scholarly journals KOMPARASI PEMIKIRAN TAN MALAKA TENTANG KONSEP PENDIDIKAN KERAKYATAN DENGAN WAJAH PENDIDIKAN INDONESIA ERA MILENIAL

2021 ◽  
Vol 9 (2) ◽  
pp. 172
Author(s):  
Kholfan Taqo Sidqi
Keyword(s):  
State Education ◽  
Academic Problem

KOMPARASI PEMIKIRAN TAN MALAKA TENTANG KONSEP PENDIDIKAN KERAKYATAN DENGAN WAJAH PENDIDIKAN INDONESIA ERA MILENIAL Oleh Kholfan Zubair Taqo Sidqi Dosen FAI Unwahas Semarang ([email protected]) Abstrak Konsep Pendidikan kerakyatan yang diusung oleh Tan Malaka dengan mengedepankan kearifan lokal, membekali anak didik dengan keterampilan nyata agar berguna bagi bangsanya. Apalagi Pendidikan yang mampu menjangkau segenap lapisan masyarakat, seiring dengan tujuan dasar negara Indonesia. Pendidikan yang mendesain sekolah sebagai keluarga, agaknya mampu memperjelas tugas seorang guru sebagai Pendidik. Anak didik juga dipacu tidak sekedar masalah akademik belaka, namun aspek rohaniah nya mampu dikembangkan secara seimbang. Melalui Pendidikan kerakyatan, mampu memanusiakan pendidik dan anak didik, segenap warga sekolah mampu bergotong royong demi mewujudkan ambisi bangsa, serta mengangkat harkat dan martabat bangsa Indonesia. Apabila fenomena Pendidikan era milenial kini keluar dari apa yang di cita-citakan para pendiri negara Indonesia, konsep Pendidikan kerakyatan mampu memberikan kontribusi sebagai Pendidikan yang mengembalikan marwah cita – cita luhur bangsa. Kata kunci; Tan Malaka, sekolah kerakyatan, dan Pendidikan Indonesia era milenial. Abstract The concept of populist education promoted by Tan Malaka emphasizes local wisdom, equipping students with real skills to be useful for their nation. Moreover, capable education reach all levels of society, in line with the basic objectives of the Indonesian state. Education that designs schools as families, seems to be able to clarify the duties of a teacher as an educator. Protege too it is not only an academic problem, but its spiritual aspects can be developed in a balanced manner. Through populist education, able to humanize educators and students, all school members are able to work together to create the nation's ambition, as well as uplifting the dignity of the Indonesian nation. If the phenomenon of millennial era education is now out of what is being desired The aspirations of the founders of the Indonesian state, the concept of populist education is able to contribute as education that returns the noble ideals of the nation. Keywords; Tan Malaka, populist education, and Indonesian education in the millennial era.

Recommended Reading: Nelson Brooks, Language and Language Learning, Theory and Practice. Harcourt, Brace & World, Inc., New York, 1960; French for Secondary Schools, Suggested Content and Organization for Four and Six Year Sequences. Pubi, by Bureau of Secondary Curriculum Development, New York State Education Department, Albany, N.Y., 1960; Source Materials for Secondary School Teachers of Foreign Languages, Prepared by M. J. Johnston and E. M. Eaton; J. S. Holton, P. E. King, G. Mathieu and K. S. Pond, Sound Language Teaching. University Publishers, N.Y., 1961; Robert L. Politzer, Teaching French – An Introduction to Applied Linguistics. Ginn & Co., N.Y.RECOMMENDED READING: Nelson Brooks, LANGUAGE AND LANGUAGE LEARNING, THEORY AND PRACTICE. Harcourt, Brace & World, Inc., New York, 1960.FRENCH FOR SECONDARY SCHOOLS, SUGGESTED CONTENT AND ORGANIZATION FOR FOUR AND SIX YEAR SEQUENCES. Pubi, by Bureau of Secondary Curriculum Development, New York State Education Department, Albany, N.Y., 1960.SOURCE MATERIALS FOR SECONDARY SCHOOL TEACHERS OF FOREIGN LANGUAGES, prepared by M. J. Johnston and E. M. Eaton. Published by U.S. Department of Health, Education and Welfare, Office of Education, Washington 25, D.C. Circular No. 509, Revised, January 1960.J. S. Holton, P. E. King, G. Mathieu and K. S. Pond, SOUND LANGUAGE TEACHING. University Publishers, N.Y., 1961. $5.00.Robert L. Politzer, TEACHING FRENCH - AN INTRODUCTION TO APPLIED LINGUISTICS. Ginn & Co., N.Y., 1960.

