scholarly journals PENDIDIKAN MORAL ANAK USIA DINI MELALUI PENDEKATAN KONSTRUKTIVIS

2019 ◽  
Vol 10 (01) ◽  
pp. 63-75
Author(s):  
Intan Kusumawati ◽  
Darmiyati Zuchdi
Keyword(s):  
Early Childhood ◽  
Moral Education ◽  
Social Issues ◽  
Opportunity To Learn ◽  
Constructivist Approach ◽  
Moral Issues ◽  
The Social ◽  
And Behavior ◽  
Children's Interests ◽  
Constructivist Approaches

Early childhood moral education through constructivist approaches focuses on implementing daily practices that are appropriate to the development of children from birth. Through a constructivist approach, the purpose of this study is to find out the development of children in all areas of the curriculum and all domains of development, both physical and moral. The goal of early childhood moral education is through a constructivist approach so that later children become independent students. In learning using a constructivist approach gives children the opportunity to learn about moral issues and behavior in real experience. Children build moral understanding through the social interactions they experience. Constructivist teachers facilitate children in the classroom so students can be directly involved in resolving conflicts or problems experienced by students in class, making decisions and social issues. The constructivist teacher builds children's interests and goals in building children's reasoning, children's experiments and encouraging children to be able to cooperate among all class members. The results of this study that the constructivist approach taken in the classroom makes children able to be autonomous and can make decisions, children can play games in groups through cooperation, and can conduct discussions or social and moral deliberations.

Werte, Gewohnheiten, Haltungen. Eine Erinnerung an Emile Durkheims Konzept der Moralerziehung

1995 ◽  
Vol 39 (1) ◽  
pp. 249-261
Author(s):  
Rolf Schieder
Keyword(s):  
Moral Education ◽  
Moral Behavior ◽  
Social Character ◽  
Moral Ideals ◽  
The Social ◽  
Social Abilities ◽  
And Behavior ◽  
Value Concept

Abstract The ethical value ofthe debate on values is dubious. The collision ofvalues, their implicit economic logic, the danger of a ›tyranny of values‹, and the gap between values and behavior show the problems of the value concept. Durkheims understanding of moral education insists on the social character of moral behavior. Morality has nothing to do with moral ideals and values. Morality is socially constituted in the first place. Durkheims programm of moral education goes from self-discipline over social abilities to autonomy. His plea for a universalistic morality can be seen in the context of Durkheims reflections upon bis situation as an assimilated Jew in France during the years of the Dreyfuß affaire.

An Investigation of Teachers’ Beliefs about Learning/Istraživanje o uvjerenjima što ih učitelji imaju o učenju

2014 ◽  
Vol 16 ◽  
Author(s):  
Erdal Bay ◽  
Mustafa İlhan ◽  
Zeynep Aydın ◽  
İsmail Kinay ◽  
Celal Yiğit ◽  
...  
Keyword(s):  
Traditional Approach ◽  
City Centre ◽  
Traditional Learning ◽  
Educational Beliefs ◽  
Constructivist Approach ◽  
School Year ◽  
The Social ◽  
Teachers Beliefs ◽  
Constructivist Approaches ◽  
Beliefs About Learning

AbstractThe aim of this study was to investigate teachers beliefs about learning. So, we investigated the level of teachers beliefs about the traditional and constructivist approach (cognitive, social and radical). Further, it was questioned how teachers developed qualifications needed for the constructivist approach. The study was conducted on 233 teachers working in the city centre of Gaziantep in Turkey during 2011-2012 school year. Beliefs about Learning Scale, developed by the researchers, was used for data collection. The results revealed that the teachers adopted the constructivist approach at a higher level than the traditional approach. Speaking about the constructivist approach dimensions, the teachers adopted the social constructivist approach at a higher level than cognitive and radical constructivist approaches. According to the gender variable, the extent to which the female teachers adopted the constructivist approach was higher in comparison with the male teachers. Moreover, it was found that the level of classroom teachers beliefs about the traditional approach was higher than that of subject teachers beliefs according to seniority. Another finding was that the increase in seniority increased the teachers beliefs about the traditional approach. The findings indicated that the teachers adopted qualifications for the constructivist approach mostly during their undergraduate and post-graduate education.Key words: beliefs about learning; constructivist learning; cognitive, social and radical constructivism; teachers educational beliefs; traditional learning. ---SažetakCilj je ovog istraživanja odrediti uvjerenja koja učitelji imaju o učenju. Istražili smo stoga razinu njihovih uvjerenja o tradicionalnim i konstruktivističkim pristupima (kognitivni, drutveni i radikalni). tovie, tražili smo odgovor na pitanje kako učitelji razvijaju kompetencije potrebne za konstruktivistički pristup. Istraživanje je provedeno na uzorku od 233 učitelja koji poučavaju u sreditu turskog grada Gaziantepa tijekom k. godine 2011./2012. Ljestvica za utvrđivanje uvjerenja o učenju, koju su izradili sami autori, koritena je za prikupljanje podataka. Rezultati su otkrili da učitelji usvajaju konstruktivistički pristup na vioj razini u odnosu na tradicionalni pristup. Kada je riječ o dimenzijama konstruktivističkog pristup, učitelji usvajaju drutveni konstruktivizam na vioj razini nego kognitivni ili radikalni konstruktivizam. S obzirom na rod kao varijablu, učiteljice usvajaju konstruktivistički pristup na vioj razini od učitelja. Pokazalo se, tovie, da je razina uvjerenja to ih razredni učitelji imaju o tradicionalnom pristupu via nego u slučaju predmetnih učitelja kada se promatraju godine staža. S porastom godina staža rastu i uvjerenja učitelja o tradicionalnom pristupu. Rezultati istraživanja ukazuju na to da učitelji usvajaju kompetencije potrebne za konstruktivistički pristup uglavnom tijekom dodiplomskog i poslijediplomskog obrazovanja. Ključne riječi: kognitivni, drutveni i radikalni konstruktivizam; konstruktivističko učenje; uvjerenja o učenju; uvjerenja učitelja o učenju; tradicionalno učenje.

