Higher Education ◽  
Vocational Training ◽  
Informal Education ◽  
Formal Education ◽  
Cultural Development ◽  
Individual Personality ◽  
Personal Skills ◽  
Personality Features ◽  
Two Sides

Technologies of vocational training play an important role in the concept of informal education and they can be implemented as in higher education, and organizational learning. In the modern understanding of education the two sides are emphasized - the communion of each person to the society and the development of individual personality features. If formal education is moving towards these goals systematically and purposefully at certain training sessions, the place and time of informal education is in no way limited. Informal education can be characterized not only by independent, human progress in cultural development, but also directed and projected improvement of professional and personal skills of employees of organizations. The purpose of this papers to examine informal education not only as an independent, but also as a guide and the projected improvement of the professional and personal skills of employees of organizations. The leading approaches to the study of this problem are social-pedagogical and managerial approaches to substantiate the essence of the process and the role of leaders of organizations trained in the management of such education.

scholarly journals PERANAN BADAN PERMUSYAWARATAN DESA DALAM MENGAWASI ALOKASI DANA DESA TAHUN 2016 DI DESA COMPANG LAWI, KECAMATAN SAMBI RAMPAS, KABUPATEN MANGGARAI TIMUR

2021 ◽  
Vol 4 (2) ◽  
pp. 125-133
Author(s):  
Hendrikus Haipon ◽  
Yohanes Don Bosco Watu
Keyword(s):  
Community Participation ◽  
Local Governments ◽  
Education And Training ◽  
Primary Data ◽  
Research Approach ◽  
Work Program ◽  
Fund Allocation ◽  
Consultative Body ◽  
And Training

AbstractThe purpose of the study was to determine the role of the Compang Lawi Village Consultative Body, Sambi Rampas District, East Manggarai Regency in overseeing the 2016 Village Fund Allocation in Compang Lawi Village. This type of research and research approach is normative and uses interview data as a complement. In this study, primary data is used in the form of information by asking directly to informants (resources) who clearly know the role of BPD supervision in overseeing 2016 ADD in Compang Lawi Village, Sambi Rampas District, East Manggarai Regency. Lack of understanding in carrying out the supervisory function and the absence of the Compang Lawi BPD work program. Lack of education and training provided by local governments as well as low community participation and also lack of means of communication to facilitate the wheels of village governance.Keywords: ADD; BPD; ManggaraiAbstrakTujuan penelitian untuk mengetahui peran Badan Permusyawaratan Desa Compang Lawi, Kecamatan Sambi Rampas, Kabupaten Manggarai Timur dalam mengawasi Alokasi Dana Desa Tahun 2016 di Desa Compang Lawi. Jenis penelitian dan pendekatan penelitian normatif dan menggunakan data wawancara sebagai pelengkap. Di dalam penelitian ini menggunakan  data primer berupa informasi dengan cara menanyakan secara langsung kepada para pemberi informasi (narasumber) yang mengetahui secara jelas peran pengawasan BPD dalam mengawasi ADD Tahun 2016 di Desa Compang Lawi, Kecamatan Sambi Rampas, Kabupaten Manggarai Timur. Kurangnya pemahaman dalam menjalankan fungsi pengawasan serta tidak dibuatnya program kerja BPD Compang Lawi. Kurangnya pendidikan dan latihan yang diberikan oleh pemerintah daerah serta rendahnya partisipasi masyarakat dan juga kurangnya sarana komunikasi guna memperlancar roda pemerintahan desa.

scholarly journals Educação não formal e a cidade: memórias de infância e perspectivas (p. 56-82)

1969 ◽  
Author(s):  
Antonio Carlos Miranda ◽  
Renata Sieiro Fernandes
Keyword(s):  
Public Space ◽  
Informal Education ◽  
Formal Education ◽  
Public Spaces ◽  
Educational Opportunities ◽  
Right To The City ◽  
Childhood Memories ◽  
Adult Men ◽  
The City

