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Journal articles on the topic 'Indonesian schools'
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Widiyanti, Retno, Yumna Rasyid, and Darmahusni Darmahusni. "THE USE OF ENGLISH INTRODUCTION LANGUAGE IN LEARNING IN MONTESSORI INDONESIA PRESCHOOL." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 4, no. 2 (December 31, 2018): 168–71. http://dx.doi.org/10.21009/ijlecr.042.21.
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The use of English introduction language in learning has been found in educational institutions. Although this is very contrary to the law of kemendikbud that Indonesian must be used as the language of instruction in national education, but now it has developed rapidly schools that use English as the medium of instruction in the learning process, even starting from the level of preschool. This phenomenon occurs in the Preschool Indonesia is Montessori Preschool Indonesia where the school includes public schools. This school is a school that uses the English language of instruction, located in the sub-district of Matraman Jakarta Timur among other schools. Preschool Indonesia Montessori was established in 2005. Montessori Indonesia's preschool already uses English as the language of instruction in its early learning. Since its inception this school has produced graduates of students who are independent and confident in communicating using English. In addition, Montessori's Indonesian preschool uses Montessori's method of learning. This is what distinguishes with the existing preschool.
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Akil, Mansur. "MULTICULTURAL VALUES IN INDONESIAN PRIMARY SCHOOLS." ALQALAM 27, no. 3 (December 31, 2010): 452. http://dx.doi.org/10.32678/alqalam.v27i3.1054.
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The research aimed to understand ways of implementing multicultural values in Indonesia primary schools. This case study attempted to discover the multicultura values in primary school curriculum documents and teacher's perspective on how to promote the multicultural values in primary shcool students, by interviewing primary school teacher in Makassar and examining primary school curriculum documents. The investigation showed that teaching the values of tolerance, respecting diversity, acknowledging similarities and maintaining native languages and local identy should be done gradually by initially introducing the symbols of multicultural values through picture, videos, and observations, then teaching children through modeling and attitudes of inclusiveness. More importantly is teachers' knowledge on multiculturalism so that they could behave equally towards students and colleagues in school setting. Finally, multiculturalism should be embedded in the schools through celebration of cultures, ethnics and language diversity, through cultural festivals, food exhibition, local art and dance shows, music contests, drama, and literature.
Keywords: Multicultura Values, Implementing, Primary School, Teacher Views.
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Zuhdi, Muhammad. "Challenging Moderate Muslims: Indonesia’s Muslim Schools in the Midst of Religious Conservatism." Religions 9, no. 10 (October 11, 2018): 310. http://dx.doi.org/10.3390/rel9100310.
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Muslim schools are an important element of education in Indonesia. The school was in place long before Indonesia’s independence in 1945. Schools educate Indonesian Muslim children to understand and practice religion while promoting a sense of nationalism. Thanks to Muslim schools, Indonesian Muslims are recognized as being moderate. Recently, however, the moderate nature of Indonesian Islam is challenged by the spirit of conservative Islam. The question is how Muslim schools play their roles in the discourse of moderate versus conservative Muslims. This study identified five issues that are largely discussed among Indonesian Muslims: Islam and state, Muslims–non Muslims relations, non-mainstream Islam, gender, and media. Knowing that there is a strong relationship between society and education, i.e., religious education, it is important to see the relationship between schools and society including how the current conservative trend in Indonesian Islam is being taught at schools. This study explored how the curriculum of (Islamic) religious education potentially contributes toward the development of Indonesian conservative Muslims and how religious education teachers view sensitive issues concerning conservative Islam. To answer these questions, the analysis of religious education curricula and the interviewing of teachers serve as the primary methods of data collection. Four religious education teachers from different provinces of Indonesia were interviewed to reveal their opinions on various religion-related issues. This paper discusses how Islamic education in Indonesia has been designed to present moderate Islam but, at the same time, faces a number of challenges that try to turn religious education into conservative religious doctrines.
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Faizuddin, Ahmad, Tumin An-Nuaimy, and Muhammad Irzal. "An Analysis of Factors Influencing Parents in the Selection of Schools." TARBIYA: Journal of Education in Muslim Society 3, no. 1 (June 21, 2016): 90–95. http://dx.doi.org/10.15408/tjems.v3i1.3398.
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Abstract Sekolah Indonesia Kuala Lumpur (SIKL), as an International school provided by the government of Indonesia is not a favourite among Indonesian parents living in Malaysia. They prefer to send their children to other International or Islamic-based schools. It results in a big question on what are their reasons behind such decision. Thus, the aim of this study is to explore the experiences of Indonesian parents living in Kuala Lumpur, Malaysia, regarding their reasons of not choosing Indonesian School for their children. For the purpose of this research, a case study approach was adopted. Using in-depth interviews, three Indonesian parents who live in Malaysia and opt for other International schools were selected. The data of the interviews were analysed and categorized based on unique themes. The result of an interpretive analysis found that parents’ reasons are demonstrated in three interrelated themes: (1) The need of specific curriculum, (2) The lack of creative teaching methods used in Indonesian School, and (3) The less strategic location of Indonesian School. As a final point, this paper provides an insight analysis of parents’ reasons and some recommendations for improvement. Abstrak Sekolah Indonesia Kuala Lumpur (SIKL), sebagai sekolah Internasional yang disediakan oleh pemerintah Indonesia, tidaklah favorit di antara orang tua Indonesia yang tinggal di Malaysia. Mereka lebih memilih untuk mengirimkan anak-anak mereka ke sekolah Internasional lain atau sekolah Islam. Hal ini membuat pertanyaan besar kepada apa alasan mereka di balik keputusan tersebut. Penelitian ini bertujuan untuk menyelidiki pengalaman orang tua Indonesia yang tinggal di Kuala Lumpur, Malaysia, terkait dengan alasan mereka tidak memilih sekolah Indonesia bagi anak-anak mereka. Untuk tujuan penelitian ini, pendekatan studi kasus dilakukan. Menggunakan wawancara mendalam, tiga orang tua Indonesia yang tinggal di Malaysia dan memilih sekolah internasional lain dipilih. Data wawancara dianalisis dan dikelompokkan berdasarkan tema-tema khusus. Hasil interpretasi analisis menemukan bahwa alasan orang tua tergambarkan pada tiga item: (1) kebutuhan kurikulum tertentu, (2) kurangnya metode mengajar kreatif yang digunakan di sekolah Indonesia, dan (3) kurang strategis dari lokasi sekolah Indonesia. Akhirnya, tulisan ini memberikan analisis wawasan tentang alasan orang tua dan rekomendasi untuk peningkatan. How to Cite : Faizuddin, A. An-Nuaimy, T. Irzal, M. (2016). An Analysis of Factors Influencing Parents in the Selection of Schools. TARBIYA: Journal Of Education In Muslim Society, 3(1), 90-95. doi:10.15408/tjems.v3i1. 3398. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i1.3398
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Eulie, Joseph. "Indonesian Educators Compare Schools, Education In U.S. and Indonesia." NASSP Bulletin 71, no. 496 (February 1987): 90–98. http://dx.doi.org/10.1177/019263658707149611.
