scholarly journals TIPS DAN TRIK PEMBAHASAN SOAL UN BAHASA INDONESIA BAGI SISWA KELAS IX SMP NEGERI 4 KOTA SOLOK

2022 ◽  
Vol 3 (2) ◽  
pp. 177-186
Author(s):  
Mega Putri ◽  
Elan Halid ◽  
Zona Rida Rahayu
Keyword(s):  
Evaluation System ◽  
National Language ◽  
Average Score ◽  
College Level ◽  
School Students ◽  
Education Standards ◽  
National Education ◽  
National Examination ◽  
Existing Problems ◽  
The Republic

In education, one of the evidences of success in the learning process is with the achievement of the test results obtained. The national exam is evaluation system of national primary and secondary education standards and quality equality inter-regional education level conducted by the Center for Educational Assessment, Ministry of National Education in Indonesia based on the Law of the Republic of Indonesia No. 20 of 2003 states that in the context of controlling the quality of education nationally, an evaluation is carried out as a form of accountability of education providers to parties who interested. Indonesian subjects are important for all students because position as the national language. Indonesian subjects have been studied starting from elementary school students up to the college level. However, this subject is still a scourge which is scary because in the evaluation it is considered that there are many trapping questions. other than that The text-based 2013 curriculum requires students to be able to understand the text before they answer the exam questions. students also have difficulty reading quickly thus spending a lot of time to solve the problem of the form of the text in exams, especially for middle school students. Guidance is needed for students in answering UN questions in order to get satisfactory results.The activities carried out in this service are making try out questions National Examination, then the implementation of the National Examination pretest, and discussion of questions the. In the discussion students are given guidance in answering exam questions National which has been prepared in advance. The implementation of the pretest the average score of students is 65 while after the guidance was carried out in the form of discussion of the UN questions so that the average score of students increased. There appears to be a significant change in student scores. They are also very enthusiastic in discussing the existing problems. They are also fighting for answer the questions discussed together.

scholarly journals administrasi kurikulum

2019 ◽  
Author(s):  
Roni Yunasril
Keyword(s):  
Teaching And Learning ◽  
Government Regulation ◽  
Learning Processes ◽  
Learning Activities ◽  
Educational Goals ◽  
Learning Materials ◽  
Education Standards ◽  
National Education ◽  
The Republic ◽  
National Education Standards

UU no. 2 of 1989 stated that the curriculum is a set of plans and arrangements regarding the content and learning materials as well as the methods used as guidelines in the implementation of teaching and learning processes. In the Republic of Indonesia Government Regulation No. 19/2005, regarding National Education Standards (SNP), it is stated that the curriculum is a set of plans and arrangements regarding the objectives, content, and learning materials and the ways used as guidelines for organizing learning activities to achieve certain educational goals.

scholarly journals My Homeland: Kyrgyzstan Bishkek Secondary School Students' Opinions About Homeland

2021 ◽  
Vol 8 (1) ◽  
pp. 14-23
Author(s):  
Hakan DÜNDAR ◽  
Yasemin ERMAN
Keyword(s):  
Middle School ◽  
Secondary School ◽  
Strong Association ◽  
Physical Space ◽  
Kyrgyz Republic ◽  
School Students ◽  
National Education ◽  
Broad Concept ◽  
The Republic ◽  
Republic Of Turkey

Homeland is generally the land where one person was born and grew upand also it is a broad concept that includes language, history, culture and family ties as well as being the land that a nation freely lives on. Homeland is not only a physical space, but a strong association of cultures, arts assets, and language, religion and common past together. In this study, it was tried to determine the views of the middle school students living in the Kyrgyz Republic, whose mother or father is a Turkish citizen. This study was conducted with156 students studying in, the Republic of Turkey Ministry of National Education Kyrgyzstan Bishkek Middle School and in Imam Hatip Secondary School. This school, which is connected to the Republic of Turkey Ministry of National Education and mostly chıldren contınued who are the citizens of the Republic of Turkey. In this descriptive survey model, the data were obtained from the open-ended questionnaire asked to the students. In the analysis of the data, content analysis was used. 109 students participated in the survey stated that they see Turkey as the homeland. Students were determined Kyrgyzstan and Russia as a country after Turkey. 4 themes and 9 sub-themes were formed in the direction of the students' thinking about the concept of “homeland”. In the research, each theme related to students 'responses was examined separately, and some students' thoughts were also included and interpreted.