Entender a cidade como lugar de educação, de forma institucionalizada ou não, é vê-la como campo de educação informal e não formal. A educação informal se caracteriza por experiências não intencionais, dentro do contexto de vivência individual e social do dia-a-dia e a não formal, por experiências de ensino-aprendizagem, com intencionalidade e planejamento e que, estruturalmente, não tem uma legislação nacional que regule e incida sobre ela. Dentre os usos e ocupações atuais do espaço público por contestação, manifestação, lazer, sob orientações políticas, étnicas, artísticas, ambientais, lúdicas pelo público adulto, têm surgidoexperiências que envolvem as crianças como sujeitos-cidadãos de direito à cidade. A partir de depoimentos ou narrativas de homens e mulheres adultos recolhidos por meio virtual, sobre os usos que fizeram, na infância, da rua e dos espaços públicos da cidade, bem como as expectativas ou perspectivas atuais com relação ao uso do nosso espaço público por crianças, jovens e adultos, busca-se refletir sobre o papel damemória (envolvendo o trabalho com lembranças e esquecimentos) na construção de histórias pessoais e sociais a fim de pensar as possibilidades educativas que acontecem na cidade em diferentes momentos históricos.Palavras-chave: Educação não formal. Memórias. Cidade educativa.Non-formal education and the city: childhood memories and perspectivesAbstractNon-formal education and the city: childhood memories and perspectives Understand the city as a place of education, institutionalized or not, is to see it as a field of non-formal and informal education. Informal education is characterized by unintentional experiences within the context of individual and social experience of the day-to-day. Non-formal education is characterized by experiences of teaching andlearning, with intentionality and planning and, structurally, has no national legislation regulating and focusing on it. Among the uses and current occupations of public space for contestation, manifestation, leisure, under political, ethnic, artistic, environmental, recreational guidelines for adult audiences, there have been experiments involving children as subjects-citizens right to the city. Based on statements or narratives of adult men and women collected by virtual means, on the uses they did in childhood, street and public spaces of the city as well as the current expectations or prospects regarding the use of our public space by children, youth and adults we seek to reflect on the role of memory (involving working with memories and forgetfulness) in the construction of personal and social histories in order to think the educational opportunities happening in the city at different historical moments.Keywords: Non-formal education. Memories. Educational city.La educación no formal y la ciudad: recuerdos y perspectivas de la niñezResumenEntender la ciudad como un lugar de educación, institucionalizada o no, es verlo como un campo de la educación no formal e informal. La educación informal se caracteriza por experiencias no intencionales en el contexto de la experiencia individual y social del día a día y no formal, por las experiencias de enseñanza y aprendizaje, con la intencionalidad y la planificación y, estructuralmente, no tiene legislación nacional para la regulación en centrarse en ella. Entre los usos y ocupaciones actuales de espacio público para la manifestación, reunión, recreación, bajo las directrices de recreo políticas, étnicas, artísticas, ambientales, para un público adulto, han surgido experiencias que involucran a niños como sujetos-ciudadanos el derecho a la ciudad. Sobre la base de las declaraciones o relatos de los hombresadultos y mujeres recogidos por medios virtuales, los usos que hacían en la infancia, em la calle y em los espacios públicos de la ciudad, así como las expectativas actuales o potenciales, en relación con el uso de nuestro espacio público por niños, jóvenes y adultos que buscamos reflexionar sobre el papel de la memoria (que implica trabajar con los recuerdos y el olvido) en la construcción de historias personales y sociales a pensar en las posibilidades educativas que tienen lugar en la ciudad en diferentes momentos históricos.Palabras-clave: Educación no formal. Recuerdos. Ciudad educativa.

scholarly journals POLA ASUH DAN PEMBINAAN SOSIAL REMAJA PADA PONDOK PESANTREN

2021 ◽  
Vol 1 (2) ◽  
pp. 225-238
Author(s):  
MUMU MUKHLISIN
Keyword(s):  
Social Development ◽  
Role Models ◽  
Informal Education ◽  
Formal Education ◽  
Boarding School ◽  
Boarding Schools ◽  
Daily Activities ◽  
Religious Knowledge ◽  
Main Attraction

