scholarly journals Science as an interdisciplinary instrument for learning in high school - for a freirean epistemology (a curricular analysis of the high school classes of the College of Imaculada Conceição) / A ciência enquanto instrumento interdisciplinar para a aprendizagem no ensino médio – por uma epistemologia freireana (uma análise curricular das turmas do ensino médio do Colégio da Imaculada Conceição)

2021 ◽  
Vol 7 (12) ◽  
pp. 119626-119638
Author(s):  
Mauro Azevêdo ◽  
Diogenes José Gusmão Coutinho
Keyword(s):  
High School ◽  
Philosophy Of Science ◽  
Learning Process ◽  
Scientific Community ◽  
World Society ◽  
Production Of Knowledge ◽  
The World ◽  
The Subject ◽  
The Right ◽  
Systematic Practice

Science (from Latin  scientia,  "knowledge") or systematic practice. It is a product derived from systematized searches, so a method is required. For Lakatos (2011), it is the systematization of knowledge, a grouping of logically related prepositions on the behavior of certain phenomena that one intends to study. Interdisciplinarity serves asa link between the curricular components of a school institution, so it is a model with a new division ofknowledge,  allows interaction, communication between disciplines seeking to integrate knowledge in a harmonious and meaningful way. Therefore, with this fusion of curricular knowledge, an important, scientific community is formed that provides high school with a quality in the learning process and, finally, the production of knowledge. By epistemology (it is the right knowledge, science. Logos:  speech, study. It's the philosophy of science.) freirean, it is critical, of interactionist basis, in which knowledge results from constructions of the subject with interaction with the world, society or culture. It is in this epistemology that dialogicity occurs, there is a process of constant construction in which the epistemic subject teaches and learns, learns and teaches. It is in high school, this school stage in which adolescents study, the presence of science permeating, instrumentalizing and boosting knowledge in classes and causing learning within the curriculum.

scholarly journals Profesi Konselor dalam Kurikulum 2013 dan Permasalahannya

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Mungin Eddy Wibowo
Keyword(s):  
High School ◽  
Learning Process ◽  
Basic Skills ◽  
Guidance And Counseling ◽  
Counseling Service ◽  
Subject Group ◽  
The Subject ◽  
The Right

Implementation of the 2013 curriculum will create problems for high school learners who can not afford in choosing the right direction of subject groups and subjects appropriately, so that will cause difficulties in learning and tendency to fail in learning. The determination of the direction of the subject group and the subjects should be in accordance with the general basic skills (intelligence), talents, interests and preferences of each learner so that the learning process goes well and the tendency to succeed in learning. Therefore, the guidance and counseling service in the direction of the subject group and the subject is very necessary for the learner to be able to make choices according to his potential ability and the possibility of success in learning.

Divergent Principles of Politeness in Verbal and Non-Verbal Directive Speech Act

2018 ◽  
Vol 4 (2) ◽  
pp. 41
Author(s):  
Lindayana ◽  
Arifuddin ◽  
Halus Mandala
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Learning Process ◽  
Speech Act ◽  
Senior High School ◽  
Factors Affecting ◽  
Data Source ◽  
The Subject ◽  
Directive Speech ◽  
Bahasa Indonesia

This study was conducted aiming at examining: (1) the divergent principles of politeness in students’ directive speech act (2) factors affecting politeness and impoliteness in verbal and non-verbal directive speech act produced by students at grade X in Senior High School 1 Mataram in the learning process. The subject of this study are teachers teaching Bahasa Indonesia, English, Economy, History, Math, Religion, Civic, and Science, and all students at Grade X of Science 1, Science 3 and Social 2 in Senior High School 1 Mataram. This study is a descriptive qualitative research. The data source in this study is the number of utterances produced by students and teachers in the learning process. The data were collected through observation. This study revealed that: (1) there were divergent principles of politeness in participants’ directive speech act namely single and multiple divergent principles of politeness affected by speaker intentionally accused addressees, intentionally uttered by neglecting the context, was protective to other arguments, showed emotional feeling, given critiques in impolite words and mocked at other; and (2) there were factors affecting politeness and impoliteness in verbal and non-verbal directive speech act produced by students in learning process namely linguistic factor and non-linguistic factor.

