scholarly journals Multikulturalisme: Analisis Wacana Buku Teks Pelajaran Sejarah

2021 ◽  
Vol 2 (1) ◽  
pp. 17-31
Author(s):  
Agung Syahriman ◽  
Agus Mulyana
Keyword(s):  
High School ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
School Curriculum ◽  
History Textbooks ◽  
Common Interest ◽  
Historical Event ◽  
History Textbook ◽  
High School Curriculum ◽  
The Subject

This article is a review of the history textbooks of High School that aims to view and analyze the content of multiculturalism material contained in history textbooks. The method used in this study is critical discourse analysis. The subject in this study is Indonesia history textbook class XI High School Curriculum 2013 (Revised 2017). The results of the study showed that there is a content of multiculturalism material contained in textbooks. This can be seen from the achievements of indoctrinators who support multiculturalism as a whole (the value of tolerance, the value of equality, and democratic values). With the appearance of these indicators, it can be said that the Indonesia history textbook class XI curriculum 2013 is enough to display the content of material containing multiculturalism. In addition, withthe ampilnya content of multiculturalism material in historical textbooks, it can be said to be an effort to be able to channel the understanding of multiculturalism to the younger generation (students). The material of multiculturalism itself  is very suitable to be displayed in historical textbook material. Because, history textbooks in addition to being a medium that supports learning, is also a medium that can show learners a historical event that has occurred in the past with many essences and values of diversity that exist. It is a common interest for the formation of attitudes of learners who can respect each other in their lives.   KEYWORDS Multiculturalism, History textbooks, Discourse analysis.

Meeting the Attacks on Algebra

1926 ◽  
Vol 19 (3) ◽  
pp. 155-161
Author(s):  
Mary J. Quigley
Keyword(s):  
High School ◽  
School Children ◽  
School Curriculum ◽  
High School Curriculum ◽  
The Subject

No subject in the high school curriculum, according to some educators, has yielded such unsatisfactory results as Algebra. It has been the subject of most severe criticisms on all sides, and has been held responsible for a great deal of freshman mortality. A leading educator of Massachusetts, in one of his public speeches, has expressed the desire that less time should be devoted to the study of algebra in the high school. An influential body of educators has even gone so far as to ask some of our Massachusetts colleges to reduce their entrance requirements in algebra. We not only find educators loudly declaiming algebra; but this spirit of criticism has carried still farther. We know that many school children hate algebra because their parents hated it, or because other pupils have told them how uninteresting and difficult it is. Parents dread the time when their children must study algebra. In a magazine article of recent date, a father was discussing the education of his daughter. In the course of the, discussion he said that his daughter did not go to college because of her intense dislike of algebra.

scholarly journals NATIONAL IDENTITY IN HIGH SCHOOL HISTORY BOOK

2017 ◽  
Vol 26 (2) ◽  
pp. 139
Author(s):  
M. Maman Sumaludin
Keyword(s):  
High School ◽  
National Identity ◽  
Critical Discourse Analysis ◽  
History Textbooks ◽  
Critical Discourse ◽  
History Textbook ◽  
School History ◽  
Form Of Government ◽  
The Government ◽  
History Book

This study aims to analyze national identity in history textbook at the level of senior high school. History textbooks contain material that influenced by ideology which closely related to national identity. The ideology is shown as a manifestation of the nation through history textbooks. The method used to find out the discourse of national identity in textbooks using Fairclough critical discourse analysis to analyze the contents and discourses of national identity in history textbooks. The results showed that the influence of the government is very strong on sample of history textbook. The influence is seen from the planting of the state ideology as a form of government obligation in an effort to shape the character and personality of the nation. In addition, it is done to strengthen national identity through education.

scholarly journals A History and Ideology in the Development of the Writing of History Textbooks for High School in Indonesia 1994-2013

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Wawan Darmawan, Scopus ID: 57192940869
Keyword(s):  
High School ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
History Textbooks ◽  
Critical Discourse ◽  
Government Policies ◽  
New Order ◽  
Ideological Discourse ◽  
The Reformation ◽  
The Government