scholarly journals Sistem Pendidikan Anak Usia Dalam Konsep Islam (Analisis dalam Teoritis dan Praktis)

2018 ◽  
Vol 4 (1) ◽  
pp. 61-84
Author(s):  
Ahmad Suradi
Keyword(s):  
Early Childhood ◽  
Moral Education ◽  
Education System ◽  
Qualitative Method ◽  
Educational Process ◽  
Early Age ◽  
Human Beings ◽  
Educational Methods ◽  
The Right ◽  
And Behavior

This article aims to reveal how the education system developed for early childhood in the Islamic concept, which includes curriculum, methods and evaluation of education. The method used in this paper is descriptive qualitative method. The results of the discussion indicate that the education that should be given to early childhood, is to include; first, the aqidah education, this is given because Islam puts the education of faith in the most fundamental position, Second, the Education of worship, so that someday they grow into beings who really piety, that is the devout man to carry out all religious commands and obedient also in steer clear of any ban. Third, moral education, in order to educate morals to the children, in addition to be given the right example, should also be shown about how to respect and to manners with fellow human beings. Islamic educational methods that can and should be applied to early childhood educational activities are exemplary methods, methods of practice and practice, game methods, songs, and stories, methods of targhib and tarhib, methods of praise and flattery and inculcation of good habits. The evaluation for the assessment of the educational process of children at an early age can be done in various ways, among others through the observation and recording of anecdotes which is a record of the attitude and behavior of children.

scholarly journals SISTEM PENDIDIKAN ANAK USIA DINI DALAM KONSEP ISLAM (Analisis dalam Teoritis dan Praktis)

Nuansa ◽  
2018 ◽  
Vol 11 (1) ◽  
Author(s):  
Buyung Surahman
Keyword(s):  
Early Childhood ◽  
Moral Education ◽  
Education System ◽  
Educational Process ◽  
Early Age ◽  
Human Beings ◽  
Early Child ◽  
Educational Methods ◽  
The Right ◽  
And Behavior

This article  aims  to reveal  how the  education system  developed for early childhood in the  Islamic concept, which  includes curriculum, methods and  evaluation of education. The method used  in this paper is descriptive quali- tative  method. The results of the  discussion indicate that  the  education that  should be given to early childhood, is to include; first, the  aqidah education, this  is given because Islam  puts  the  education of faith  in the  most  fundamental position, Second, the Education of worship, so that  someday they grow into beings who really piety, that  is the devout man to carry out all religious commands and  obedient also in steer  clear of any ban.  Third, moral education, in order to educate morals to the children, in addition to be given the right example, should also be shown about how to respect and to manners with fellow human beings. Islamic educational methods that can and should be applied to early child- hood educational activities are exemplary methods, methods of practice and  practice, game  methods, songs,  and  sto- ries, methods of targhib and tarhib, methods of praise and flattery and inculcation of good habits. The evaluation for the assessment of the educational process of children at an early age can be done in various ways, among others through the observation and recording of anecdotes which is a record of the attitude and behavior of children

scholarly journals Guidance on the Conceptual Design of Sustainable Product–Service Systems

2018 ◽  
Vol 10 (7) ◽  
pp. 2452 ◽  
Author(s):  
Chong-Wen Chen
Keyword(s):  
Organizational Innovation ◽  
Social Issues ◽  
Case Scenario ◽  
Social Actors ◽  
Product Service ◽  
The Social ◽  
Sustainable Value ◽  
Sustainable Product ◽  
And Behavior ◽  
Service Strategies

The product–service system (PSS) has great potential to promote the circular economy (CE) and sustainability. Recent studies have highlighted the importance of associating social values with sustainable PSS because social actors, including stakeholders, institutions, and communities, are the key to organizational innovation and behavior change. However, it is still not clear how companies can incorporate the social context into service strategies and co-create sustainable value with their stakeholders. Through overall discussions on related studies, this concept paper proposes theoretically based guidance for developing sustainable product–service offerings in the early planning phase. A case scenario of recycling is presented to demonstrate the operation of the proposed approach. The results suggest that companies should expand the scope of their understanding of customer problems beyond the product use. Engaging in social issues such as skill empowerment and job creation can generate long-term benefits and strengthen the brand image. In addition, working with communities and other enterprises via incentives or interactive activities can foster open innovation for CE. The proposed approach serves to assist designers in handling more comprehensive contexts of sustainability and allow better preparations for resource integration in the early PSS design phase.

Sign in / Sign up

Export Citation Format

Share Document