scholarly journals PELAKSANAAN PENDIDIKAN NONFORMAL DI LPKA BENTIRING PROVINSI BENGKULU

2020 ◽  
Vol 2 (2) ◽  
pp. 62-66
Author(s):  
Jon Kenedi ◽  
Agus Zainal Ramat ◽  
Suardi Jasma
Keyword(s):  
Formal Education ◽  
Nonformal Education ◽  
Soft Skills ◽  
National Examination ◽  
Inhibiting Factor ◽  
Self Development ◽  
The Family ◽  
Key Word ◽  
The Right ◽  
And Training

This study aims to determine the implementation of Nonformal Education in LPKA in general. While in particular is describing whether there is an implementation of Non-formal Education in LPKA, describing the frequency of the implementation of Non-formal Education in LPKA and describing the driving factors and barriers to the implementation of Non-formal Education in LPKA. This study uses qualitative methods with descriptive data. Data analysis in this study using three methods, namely data reduction, data presentation, and Decision Making Verification. The results of this study indicate that: (1) Based on the findings of researchers in the field and existing theories, researchers concluded that the implementation of No formal Education in LPKA Benton Bengkulu Province already exists through the institution of a non-formal institution namely PKBM Ilmu Bunda with equality packages A, B and C , package B and C equality students have carried out the National Examination and Government institutions through the Provincial BLK (Training Center) which conducts training in sewing, automotive and making colek soaps to increase students' creativity while in LPKA. (2) Based on the findings of researchers in the field and existing theories, researchers can conclude that the frequency of Non-formal Education Implementation in LPKA is through PKBM Ilmu Bunda with the provisions of meeting schedules twice Thursday and Saturday, the duration of study is 60-90 minutes. Then the training specifically held by the Provincial BLK is scheduled to be erratic and has an influence on students, namely the fulfillment of the right to educate children and the independence of children to prepare the future of students after the prison period is over. (3) Based on the findings of researchers in the field and existing theories, researchers can conclude that the driving factor for the implementation of PNF in LPKA is that there is a concern for students, students have the right to get education and self-development (soft skills). Then the inhibiting factor for PNF implementation in LPKA is the building that is still with adult prisons, parents of students who have difficulty communicating and there are still students who are not cared for at all by the family. The solutions made by the LPKA to the barriers to package equality and training are: The LPKA party continues to carry out learning activities despite limited infrastructure and visits to the Provincial BLK, assisting students to meet parents to complete administration and strive for equality even though they are not managed by the family at all. Key Word : Nonformal Education, LPKA

Education and school

2021 ◽  
pp. 103-110
Author(s):  
Sue Boucher
Keyword(s):  
Pivotal Role ◽  
School Staff ◽  
Return To School ◽  
The Family ◽  
The Right ◽  
Ongoing Support ◽  
And Training

Every child has the right to an education. Children with life-limiting illnesses or conditions aspire to normality and will often express a strong desire to return to school or continue their education, despite probable limitations. This chapter looks at how education can be offered to children with a life-limiting diagnosis and suggests how mainstream schools can work collaboratively with the child and the family to integrate or reintegrate them into their school programme. Information is provided on ways in which the school can manage risks, protect the child, and play a pivotal role in the provision of holistic and ongoing support. It also considers the need for in-depth planning and training for school staff in order to achieve safe reintegration and what must be done to provide support to siblings, classmates, and educators while the child attends school and during bereavement, should the child die.

scholarly journals Implementation of Children Rights Fulfilment In Bandar Lampung Special Development Institution For Childrens

2021 ◽  
Vol 2 (1) ◽  
pp. 01-12
Author(s):  
Melista Aulia Nurdina
Keyword(s):  
Formal Education ◽  
Children's Rights ◽  
Class Ii ◽  
Children’S Rights ◽  
Individual Approach ◽  
Self Development ◽  
Approach Method ◽  
The Individual ◽  
The Right ◽  
Development Institution

Protection of children faced in conflict with the law and undergoing a criminal period in the Special Development Institution for Children, their rights and needs must always be fulfilled. These children's rights consist of the right to education, skills guidance, health care, and others. This study aims to identify and analyze the fulfillment of children's rights that must be fulfilled in the Special Development Institution for Children. The problem in this research is children's rights that must be fulfilled in the Special Development Institution for Children. The method of implementing the fulfillment of children’s rights in the Special Development Institute for Children, factors that hinder the implementation of the fulfillment of rights in the Special Development Institution for Children. The approach to the problem used in this research is normative and empirical juridical. The data analysis in this study was conducted qualitatively. This study found that the rights of children in the Class II of Bandar Lampung Special Development Institution have been carried out well. The assisted children get formal and non-formal education; the assisted children receive self-development guidance such as hair shaving, electric welding, planting, and mind preservation. The assisted children are also free to play music, exercise, and perform worship according to their respective beliefs. Implementing the fulfillment of children's rights uses an individual approach, and its implementation uses an assessment. Officers have programs to fulfill children’s rights, such as service, guidance, implementation, and supervision. The author suggests that Class II of Bandar Lampung Special Development Institute’s officers can fulfill children's rights ranging from formal education, non-formal education, skills, self-development, religion, maximizing the individual approach method to assisted children so that they can know more about the backgrounds, needs, emotions and interests of these children, as well as improve the quality of existing advice and infrastructure.