This article reveals the results of research on the contents of history subjects in history textbooks for High School that issued in two different government, those are the New Order Government and Reformation Government, which are considered to contain ideological messages. History textbooks that flowed from the curriculum follows on government policies. That wasn’t surprising if the government changed, they will change the curriculum, and also change the content of text books, in this case includes the history text books. The change indicates that history text books cannot be separated from the interests of the government’s ideology. The aim of this research is wanting to reveal the forms of ideology that is present in the content of history text books. The method that used is critical discourse analysis to know the ideological discourse in history text books from two different government periods. The history text books that are examined based on the 1994 Curriculum and the 2013 Curriculum to indicate two curriculums results from two reigns. Based on the results of this research, it can be compared with the ideology of writing content of history text books in the New Order and Reformation period, there are includes communism and Pancasila, deceit democracy and freedom for democracy, militarism and anti-militarism, neoliberalism and anti-communism, liberalism and anti-liberalism. However, there is still a single narrative of the nation in the New Order that could not be replaced by the Reformation era.

scholarly journals On the Question of Statistical Research in the School Course of Mathematics

2020 ◽  
pp. 100-128
Author(s):  
Sofiya B. Entina ◽  
◽  
Mark E. Yudodin ◽  
Keyword(s):  
High School ◽  
Probability Theory ◽  
School Curriculum ◽  
Mathematical Statistics ◽  
Statistical Research ◽  
High School Curriculum ◽  
Extremum Problems ◽  
Distribution Laws ◽  
The Subject ◽  
Incomplete Picture

Some elements of probability theory and statistics have been only recently included in high school curriculum. However, there so far have been no well-established textbooks and no clear consensus on the depth and breadth of the topics to be taught. As a result, the course gives students an incomplete picture of the subject. The article discusses some possible additions to the existing curriculum. The article also provides examples of assignments where mathematical statistics methods are used to study distribution laws and to solve geometry and extremum problems.

Sound Off!: Beyond Topics: Benchmarks for Judging a High School Curriculum

2011 ◽  
Vol 104 (7) ◽  
pp. 486-488
Author(s):  
Al Cuoco ◽  
E. Paul Goldenberg
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
School Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
High School Curriculum ◽  
The Subject

In a recent “Sound Off” in Mathematics Teacher, Robert Reys and Rustin Reys (2009) contrasted two curricular approaches, what they called “subjectbased” and “integrated.” They came down heavily in favor of the latter, arguing that many of the difficulties that students have with high school mathematics are consequences of the subject–based organization.

Suggestions on the Arithmetic Question

1925 ◽  
Vol 18 (6) ◽  
pp. 333-340
Author(s):  
David Eugene Smith
Keyword(s):  
High School ◽  
Secondary School ◽  
School Curriculum ◽  
Entrance Examination ◽  
National Committee ◽  
College Entrance Examination ◽  
College Entrance ◽  
High School Curriculum ◽  
The Subject ◽  
The Right

The National Committe on Mathematical Requirements served, through its report, to stimulate inquiry on the part of those who know something about the problem of mathematics in the secondary school. The commission appointed by the College Entrance Examination Hoard, through its report, confirmed the important findings of the National Committee, and did much to eliminate the obsolete material in the high-school curriculum and to substitute therefor a more modern type of algebra, geometry, and trigonometry. It will take some time for schools and teachers to adjust the courses in mathematics to meet the recommendations of these bodies, to eliminate the over-drill, to cast out the useless part of the work in the elementary operations, and to realize that trigonometry is a part of algebra and that it can be made much simpler and more interesting than much of the drudgery (as the subject was commonly taught) that it replaces, but the leaven is working and the outcome will be on the right side. It takes time to develop the idea that we should seek quality instead of mere quantity, but our younger generation of teachers is coming rapidly to realize the significance of this idea in a subject, for example, like algebra. The reform would proceed more rapidly if it were not that nearly all of our current tests include a considerable amount of material that has been recommended for elimination by all who have given the subject serious thought. As Professor Upton has recently remarked in the Mathematics Teacher, schools often feel compelled to teach subjects that are obsolete, and possibly even to recognize forms that are incorrect, because of the carelessness shown in preparing many of these tests.

scholarly journals Estado da arte das pesquisas sobre ENEM no Brasil

2021 ◽  
Vol 3 (5) ◽  
pp. 2898-2907
Author(s):  
Dayse Marinho Martins
Keyword(s):  
High School ◽  
Data Collection ◽  
Educational System ◽  
School Curriculum ◽  
High School Curriculum ◽  
Digital Database ◽  
The Subject ◽  
The Relationship