1962 ◽  
Vol 18 (2) ◽  
pp. 87a-88
Author(s):  
P. R. Ducretet
Keyword(s):  
New York ◽  
Language Learning ◽  
Secondary School Teachers ◽  
New York State ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Education Department ◽  
State Education ◽  
State Education Department ◽  
Source Materials

The main directions of educational policy of Finland

2020 ◽  
Vol 11 (2) ◽  
pp. 6-13
Author(s):  
K. E. Stupak ◽  
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education System ◽  
Decisive Role ◽  
The State ◽  
Vocational Education And Training ◽  
State Education Policy ◽  
Role Of The State ◽  
State Education

The article deals with analyzing the main streams of the education policy in Finland, which reflect the relationship between a person and society in modern socio–economic conditions. Such policy directs the system of education to change the person and his mind himself. Finland using its education system, has long before been concerned about preparing people for the future by reforming approaches to teaching in schools and higher education institutions. As a result, it has achieved world–wide recognition and top positions in various ratings have resulted. Therefore, today there is a great interest of scientists in certain issues of education functioning in Finland. Thus, G. Androshchuk, V. Butova. I. Zhernokleeva, T. Pushkareva and others study in their works the purpose and decisive role of Finland's education policy in the development of the education system. S. Grinyuk and V. Zagvozdkin pay attention to the practical the steps of reforming the Finnish system of education. T. Drobyshevsk investigates the system of providing educational services in Finland as a sector of knowledge production. L. Volynets, P. Kukharchuk consider the principles of the state education policy of Finland. L. Smolskaya examines the role of the state policy in implementing the "Finnish phenomenon"; P. Basyliuk and Yu. Kulykova, focus attention on the study of the evolution of the system of higher education in Finland; O. Scherbak reveals peculiarities of vocational education and training.

Alex Bloom, Pioneer of Radical State Education

FORUM ◽  
2005 ◽  
Vol 47 (2) ◽  
pp. 119 ◽  
Author(s):  
MICHAEL FIELDING
Keyword(s):  
State Education ◽  
Radical State

Education Secretary Has No Time for Education

2018 ◽  
Author(s):  
R.V. Vaidyanatha Ayyar
Keyword(s):  
Regulatory System ◽  
State Level ◽  
Education Department ◽  
State Education ◽  
State Education Department ◽  
Chief Minister ◽  
Private Participation ◽  
Arts And Culture ◽  
Vice Chancellors ◽  
Almost All

This chapter offers a vignette of the policy and administrative environment in which a State Education Department has to function. It describes the challenge of administering a mammoth regulatory system, of managing relationship with Chief Minister, politicians, and Vice-Chancellors, and managing teacher unions the crippling burden of litigation, and the establishment of the country’s first State Council of Higher Education. It also explores questions such as: What is a university? Should an institution encompass almost all significant branches of knowledge, combine teaching and research, and be engaged in the creation of knowledge if it were to be called a university? Can a university promote arts and culture? How is a woman’s university different? What could be the State-level mechanism for regulation of and coordination among universities? Should private participation in the expansion of access be encouraged, and if so how? What should be the policy towards minority education institutions?

How the State Education Agencies Addressed Gifted Education in the Title II Sections of Their ESSA State Plans

2018 ◽  
Vol 41 (3) ◽  
pp. 159-167 ◽  
Author(s):  
Corina R. Kaul ◽  
Brenda K. Davis
Keyword(s):  
Professional Development ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Effective Instruction ◽  
Gifted Learners ◽  
State Education ◽  
Multiple Groups ◽  
State Plan ◽  
Every Student Succeeds Act ◽  
The U.S

In 2015, the U.S. Congress passed the Every Student Succeeds Act (ESSA) that included provisions to support gifted and talented learners. The U.S. Department of Education’s Consolidated State Plan template only required states to directly address the inclusion of gifted education under Title II, Part A: Supporting Effective Instruction (Section 2101(d)(2)(J)). We examined the inclusion of gifted education in the Title II section of all 52 submitted ESSA plans. Of the approved plans, 16 states explicitly addressed how educators would be supported in identifying and providing gifted learners with effective instruction, and 15 states generally described educator support to meet the needs of multiple groups of students (including gifted). Three of the approved state plans did not mention support for gifted education in their Title II responses. Gifted education stakeholders must be familiar with their state’s plan and understand how Title II can fund professional development for gifted education.

scholarly journals Free Appropriate Public Education, the U.S. Supreme Court, and Developing and Implementing Individualized Education Programs

Laws ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 38
Author(s):  
Michael Rozalski ◽  
Mitchell L. Yell ◽  
Jacob Warner
Keyword(s):  
Special Education ◽  
Public Education ◽  
Education Program ◽  
Individualized Education ◽  
Related Services ◽  
Free Appropriate Public Education ◽  
Substantive Content ◽  
State Education ◽  
Education Agency ◽  
Education Act

In 1975, the Education for All Handicapped Children Act (renamed the Individuals with Disabilities Education Act in 1990) established the essential obligation of special education law, which is to develop a student’s individualized special education program that enables them to receive a free appropriate public education (FAPE). FAPE was defined in the federal law as special education and related services that: (a) are provided at public expense, (b) meet the standards of the state education agency, (c) include preschool, elementary, or secondary education, and (d) are provided in conformity with a student’s individualized education program (IEP). Thus, the IEP is the blueprint of an individual student’s FAPE. The importance of FAPE has been shown in the number of disputes that have arisen over the issue. In fact 85% to 90% of all special education litigation involves disagreements over the FAPE that students receive. FAPE issues boil down to the process and content of a student’s IEP. In this article, we differentiate procedural (process) and substantive (content) violations and provide specific guidance on how to avoid both process and content errors when drafting and implementing students’ IEPs.

Sign in / Sign up

Export Citation Format

Share Document