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Febriana, Mia, Joko Nurkamto, Dewi Rochsantiningsih, and M. Rosyidi. "Teaching Rural Indonesian Schools Students: Effective Strategies." International Journal of Multicultural and Multireligious Understanding 5, no. 2 (May 23, 2018): 231. http://dx.doi.org/10.18415/ijmmu.v5i2.333.
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“Building Indonesia from the periphery by strengthening the regions and villages within the framework of a unitary state” is the third agenda of Nawacita (Nine priorities of national development agenda). This commitment reflects the current Indonesian government's concerns that prioritize development in the disadvantaged, outermost, and frontier regions (3T). It is implemented in various programs, one of which is the SM-3T program enacted by the Ministry of Research, Technology, and Higher Education of Indonesia. The SM-3T, which stands for Sarjana Mendidik di daerah Terdepan, Terluar, dan Tertinggal (Graduates Educating in the Disadvantaged, Outermost, and Frontier Regions), is a year program for teacher education graduates to teach in rural areas of Indonesia. This study aims to investigate teaching strategies used by SM-3T teachers in rural Indonesian schools. This research employs a narrative case study. The techniques of data collection comprise questionnaire and in-depth interview. This study can extend the existing knowledge about ELT in rural Indonesian schools, especially teaching strategies, and to improve teachers’ professionalism as they could experience conditions in rural Indonesian schools which are different from the conditions in urban schools.
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Sheehy, Kieron, Budiyanto, Helen Kaye, and Khofidotur Rofiah. "Indonesian teachers’ epistemological beliefs and inclusive education." Journal of Intellectual Disabilities 23, no. 1 (July 6, 2017): 39–56. http://dx.doi.org/10.1177/1744629517717613.
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A growing number of children with intellectual disabilities attend inclusive schools in Indonesia. Previous research has suggested that teachers’ type of school and experience influences their beliefs about inclusive education. This research collected questionnaire data from 267 Indonesian teachers and compared the responses from those working in inclusive, special and regular schools regarding their epistemological and pedagogical beliefs. The results showed that teachers in inclusive schools expressed stronger social constructivist beliefs than those in other schools. However, it was teachers’ epistemological beliefs, rather than their type of school or experience, which were the significant predictor of their beliefs about inclusive education. The findings suggest that international epistemological research needs to have a more nuanced view of constructivist models of learning to better understand and inform how inclusive pedagogy is being enacted in different contexts.
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Baskoro, Gading, Bun Sucento, and Linus Pasasa. "THE ASEAN ECONOMIC COMMUNITY IMPLEMENTATION ASEAN HIGHER EDUCATION SECTORS : AN ANALYSIS OF THE COMPETITIVENESS OF INDONESIAN PRIVATE BUSINESS SCHOOLS." Emerging Markets : Business and Management Studies Journal 1, no. 1 (July 5, 2018): 40–61. http://dx.doi.org/10.33555/ijembm.v1i1.75.
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The primary purpose of this research is to identify the competitiveness position of Indonesian private business schools in the ASEAN region in facing ASEAN Economic Community in 2015. This research also tries to identify strategies for Indonesian private business schools in facing the era of ASEAN Economic Community.
SWOT analysis is used as the base of this research. AACB's accreditation standards are use for determining factors driven the most to the competitiveness of Indonesian private business schools, while five factors of students' choice are used to determine the strongest factor that influence ASEAN students' business school choice.
Questionaires were distributed to Indonesian private business schools' lecturers and business school students in ASEAN region. After the data was gathered, AMOS Software is used to provide Structural Equation Modeling (SEM) and Path Diagram.
Results from this study shows that Indonesian private business schools are in the Cell 3 of SWOT analysis diagram. "Participant Standards" is the factor that drives the most to the competitiveness of Indonesian private business school and "Overall Reputation" is the strongest factor that influences ASEAN students' business school choice. The research shows that Indonesian should support turnaround -oriented strategies by fulfilling AACSB's Participants Standards and improving their reputation in the ASEAN region.
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Maskur, Abu. "Penguatan Budaya Literasi di Pesantren." IQ (Ilmu Al-qur'an): Jurnal Pendidikan Islam 2, no. 01 (July 31, 2019): 1–16. http://dx.doi.org/10.37542/iq.v2i01.21.
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Islamic boarding school is the oldest Islamic education institution in Indonesia. The yellow book which is a compulsory curriculum is the root of literacy culture in Islamic boarding schools. The development of technology and information is one of the reasons for the decline in literacy in Indonesian society, including in Islamic boarding schools. Thus, strengthening the literacy culture in Islamic boarding schools needs to be done.
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Siswadi, Yakobus, Grace Solely Houghty, and Triulan Agustina. "Implementation of the CIPP evaluation model in Indonesian nursing schools." Jurnal Ners 14, no. 3 (January 2, 2020): 126. http://dx.doi.org/10.20473/jn.v14i3.17046.
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Introduction: The implementation of the Indonesian National Nursing Competency Test (INNCT) has faced several challenges, especially related to the low pass rate. The pass rate has decreased over time, but the number of examinees has increased. The aim of this study was to evaluate the nursing schools’ performance in INNCT using the Context Input Process Product (CIPP) evaluation model.Methods: A quantitative description was used in this study. The Performance Evaluation of Nursing Program Questionnaire based on CIPP was developed and used to collect the data. The participants in this study were faculty members and alumni from the nursing schools that were a member of AINEC within region V. The variables of this study were the nursing school pass rate and the school’s performance.Results: 320 participants were involved in this study. The passing rate of the nursing school in INNCT was in the moderate category. The CIPP evaluation shows that out of the four aspects, there were two (2) aspects, namely “context and input” that were in the category of having met the requirements and two (2) aspects, namely “process and product”, were in the category exceeding the requirements.Conclusion: Nursing schools have fulfilled the government regulation based on the CIPP evaluation and the nursing schools need to make a strategic plan to improve their performance and to increase their pass rate in INNCT.
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Abdusyakur, Ikhsan, and Cindy Louise Poortman. "Study on data use in Indonesian primary schools." Journal of Professional Capital and Community 4, no. 3 (July 8, 2019): 198–215. http://dx.doi.org/10.1108/jpcc-11-2018-0029.
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Purpose Many studies have underlined data use for school improvement. However, these are mainly based on developed countries; studies on data use are still lacking on developing countries. The purpose of this paper is to investigate data use in Indonesian primary schools. This study is based on a conceptual framework focusing on kinds of data, purposes of data use and factors promoting or hindering data use in schools. Design/methodology/approach The authors employed a mixed-method research design, with a total of 194 teachers and 28 heads of schools from 60 schools participating in the survey. Based on the survey analysis, six schools were purposively sampled for a multiple-case study approach. Findings The results show that Indonesian primary schools have similar kinds of data available and most data are used for accountability purposes only. These findings might be explained by the government trying to counter-balance the schools’ autonomy, so that the focus of data use seems to be more on accountability than on school development and instructional purposes. The results also reveal that the factors had a different influence for each data use purpose: high data use schools provided insight into promoting factors, while the low data user schools provided an understanding of hindering factors. Originality/value This study makes a scientific contribution by offering understanding of data use in a different context. Indonesia has become decentralized in most state functions, including education. Therefore, this study can be used as a guideline for future studies of data use in other developing countries context in supporting the decentralization of educational systems.