Levantamento de pesquisas que abordam a percepção das relações entre o ENEM e o currículo do Ensino Médio brasileiro. Realizou-se revisão da literatura especializada sobre o tema, com levantamento de publicações dos últimos 15 anos, buscando identificar artigos em Língua Portuguesa, indexados acerca do tema. A coleta de dados ocorreu em novembro de 2018, com levantamento na base digital de dados da CAPES e da SCIELO com periódicos indexados no período de 2003 a 2018. A partir categorização das pesquisas, apresenta-se a descrição do material selecionado, analisando as peculiaridades dos artigos, tais como o tipo de pesquisa desenvolvida em cada um deles e a discussão empreendida sobre ENEM e Currículo do Ensino Médio no Brasil. A abordagem focada na relação entre ENEM e currículo do Ensino Médio caracteriza oportunidade relevante na perspectiva de compreender a adequação do sistema educacional brasileiro às proposições do exame no âmbito da sociedade globalizada.   Survey of research that addresses the perception of the relationship between ENEM and the Brazilian high school curriculum. A review of the specialized literature on the subject was carried out, with a survey of publications from the last 15 years, seeking to identify articles in Portuguese, indexed on the subject. Data collection took place in November 2018, with a survey in the digital database of CAPES and SCIELO with indexed journals in the period from 2003 to 2018. From the categorization of research, the description of the selected material is presented, analyzing the peculiarities of the articles, such as the type of research developed in each one of them and the discussion carried out on ENEM and High School Curriculum in Brazil. The approach focused on the relationship between ENEM and the high school curriculum characterizes a relevant opportunity from the perspective of understanding the adequacy of the Brazilian educational system to the exam's propositions within the scope of the globalized society.

scholarly journals Tolerance Representation in the Historical Textbooks

2019 ◽  
Vol 5 (6) ◽  
pp. 213
Author(s):  
Shinta Murti Melida Yasi ◽  
Warto Warto ◽  
Sunardi Sunardi
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Ethnic Diversity ◽  
Social Practice ◽  
Three Dimensional ◽  
History Textbooks ◽  
Main Function ◽  
History Textbook ◽  
Strategic Role ◽  
Three Dimensional Models

Tolerance is one of the most important elements for the formation of a multicultural society. Indonesia as a country with ethnic diversity requires a high tolerance from every citizen to realize a peaceful nation life. These tolerance values can be developed through historical learning which has the main function as a form of national character. The history lesson itself cannot be separated from the use of textbooks as a tool of supporting the learning process. This research tries to analyze the content of tolerance values in Indonesian history textbooks using discourse analysis methods, especially Norman Fairclough's representation analysis. The concept of critical discourse analysis uses  three-dimensional models consisting of text, practice of discourse, and social practice. The results show that tolerance in Indonesian history textbooks is represented in various themes such as diversity,  integration, unity and so on. These themes are packaged in historical stories that are adapted to the prevailing curriculum, namely the 2013 curriculum. Tolerance needs to be understood as a result and an ongoing process. The long history of the Indonesian people shows that tolerance has been embedded as the identity of the Indonesian nation itself. Historical textbooks have a strategic role in instilling the values of tolerance to students. This history textbook is structured with a more popular regressive approach so  the delivery of moral values including tolerance values is more easier understood by students.

scholarly journals Zapotrzebowanie środowiska szkolnego w zakresie edukacji ekonomicznej a oferta edukacyjna Portalu Edukacji Ekonomicznej Narodowego Banku Polskiego - NBPortal.pl

2006 ◽  
Vol 2 ◽  
pp. 279-286
Author(s):  
Beata Szmulczyńska
Keyword(s):  
High School ◽  
Subject Matter ◽  
School Curriculum ◽  
Economic Education ◽  
High School Curriculum ◽  
Non Profit ◽  
Governmental Agencies ◽  
National Bank ◽  
The Subject ◽  
Development Center

In the last years the subject „bases for entrepreneurships” was included in the high school curriculum and it increased a number of initiatives propitious to the development of economic education. Non profit organizations, media and governmental agencies are promoters of these initiatives. The goal of this article is to present Polish National Bank’s activities in subject matter, namely Portal of Economic Education - nbportal.pl - which sets itself the goal to improve economic education. Furthermore author presents the effects of research ordered by the Polish National Bank in the Teachers’ Development Center. They bring the information about practical aspects of the introduction of „bases for entrepreneurships” in chosen Polish schools. The level and kind of education and methods of the implementation were the main goal of the research. Furthermore the research demonstrated the needs of the basis of entrepreneurship teachers, their opinions on the curriculum, and finally the students’ opinion.

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