scholarly journals Moral education of students in the cultural and educational space of the high school

2016 ◽  
Vol 5 (4) ◽  
pp. 211-216
Author(s):  
Sergey Victorovich Pupkov
Keyword(s):  
High School ◽  
High School Students ◽  
Moral Education ◽  
School Students ◽  
Moral Value ◽  
Substantive Content ◽  
The World ◽  
Practical Development ◽  
The Subject ◽  
Education Of Students

The necessity of the moral education of students of high school students as an initiation to the values of which are in the teacher-written cultural and educational space. Amended scientific understanding of the concept of educational space and proved that the substantive content of the notion of cultural and educational space gets through the involvement of the term culture. The essence of cultural and educational space of the university lies in its multi-dimensionality, which is expressed in infinity broadcast through the channels of education and training culture as the experience of, the experience of spiritual and practical development of the world in the moral experience moral, value relationships according to the criterion limit it (experience) of the base (value of a person), by which the subject-object, object-subject and subject-subject relations are optional. The content of the cultural and educational space, formed the subject-object and subject-subject relationship, the relationship between them becomes dialectical by the object-subject relationship in which there are values that are axiological nucleus of activity, axiological form of culture. Determine the purpose of the subject-object and subject-subject relations as the content of the image of cultural and educational space, and on the basis of this mission revealed features of pedagogical activity of the teacher conducting the moral education of students: to provide storage, reproduction, broadcast culture as the experience of concluded (experience) in ostensive, imperative, axiological forms of culture, its forms-principles; organization of the work of students with cultural forms; student organization ascent from axiological forms of culture its forms-principles; transfer of experience of spiritual and practical development of morality in the world, the experience of behavior and activity, experience, moral, value relations.

scholarly journals Sanksi Pidana terhadap Guru yang Melakukan Tindak Penganiayaan kepada Murid saat Proses Pembelajaran

2020 ◽  
Vol 1 (1) ◽  
pp. 44-50
Author(s):  
Anak Agung Ngurah Adhi Wibisana ◽  
I Made Sepud ◽  
I Made Minggu Widyantara
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Criminal Code ◽  
The Body ◽  
Data Sources ◽  
Criminal Sanctions ◽  
The World ◽  
Pros And Cons ◽  
The Right ◽  
Laws And Regulations

Indonesia has a law on education, namely Law No. 14 of 2005 on Teachers and Lecturers. In its implementation, there is a case that causes pros and cons to the statement of every article of the Teacher and Lecturer Law, especially in relation to the right to defend oneself in criminal acts of persecution. The purpose of this research is to know the arrangement of teaching methods for students during the learning process and to know the criminal sanctions against teachers who abuse students during the learning process. This study uses a normative method with the main data sources namely laws and regulations. The results showed that the element of an act, and / or the result of an act, pain in the body, and injuries to the body contained in Article 351 paragraph (1) of the Criminal Code refers to the Teacher and Lecturer Law, namely in Article 77 paragraph (6). This article defines the basis of persecution, namely actions that cause pain to a person. The criminal act of persecution in the world of education, at least, must be considered with the intention of disciplining and educating the nation's life.

scholarly journals NGETREN: BEDAH JURUSAN AKUNTANSI DAN KEDOKTERAN

SenSaSi ◽  
2021 ◽  
Vol 1 (1) ◽  
pp. 42-46
Author(s):  
Rizdina Azmiyanti
Keyword(s):  
High School ◽  
High School Students ◽  
Soft Skills ◽  
Compulsory Education ◽  
Bachelor's Degree ◽  
School Students ◽  
Medical Department ◽  
The World ◽  
New Perspective ◽  
The Right

