Pub Date : 2024-05-15DOI: 10.37985/educative.v2i2.385
Pankaj Sharma Ghimire
This paper aims to elaborate my reflection on the instructional practices of physics teachers in theory and experimental classes at technical institutions in the Kathmandu district. I employed an ethnographic research design to conduct the research. I selected two technical institutions in the Kathmandu district to conduct the research, two theory classrooms, and two physics laboratories of those institutions for the participant observation process, and conducted open-ended and unstructured interviews with nine students from those institutions. I observed multiple theory and experimental classes for the entire semester period as a complete observer. In addition, I employed social constructivist learning theory to guide the whole research process. The findings from this study indicated that traditional teacher-centric pedagogical practices were prevalent at those technical institutions.
{"title":"My Reflexivity on Pedagogical Practices of Physics Teachers","authors":"Pankaj Sharma Ghimire","doi":"10.37985/educative.v2i2.385","DOIUrl":"https://doi.org/10.37985/educative.v2i2.385","url":null,"abstract":"This paper aims to elaborate my reflection on the instructional practices of physics teachers in theory and experimental classes at technical institutions in the Kathmandu district. I employed an ethnographic research design to conduct the research. I selected two technical institutions in the Kathmandu district to conduct the research, two theory classrooms, and two physics laboratories of those institutions for the participant observation process, and conducted open-ended and unstructured interviews with nine students from those institutions. I observed multiple theory and experimental classes for the entire semester period as a complete observer. In addition, I employed social constructivist learning theory to guide the whole research process. The findings from this study indicated that traditional teacher-centric pedagogical practices were prevalent at those technical institutions.","PeriodicalId":507831,"journal":{"name":"Educative: Jurnal Ilmiah Pendidikan","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140971974","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}
Pub Date : 2024-05-15DOI: 10.37985/educative.v2i1.370
Nazmi Handayani Harahap, Abd Razak Zakaria, Hasan Basri
This study aims to find out about the implementation of integrative thematic learning in 21st century learning as an effort to form entrepreneurship students. This research method is library research. Library research is research where the data or materials needed to complete the research come from the library either in the form of books, encyclopedias, dictionaries, journals, magazines and so on. The results of this study indicate that the implementation of Integrative Thematic learning in forming edupreneurship students can be done by: Integrated in all subjects, integrating with extracurricular activities, instilling a sense of responsibility, instilling in students to dare to take risks, instilling self-confidence in students towards their own abilities, instilling in students to have leadership skills, easily adapting to everyone, and being open to people's suggestions and criticisms, instilling in students to be able to be innovative, creative and flexible. The implications of implementing 21st century integrative thematic learning for entrepreneurship students are very important in current education. First, this approach allows the integration of various disciplines under one relevant theme, such as agriculture and fisheries, enriching students' learning experience and preparing them with a holistic understanding of entrepreneurship.