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WIRATRAMAN, Herlambang P. "The Challenges of Teaching Comparative Law and Socio-Legal Studies at Indonesia's Law Schools." Asian Journal of Comparative Law 14, S1 (August 5, 2019): S229—S244. http://dx.doi.org/10.1017/asjcl.2019.15.
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AbstractThis article addresses the role of legal research methodologies in the development of legal science and the creation of social change in Indonesia. Based on fieldwork conducted at Indonesian law schools between 2014 and 2016, this article reveals that legal research methods taught in Indonesia are starkly divided into normative-juridical and empirical-juridical approaches. Misunderstandings between adherents of these different schools of thought pose significant obstacles to the development of interdisciplinary approaches to law that span or go beyond the divide. Methodological conflicts resulting in the absence of socio-legal approaches in Indonesian law schools, coupled with outdated and limited source materials, limit the study of comparative law in Indonesia to the mere comparison of statutes and rules shorn of socio-political context. They also fail to instill awareness of the importance of considering social – on top of legal – impact in the context of Indonesia's complex and pluralist legal system.
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Djuwita, Ratna, and Aditya Benyamin. "Teaching Pro-Environmental Behavior: A Challenge in Indonesian Schools." Psychological Research on Urban Society 2, no. 1 (April 29, 2019): 26. http://dx.doi.org/10.7454/proust.v2i1.48.
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Although most researchers agree that environmental education is very important to develop pro-environmental behavior (PEB) in children, it is uncertain whether environmental education has positive outcomes, especially in Indonesian schools. This study tried to get some insight into whether green school students will have a higher nature relatedness and thus will behave more environmentally friendly, compared with students from schools with a regular national curriculum. In this study, 304 elementary public schools’ students and 229 green schools’ students participated. Data were collected through self-report scale, behavioral observation and Focus Group Discussion (FGD). The result shows that green school student’s, as well as children from public school, do not differ in their appreciation and understanding of their interconnectedness with all other living things on the earth. In other words, their nature relatedness (NR) are relatively similar. As hypothesized, if faced with the choice to act environmentally friendly, the PEB of green school students were significantly higher than public school students. But interestingly, information from FGD reveals that green school children PEB is not based on knowledge or concern for the environment, but rather a result of habituation and social modelling of their friends. On the other hand, public schools students have the knowledge, but they do not implement it in daily lives because they are not used to do it. It is concluded that environmental education curriculum does have a role in shaping students PEB, but to develop a sustainable PEB in young children, schools should focus on environmental knowledge, to develop and internalized pro-environmental value, and they should also develop ways to habituate PEB.
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Herwandar, Ria. "Evaluasi Materi Ajar Bahasa Inggris Cambridge IGCSE dan A/AS Level Sebagai Materi Acuan Program SBI tingkat SMA di Indonesia, Studi Kasus SMAN 70 Jakarta." JURNAL Al-AZHAR INDONESIA SERI HUMANIORA 1, no. 1 (April 4, 2011): 1. http://dx.doi.org/10.36722/sh.v1i1.18.
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A law no 20/2000 paragraph 50, article 3 has been enacted by the Ministry of education concerning the implementation of International class in high Schools throughout Indonesia. The purpose of this regulation is to standardize the quality of the Indonesian students educational qualification to those of students abroad. As a result, Cambridge International Examinations IGCSE, A/AS Level have become popular to the majority of Indonesian High Schools, especially for subjects such as Mathematics, English, Physics, Biology and Chemistry. This research will look upon the develompment of school implementation of IGCSE, A/AS Level of English Language in SMA N 70 jakarta as a case study. Through several assessments of students IGCSE, A/AS Level tests, interviews, questionners and material evaluation, a reliable findings will be identified. At the end, ways of effective learning and teaching of IGCSE, A/AS Level for Indonesian High Schools will be suggested.
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Eric, Chan Chun Ming, Wanty Widjaja, and Ng Kit Ee Dawn. "Exemplifying a Model-Eliciting Task for Primary School Pupils." Southeast Asian Mathematics Education Journal 1, no. 1 (November 28, 2011): 65–74. http://dx.doi.org/10.46517/seamej.v1i1.11.
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Mathematical modelling is a field that is gaining prominence recently in mathematics education research and has generated interests in schools as well. In Singapore, modelling and applications are included as process components inrevised 2007 curriculum document (MOE, 2007) as keeping to reform efforts. InIndonesia, efforts to place stronger emphasis on connecting school mathematicswith real-world contexts and applications have started in Indonesian primary schools with the Pendidikan Realistik Matematik Indonesia (PMRI) movement a decade ago (Sembiring, Hoogland, Dolk, 2010). Amidst others, modelling activities are gradually introduced in Singapore and Indonesian schools to demonstrate the relevance of school mathematics with real-world problems. However, in order for it to find a place in the mathematics classroom, there is aneed for teacher-practitioners to know what mathematical modelling and what amodelling task is. This paper sets out to exemplify a model-eliciting task that has been designed and used in both a Singapore and Indonesian mathematicsclassroom. Mathematical modelling, the features of a model-eliciting task, and its potential and advice on implementation are discussed.
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Kinesti, Rakanita Dyah Ayu, Nico Khoirun Ni'am, Siti Shaidah, Siti Musyafaroh, Elma Nur Santika, and Mustamaroh Mustamaroh. "Implementasi Living Curriculum terhadap Kondisi dan Lingkungan Siswa di Sekolah Indonesia Kuala Lumpur Guna Terciptanya Generasi Unggul, Cerdas dan Berkepribadian Bangsa." FONDATIA 5, no. 1 (March 30, 2021): 125–39. http://dx.doi.org/10.36088/fondatia.v5i1.1082.
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Overseas Indonesian schools in Kuala Lumpur were established to meet the educational needs of children of diplomats or local staff at the Indonesian representative office. In addition, it is also for children of Indonesian citizens who work in related countries and live in that country. Along with the high dynamics of community interaction between friendly countries, the Kuala Lumpur International School of Indonesia also functions as a balanced and comprehensive service for education and development of Indonesian culture in the local country. This research aims to determine how the Living Curiculum applies to the conditions of students and the environment at Kuala Lumpur Foreign Schools. This research was conducted qualitatively, namely using the perspective of the participants as an illustration in getting the results of the research. The results of the research at SIKL (Sekolah Indonesia Kuala Lumpur) apply a national curriculum but are tailored to the needs of students, especially those who live in Kuala Lumpur, why is that, because the conditions of students in Kuala Lumpur are different from those of students in Indonesia. The implementation of the Living curiculum or life curriculum at SIKL has two learning models, namely Learning at School (LAS) and Learning at Home (LAH). The Living curiculum application is carried out to create a new generation that is superior, intelligent and has a high national personality.
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Abdullah, Irwan, Bambang Hudayana, Pande Made Kutanegara, and Agus Indiyanto. "Beyond School Reach: Character Education in Three Schools in Yogyakarta, Indonesia." Journal of Educational and Social Research 9, no. 3 (September 1, 2019): 145–59. http://dx.doi.org/10.2478/jesr-2019-0032.