scholarly journals Pelatihan Pembelajaran Aplikasi Cerdas Cermat Unik (ACCU) Bagi Para Siswa SDN Pabean 1 Sedati Sidoarjo

2019 ◽  
Vol 3 (1) ◽  
pp. 17
Author(s):  
Titus Kristanto ◽  
Rachman Arief
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Formal Education ◽  
Educational Games ◽  
Educational Game ◽  
School Students ◽  
National Examination ◽  
The Right ◽  
Child's Brain

Education is a process to mature someone from various sectors. Education can be taken from various processes both formal, informal and non-formal education. At the age of children 0-6 years, is the right period of the child's brain is growing rapidly. So that it can absorb quickly both heard and seen. Based on data from the Education Authorities, the results of the National Examination  for elementary school have decreased compared to previous years. The decline in the value of the National Examination is caused by students being less interested in learning. In order for students to be interested in learning, innovation is needed in the form of educational games as learning media. The educational game is intended for grade VI elementary school students to face the National Examination. The result of making educational games is that students are more comfortable playing games while learning, so they can add insight and knowledge, and strengthen student's memory.ABSTRAK Pendidikan merupakan proses untuk mendewasakan seseorang dari berbagai sektor. Pendidikan dapat ditempuh dari berbagai proses baik pendidikan formal, informal, maupun non-formal. Pada usia anak 0-6 tahun, merupakan periode yang tepat otak anak sedang berkembang dengan pesat. Sehingga dapat menyerap secara cepat baik yang didengar maupun yang dilihat. Berdasarkan data dari Dinas Pendidikan, hasil nilai Ujian Nasional untuk jenjang SD mengalami penurunan dibandingkan dengan tahun-tahun sebelumnya. Penurunan nilai Ujian Nasional disebabkan siswa kurang tertarik untuk belajar. Supaya siswa tertarik untuk belajar, diperlukan inovasi berupa game edukasi sebagai media pembelajaran. Game edukasi tersebut ditujukan bagi para siswa kelas VI SD untuk menghadapi Ujian Nasional. Hasil dari pembuatan game edukasi adalah para siswa agar lebih nyaman bermain game sambil belajar, sehingga dapat menambah wawasan dan pengetahuan, serta memperkuat daya ingat siswa.Kata kunci : game edukasi; pendidikan; ujian nasional; siswa SD

scholarly journals Keberartian Pendidikan Formal dalam Proses Self-Socialization Remaja Dalam Era Digital Pada Abad 21

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Lisye Salamor
Keyword(s):  
Human Resources ◽  
21St Century ◽  
Formal Education ◽  
Negative Impact ◽  
Education Institution ◽  
Shared Responsibility ◽  
Educational Goals ◽  
Community Institutions ◽  
Self Development ◽  
The Family

Changes in society and culture affect youth as part of society. The digital age of the 21st century has contributed enormously to the development of human resources, but from these advances, it also plays a negative impact on the development of human resources, especially adolescents in their development. The virtue of self-socialization in adolescents toward the negative is a shared responsibility between the school as a formal education institution and the family. Partnership in developing youth resources between these two community institutions is very important for the achievement of educational goals in adolescent self-development.

scholarly journals Pemenuhan Hak Narapidana Anak dalam Mendapatkan Pendidikan dan Pelatihan

2015 ◽  
Vol 10 (1) ◽  
Author(s):  
Sofi Artnisa Siddiq
Keyword(s):  
Formal Education ◽  
Personality Development ◽  
Education And Training ◽  
Training Center ◽  
Ministry Of Education ◽  
Child Rights ◽  
Rights Of The Child ◽  
Training Research ◽  
The Right ◽  
And Training