Compulsory education for 12 years ending in high school. After high school, students are entitled to continue their education on campus to obtain a bachelor's degree. This activity aims to provide an overview of the world of lectures today. The method used is using an online platform due to the pandemic situation. The participants of this activity are 12th graders and 30 followers of LBB Neutron Malang Instagram. LBB Neutron Malang is one of the largest tutoring institutions in Malang which includes students from elementary to high school. In this activity there were 2 resource persons from the accounting department and the medical department and 1 moderator from the LBB Neutron Malang. This activity gave students a new perspective on the world of lectures. The materials discussed included why to choose the major, how to get tips and tricks to pass the exam, what kind of profession in the future, what kind of soft skills are needed in the world of work. This activity is expected to be positive for students to choose the right major, not just a trend. Keywords: Major, Accounting, Campus

scholarly journals Analisis Pelaksanaan Kurikulum 2013 Pada Pembelajaran Peminatan Di SMA Negeri Kota Ternate

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Widyasari Usman ◽  
Endang Poerwanti ◽  
Atok Miftachul Hudha
Keyword(s):  
High School ◽  
Teaching Methods ◽  
Central Government ◽  
Teaching Method ◽  
Senior High School ◽  
Ministry Of Education ◽  
Curriculum Policy ◽  
Management Models ◽  
The Subject ◽  
The Right

Abstract: The subject of specialization can help the development of abilities possessed by students. Specifically, specialization subjects can be followed according to students' talents and interests. This study aims to describe (1) the implementation of the 2013 curriculum policy in specialization learning in Senior High School 1 Ternate. (2) differences in specialization management models are applied in Senior High School 1 Ternate. And (3) constraints and solutions in the implementation of specialization learning in Senior High School 1 Ternate. This research was conducted with a descriptive qualitative approach. Sources of data and information from three curriculum subjects and nine specialization subject teachers from each of the three schools. The results showed that (1) the implementation of the 2013 curriculum in specialization learning in Senior High School 1 Ternate was by Minister of Education and Culture Regulations number 69 of 2013 and schools only make policies based on the central government and adjust teaching hours and based on specialization manuals and cross-interests from the Ministry of Education and Culture in 2016 and 2017. (2) There are some differences from specialization management models such as specialization mechanisms/procedures in each school have different stages. (3) Obstacles in the implementation of specialization learning in Senior High School 1 Ternate include (a) constraints from teachers; (b) constraints in choosing teaching methods; (c) constraints from students; (d) the constraints of using learning resources; (e) facilities and infrastructure. The solution is that the teacher chooses the right teaching method and can improve the competency of the studentsKeywords: Learning, Specialization Subjects, 2013 Curriculum Abstrak: Diberlakukan mata pelajaran peminatan dapat membantu pengembangan kemampuan yang dimiliki oleh siswa. Secara khusus mata pelajaran peminatan dapat diikuti sesuai bakat dan minat siswa. Penelitian ini bertujuan untuk mendeskripsikan tentang (1) pelaksanaan kebijakan kurikulum 2013 pada pembelajaran peminatan di SMA Negeri Kota Ternate. (2) perbedaan model manajemen peminatan diterapkan di SMA Negeri Kota Ternate. Dan (3) kendala dan solusi dalam pelaksanaan pembelajaran peminatan di SMA Negeri Kota Ternate.Penelitian ini dilakukan dengan pendekatan kualitatif deskriptif. Sumber data dan informasi dari tiga masing-masing wakasek kurikulum dan sembilan guru mata pelajaran peminatan dari tiga masing-masing sekolah. Hasil penelitian menunjukkan bahwa (1) pelaksanaan kurikulum 2013 pada pembelajaran peminatan di SMA Negeri Kota Ternate sudah sesuai dengan Permendikbud No. 69 Tahun 2013 dan sekolah hanya membuat kebijakan berdasarkan dari pemerintah pusat dan menyesuaikan jam mengajar serta berdasarkan buku pedoman peminatan dan lintas minat dari Kemendikbud tahun 2016 dan 2017. (2) Terdapat beberapa perbedaan dari model-model manajemen peminatan seperti mekanisme/prosedur peminatan di setiap sekolah memiliki tahapan-tahapan berbeda. (3) Kendala dalam pelaksanaan pembelajaran peminatan di SMA Negeri Kota Ternate meliputi (a) kendala dari guru; (b) kendala memilih metode mengajar; (c) kendala dari siswa; (d) kendala menggunakan sumber belajar; (e) sarana dan prasarana. Solusi yang dilakukan yaitu guru memilih metode mengajar tepat dan dapat meningkatkan kompetensi peserta didikKata kunci: Pembelajaran, Mata Pelajaran Peminatan, Kurikulum 2013 

scholarly journals Pola Pembelajaran Agama Islam di Madrasah dalam Perspektif Pendidikan Holistik: Studi Kasus di Madrasah Aliyah Negeri 3 Sleman Yogyakarta