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Abstract The ability of Indonesian schools related to the character education of students is still far from the expectations and mandate of the law. Based on the qualitative research conducted in the three schools in Indonesia, the current study shows that the educational process only introduce students to the standardized concepts with no involvement in social process and practices, which will give them experience and opportunities to adopt the character values. The school curriculum only forms the ideal type of character, does not stimulate the active involvement of students in the community. Students only learn the character, based on dominant values constrained by the state, i.e.: having loyalty, defending the country, and loving homeland. In addition to narrowing the character space values to the interests of the state, the character education also does not accommodate the wealth of ethnic and religious cultures in Indonesia. This paper proposes the need for changes in school autonomy from an extension of the government, leading to provision of a conducive climate for the emergence of various approaches to improve character education. Character education stems from differences in school ideology and Indonesian cultural diversity. The education system should release itself from the text orientation to better fit in with the dynamic cultural context as a source of character learning.
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Hermawan, Agus, and Emily B. Tan. "Philosophy of education: “Tut Wuri Handayani” as the spirit of governance process in Indonesia's educational organization." International Journal of Humanities and Innovation (IJHI) 4, no. 2 (June 30, 2021): 82–85. http://dx.doi.org/10.33750/ijhi.v4i2.112.
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‘Tut Wuri Handayani’ is the slogan of the National Education of Indonesia, written in Sanskrit. It is a philosophy of education that Ki Hajar Dewantara originally promoted. Practically, it is an accumulation of educational processes that prioritize the transformation of good character and knowledge through a governance organization that is instigated by educational leadership. In this regard, the paper utilizes the literature review method to get information from researchers published in refereed journals regarding process governance, model of governance organization in school and synthesizes the information to show how the school leaders can promote “Tut Wuri Handayani” in order that it can be integrated into the school governance. This paper invites researchers to apply qualitative research designs to explore the possibility of implementing the Philosophy Education: “Tut Wuri Handayani” in the governance organization of Schools in Indonesia. Indonesia's educational system has experimented with several forms of leadership. The paper discusses the necessity of promoting the Indonesian philosophy of education, ‘Tut Wuri Handayani,' to preserve its worth as a guide for all school leaders and instructors to maintain a positive attitude and behavior to achieve educational goals. School leaders and instructors are encouraged to use this Indonesian Philosophy of Education to ensure that children always receive a decent education and in all places. The authors also recommend that module and curriculum creators collaborate with learning facilitators to integrate the Philosophy of Education: ‘Tut Wuri Handayani' as one of the school governance principles and values. In addition, this research suggests that future researchers use qualitative research designs to investigate the influence of the implementation of ‘Tut Wuir Handayani' on students, school leaders, teachers, and other stakeholders in a sample of Indonesian schools.
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Fahmi, NFN, and Rumondang Purwati. "Refleksi Diri untuk Memperbaiki Hasil Belajar berdasarkan Hasil TIMSS." Indonesian Journal of Educational Assesment 2, no. 1 (July 1, 2019): 1. http://dx.doi.org/10.26499/ijea.v2i1.13.
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The aim of this study is to obtain information about the mathematics competency of Indonesian students based on international benchmark in TIMSS 2011. This study is a quantitative descriptive study based on TIMSS 2011 data. The population of this study is all students in the junior high schools (SMP) in Indonesia. The subjects of the research are 5.795 Indonesian students from 154 schools. The methods of multistage stratified and random sampling are conducted as sample-determining technic. Data analysis was administered by International Association for the Evaluation of Educational Achievement (IEA) using IDB analyzer program.The average mathematics score acquired by Indonesian students is 386, below the international average score (500). Indonesian students is at rank 40 of 45. Based on international benchmark, there are 0% Indonesian students who can achieve advanced level, 2% reaching the high level, 15% achieving intermediate level, and 43% in the low level. For most of Indonesian students the mastery of Mathematics material is very low, especially in solving the problem at proficient level and high level. The research concludes that: (1) Indonesian students are less accustomed to work on items in applying and reasoning cognitive domain, especially in constructed-response items; (2) Indonesian students are less accustomed to work on items that need more than one process of solving the questions; (3) Misconception among Indonesian students about arithmetic operations (+, -, x, :), which one should be done first; and (4) Indonesians students have more difficulties in working on algebraic operations than number operations.Abstract. The aim of this study is to obtain information about the mathematics competency of Indonesian students based on international benchmark in TIMSS 2011. This study is a quantitative descriptive study based on TIMSS 2011 data. The population of this study is all students in the junior high schools (SMP) in Indonesia. The subjects of the research are 5.795 Indonesian students from 154 schools. The methods of multistage stratified and random sampling are conducted as sample-determining technic. Data analysis was administered by International Association for the Evaluation of Educational Achievement (IEA) using IDB analyzer program.The average mathematics score acquired by Indonesian students is 386, below the international average score (500). Indonesian students is at rank 40 of 45. Based on international benchmark, there are 0% Indonesian students who can achieve advanced level, 2% reaching the high level, 15% achieving intermediate level, and 43% in the low level. For most of Indonesian students the mastery of Mathematics material is very low, especially in solving the problem at proficient level and high level. The research concludes that: (1) Indonesian students are less accustomed to work on items in applying and reasoning cognitive domain, especially in constructed-response items; (2) Indonesian students are less accustomed to work on items that need more than one process of solving the questions; (3) Misconception among Indonesian students about arithmetic operations (+, -, x, :), which one should be done first; and (4) Indonesians students have more difficulties in working on algebraic operations than number operations.AbstrakTujuan penelitian ini adalah memperoleh informasi tentang kemampuan matematika siswa Indonesia berdasarkan benchmark Internasional dalam TIMSS 2011. Penelitian ini merupakan penelitian deskriptif kuantitatif berdasarkan data TIMSS tahun 2011. Populasi dari penelitian ini adalah seluruh siswa SMP/MTs dan sampel penelitian adalah siswa kelas VIII SMP/MTs. Jumlah siswa yang menjadi sampel sebanyak 5.795 siswa dari 154 sekolah. Penentuan sampel dilakukan dengan metode multistage stratified dan acak. Analisis data dilakukan oleh International Association for the Evaluation of Educational Achievement (IEA) menggunakan program IDB analyzer. Rerata skor matematika siswa Indonesia adalah 386, di bawah rerata skor Internasional (500). Indonesia berada pada peringkat 40 dari 45 negara peserta. Capaian siswa Indonesia untuk level mahir 0%, level tinggi 2%, level menengah 15%, dan level rendah 43%. Penguasaan materi matematika bagi sebagian besar siswa Indonesia masih sangat rendah terutama untuk menyelesaikan soal-soal pada level mahir dan level tinggi. Simpulan dari penelitian ini adalah: (1) siswa Indonesia masih menemui kesulitan untuk menyelesaikan soal aplikasi dan penalaran, terutama untuk soal uraian, (2) dalam konsep operasi hitung (+, - , x, : ) masih ditemukan siswa yang belum memahami urutan oprerasi hitung yang dikerjakan terlebih dahulu, dan (3) siswa Indonesia masih kesulitan menyelesaikan soal dalam bentuk variabel atau operasi aljabar.
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Zuhri, Saifudin. "KOLABORASI KULTUR DAN KONSEP AL-‘URF DALAM MEMBANGUN FIKIH MAZHAB INDONESIA." Dialog 38, no. 1 (June 30, 2015): 93–102. http://dx.doi.org/10.47655/dialog.v38i1.37.