Penelitian ini bertujuan untuk mengetahui pelaksanaan pemenuhan hak narapidana anak dalam mendapatkan pendidikan dan pelatihan serta mengetahui kendala yang dihadapi dalam proses pemenuhan hak narapidana anak dalam mendapatkan pendidikan dan pelatihan. Penelitian yang dilakukan bersifat kualitatif dengan menggunakan metode pendekatan yuridis sosiologis. Hasil penelitian menunjukkan bahwa pemenuhan hak narapidana anak dalam mendapatkan pendidikan dan pelatihan erat hubungannya dengan pembinaan yang diberikan kepada narapidana di dalam Lapas. Ada dua bentuk pembinaan yang diberikan, yaitu pembinaan kepribadian dan pembinaan kemandirian.  Belum maksimalnya pemenuhan hak tersebut disebabkan oleh beberapa kendala yaitu kurangnya tenaga profesional, keterbatasan dana, dan pembinaan anak pidana yang disamakan dengan narapidana dewasa. Kerjasama dilakukan dengan Kementrian Agama, Balai Latihan Tenaga Kerja, Dinas Pendidikan dan Kebudayaan. Simpulan dari penenilian ini adalah pemenuhan hak anak pidana dalam mendapatkan pendidikan dan pelatihan di belum sepenuhnya dapat dilakukan terutama pemenuhan hak anak dalam mendapatkan pendidikan formal, sedangkan hak pelatihan sudah dilaksanakan cukup baik. Tidak terlaksananya pemenuhan hak narapidana anak dikarenakan adanya beberapa kendala yang berasal dari dalam dan luar.<br /><br />This study aims to determine the implementation of child rights fulfillment prisoners in education and training as well as knowing the obstacles encountered in the process of fulfilling the rights of prisoners in the children receive education and training. Research conducted by using a qualitative sociological juridical approach. The results showed that the fulfillment of the rights of the child prisoners in education and training is closely connected with the coaching given to inmates in the prison. There are two forms of guidance provided, namely the independence of personality development and coaching. Not maximal fulfillment of these rights due to some constraints, namely the lack of professional personnel, limited funds, and criminal child development is equated with adult inmates. Cooperation in the fulfillment process conducted with the Ministry of Religious Affairs, Ministry of Education and Culture, and Training Center.. This is the conclusion of penenilian criminal fulfillment of child rights to education and training have not been fully performed in fulfillment of the rights of children, especially in formal education, whereas the right training has been implemented quite well. Non-performance of the fulfillment of rights of child prisoners due to some constraints that originate from inside and outside.<br /><br />

BIMBINGAN DAN PENYULUHAN TENTANG PENTINGNYA KEWIRAUSAHAAN BERBASIS MORAL ETIKA DAN MANAJEMEN KAS PADA JAMAAH MASJID ASY SYUHADA MALANG

2021 ◽  
Vol 8 (1) ◽  
pp. 30-34
Author(s):  
Joko Samboro ◽  
Heru Utomo ◽  
Abdullah Helmy ◽  
Maskur - ◽  
Musthofa Hadi
Keyword(s):  
Service Quality ◽  
Soft Skills ◽  
Suitable Alternative ◽  
Problems And Solutions ◽  
Moral Ethics ◽  
The Right ◽  
And Training

The purpose of this service is to find the problems faced by the ASY SYUHADA congregation and congregation RT. 6 RW. 7 Sudimoro, Kel. Mojolangu, Kec. Lowokwaru Malang City and at the same time provide the right solution in order to achieve increased knowledge and capabilities in the operational field, especially in the field of entrepreneurship, namely starting before carrying out activities, with aspects of intention in entrepreneurship, then during activities, namely in terms of the importance of moral ethics in entrepreneurship and also given examples of the character of the Prophet Muhammad in trading, service quality and also selling techniques, which ended with an agreement or better known as a deal and marked by a handshake, so that work is not only profitable, but also gets blessings. Thus this activity can improve skills, both soft skills, especially in entrepreneurship and in cash managementThe methods used are: observation, to observe the activities carried out both in the economic and socio-religious fields, then interviews, explored to find problems and solutions that will be offered and simulations, to find the most suitable alternative in order to market goods more effectivelyThe findings are that guidance and training on: practical moral-ethical-based entrepreneurship and discussions about experience and how to manage cash well. well done

scholarly journals FORMATION OF SOFT SKILLS OF STUDENTS IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTION

2021 ◽  
pp. 152-160
Author(s):  
Olena Kirdan ◽  
Oleksandr Kirdan
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Educational Program ◽  
Professional Training ◽  
Formal Education ◽  
Soft Skills ◽  
Higher Education Institutions ◽  
Economic Education ◽  
Educational Process ◽  
Self Development