Islamic Boarding School education (Pesantren) began to be in great demand by the community as a place for formal and informal education. The main attraction of pesantren education is the embeded of character and religious knowledge which cannot be obtained in formal education. The application of Islamic character habituation applied to the daily life of students (santri) in Islamic boarding schools cannot be separated from the role of Kyai, Nyai as well as ustadz and ustadzah. The pattern of parenting and social development applied to students aims to change the students characters into virtuous characters in accordance with Islamic concepts. The habituation of Islamic character is carried out through the daily activities of students in Islamic boarding schools. This research with a theoretical approach tries to analyze the concept of parenting and social development of adolescents applied in Islamic boarding schools. The results of this study indicate that Parenting at Darunnajah Islamic Boarding School uses democratic parenting. The role of Kyai and Nyai as role models and mentors is a form of embodiment of religious characters. The application of discipline in the Islamic Boarding School did by using democratic and responsible parenting approach. ABSTRAKPendidikan Pondok Pesantren (Pesantren) mulai banyak diminati oleh masyarakat sebagai wadah pendidikan formal maupun informal. Daya tarik utama pendidikan pesantren adalah tertanamnya budi pekerti dan ilmu agama yang tidak dapat diperoleh dalam pendidikan formal. Penerapan pembiasaan karakter Islami yang diterapkan dalam kehidupan sehari-hari santri (santri) di pondok pesantren tidak lepas dari peran Kyai, Nyai serta ustadz dan ustadzah. Pola asuh dan pengembangan sosial yang diterapkan pada siswa bertujuan untuk mengubah karakter siswa menjadi karakter yang berbudi luhur sesuai dengan konsep Islam. Pembiasaan karakter islami dilakukan melalui aktivitas keseharian santri di pondok pesantren. Penelitian dengan pendekatan teoritis ini mencoba menganalisis konsep pola asuh dan perkembangan sosial remaja yang diterapkan di pondok pesantren. Hasil penelitian ini menunjukkan bahwa Pola asuh di Pondok Pesantren Darunnajah menggunakan pola asuh demokratis. Peran Kyai dan Nyai sebagai suri tauladan dan pembimbing merupakan salah satu bentuk perwujudan karakter religius. Penerapan disiplin di Pondok Pesantren dilakukan dengan menggunakan pendekatan pola asuh yang demokratis dan bertanggung jawab.

scholarly journals PERANAN LIURAI DAN RITUAL LISAN DALAM ADOPSI INOVASI USAHATANI SAYURAN MELALUI FARMER FIELD SCHOOL DI TIMOR-LESTE

Agro Ekonomi ◽  
2010 ◽  
Vol 17 (1) ◽  
Author(s):  
Gil Da Conceicao ◽  
Roso Witjaksono
Keyword(s):  
Informal Education ◽  
Formal Education ◽  
Innovation Adoption ◽  
Survey Method ◽  
Internal Factors ◽  
Farmer Field School ◽  
Field School ◽  
Education Market ◽  
Adoption Level

The objectives of research were to (1) understand effect of exsternal and internal factors on farmers activeness in following FFS activities in Sub District Manatuto and Lospalos, (2) explain effects of farmers activeness on following FFS activities on innovation adoption level of vegetables farming. This research used survey method. The respondents were farmers who followed farmer field school in sub District Manatuto and Lospalos (20 administrators and 80 members). Variables used in this research were external factor (role of Liurai, Lisan, agriculture extension and land area) and internal factors (age, frmal and non frmal education, market perception, farmers’ attitude to innovation and motivation) and activeness variables of farmers in following FFS. The results inc=dicated that formal and informal education affected activeness of farmers with sigv=nificant values of 0.034 for formal education and 0.001 for Non formal education. Whie external factors of farmers, namely, role of Liurai, really affected activeness of farmers with significant value of 0.016. furthermore, activeness variables of farmers also really affected level of vegetables farming innovation adoption through FFS in Sub District Mnatuto and Lospalos with significant rate of 0.001.

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