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The Indonesian fiqh schools in Indonesia become unique as it relies on the national cultures as the colors of fiqh. Diverse cultural factors and the vast number of Muslim population around 80% out of 235 millions of the population account for the Indonesian fiqh to be considered among the Islamic fiqh schools. Some fiqh innovations were produced due to legal collaboration between fiqh legal and Indonesian culture. The development of fiqh schools has been clearly demonstrated in the Sabilul Muhtadin book, a work of Muhammad Arsyad al-Banjari (1710-1812 AD), which continues today in the hands of Gus Dur, Ali Yafie, and others. Harmonious collaboration between Indonesian customs and Islam becomes a positive and progressive synergy in developing.
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Safi'i, Imam, Wini Tarmini, and Sobri Sobri. "The Readibility of Articles in Electronic Book for Schools Indonesian Language Textbook." Jurnal Pendidikan Edutama 8, no. 1 (January 20, 2021): 25. http://dx.doi.org/10.30734/jpe.v8i1.1064.
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The purpose of this study is to describe the readability rate of articles contained in Electronic Book for Schools (EBS), Indonesian Language textbook for High School students, The author is using Flesch Formula technique in measuring the readability of the articles, which is “RE = 206,835 – (1,015 ASL) – (84,6 ASW)”, In The said analysis, we take two paragraphs from each article as a sample for the measurement of the readability, Based on our study, we know that the average readability of an article in Electronic Book for Schools (EBS), Indonesian Language textbook is very low, which is -15,79, The result of this research can be utilized as the basis in choosing articles or texts for reference materials in teaching Indonesian language for high school students,Abstrak Tujuan penelitian ini adalah untuk menggambarkan tingkat keterbacaan artikel yang terkandung dalam Buku Sekolah Elektronik (BSE), buku teks Bahasa Indonesia untuk siswa SMA, Metode yang digunakan untuk mengukur tingkat keterbacaan adalah dengan menggunakan Formula Flesch, yaitu "RE = 206,835 - (1,015 ASL) - (84,6 ASW)", Dalam analisis tingkat keterbacaan tersebut, kami mengambil dua paragraf dari setiap artikel sebagai sampel untuk pengukuran keterbacaan, Berdasarkan penelitian kami, dapat diketahui, bahwa rata-rata keterbacaan wacana yang terdapat dalam Buku Sekolah Elektronik (BSE) buku teks Bahasa Indonesia untuk siswa SMA sangat rendah, yaitu -15,79, Hasil penelitian ini dapat digunakan sebagai dasar dalam memilih artikel atau teks untuk bahan referensi dalam pengajaran bahasa Indonesia untuk siswa sekolah menengah,
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Jannaha, Binti Shofiatul, Iwan Triyuwono, Aji Dedi Mulawarman, and Bambang Hariadi. "The Meaning Of "Accounting" In a Religious-Based Organization Context." 12th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 12, no. 1 (October 8, 2021): 41. http://dx.doi.org/10.35609/gcbssproceeding.2021.12(41).
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Accounting, traditionally, had been caught up in understanding as a rational set of procedures for economic decision making (Williams & Ravenscroft, 2015; Staubus, 2000; Puxty & Laughlin, 1983). This approach is popular as the objective of the IASB framework. It has been accepted in many developing countries, including Indonesia which has fully adopted Western accounting practices (Mulawarman, 2011). Besides, a standard-setting board, the IAI (Institute of Indonesia Chartered Accountants), considers accounting to be neutral and applicable anywhere. Indonesian Islamic boarding schools, for example, have been forced to use conventional accounting. Even though, conventional accounting is irrelevant to apply in Indonesian Islamic boarding schools because it was created and used by capitalist Western societies (Kamla & Haque, 2017; Velayutham, 2014; Napier, 2007; Baydoun & Willett, 1995). We believe that the key to understanding accounting lies in the individual, namely "I" who implements accounting. Thus, to examine how the experiences of "I" shape their perceptions of accounting, this paper seeks to understand the meaning of "accounting" in a religious based organization: Indonesian Islamic Boarding Schools. Keywords: Accounting, Indonesian Islamic Boarding Schools, Transcendental Phenomenology
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Machmud, Karmila. "The Smartphone Use in Indonesian Schools: The High School Students’ Perspectives." Journal of Arts and Humanities 7, no. 3 (March 30, 2018): 33. http://dx.doi.org/10.18533/journal.v7i3.1354.
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<p> </p><p>The goal of this research is to investigate schools’ policy of using a mobile phone at schools from the perspective of secondary school students in Indonesia. It happens to be a long debate involving educators in Indonesia on whether or not the use of smartphone can be allowed in schools. So far, all we hear is the perspectives of teachers and schools’ administrators regarding the ban but never from the students, even though the students are the subject of these debates. This research is conducted in order to investigate, as well as to give the opportunity for students’ to voice their opinion, point of views, and perspectives toward the issue of banning smartphone use at schools. The data of this research was collected through online survey aimed at secondary schools’ students in Gorontalo, Indonesia. There are 250 students from 5 high schools have responded to the online surveys. The result shows that even though students mostly believe that the use of smartphone should be integrated into teaching and learning process, an appropriate policy of using it at school should be designed in order to get rid of the negative impact cause by it, and to maximize the use of it as a sophisticated resource to help students learn better at school.</p>
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Muslihah, Eneng. "SCHOOL BASED MANAGEMENT." ALQALAM 26, no. 3 (December 31, 2009): 427. http://dx.doi.org/10.32678/alqalam.v26i3.1565.
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School based management is the main issues in the educational quality improvement of both elementary and secondary education institutions in the world in the last three decades. It is the alternative school management believed to be potentially able to elevate the education quality. In Indonesia, it was introduced as early as the end of 1999 following the enactment of the decentralization policy. School based management, which is seen as a panacea of Indonesian education problems especially from primary up to senior secondary schools, when the 2003 Education Law No 20 was introduced, Indonesia formally adopted a policy of "school-based management" for the quality improvement of its 227.298 public and private schools, and madrasahs (Islamic schools), 47.813.166 students and 3.218.7 54 teachers. SBM in Indonesia is focused on the four aspects of basic education: quality, equality, relevance and efficiency. While international research has not yet proved conclusively that schoolbased management improves student outcomes, but in Indonesia, the experience has been to a certain degree more positive.
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Ratnasari, Dwi. "BEHAVIORISM, INNATISM, AND INTERACTIONISM IN ENGLISH TEACHING AND LEARNING." Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language 6, no. 1 (November 5, 2019): 42–50. http://dx.doi.org/10.36706/jele.v6i1.9990.
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Abstract:In Indonesia, English has been introduced into school curriculum since junior secondary schools at the first grade though some elementary schools have English as their local content since the fourth grade. Indonesian government has been engaged in activities for many years with the aim of improving the English competency of school graduates in the country. However, the reality has been too far from the expectation. The English skills’ output of the students is still categorized into a low proficiency level. As stated in Education First, English Proficiency Index (EPI) in Indonesia in 2018 is ranked 51 out of 88 countries in the world. Therefore, there needs to be an explanation of what makes Indonesian students’ English proficiency low and how to teach or learn English by considering language acquisition theories, namely behaviorism, innatism, and interactionism. It is the purpose of this paper to briefly explain about these issues. Keywords: behaviorism, innatism, interactionism, English, teaching, learning
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Sumule, Leonard. "Implementing Andragogy In Indonesian Theological Schools." Jurnal Jaffray 16, no. 1 (March 19, 2018): 77. http://dx.doi.org/10.25278/jj71.v16i1.281.