The article is devoted to the characteristics of the peculiarities of the formation of soft skills of higher education in the educational process of higher education. To achieve this goal, general scientific methods were used: analysis, synthesis, comparison, concretization, generalization, content analysis. The following essential features of soft skills are singled out: coverage of competencies that contribute to the self-realization of future professionals and are individualized in terms of content, target, time and personal dimension; complexity, etc. Emphasis is placed on the need for active formation and intensive development of soft skills in students at the stage of study in higher education institutions. The importance of soft skills formation in the context of criteria for assessing the quality of the educational program and descriptors of the National Qualifications Framework is substantiated. It is emphasized that the formation of soft skills of students in the educational process depends on the policy of free economic education. Positive practice includes the pervasiveness of soft skills formation both within certain educational components (compulsory and optional) and extracurricular activities of higher education institutions. It is stated that the organization of the educational process in higher education institutions does not yet have universal technologies for the formation of soft skills. Teaching methods such as small group work, creative exercises, case method, role and business games, debate, discussion, interactive method, brainstorming, project method, facilitation, training, personal and professional portfolio creation, independent research, heuristic method – should be used in the educational process of modern universities for the formation and development of soft skills. Possibilities of non-formal education for self-development of soft skills are analyzed. Keywords: soft skills; educational process; teaching methods; learning technologies; personal development; educational program; professional training; non-formal education; self-development.

scholarly journals PEMBINAAN KEWIRAUSAHAAN PADA MASYARAKAT TANJUNG GUNDAP RT 02/ RW 01 KELURAHAN TEMBESI, KECAMATAN SAGULUNG

2021 ◽  
Vol 3 (1) ◽  
pp. 61-72
Author(s):  
Vargo Christian L. Tobing ◽  
Hendri Herman
Keyword(s):  
Formal Education ◽  
Daily Life ◽  
Human Beings ◽  
Entrepreneurial Spirit ◽  
The People ◽  
The Family ◽  
The Right ◽  
Additional Income

Perhaps we have heard that wealthy families will bring up rich children because they are used to being rich. Similarly, some consider that a person becomes a businessman because his fathers, grandparents, and most of his family are descendants of businessmen. This opinion is true and hard to deny because of the environment and lifestyle of the family. But, being an entrepreneur is certainly the right of all human beings. The first step we can take to grow our interest in entrepreneurship is to grow the entrepreneurial spirit in us. There are many ways that can be done, for example through formal education, through entrepreneurship seminars, through training, and self-taught. However, it is not so lucky for the people of Tanjung Gundap, because the people of Tanjung Gundap still have a little formal education. Therefore, to foster entrepreneurial interest in the community Tanjung Gundap RT 02 / RW 01 is to provide counseling, coaching to the community about entrepreneurship so that the community can be motivated to have a business so as to earn additional income. Considering the main source of income of tanjung gundap people is from seafood. If there is no catch of fish, then it is likely that no money is taken home to meet the needs of daily life.

SYSTEMIC CAUSES OF THE APPEARANCE OF “COBRA EFFECT” IN THE MANAGEMENT OF SOCIO-ECONOMIC DEVELOPMENT

2019 ◽  
Vol 86 (3) ◽  
pp. 51-61
Author(s):  
M. S. Mokiy ◽  
E. K. Borzenko
Keyword(s):  
Economic Development ◽  
Economic System ◽  
Gross National Product ◽  
The Family ◽  
Social And Economic Development ◽  
Socio Economic Development ◽  
Energy Consuming ◽  
The Right ◽  
Goals And Objectives ◽  
Least Energy

The article on the basis of extrapolation of system laws of management of social and economic development illustrates the system reason of the Cobra effect, that is, a situation where, despite the rather attractive goals that managers formulate, the result of the activities of subordinates is opposite to what was intended. The main problem of management is the development of a system of indicators, in which, working on the indicator, employees would change the state in the right direction. The reason for the Cobra effect is the manifestation of systemic patterns of socio-economic development. The main system regularity is the desire of the system for stability and self-preservation. This state of the system is achieved using the least energy-consuming way. It is shown that any worker, realizing system regularities, aspires to stability and self-preservation. Therefore, the employee is always forced to work for achieving the indicator. The article analyzes the manifestation of these laws at the level of enterprises and state. When managers understand these patterns explicitly or covertly, changes in the economic system are moving in the right direction. It is shown that the existing system of target indicators used as indicators to assess the effectiveness of management does not meet the goals and objectives of socio-economic development. At the meso- and macrolevel, absolute, volumetric indicators, such as gross national product and others, reduce the range of benefits to the population. The article defines the vector of change in the system of indicators for assessing the effectiveness of management at the regional and state levels, based on the fact that the key element is the family. At the same time, the targets should be indicators to assess the availability of benefits for households.

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