scholarly journals The Feasibility of English Textbook for Vocational School

2020 ◽  
Vol 3 (2) ◽  
pp. 54-63
Author(s):  
Masrupi Masrupi ◽  
◽  
Akhmad Baihaqi ◽  
Miftahul Hakim
Keyword(s):  
Qualitative Research ◽  
Material Design ◽  
Vocational School ◽  
Vocational Students ◽  
School Students ◽  
Education Standards ◽  
National Education ◽  
The Third ◽  
The Core ◽  
English Textbooks

The objective of the research is aiming to identify the feasibility of the English textbooks for use by vocational school in Pandeglang regency. To reach the objective, the researchers used qualitative research. The data were collected from three English textbooks used for vocational school, interview, and questionnaire. The techniques of analyzing data were focused on the analysis of materials provided within the textbook with the core and basic competence of 2013 curriculum. The criteria were suggested by National Education Standards Agency (Badan Standar Nasional Pendidikan) and Rajan material design. The findings show that (1) the material relevance to the core and basic competence of 2013 Curriculum of the first English textbook (TB1) is 81.25%, the second English textbook (TB2) is 93.75%, and the third English textbook (TB3) is 87.5%; and (2) the categories of feasible textbook for vocational students for TB1 is 83.3%, TB2 is 91.6%, and TB3 is 75%. These results indicate that the three books are relevant and feasible for use by vocational school students.

scholarly journals EDUCATION ON THE MANAGEMENT OF HEALTH PROTOCOLS TO AVOID THE TRANSMISSION OF COVID-19

2021 ◽  
Vol 3 (2) ◽  
pp. 45
Author(s):  
Reny Sulistyowati ◽  
Fina Ratih Wira Putri Fitri Yani ◽  
Yuyun Christyanni ◽  
Agus Agus ◽  
Dedi Cahyo Nusantoro
Keyword(s):  
School Environment ◽  
Test Material ◽  
Average Score ◽  
School Students ◽  
City School ◽  
Face To Face ◽  
Post Test ◽  
Service Activity ◽  
Face To Face Learning ◽  
The Republic

Introduction: Since the COVID-19 pandemic that occurred in Indonesia and face-to-face learning in schools has been replaced by online methods, this does not mean that school students can be free from the transmission of the COVID-19 virus. There are still no banners, and educational activities on the prevention of the COVID-19 virus for residents of the MAN City School Palangka Raya. The purpose of this community service activity is to increase knowledge and awareness for students in carrying out health protocols, one of which is also to prepare for face-to-face learning.Methods: Online Implementation of activities for 50 students of MAN City School Palangka Raya, the activity began by taking care of the administration of permits to schools, followed by the implementation of a series of activities in the form of education about COVID-19 and how to implement health protocols in the school environment following the guidelines of the Ministry of Health of the Republic of Indonesia.  The method of activity is done by teaching and Q&A. Before giving pre-test material and afterward post-test.Results: After being given education, the post-test score of knowledge about COVID-19 showed an increase in the average score of 13%.  Participants seemed enthusiastic at the discussion session, indicated by the number of questions from participants. Conclusion: Health protocol management education can increase participants' knowledge.

scholarly journals AN ANALYSIS ON CBT NATIONAL EXAMINATION EFFECT: STUDENTS’ COGNITIVE READINESS AND ANXIETY FACING ENGLISH TESTS

2018 ◽  
Vol 1 (2) ◽  
pp. 47-68
Author(s):  
PIPIT MULIYAH
Keyword(s):  
High School Students ◽  
Average Score ◽  
School Students ◽  
National Examination ◽  
Cognitive Readiness ◽  
Ex Post ◽  
National Examinations ◽  
Different Types ◽  
Ex Post Facto ◽  
Science High School