{"title":"Implementation of 21st Century Integrative Thematic Learning: Efforts to Form Entrepreneurship Students","authors":"Nazmi Handayani Harahap, Abd Razak Zakaria, Hasan Basri","doi":"10.37985/educative.v2i1.370","DOIUrl":"https://doi.org/10.37985/educative.v2i1.370","url":null,"abstract":"This study aims to find out about the implementation of integrative thematic learning in 21st century learning as an effort to form entrepreneurship students. This research method is library research. Library research is research where the data or materials needed to complete the research come from the library either in the form of books, encyclopedias, dictionaries, journals, magazines and so on. The results of this study indicate that the implementation of Integrative Thematic learning in forming edupreneurship students can be done by: Integrated in all subjects, integrating with extracurricular activities, instilling a sense of responsibility, instilling in students to dare to take risks, instilling self-confidence in students towards their own abilities, instilling in students to have leadership skills, easily adapting to everyone, and being open to people's suggestions and criticisms, instilling in students to be able to be innovative, creative and flexible. The implications of implementing 21st century integrative thematic learning for entrepreneurship students are very important in current education. First, this approach allows the integration of various disciplines under one relevant theme, such as agriculture and fisheries, enriching students' learning experience and preparing them with a holistic understanding of entrepreneurship.","PeriodicalId":507831,"journal":{"name":"Educative: Jurnal Ilmiah Pendidikan","volume":"39 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140972767","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}
Pub Date : 2024-05-08DOI: 10.37985/educative.v2i1.383
Purwanto Putra, Muhammad Rosyihan Hendrawan, Renti Oktaria, Gunawan Gunawan
This research aims to analyze the background and history of establishment, contributions, and educational impacts of the presence of the "School Radja," Kweekschool Fort de Kock, on indigenous students in the Dutch East Indies. The method employed is historical methodology, involving the collection, analysis, and interpretation of various historical sources related to the Kweekschool Fort de Kock school with new perspectives on methodology, methods, theories, and themes in historical research, social sciences, and particularly education. The findings indicate that the establishment of Kweekschool Fort de Kock was part of Dutch colonial efforts to educate and control the indigenous population in the Dutch East Indies. This school provided teacher education for indigenous students with the aim of creating educators loyal to the colonial government. In conclusion, the existence of Kweekschool Fort de Kock played a significant role in the history of education in the Dutch East Indies, aiming to educate the nation's children but also reflecting the dynamics of colonial power influencing the education process and cultural identity of indigenous students. This study underscores the importance of understanding the historical context of colonial education in evaluating the educational legacy left behind and its impact on indigenous communities.
本研究旨在分析 "拉贾学校"（Kweekschool Fort de Kock）的建立背景和历史、贡献以及对荷属东印度群岛土著学生的教育影响。所采用的方法是历史方法论，包括收集、分析和解释与 Kweekschool Fort de Kock 学校有关的各种历史资料，并对历史研究、社会科学，特别是教育的方法、方法、理论和主题提出新的观点。研究结果表明，Kweekschool Fort de Kock 学校的建立是荷兰殖民者教育和控制荷属东印度群岛土著居民的努力的一部分。这所学校为土著学生提供师范教育，旨在培养忠于殖民政府的教育工作者。总之，Kweekschool Fort de Kock 的存在在荷属东印度群岛的教育史上发挥了重要作用，其目的是教育国家的儿童，但也反映了殖民权力对教育过程和土著学生文化身份的影响。本研究强调了了解殖民教育的历史背景对于评估遗留下来的教育遗产及其对土著社区影响的重要性。
{"title":"Sekolah Radja \"Kweekschool Fort de Kock\": Exploring History and Role in Teacher Education in the Netherlands East-Indies","authors":"Purwanto Putra, Muhammad Rosyihan Hendrawan, Renti Oktaria, Gunawan Gunawan","doi":"10.37985/educative.v2i1.383","DOIUrl":"https://doi.org/10.37985/educative.v2i1.383","url":null,"abstract":"This research aims to analyze the background and history of establishment, contributions, and educational impacts of the presence of the \"School Radja,\" Kweekschool Fort de Kock, on indigenous students in the Dutch East Indies. The method employed is historical methodology, involving the collection, analysis, and interpretation of various historical sources related to the Kweekschool Fort de Kock school with new perspectives on methodology, methods, theories, and themes in historical research, social sciences, and particularly education. The findings indicate that the establishment of Kweekschool Fort de Kock was part of Dutch colonial efforts to educate and control the indigenous population in the Dutch East Indies. This school provided teacher education for indigenous students with the aim of creating educators loyal to the colonial government. In conclusion, the existence of Kweekschool Fort de Kock played a significant role in the history of education in the Dutch East Indies, aiming to educate the nation's children but also reflecting the dynamics of colonial power influencing the education process and cultural identity of indigenous students. This study underscores the importance of understanding the historical context of colonial education in evaluating the educational legacy left behind and its impact on indigenous communities.","PeriodicalId":507831,"journal":{"name":"Educative: Jurnal Ilmiah Pendidikan","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140997695","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}
Pub Date : 2024-05-08DOI: 10.37985/educative.v2i1.374
Muhammad Hulkin, M. F. Irawan, Noptario Noptario, Abd Razak Zakaria
The role of teachers is very important in stemming bullying cases in the school environment. This study aims to investigate the efforts made by teachers in overcoming bullying cases in the school environment. Through a descriptive qualitative approach and in-depth interviews via Whatsapp, this research was conducted at Fathona Pakjo Integrated Islamic School Palembang. The research findings show that teachers who successfully address bullying cases have taken effective steps, such as identification of bullying cases using clear indicators, implementation of anti-bullying programs involving students and school staff, and collaboration with other parties such as parents and authorities. The results of this study have important implications in fostering an understanding of teachers' efforts in addressing bullying cases in the school environment, and can serve as a reference for schools and teachers in developing effective strategies to prevent and address bullying, with the aim of creating a safe and supportive learning environment for all students. Important implications include more targeted teacher training and the development of student education programs on empathy and inclusiveness for more effective anti-bullying policies. This conclusion is expected to encourage further research and assist schools in formulating more comprehensive strategies in addressing bullying issues.