2018 ◽  
Vol 2 (1) ◽  
pp. 121-136
Author(s):  
Zainal Arifin Ahmad
Keyword(s):  
High School ◽  
Learning Process ◽  
Single Unit ◽  
Lesson Plan ◽  
Senior High School ◽  
Education Curriculum ◽  
Holistic Learning ◽  
The Subject ◽  
Personal Community ◽  
Learning Principles

This research aims at investigating the pattern of Islamic learning process at Yogyakarta-based Islamic senior  high  school-3 from holistic learning perspective.  The research adopts qualitative approach. The research shows  that the pattern of the  Islamic learning  process at the Islamic senior  high  school implemented  in  the  unity of  Islamic  education  curriculum with three  main inseparable  components,  i.e.  intra-curricular,  extracurricular  and hidden-curricular,  has accommodated holistic  learning  principles. The accommodation can be evaluated from the implementation of basic holistic learning principles comprising of interconnectedness, wholeness and being.  In spite of this accommodation, the research has found some weaknesses in the Islamic learning processs. First, the  development  of  the five-level of  learners  potencies   as envisioned in  holistic learning, i.e.  personal, community, social, planetary and cosmic, has  not been formulated  explicitly  in  the  curriculum  and lesson  plan.  The  existing  formulation  only  respects to  the development  of  six  dimensions  of  learners  potencies,  i.e. physical, emotional, intellectual, social, aesthetic,  and spiritual. Second, the intra-curricular learning process is  still more oriented to teaching  for  the  test and less oriented to teaching  for the whole task. Third, the subject matter of Islamic learning curriculum,  i.e. al-Qur’an-Hadis,  Akidah-Akhlak, and Fikih have not been integrated as a single unit.  The three subject  matters still  stand on their own  theme, and have not been integrated as a single unit.  The research  has successfully mapped out  the  characterizing  pattern  of  quality development  of Islamic  learning process  seen from  the perspective of holistic learning at the madrasah.[Penelitian ini bertujuan untuk mengungkapkan pola pembelajaran agama Islam di MAN 3 Sleman Yogyakarta ditinjau dari perspektif pembelajaran holistik. Penelitian ini menggunakan pendekatan kualitatif. Hasil  penelitian menunjukkan bahwa  proses pembelajaran agama Islam  di MAN 3 Sleman Yogyakarta yang diimplementasikan dalam  kesatuan program pembelajaran intrakurikuler,  ekstrakurikuler,  dan hidden curricular  secara umum telah mengarah kepada pola pembelajaran holistik. Dikatakan demikian karena dalam penerapan kesatuan tiga program pembelajaran tersebut ditemukan adanya penerapan tiga prinsip dasar pembelajaran holistik yang  meliputi connectedness, wholeness, dan  being.  Hanya saja,  dalam proses pembelajaran agama  Islam  tersebut  masih terdapat beberapa kelemahan. Pertama, secara konseptual, pengembangan lima level potensi peserta didik (personal, komunitas, sosial, planetari, dan kosmis) sebagaimana dicanangkan dalam pembelajaran  holistik  belum  terumuskan  secara  eksplisit dalam kurikulum maupun dalam perencanaan pembelajaran agama Islam. Rumusan yang ada hanya berkenaan dengan pengembangan enam dimensi potensi  peserta  didik  (fisik,  emosi,  intelektual,  sosial, estetika, dan spiritual). Kedua,  proses pembelajaran agama Islam intrakurikuler masih lebih dominan berorientasi pada teaching for the test dan kurang berorientasi pada teaching for the whole task. Ketiga, materi pelajaran agama Islam intrakurikuler  yang meliputi Akidah-Akhlak, al-Qur’an-Hadis, dan Fikih masih merupakan materi  pelajaran yang berdiri sendiri-sendiri dan belum terintegrasi sebagai satu kesatuan untuk dapat memberikan kemampuan kepada peserta didik dalam melakukan tugas-tugas yang bersifat kompleks dan menyeluruh (whole task). Penelitian ini memberi kontribusi dalam  memetakan karakteristik  pola  proses pembelajaran agama Islam di madrasah ditinjau dari perspektif  pembelajaran holistik.]