The purpose of this study was to know the influence of CBT and PBT national examination dealing with students’ cognitive readiness and anxiety facing English national examination in Cilacap regency, the influence of major in terms of students’ cognitive readiness and anxiety facing English national examination in Cilacap regency, and the interaction between national examination and major. This research was descriptive explorative and the method was ex-post facto. The population was all of natural and social science high school students in grade XII in Cilacap regency. The number of sample used was 352 students. The results showed that there was significant influence of national examination in terms of students’ cognitive readiness and anxiety facing national examination. However, CBT and PBT national examination did not influence the cognitive readiness facing national examination, CBT and PBT national examination influence in national examinations in terms of students’ anxiety facing national examination. The average score of the students’ anxiety facing CBT national exam was higher than that of the students’ anxiety facing PBT national examination. There was no effect caused by differences in majoring in terms of cognitive readiness and anxiety in facing English national examination; and there was no interaction between the different types of national examinations and majors.

scholarly journals ANALYSIS OF EDUCATION MANAGEMENT POLICIES IN THE STANDARD FIELD OF FACILITIES AND INFRASTRUCTURE IN INDONESIAN ELEMENTARY SCHOOLS

2021 ◽  
Vol 8 (6) ◽  
Author(s):  
Depi Elpina ◽  
R. Marzam ◽  
R. Rusdinal ◽  
Nurhizrah Gustituati
Keyword(s):  
Elementary Schools ◽  
Geographic Area ◽  
Literature Study ◽  
Education Standards ◽  
Education Management ◽  
National Education ◽  
Standard Field ◽  
Management Policies ◽  
School Influences ◽  
The Republic

<p>The purpose of this article is to know the management and policies based on the regulation of the Minister of National Education of the Republic of Indonesia No. 24 of 2007 relating to facilities and infrastructure for elementary schools. The method used is a literature study because it evaluates Indonesian education standards, particularly facilities and infrastructure in elementary schools. The results showed that the standard of facilities and infrastructure was still categorized as low because schools with complete facilities were only for schools with good accreditation; conversely, schools with good accreditation did not have complete facilities. The geographic area is the influence of each school. The geographic area of each school influences each school’s geographic area for the standard of financing for facilities and infrastructure in elementary schools.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0520/a.php" alt="Hit counter" /></p>

scholarly journals The effect of CBT national examination policy in terms of senior high school students’ cognitive readiness and anxiety facing mathematics tests in DIY Province

2016 ◽  
Vol 3 (2) ◽  
pp. 198
Author(s):  
Eny Sulistyaningsih ◽  
Sugiman Sugiman
Keyword(s):  
High School ◽  
High School Students ◽  
Math Anxiety ◽  
Average Score ◽  
School Students ◽  
National Examination ◽  
Cognitive Readiness ◽  
Ex Post ◽  
National Examinations ◽  
Ex Post Facto

The purpose of this study was to determine the influence of CBT and PBT national examination in terms of students’ cognitive readiness and anxiety facing mathematics national examination in DIY province, the influence of major in terms of students’ cognitive readiness and anxiety facing mathematics national examination in DIY Province, and the interaction between national examination and major. This research was descriptive explorative and the method was ex-post facto. The population was all of natural and social science high school students in grade XII in DIY province. The number of sample used was 654 students The results showed that there was influence of national examination in terms of students’ cognitive readiness and anxiety facing national examination. CBT and PBT national examination did not influence the cognitive readiness facing national examination, CBT and PBT national examination influence in national examinations in terms of students’ anxiety facing national examination. The average score of the students’ anxiety facing CBT national exam was greater than that of the students’ anxiety facing PBT national examination. There was no effect caused by differences in majoring in terms of cognitive readiness and national examination math anxiety; and there was no interaction between the different types of national examinations and majors.

scholarly journals Language and Education Policies Based on National/Plurilingual Identity in Autonomous Republics: A Case Study of the Gagauzia Autonomous Region