{"title":"Teachers' Efforts to Overcome Bullying Cases in the School Environment: Effective Steps to Curb Bullying Behavior","authors":"Muhammad Hulkin, M. F. Irawan, Noptario Noptario, Abd Razak Zakaria","doi":"10.37985/educative.v2i1.374","DOIUrl":"https://doi.org/10.37985/educative.v2i1.374","url":null,"abstract":"The role of teachers is very important in stemming bullying cases in the school environment. This study aims to investigate the efforts made by teachers in overcoming bullying cases in the school environment. Through a descriptive qualitative approach and in-depth interviews via Whatsapp, this research was conducted at Fathona Pakjo Integrated Islamic School Palembang. The research findings show that teachers who successfully address bullying cases have taken effective steps, such as identification of bullying cases using clear indicators, implementation of anti-bullying programs involving students and school staff, and collaboration with other parties such as parents and authorities. The results of this study have important implications in fostering an understanding of teachers' efforts in addressing bullying cases in the school environment, and can serve as a reference for schools and teachers in developing effective strategies to prevent and address bullying, with the aim of creating a safe and supportive learning environment for all students. Important implications include more targeted teacher training and the development of student education programs on empathy and inclusiveness for more effective anti-bullying policies. This conclusion is expected to encourage further research and assist schools in formulating more comprehensive strategies in addressing bullying issues.","PeriodicalId":507831,"journal":{"name":"Educative: Jurnal Ilmiah Pendidikan","volume":" 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140998752","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}
Pub Date : 2023-12-23DOI: 10.37985/educative.v1i3.152
Indaria Tri Hariyani, S. Sulistiyani, Soemarmi Soemarmi, Fida Rz
The issues faced by early childhood education or PAUD dealing with the implementation of the Merdeka curriculum is the teachers’ readiness in implementing the Merdeka curriculum. The purpose of this research is to assist PAUD teachers in preparing for the implementation of the Merdeka curriculum. The research method used in this study was qualitative descriptive, that is, concerning the real condition of six teachers at one PAUD school in Surabaya. The data were gathered by using interviews and observations of the head of school, curriculum representatives, and all teachers for guidelines for interviews that have been validated by three validators. The data analysis was done using an interactive model by Miles and Huberman, which consists of four stages: data collection, data reduction, data presentation, and conclusion. The results of this study showed that the Merdeka curriculum has already been implemented in PAUD, but it requires some improvement and development since the Merdeka curriculum only begins the first year at PAUD. Therefore, there is little research on the implementation of the Merdeka curriculum, so it is recommended to undertake further in-depth research into the application of the Merdeka curriculum at the next level of school.