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Tomlinson, B. "Managing change in Indonesian high schools." ELT Journal 44, no. 1 (January 1, 1990): 25–37. http://dx.doi.org/10.1093/elt/44.1.25.
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Prasetyo, Dhaniel, Rudini Rudini, Ryan Prayogi, Ilham Rahmawati, and Arman Syah Putra. "The Effect of the Covid 19 Virus and Online Learning on English Subjects in Elementary Schools." International Journal of Educational Research & Social Sciences 2, no. 3 (June 29, 2021): 488–93. http://dx.doi.org/10.51601/ijersc.v2i3.101.
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Elementary school is a medium used by the government to provide proper education for its people. With the existence of an elementary school, the community through education with various kinds of subjects that can be used as a basis so that the Indonesian nation can develop in the future with 6 years of compulsory education and 9 years of compulsory education Indonesia is good enough and illiteracy has begun to be eliminated by the existence of compulsory education, therefore a good education is education that can cover all corners of Indonesia and can be felt by all Indonesian people so that the Indonesian nation can become an advanced nation with education as the spearhead from Indonesia. Quantitative research is the method used in this study by emphasizing survey tools conducted to 100 people who were randomly selected in order to get very accurate data and real data in the field. Therefore, by using this method, the research can be continued so that it can find answers of the research problem raised. The variables studied in schools during the pandemic are online learning systems, offline learning systems and many more variables studied by researchers so they can find out which variables can affect the teaching and learning system in Indonesia, especially in the teaching and learning system in Indonesia. Elementary schools with these variables will be able to develop which things are good and which things are bad can be reduced. In this study will produce a data that has been processed on a system that uses SPSS tools. Therefore, with the processing of these data, it can be seen which variables affect elementary schools.
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Basuki, Basuki. "Pola Pengembangan Pendidikan dan Budaya Karakter Bangsa Di Sekolah, Madrasah dan Pesantren." Edusia: Jurnal Ilmiah Pendidikan Asia 1, no. 1 (July 31, 2021): 34–49. http://dx.doi.org/10.53754/edusia.v1i1.22.
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Education-based on character and culture is urgent to be developed in Indonesia to maintain the integrity of the Indonesian nation in the future. This development must be carried out jointly by elements of educational institutions. In Indonesia, three educational institutions can develop the fundamental values of character education, namely pesantren, madrasah, and schools. This research using a qualitative approach has revealed national character education and culture in Islamic Boarding Schools, Madrasah, and Schools, namely at the Brotonegaran 2 Ponorogo State Elementary School Ibtidaiyah Madrasah Mayak Ponorogo and Darul Falah Islamic Boarding School Sukorejo Ponorogo. The research found two suggestions that need to be considered by pesantren, madrasah and schools, namely the development of character education and national culture should be carried out sustainably and does not need to be taught but developed habituation and example.
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Komarudin, Edi, Ramadhan Syaeful Bahri, Dyan Fachri Maulana, and Ananda Rizky Maulana. "Model Perancangan Aplikasi Pesantren Matic Pada Forum Pondok Pesantren Jawa Barat." is The Best [Accounting Information System & Information Technology Business Enterprise] 4, no. 1 (June 29, 2019): 351–65. http://dx.doi.org/10.34010/aisthebest.v4i1.1827.
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Pesantren Matic application is a website-based application that provides features for recording financial statements and as a tool for business development for the West Java Boarding School Forum. With a website-based application, FPP West Java can start a business in the form of ustadz training and certification, boarding school management governance training and training in recording the pesantren's financial statements. The target of this program is Islamic boarding schools in Indonesia and especially West Java. The Business Model Canvas used explains that: key partners (Ministry of Religion of West Java Province, Indonesian Ulama Council, Islamic Boarding Schools), key activities (Financial Recording, Islamic Boarding School Training, Ustadz training & certification), key resource (West Java Boarding School Forum), value proposition (Integrated Ministry of Religion, Indonesian Ulema Council), Customer Relationship (Advertising (promos and subscriptions)), Channels (Website, Social Media, Advertising), Customer Segments (Pondok Pesantren, Ustadz), Cost Structure (Domain and Hosting Registration Fees) ), Revenue Streams (Financial Records, Islamic Boarding School Training, Ustadz training & certification).
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Indrahadi, Deri, and Amika Wardana. "The impact of sociodemographic factors on academic achievements among high school students in Indonesia." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (December 1, 2020): 1114. http://dx.doi.org/10.11591/ijere.v9i4.20572.
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<span>This study aimed to examine the effect of sociodemographic, student and school factors on the academic achievement of high school students in Indonesia. Using the cross-sectional survey data from the 2015 Indonesian Family Life Survey (IFLS) particularly involving 1,421 respondents (of the academic performances during their school years), the study run multiple regression analysis to examine the influences of their parents’ sociodemographic, students and other school-related factors on their academic achievements during their school years. As the results, it was revealed that the sociodemographic factors, students and schools predict significantly academic achievement of students in Indonesia. The results provided feedback to students and parents, schools and education policymakers in improving student academic achievement.</span>
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Anandari, Christina Lhaksmita, and Yuseva Ariyani Iswandari. "EXTENSIVE READING IN INDONESIAN SCHOOLS: A SUCCESSFUL STORY." TEFLIN Journal - A publication on the teaching and learning of English 30, no. 2 (August 7, 2019): 137. http://dx.doi.org/10.15639/teflinjournal.v30i2/137-152.
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The low level of literacy of the Indonesian students has become a major nation-wide concern in Indonesia. The 2015 PISA (Program for International Student Assessment) result showed that Indonesian students’ literacy level in English was one of the lowest in the world. Gerakan Literasi Nasional (GLN) was established in 2016 as one of the possible solutions to increase the Indonesian students’ literacy level. The extensive reading programs done in the schools and in the universities described here is in line with GLN’s vision and mission, in that the Extensive Reading programs and activities play a tremendous role in the schools’ and communities’ effort to create more established, well-planned actions to increase the students’ literacy level. Therefore, this paper will discuss two objectives: (1) describing steps to establish a successful Extensive Reading program at Indonesian schools and (2) reporting factors that contribute to the success of an extensive reading program. The findings of this research revealed how extensive reading activities supported the success of GLN through the creation of extensive reading programs within and outside the curriculum, and how schools and home literacy culture could be contributing factors to the success of this program.
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Ristianisa, Lutfiana, and Suhardi Suhardi. "Role-Playing Model on Speaking Skill for Elementary School Students." International Journal of Elementary Education 5, no. 2 (November 26, 2020): 191. http://dx.doi.org/10.23887/ijee.v4i4.25926.
