This study aimed to describe the planning and action processes of health, sports, and physical education (henceforth penjasorkes ) at junior high school as an effort of implanting character values. This research was conducted at four Public Junior High Schools (henceforth SMPN) in the Municipality of Surakarta, Central Java. The subjects of the study were 30 penjasorkes teachers, 117 respective students, and documents of teaching-learning devices. This was a descriptive research study. The techniques employed for collecting data were observation, interview, questionnaire, and documentary study. The results of this study show that most teachers did not have any teaching-learning plan which matched the school condition. Teachers prepared their lesson plan just to fulfill the requirements of teaching-learning administration. The penjasorkes teaching-learning processes that had been carried out by the teachers so far stressed more on the teachers’ skill and performance. They mostly applied authoritarian approaches supported by some standard learning facilities. The character values implanted through this typical approach developed without any learning modification, it merely stressed on disciplinary trait as the main value. Other character values were developed neither through habit nor deep intervention during the teaching-learning processes.
{"title":"PENJASORKES LEARNING AS A MEANS OF CHARACTER BUILDING (A REFLECTION OF PENJASORKES TEACHING-LEARNING PROCESSES AT SMPN KOTA SURAKARTA","authors":"S. Riyadi, Agus Kristiyanto","doi":"10.15294/JED.V4I2.12981","DOIUrl":"https://doi.org/10.15294/JED.V4I2.12981","url":null,"abstract":"This study aimed to describe the planning and action processes of health, sports, and physical education (henceforth penjasorkes ) at junior high school as an effort of implanting character values. This research was conducted at four Public Junior High Schools (henceforth SMPN) in the Municipality of Surakarta, Central Java. The subjects of the study were 30 penjasorkes teachers, 117 respective students, and documents of teaching-learning devices. This was a descriptive research study. The techniques employed for collecting data were observation, interview, questionnaire, and documentary study. The results of this study show that most teachers did not have any teaching-learning plan which matched the school condition. Teachers prepared their lesson plan just to fulfill the requirements of teaching-learning administration. The penjasorkes teaching-learning processes that had been carried out by the teachers so far stressed more on the teachers’ skill and performance. They mostly applied authoritarian approaches supported by some standard learning facilities. The character values implanted through this typical approach developed without any learning modification, it merely stressed on disciplinary trait as the main value. Other character values were developed neither through habit nor deep intervention during the teaching-learning processes.","PeriodicalId":30829,"journal":{"name":"The Journal of Educational Development","volume":"19 1","pages":"127-135"},"PeriodicalIF":0.0,"publicationDate":"2017-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86631707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cheristiyanto Cheristiyanto, Sugiyo Sugiyo, A. Slamet, Wahyu Hardiyanto
Three main resources of school financial management problem in Indonesia are (a) the low transparency and accountability (b) the inappropriate standard operating procedures (SOP), and (c) the inappropriate operational fund calculating system. This research aims to develop the school financial management system. This is a research and development (R&D) which implemented three main steps, i.e. (a) describing the school financial management system, (b) developing a model, and (c) validating the model. The subjects of the study were two state senior high schools in Pemalang regency. There are three main results of this research. They are the real description of the school financial management system, the model or SOP for financial management, and the model for calculating the school operational fund. After being validated, the models were proven effective.
{"title":"THE DEVELOPMENT OF PERFORMANCE-BASED HIGH SCHOOL FINANCING MANAGEMENT MODEL OF SENIOR-HIGH SCHOOLS IN PEMALANG REGENCY","authors":"Cheristiyanto Cheristiyanto, Sugiyo Sugiyo, A. Slamet, Wahyu Hardiyanto","doi":"10.15294/JED.V5I1.12991","DOIUrl":"https://doi.org/10.15294/JED.V5I1.12991","url":null,"abstract":"Three main resources of school financial management problem in Indonesia are (a) the low transparency and accountability (b) the inappropriate standard operating procedures (SOP), and (c) the inappropriate operational fund calculating system. This research aims to develop the school financial management system. This is a research and development (R&D) which implemented three main steps, i.e. (a) describing the school financial management system, (b) developing a model, and (c) validating the model. The subjects of the study were two state senior high schools in Pemalang regency. There are three main results of this research. They are the real description of the school financial management system, the model or SOP for financial management, and the model for calculating the school operational fund. After being validated, the models were proven effective.","PeriodicalId":30829,"journal":{"name":"The Journal of Educational Development","volume":"1 1","pages":"19-27"},"PeriodicalIF":0.0,"publicationDate":"2017-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77253254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teacher’s job description on the productive program practice consist of such activitiesas planning, implementation, evaluation of productive program practice output,giving guidance and training to students, and doing additional tasks other than theirmain task. The teachers implement their job description in teaching and learningprocess by teaching one subject in accordance with their the certified qualification.In addition, the teachers are involved in school management activities includingnew students enrolment, curirculum preparation and its supporting documents, nationalexamination, school examiantion and others. The teacher’s job description isspecifically determined by the school management and their teaching load consistsof 24-40 credit units, based on the their skills, usefulness and equal distribution
{"title":"MANAGEMENT MODEL OF TEACHER’S JOB DESCRIPTION FOR PRODUCTIVE PROGRAM PRACTICE OF STATE VOCATIONAL SCHOOLS","authors":"H. Hadromi","doi":"10.15294/JED.V1I1.1306","DOIUrl":"https://doi.org/10.15294/JED.V1I1.1306","url":null,"abstract":"Teacher’s job description on the productive program practice consist of such activitiesas planning, implementation, evaluation of productive program practice output,giving guidance and training to students, and doing additional tasks other than theirmain task. The teachers implement their job description in teaching and learningprocess by teaching one subject in accordance with their the certified qualification.In addition, the teachers are involved in school management activities includingnew students enrolment, curirculum preparation and its supporting documents, nationalexamination, school examiantion and others. The teacher’s job description isspecifically determined by the school management and their teaching load consistsof 24-40 credit units, based on the their skills, usefulness and equal distribution","PeriodicalId":30829,"journal":{"name":"The Journal of Educational Development","volume":"BME-23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72611686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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