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Ebru Eren ◽  
Keyword(s):  
National Identity ◽  
National Language ◽  
Education Policies ◽  
Autonomous Region ◽  
National Education ◽  
The Republic ◽  
Language And Education ◽  
The Russian Empire ◽  
The Right ◽  
Autonomous Republic

Autonomous Republics, although situated within the borders of a state, have the right to govern themselves within their own borders. The most concrete indicator of a state’s autonomy is its flag, its national language, its national culture and its national education. In this context, the language and education policies come into play in the building of a new political union and a national identity. For example, Gagauzia (or Gagauzia Autonomous Region), which was shaped by many historical periods from the Ottoman Empire (from the 16th century until 1812) to the Russian Empire (1721-1917) and to the Union of Soviet Socialist Republics (1922-1991), is nowadays within the borders of the Republic of Moldova. It is an autonomous republic with the right to self-government. This paper aims to analyze the language and education policies determined and applied for the Gagauz Turks in Moldova. It is possible to argue that there is a relationship between the notions of “autonomous republic” and “language and education policy.” In the autonomous republic, this policy will be described as a policy-based not only on the national identity, but also the plurilingualism.

scholarly journals Does Platinum Bend? Standards under Stress

2019 ◽  
pp. 155-169
Author(s):  
Chester E. Finn ◽  
Andrew E. Scanlan
Keyword(s):  
High School Students ◽  
Advanced Placement ◽  
Academic Standards ◽  
National Council ◽  
School Students ◽  
Education Standards ◽  
Quarter Century ◽  
National Education ◽  
Education Goals ◽  
Year 2000

This chapter argues that the greatest asset of the Advanced Placement (AP) program over nearly seven decades has been its capacity to set and maintain lofty academic standards for high school students and to sustain those standards during times when many forces push to relax them. That is an extraordinary accomplishment, considering all that has happened in American education during this period. Academic standards of various kinds have become a big deal, a growth industry, and an endless source of controversy, especially when accompanied—as they usually are—by student tests. Advanced Placement's nongovernmental character is rare in the world of education standards, at least since 1989. That was the year that state governors and President George H. W. Bush convened in Charlottesville, Virginia, and emerged from their “summit” with an ambitious set of national education goals for the year 2000. Congress created the National Council on Education Standards and Testing to “explore the desirability and feasibility of establishing national education standards and a method to assess their attainment” and a National Education Goals Panel to monitor and report on how the country was doing in pursuit of the summit targets. Many complications, modifications, and pushbacks followed. Ultimately, the entire quarter-century sequence left many hostile both to governmental micromanagement of schooling and, especially, to anything that smacked of government-prescribed standards, curricula, and tests. With just a few exceptions and caveats, the AP program has been immune to this suspicion, rancor, and resistance.

scholarly journals Language and Education Policies Based on National/Plurilingual Identity in Autonomous Republics: A Case Study of the Gagauzia Autonomous Region

2021 ◽  
Author(s):  
Ebru Eren
Keyword(s):  
National Identity ◽  
National Language ◽  
Education Policies ◽  
Autonomous Region ◽  
National Education ◽  
The Republic ◽  
Language And Education ◽  
The Russian Empire ◽  
The Right ◽  
Autonomous Republic

Autonomous Republics, although situated within the borders of a state, have the right to govern themselves within their own borders. The most concrete indicator of a state’s autonomy is its flag, its national language, its national culture and its national education. In this context, the language and education policies come into play in the building of a new political union and a national identity. For example, Gagauzia (or Gagauzia Autonomous Region), which was shaped by many historical periods from the Ottoman Empire (from the 16th century until 1812) to the Russian Empire (1721-1917) and to the Union of Soviet Socialist Republics (1922-1991), is nowadays within the borders of the Republic of Moldova. It is an autonomous republic with the right to self-government. This paper aims to analyze the language and education policies determined and applied for the Gagauz Turks in Moldova. It is possible to argue that there is a relationship between the notions of “autonomous republic” and “language and education policy.” In the autonomous republic, this policy will be described as a policy-based not only on the national identity, but also the plurilingualism.

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