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The lack of creativity and skills to speak Bahasa Indonesia in grade IV teachers in some elementary schools directly impacts the learning process of Bahasa Indonesia in the classroom. The learning process of Bahasa Indonesia lessons was still delivered with a mixture of mother tongue or daily regional language. The purpose of this study was to explore the significant influence of role-playing models on Indonesian language speaking skills in grade IV elementary school. This type of research was pseudo-experimental research (quasi-experimental) using a quantitative approach. The population in this study was the entire fourth grade of elementary school consisting of 7 elementary schools. The sampling process used the purposive sampling technique, which meant selecting experimental and control classes—the method of extracting data with field observations and live interviews. The results showed on the variable Indonesian language speaking skills; students obtained a value of Fcount was 81,352 and p = 0,000. So it can be concluded that there is a significant influence on applying role-playing type cooperative learning to the Bahasa speaking skills of grade IV elementary school students. The findings of this study will have implications for improving students' Bahasa speaking skills.
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Hadi, Saptono. "PROBLEMATIKA PEMBELAJARAN BAHASA INDONESIA DI JENJANG SEKOLAH DASAR." Edupedia 3, no. 2 (January 8, 2019): 51–58. http://dx.doi.org/10.35316/edupedia.v3i2.251.
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Indonesian language is an important language for Indonesian peoples as a differentiator from other nations. Therefore, it is the compulsory lesson in schools for all types and levels of schools in this country. This has become the formal language for citizens but there are students who have difficulty in learning this language. There are many problems in teaching Indonesian language experienced by teachers in schools. This phenomenon requires teachers to think hard to find solutions and try to overcome those problems. This article will examine those problems and offer solutions that can be done to resolve them specifically for elementary school students.
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Yuliani, Naning. "Otonomi Pendidikan Dan Kurikulum Berbasis Kompetensi Sebagai Jawaban Atas Realitas Kekinian." ZAHRA: Research and Tought Elementary School of Islam Journal 1, no. 1 (March 20, 2020): 8–18. http://dx.doi.org/10.37812/zahra.v1i1.63.
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ABSTRACT
The reform movement that wants a democratic social order in Indonesia has given birth to a national education system that is no longer centralistic. In a democratic education system, people are given the freedom to develop according to their abilities and potential. Recognition of the community to develop autonomously will spur the dynamics of society so that it becomes a developed society and science-powered. Thus, education autonomy will empower schools as the spearhead of the decentralization of education and encourage schools to improve quality in accordance with the potential of schools. Therefore, the government issued a school-based management policy and community-based education. along with the decentralized education system, it is necessary to apply a non-single curriculum that can be applied to all schools. A curriculum is needed that can be applied to schools according to the needs and abilities of the school. A single curriculum will encourage schools to increase creativity and high competitiveness so that superior and quality schools are born. In addition to the demands for decentralization, the national education system needs to be supported by a curriculum that can answer the current order, such as the demands of democratization, the challenges of the era of universalism, and the low quality of education in Indonesia. curriculum that can accommodate the demands of democratization will give birth to a new Indonesian society. namely civil society, fierce competition in the era of globalization requires a curriculum design that can lead the Indonesian people to achieve excellence in mastering science and technology. The low quality of education in Indonesia, one of which is due to curriculum patterns that are not able to equip students with life skills that shape creative, critical, independent and productive attitudes. Today's demands have given birth to a Competency Based Curriculum..
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Meisani, Diah Royani, Fuad Abdul Hamied, Bahrudin Musthafa, and Pupung Purnawarman. "FACTORS AFFECTING INDONESIAN YOUNG LEARNERS’ ENGLISH PROFICIENCY LEVEL." TEFLIN Journal - A publication on the teaching and learning of English 31, no. 2 (September 28, 2020): 204. http://dx.doi.org/10.15639/teflinjournal.v31i2/204-229.
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This study was aimed at investigating the influencing factors on students’ English proficiency levels based on Cambridge English Tests for Children and Young Learners. A preliminary survey was undertaken to select the sample of elementary schools that offered English as a subject. As many as 157 students who sat in Grades 4, 5, and 6 from nine elementary schools participated in this study. The findings revealed that the average of students’ scores was at Starters/Movers Level, which is equal to A1 in the Common European Framework of Reference (CEFR). Through multiple regression analysis, three out of five investigated factors were detected to be significantly related to students’ English proficiency levels, namely gender, grade level, and school accreditation rank. While rich literature has found gender and grade level as one of the affective variables in language learning, none has studied whether school accreditation status influences young learners’ English achievement. It is recommended that schools and related stakeholders consider these factors to ensure effective English teaching to young learners. It is also suggested that future researchers conduct further study on how and under what conditions the factors can contribute to students’ English achievement.
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Sulisworo, Dwi, Lia Yunita, and Arif Komalasari. "Which Mobile Learning is More Suitable on Physics Learning in Indonesian High School?" International Journal of Recent Contributions from Engineering, Science & IT (iJES) 5, no. 1 (March 29, 2017): 97. http://dx.doi.org/10.3991/ijes.v5i1.6494.
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The use of mobile learning tool has controversy in Indonesian schools. Some teachers feel that it would interfere with the learning process in the classroom, but at the same time teachers saw a lot of potential of mobile technology. The goal of this study is to observe secondary schools on facilitating students through the use of mobile learning. This research is descriptive qualitative evaluations on the assembling mobile learning in several secondary schools in several regions in Indonesia during 2014-2015. The results of this study indicate that some of the schools that have implemented mobile learning, there is a tendency that mobile learning was not in a planned and structured as a school program. Two things are important to solve this condition are the availability of government policy and increase literacy teachers in managing mobile learning application.
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Febriana, Mia, Joko Nurkamto, Dewi Rochsantiningsih, and Anggri Muhtia. "Teaching in Rural Indonesian Schools: Teachers’ Challenges." International Journal of Multicultural and Multireligious Understanding 5, no. 5 (October 1, 2018): 11. http://dx.doi.org/10.18415/ijmmu.v5i5.305.
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The Ministry of Research, Technology, and Higher Education of Indonesia has prioritized education in the disadvantaged, outermost, and frontier regions (3T) by implementing a program called Sarjana Mendidik di daerah Terdepan, Terluar, dan Tertinggal (SM-3T), which is a year program for teacher education graduates to devote their lives teaching in the rural areas of Indonesia. The government sees the importance of promoting education in rural areas as a shared responsibility that must be done as a form of devotion to the nation. Every year the government sends thousands of teachers of various subjects as an effort to meet the needs of teachers in rural areas, which is still far from enough. Teachers who in fact come from urban areas certainly experience many challenges when they teach in rural areas with lack of facilities. This paper aims at finding out the challenges faced by teachers, especially English language teachers in carrying out teaching and learning activities in rural Indonesian schools. Framed by a humanistic perspective, questionnaires and in-depth interviews were employed as data collection techniques in this narrative case study. Furthermore, this study is expected to contribute to the teacher professional development in the rural areas.
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Febriana, Mia, Joko Nurkamto, Dewi Rochsantiningsih, and Anggri Muhtia. "Teaching in Rural Indonesian Schools: Teachers’ Challenges." International Journal of Language Teaching and Education 2, no. 2 (July 31, 2018): 87–96. http://dx.doi.org/10.22437/ijolte.v2i2.5002.
