scholarly journals Relevansi Mata Kuliah Ekonomi Moneter di Universitas Muhammadiyah Palangkaraya dengan Kurikulum SMA Bidang Studi Ekonomi

2014 ◽  
Vol 9 (1) ◽  
pp. 1-8
Author(s):  
Iin Nurbudiyani
Keyword(s):  
High School ◽  
Monetary Economics ◽  
School Curriculum ◽  
Full Time ◽  
Research Subjects ◽  
High School Curriculum ◽  
Face To Face ◽  
Interview Method ◽  
Economics Courses ◽  
Economic Studies

This study aims to find out how far the suitability between the subjects of Monetary Economics at the Muhammadiyah University of Palangkaraya and the Year High School Curriculum includes material, the number of face-to-face hours available. In this study the author using an exploratory type of research, while collecting the required data using the documentation method and the interview method. The research subjects were Muhammadiyah Palangkaraya University and High School Economics Subject Teacher Muhammadiyah I Kota Palangkaraya. While the object is the Syllabus of Monetary Economics Courses and Teachers in the Field of Economic Studies. The results of the study showed: (1) the material in Monetary Economics at the FKIP Muhammadiyah University in Palangkaraya presented 60% by the provisions of the High School Curriculum in the field of Economics. If we look at the competencies in the course of Monetary Economics with three topics, there are 15 sub-topics. Whereas in the curriculum with 3 subjects there are 18 sub-topics in the same curriculum with the sub-subjects in the course of Monetary Economics there are 9 sub-topics, (2) The number of face-to-face hours provided in the syllabus is not in accordance with the number of face-to-face hours curriculum provisions, in the curriculum there are 18 sub-topics with a total time of 36 hours face to face. While in the course of Monetary Economics with 15 sub-topics with a full time of 14 hours face to face.

scholarly journals A lei 13.415/2017 e algumas implicações no currículo do ensino médio no que tange ao ensino de artes

2021 ◽  
Vol 14 (1) ◽  
pp. 11
Author(s):  
Srilis Leonel Mourão
Keyword(s):  
High School ◽  
Elementary School ◽  
School Curriculum ◽  
Education Level ◽  
Educational Process ◽  
Full Time ◽  
Job Market ◽  
High School Curriculum ◽  
Matrix Expansion ◽  
The Law

The objective of this text is to bring to discussion the Law 13.415/2017 and its implications in the high school curriculum of art education (music, dance and drama), more specifically the articles 26 and 36 directly related to this education level. The teaching of arts in the last decade has achieved great advances regarding specific contents that better suits the job market, with the inclusion of music as a mandatory component in the curriculum matrix, expansion of full-time schools and the creation of Federal Institutes through Law 11.892 / 2008. However, the law 13.415/2017 points to a drawback in these achievements, maximizing some aspects in a way, but reducing in others. While extending the time of the student in the classroom with full-time high school classes, the law does not provide a proper structure for the additional demands that follow. On the contrary, the law may be interpreted as considering certain disciplines “superfluous”, causing a rupture in the educational process from elementary school to high school. This text is intended to bring some specific points for reflection, seeking to create a dialogue between excerpts of LDB 9394/96 and 13.415/2017 and authors that study the high school curriculum, and thus allowing an exchange of information that may bring a clear view of the implications of such reforms.

Beyond High School: Does the High School Economics Curriculum Make a Difference?

1994 ◽  
Vol 38 (1) ◽  
pp. 62-69 ◽  
Author(s):  
Jane S. Lopus ◽  
Nan L. Maxwell
Keyword(s):  
High School ◽  
Student Performance ◽  
School Curriculum ◽  
College Level ◽  
High School Curriculum ◽  
Economics Courses ◽  
The Relationship

Results from previous studies assessing the effect of high school economics courses on student performance in college economics courses have been inconclusive. We argue that this research fails to distinguish between high school economics courses that focus on traditional college macroeconomic and microeconomic topics and those that focus on less theoretical topics. We correct for this error by examining the relationship between the high school curriculum and knowledge of college-level economics. Although we find no evidence that students who studied high school economics are better equipped to study college economics than students who did not, we find that the curriculum does make a difference for students who have taken high school economics.