{"title":"The Implementation of Merdeka Curriculum Towards Early Childhood Education","authors":"Indaria Tri Hariyani, S. Sulistiyani, Soemarmi Soemarmi, Fida Rz","doi":"10.37985/educative.v1i3.152","DOIUrl":"https://doi.org/10.37985/educative.v1i3.152","url":null,"abstract":"The issues faced by early childhood education or PAUD dealing with the implementation of the Merdeka curriculum is the teachers’ readiness in implementing the Merdeka curriculum. The purpose of this research is to assist PAUD teachers in preparing for the implementation of the Merdeka curriculum. The research method used in this study was qualitative descriptive, that is, concerning the real condition of six teachers at one PAUD school in Surabaya. The data were gathered by using interviews and observations of the head of school, curriculum representatives, and all teachers for guidelines for interviews that have been validated by three validators. The data analysis was done using an interactive model by Miles and Huberman, which consists of four stages: data collection, data reduction, data presentation, and conclusion. The results of this study showed that the Merdeka curriculum has already been implemented in PAUD, but it requires some improvement and development since the Merdeka curriculum only begins the first year at PAUD. Therefore, there is little research on the implementation of the Merdeka curriculum, so it is recommended to undertake further in-depth research into the application of the Merdeka curriculum at the next level of school.","PeriodicalId":507831,"journal":{"name":"Educative: Jurnal Ilmiah Pendidikan","volume":"52 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139161371","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}
Pub Date : 2023-11-18DOI: 10.37985/educative.v1i3.202
Sri Wahyuni, Yuvi Darmayunata, Effran Zudeta, Muhammad Dani Fauzan Sajid, Syahdan Syahdan
Creative and inspiring rules are competencies in independent learning. The Merdeka curriculum needs to integrate digital literacy into learning. digital literacy is important especially for students who attend the special school in order to have the ability to understand and implement digital literacy-based learning processes. To develop digital literacy in SLB, a digital literacy learning design is needed. In Riau Province, there is no special school education unit that has a digital literacy-based curriculum, based on interviews with supervisors and the head of the Riau special school principals association. Based on this description, the research team felt it was important to develop digital literacy-based learning in SLB. The aim to be achieved through this research is the preparation of a learning design that can be implemented in special school education units. The research methodology used is a research and development with research stages: exploratory study, FGD exploratory study, drafting of the model, conceptual and operational testing of the model, and developing a digital literacy-based curriculum. The results of the study are in the form of a learning design that includes a digital literacy learning framework and a learning development formula for the digital literacy curriculum. It can be concluded that there is a significant difference in teacher knowledge between before and after following the digital literacy-based curriculum model of 0.892 (89.2%) at α = 0.05.
{"title":"Merdeka Curriculum Innovation: Grand Design for Digital Literacy Learning in Special School","authors":"Sri Wahyuni, Yuvi Darmayunata, Effran Zudeta, Muhammad Dani Fauzan Sajid, Syahdan Syahdan","doi":"10.37985/educative.v1i3.202","DOIUrl":"https://doi.org/10.37985/educative.v1i3.202","url":null,"abstract":"Creative and inspiring rules are competencies in independent learning. The Merdeka curriculum needs to integrate digital literacy into learning. digital literacy is important especially for students who attend the special school in order to have the ability to understand and implement digital literacy-based learning processes. To develop digital literacy in SLB, a digital literacy learning design is needed. In Riau Province, there is no special school education unit that has a digital literacy-based curriculum, based on interviews with supervisors and the head of the Riau special school principals association. Based on this description, the research team felt it was important to develop digital literacy-based learning in SLB. The aim to be achieved through this research is the preparation of a learning design that can be implemented in special school education units. The research methodology used is a research and development with research stages: exploratory study, FGD exploratory study, drafting of the model, conceptual and operational testing of the model, and developing a digital literacy-based curriculum. The results of the study are in the form of a learning design that includes a digital literacy learning framework and a learning development formula for the digital literacy curriculum. It can be concluded that there is a significant difference in teacher knowledge between before and after following the digital literacy-based curriculum model of 0.892 (89.2%) at α = 0.05.","PeriodicalId":507831,"journal":{"name":"Educative: Jurnal Ilmiah Pendidikan","volume":"59 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139261993","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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