scholarly journals Práticas pedagógicas a partir do cinema como uma experiência sem camisa de força (p.47-62)

2018 ◽  
pp. 47-62
Author(s):  
Kelcilene Gisela Persegueiro ◽  
José Euzébio de Oliveira Souza Aragão
Keyword(s):  
Learning Process ◽  
Knowledge Production ◽  
Daily Life ◽  
Qualitative Approach ◽  
Pedagogical Practices ◽  
Production Of Knowledge ◽  
Human Formation ◽  
Palabras Clave ◽  
The World ◽  
The Relationship

Resumo O presente artigo traz os resultados de uma pesquisa que objetivou investigar os detalhes no cotidiano de uma sala de aula do Ensino Fundamental I com crianças de 6 e 7 anos ao vivenciarem o encontro do cinema na escola, bem como compreender que tipo de práticas pedagógicas podem ser construídas a partir da experiência do cinema e de que maneira podem promover/criar/afetar/transmitir/ transformar os alunos e estimular a produção de conhecimento, além de verificar como a relação das crianças com os desenhos animados, inspirados no Sítio do Pica-Pau Amarelo conduz a um aprendizado que permite uma leitura de mundo no qual as experiências prévias das crianças somam-se à própria experiência do cinema. No que tange à metodologia, trata-se de uma pesquisa que está inserida na abordagem qualitativa, com a utilização das pesquisas bibliográfica, documental e pesquisa-ação. Os dados foram analisados por meio da análise de conteúdo trazida por Bardin (1979). Os resultados e as conclusões/considerações finais apontam que o cinema na escola possibilita a construção de práticas pedagógicas como formação humana dos educandos que estão em contato com o mundo, para provocar movimentos de apropriação, revelação e criação, tecendo elo entre o cinema, a educação e o cinema na escola, tido como potencialidade para se pensar a educação no país. Palavras-chave: Cinema. Escola. Práticas pedagógicas. Produção de conhecimento. Educação. Pedagogical practices from the cinema as an experience without a strength shirt AbstractThis article presents the results of a research that aimed to investigate the details in the daily life of a classroom with children between 6 and 7 years from “Ensino Fundamental I” when experiencing the meeting of the cinema in the school. Moreover, this paper intends to understand what kind of pedagogical practices can be built from the experience of cinema, and how this experience can promote /create/affect/transmit/transform students and stimulate the production of knowledge. We also investigate how the relationship between children and cartoons, inspired by the Pica Pau Amarelo Site, leads to a learning process that allows a reading of the world in which the children’s previous experiences are added to the experience of the cinema itself. Regarding the methodology, it is a research that is inserted in the qualitative approach, with the use of bibliographical, documentary and action research. The data were analyzed through the analysis of content brought by (BARDIN, 1979). The results / conclusions / or the final considerations point out that the cinema in the school makes possible the construction of pedagogical practices, like human formation of the students who are in contact with the world to provoke movements of appropriation, revelation and creation, building a link between the cinema and education and cinema in the school. This process reveals potentialities to think about education in the country. Keywords: Cinema. School. Pedagogical practices. Knowledge production. Education. Prácticas pedagógicas a partir del cine como una experiencia sin camisa de fuerza Resumen El presente artículo trae los resultados de una investigación que objetivó investigar los detalles en el cotidiano de un aula con niños, entre 6 y 7 años de la Enseñanza Fundamental I al vivenciar el encuentro del cine en la escuela y comprender qué tipo de prácticas pedagógicas pueden ser construidas a partir de la experiencia del cine y de qué manera pueden promover / crear / afectar / transmitir / transformar a los alumnos y estimular la producción de conocimiento; ver cómo la relación de los niños con los dibujos animados, inspirados en el Sitio del Pica Pau Amarillo conduce a un aprendizaje que permite una lectura de mundo en el que las experiencias previas de los niños se suman a la propia experiencia del cine. En lo que se refiere a la metodología, se trata de una investigación que está inserta en el abordaje cualitativo, con la utilización de las Investigaciones bibliográfica, documental e investigación-acción. Los datos fueron analizados por medio del análisis de contenido traído por (BARDIN, 1979). Los resultados / conclusiones / o las consideraciones finales apuntan que el cine en la escuela posibilita la construcción de prácticas pedagógicas, como formación humana de los educandos que están en contacto con el mundo para provocar movimientos de apropiación, revelación y creación, tejiendo el eslabón entre el cine y el cine educación y cine en la escuela, tenido como potencial para pensar la educación en el país. Palabras clave: Cinema. Escuela. Prácticas pedagógicas. Producción de conocimiento. Educación.