scholarly journals Implementasi Permendikbud No.44 Tahun 2019 tentang System Zonasi pada Penerimaan Peserta Didik Baru Tahun 2020

2020 ◽  
Vol 20 (1) ◽  
pp. 65-75
Author(s):  
Amelia Haryanti ◽  
Dindin
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
School Facilities ◽  
School Curriculum ◽  
School Level ◽  
Research Subjects ◽  
Prospective Students ◽  
High School Curriculum ◽  
State Schools

Tujuan dilaksanakannya penelitian ini adalah untuk mengetahui implementasi kebijakan Permendikbud No. 44 Tahun 2019 tentang sistem zonasi pada PPDB di Kota Tangerang Selatan dalam upaya melaksanakan pemerataan kualitas dan mutu Pendidikan. Penelitian ini dilakukan selama pelaksanaan PPDB tahun 2020 antara bulan Mei 2020 sampai dengan Juli 2020. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Subjek penelitian yakni, kepala SMPN, Kasi Kurikulum SMP dan orang tua calon peserta didik. Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Hasil penelitian adalah sebagai berikut: Pelaksanaan PPDB tahun 2020 untuk jenjang tingkat SMP Negeri di kota Tangerang Selatan sudah mengacu pada peraturan Permendikbud No. 44 Tahun 2019, sedangkan faktor penghambat dalam pelaksanaan Permendikbud ini adalah daya tampung sekolah negeri yang belum dapat memenuhi kebutuhan lulusan, serta masih banyaknya calon wali murid yang belum memahami diberlakukannya sistem zonasi. Untuk mengatasi permasalahan tersebut, pemerintah daerah bekerjasama dengan dinas pendidikan setempat meningkatkan sarana dan prasarana sekolah negeri dan melakukan sosialisasi tentang sistem zonasi kepada masyarakat jauh-jauh hari sebelum pelaksanaan PPDB. Abstract: The purpose of carrying out this research is to determine the implementation of Permendikbud No. 44 of 2019 concerning the Zoning System in PPDB for the First Middle School level in the City of South Tangerang in an effort to distribute the quality and quality of education. This research was conducted during the implementation of PPDB 2020 between May 2020 and July 2020. This research used a qualitative approach with a case study method. The research subjects were the head of the Junior High School, the Head of Junior High School Curriculum and the parents of prospective students. Data collection techniques using observation, interviews, and documentation. The results of the study are as follows: Implementation of PPDB in 2020 for the level of SMP Negeri in South Tangerang city has referred to Regulation of Permendikbud No. 44 of 2019, while the inhibiting factors in implementing this Permendikbud are the capacity of state schools that have not been able to meet the needs of graduates, and there are still many prospective student guardians who do not understand the implementation of the zoning system. To overcome this problem, the local government collaborates with the local education office to improve public school facilities and infrastructure and conduct socialization about the zoning system to the community long before PPDB implementation.

A Statewide Examination of Secondary Special Education for Students with Mild Disabilities: Implications for the High School Curriculum

1987 ◽  
Vol 54 (2) ◽  
pp. 122-129 ◽  
Author(s):  
Andrew S. Halpern ◽  
Michael R. Benz
Keyword(s):  
High School ◽  
Special Education ◽  
High School Students ◽  
Special Education Teachers ◽  
School Curriculum ◽  
Sources Of Information ◽  
School Students ◽  
High School Curriculum ◽  
Mild Disabilities ◽  
Education Administrators

This article reports the partial findings of a statewide survey of high school special education programs for students with mild disabilities. The focus of this article is on the curriculum. Three sources of information were tapped for this study: (a) special education administrators, (b) high school special education teachers, and (c) parents of high school students with mild disabilities. The return rates were very high: 91%, 89%, and 45% of the three groups, respectively. Four basic topics concerning the curriculum were investigated: (a) its focus and content, (b) discrepancies between availability and utilization, (c) barriers to mainstreaming, and (d) conditions required for improvement. Both data and recommendations with respect to these topics are presented.

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