Secularized Secondary School Schematic

Reacting to the harmonious upon religious pluralism in Indonesia, current educational policies are now supposed to involve a heterogeneous education concept. If based on the common fact, those who keen into pure islamic school, they usually are listed-in Madrasah Secondary School or Madrasah Aliyah. Prior to the pure-islamic school, students whose essence as a christian and/ or catholic, they constantly are enrolled to the Christian or Catholic Secondary School (see SMAK). Aside of them, neither pupils nor parents whose consider religion and ethnic (secular secondary school), their entrance are mostly addressed into the Secondary School itself (the school that hasn’t specify the religious matter). Opposing an existed fact above, this article is trying to exposing the concept of Secularized Secondary School. Such school’s model is prospectable to enhance the multitude of educational path by the Unity in Diversity or Bhinneka Tunggal Ika. A secular senior high school is able to be applied (soon) via multi-religion in Indonesia; 207 million (87%) Moslem; 16.5 million (7,0%) Christian; 6.9 million (2,9%) Catholic; 1.7 million (0,7%) Buddhism; 4 million (1,7%) Hinduism; and 117 thousands (0,05%) Confucianism. The aim of secularized here is equal by the universalized secondary school; which the students are organized by one-united vision above diversities. Such educational policy’s innovation is must be attempted over reconstructing and uniting thirteen-thousands-and-eight-hundred common secondary school around Indonesia.

Mission, Faith, and Values—A Study of 94 Voices from Rhode Island Catholic Secondary School Graduates

While the mission statements of Catholic schools place emphasis on faith formation, Catholic schools are more often identified with high-quality academics and less with the development of faith. A qualitative descriptive study was designed to understand how Rhode Island Catholic secondary school graduates described the influence of the Catholic educational mission on the formation of faith and personal life values. The results of the study indicate that the graduates of Catholic secondary schools in Rhode Island recognized the strength of the academic programs at the four identified Catholic secondary schools. Participants also profusely described the influence of the Catholic educational mission on the development of personal life values, but the results were less conclusive regarding graduates’ perceptions of the faith formation experience. Graduates who described faith as a process and personal journey had a more positive attitude regarding the influence of the Catholic educational mission on faith formation. In contrast, those who described faith as the practice of religious ritual as well as obedience to the dogma of the Catholic Church, both positively and negatively, were less effusive regarding the Catholic educational mission.

The Influence of Motivation, Satisfaction, and Leadership Style of the Teacher Performance

The objective of this research is to analysis of job motivation which gives influences to the teachers’ performance of Catholic Secondary School of Municipio Dili, Timor-Leste to test and analyze the job satisfaction give the influence to the teachers’ performance. The hypothesis of this research tested using an analysis instrument, Smart-PLS 3.0. The result showed that the job motivation has a positive influence and significant to the teachers’ performance with T-statistic values is 5.993 and also, P-values are 0,000. Relationship between job satisfaction and the teacher's performance t-statistics values (0.153) and p-values (0.879), the test result showed that job satisfaction didn't give a positive influence and not significant to the teachers' performance. Relationship between leadership style and teachers' performance, T-statistics values (3.098), and P-values (0.002) showed that the leadership style of the school director gave a positive influence but not significant to the teachers' performance. This study can contribute to the government to develop the education policy which quality in Timor Leste, and plan the program of Education Ministry at the curriculum sector and the regulations. Therefore it can help the school director to understand better their function as the school director, as well as help the teachers to understand their job as educators.

UPAYA MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA SISWA DENGAN PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD PADA SISWA SMP SWASTA TRISAKTI 2 MEDAN

ABSTRACT This study aimed to know how to increase understanding mathematical concepts in the order to determine whether the aplication of cooperative learning model Students Teams Achievment Divisons in class VIII Catholic Secondary School Trisakti II Medan TA 2014/2015. The type of research was a Classroom Action Research. Subjects in this study were 35 students of class VIII-A Catholic Secondary School Trisakti II Medan and the object of this study was an effort to improved students' understanding of mathematical concepts with learning model Students Teams Achievment Divisions. The instruments used in the study was the observation and tests.In granting cycle I obtained that category Students Teams Achievment Divisions model on function the material. To know the students ability to understand the concept of the given initial test and obtained an average score of 1.96 or students in the low category and only 22,85% to reach understanding the concept of the medium category. After given action on first cycle then given a test of understanding the concept. Of the test results obtained by the average score of students 2.45 or lower category as well as students who have graseped the concept of 19 students (54,28%). Because the percentage of achievment of understanding of the concept has not been reached the administration continue to cycle the action two. After a given action in cycle two of the obtained results of the test by a average score of students 2.95 or in the medium category. From first cycle to second cycle obtained an increase of 10 students a score increased by 0.5. Based on the description above description concluded that increasing students understading of mathematical concepts with cooperative learning model Students Teams Achievment Divisions on the material function in class VIII A Catholic Secondary School Trisakti II Medan TA 2014/2015. Keywords: Cooperative Learning- Students Teams Achievment Divisions , Learning, Secondary.

Developing learning at St Mary’s secondary school, UK

This article summarises the actions taken by a Catholic secondary school in England to improve the learning, motivation and well-being of its students. It describes the theories of mindset, as proposed by Dweck (2006); aspects of self-determination, as described by Kasser and Ryan (1993) ; and intrinsic versus extrinsic motivation, as detailed by Vansteenkiste et al. (2006) . This paper also refers to the theory of visible learning by John Hattie (2012) and describes the actions taken by the school to embed the principles of mindset and the outcomes of this intervention. The implementation of mindset was a gradual process, in which the headteacher targeted two year groups in the school to launch the ideas. In parallel, he trialled the principles in the maths classes that he taught. His experience is described in the evaluation 2009–10 (see Addendum 1). Furthermore, the school carried out much work on the nature of praise and how this can improve students’ motivation and encourage a ‘growth mindset’. This led to the grade descriptors for interim school reports being changed to reflect this new emphasis. Students themselves revised these descriptors to make them more student-friendly and to provide them with clear statements about how to improve.