scholarly journals ЭТНОГРАФИЯ – ЭТО НАУКА О ТОМ, ЧТО ИСТОРИЮ МОЖНО И НУЖНО «МЕРИТЬ САРАФАНАМИ»

2021 ◽  
pp. 365-372
Author(s):  
Мария Владимировна Васеха ◽  
Марина Александровна Жигунова
Keyword(s):  
Professional Development ◽  
Scientific Community ◽  
The World ◽  
The Subject

Специфика антропологической науки заключается в том, что в ее рамках учеными много внимания уделяется рефлексии и осмысливанию не только процесса конструирования предмета их анализа, объектом изучения становится и то, как сами исследователи конструируют мир научного сообщества, какую роль фигура и бэкграунд каждого конкретного ученого играет в развитии целого научного направления (Комарова 2016: 224). В статье рассказывается о профессиональном становлении крупного сибирского этнографа, доктора исторических наук, руководителя отдела этнографии Института археологии и этнографии СО РАН (Новосибирск) Елены Федоровны Фурсовой. Профессиональная судьба ученого, «делающего» нашу науку здесь и сейчас, предстает как конкретный кейс, вносящий еще один «кирпичик» в попытку осмысления и переосмысления развития отечественной этнографии, этнологии и антропологии. The specificity of anthropology lies in the fact that much attention is paid to reflection and observation not only of how scientists construct the subject of their research, but also how the researchers themselves construct the world of the scientific community, what role the figure and background of each particular scientist plays in the development of the whole direction (Komarova 2016: 224). The article describes the path of professional development of a major Siberian ethnographer, head of the Department of Ethnography of the Institute of Archeology and Ethnography of the SB RAS (Novosibirsk) Dr. Elena F. Fursova. The career of a scientist who “makes” our science here and now appears as a specific case that introduces another “brick” in attempts to comprehend and rethink the development of Russian Ethnography, Ethnology, and Anthropology.

scholarly journals Student gadget addiction behavior in the perspective of respectful framework

Konselor ◽  
2018 ◽  
Vol 7 (3) ◽  
Author(s):  
Frida Putri Wardhani
Keyword(s):  
High School ◽  
Junior High School ◽  
School Counselor ◽  
Design Research ◽  
Junior High ◽  
Negative Impact ◽  
Student Behaviors ◽  
Qualitative Descriptive ◽  
The Subject ◽  
The Right

Someone who use gadget in the right way will get benefits. Meanwhile, people who can not control gadget itself will get some negative impact.  One of negative impact is people will become addicted in gadget. This research finds the behavior of gadget addicted for students based on respectful framework. This research is qualitative descriptive design. Research instruments are interview, observation, and documentation. The primary informants come from two students of Junior High School 1 Karangrejo who also being the subject of research. Meanwhile, the proponent informant come from parents from two students who are the subject of research and school counselor. It's meant assessment by respectful framework has differences behavior and factors that influence student behaviors.

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