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The Ministry of Research, Technology, and Higher Education of Indonesia has prioritized education in the disadvantaged, outermost, and frontier regions (3T) by implementing a program called Sarjana Mendidik di daerah Terdepan, Terluar, dan Tertinggal (SM-3T), which is a year program for teacher education graduates to devote their lives teaching in the rural areas of Indonesia. The government sees the importance of promoting education in rural areas as a shared responsibility that must be done as a form of devotion to the nation. Every year the government sends thousands of teachers of various subjects as an effort to meet the needs of teachers in rural areas, which is still far from enough. Teachers who in fact come from urban areas certainly experience many challenges when they teach in rural areas with lack of facilities. This paper aims at finding out the challenges faced by teachers, especially English language teachers in carrying out teaching and learning activities in rural Indonesian schools. Framed by a humanistic perspective, questionnaires and in-depth interviews were employed as data collection techniques in this narrative case study. Furthermore, this study is expected to contribute to the teacher professional development in the rural areas.
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Khosiyono, Banun Havifah cahyo. "TEACHERS’ BELIEFS IN DEVELOPING ENGLISH MATERIALS FOR VOCATIONAL SCHOOLS." Journal of Languages and Language Teaching 9, no. 2 (April 22, 2021): 196. http://dx.doi.org/10.33394/jollt.v9i2.3373.
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This report is part of a larger study concerning teachers’ belief towards materials development and their effectiveness in professional development (PD) in Indonesia. This case study attempted to explore how the Indonesian teachers’ beliefs towards materials development for vocational school students in Indonesia. Seven out of thirteen English teachers of vocational schools in Indonesia are involved in this project and were interviewed and observed. They are developing materials for vocational schools. Findings show that teachers believed that they had some considerations to check what has contained the textbook's development. Their beliefs were influenced by some factors such as experience, needs, situation, students’ interest, students’ ability, workshop, and references. Also, the teachers' deficient time and different views were two major problems faced by the teachers when conducting materials selection and analysis—implications for how teachers’ perception toward English materials development in vocational schools.
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Fakhruddin, Fakhruddin. "PENGARUH MAZHAB DALAM REGULASI WAKAF DI INDONESIA." JURISDICTIE 10, no. 2 (January 14, 2020): 253. http://dx.doi.org/10.18860/j.v10i2.8225.
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<p>Wakaf merupakan salah satu institusi dalam Islam yang memperhatikan kesejahteraan umat. Sebagai negara yang mayoritas penduduknya Muslim, Indonesia mempunyai peluang besar untuk meningkatkan kesejahteraan masyarakat dengan wakaf. Dengan peluang yang besar ini, pemerintah Indonesia membuat beberapa regulasi untuk mengatur wakaf dalam bentuk Undang-Undang, Peraturan Pemerintah, Kompilasi, Peraturan Menteri Agama, dan Peraturan Badan Wakaf Indonesia. Beberapa regulasi yang telah dibentuk tidak lepas dari pengaruh masyarakat Indonesia yang mayoritas bermadzhab Syafi’i, di samping madzhab Hanafi, Maliki, dan Hanbali. Tulisan ini mengkaji tentang pengaruh madzhab terhadap regulasi wakaf di Indonesia, khususnya Undang-Undang Nomor 41 tahun 2004 tentang Wakaf dan Kompilasi Hukum Islam. Dengan menggunakan pendekatan kuantitatif, dapat diambil kesimpulan bahwa madzhab Hanafi mempengaruhi Undang-Undang Nomor 41 Tahun 2004 tentang Wakaf sebanyak 78%, madzhab Maliki dan Syafi’i memiliki pengaruh sebesar 100% dan madzhab Hanbali memiliki pengaruh sebanyak 85%. Lebih lanjut, pengaruh madzhab Hanafi terhadap Kompilasi Hukum Islam adalah sebanyak 85%, dan madzhab Maliki, Syafi’i, dan Hanbali masing-masing memiliki pengaruh sebesar 100%. </p><p>Waqf is one of the institutions in Islam that considers the welfare of society. As a predominantly Muslim country, Indonesia has a great opportunity to improve the welfare of society through waqf. With this great opportunity, the Indonesian government made several regulations to manage waqf in the form of laws, government regulations, compilation, regulations of the Minister of Religion, and regulations of the Indonesian Waqf Board. Some of the regulations that have been formed are inseparable from the influence of the majority of Indonesian people as the followers of the Shafi'i’s school of thought, besides the thoughts of Hanafi, Maliki, and Hanbali. This paper examines the influence of school of thought (<em>madzhab</em>) on waqf regulation in Indonesia, specifically in Law Number 41 of 2004 on Endowment and Compilation of Islamic Law. Using a quantitative approach, it can be concluded that the Hanafi’s schools influence Law Number 41 of 2004 on Waqf as much as 78%, the Maliki’s and Shafi'i’s schools have an influence of 100% and the Hanbali schools have an influence of 85%. Furthermore, the influence of the Hanafi’s schools in Islamic Law Compilation was 85%, and each Maliki’s, Shafi'i’s, and Hanbali’s schools had an influence of 100%</p>
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Syafryadin, Syafryadin. "Students’ Strategies in Learning Speaking: Experience of Two Indonesian Schools." Vision: Journal for Language and Foreign Language Learning 9, no. 1 (May 30, 2020): 33. http://dx.doi.org/10.21580/vjv9i14791.
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<p>The present study was an effort to investigate strategies mostly used in learning speaking, which covered direct strategies and indirect strategies. To this end, 60 students from two different high schools in a city in Indonesia, in which 30 students for each school participated this study. In collecting the data, this study used close-ended questionnaires with Strategy Inventory Language Learner (SILL) consisting of 39 items, which were analyzed by using a scoring system. The results of the study showed that students of both schools generally used the same and different learning strategies. The same learning strategies used by the students of both schools were organizing and evaluating learning, referring to metacognitive or indirect strategies. Meanwhile, the different learning strategies used by the students of both schools occurred on five strategies at a medium level. From the six types of learning strategies, as indicated in this study, the most popular learning strategies which were used by students of both schools were organizing and evaluating learning.<strong></strong></p>
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Domos, Erma. "MOTIVASI SISWA SMA TERHADAP PELAJARAN BAHASA MANDARIN." Inovbiz: Jurnal Inovasi Bisnis 6, no. 2 (January 25, 2019): 195. http://dx.doi.org/10.35314/inovbiz.v6i2.876.
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In the opinion of Indonesian schools, Chinese study has one short coming. This continued for 30 years making many young Indonesians cannot speak Chinese language (Mandarin) and unable to speak dialect too. As society progresses, Chinese once again became Indonesians second language without the auxiliary aid of parents, the teaching of Indonesian literature and language rested on the teacher. Under this special conditions, no one has researched into the Indonesian students method of studying Chinese Language. The author admits personality affect and so does family background, race hence educational level of the language teacher will deeply influence the Indonesian students study of Chinese language. A research of Bandung students in Indonesia shows, diligent study of Chinese language has many reasons. Some students feel that studying Chinese is a kind of challenge, some study because of the encouragement of their parents, while others study out of admiration for China and Chinese culture. Through the study of Chinese language can appreciate Chinese art, culture, history and morality. In addiction, it can help in securing employment. In this research, which is based on a related international study, it referenced previous studies on studying Chinese language as a foreign language through a questionnaire. Survey focusing on the motivation and analysis factors of Bandung Indonesian student. This research focused on 5 high schools and a total of 534 students and drew some interesting conclusions. As students study Chinese language, gender, age, grade, origin, length of study, level of parents and teachers have great relevance.
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Sariyatun, Sariyatun, Abdul Rohman, and Agus Mastrianto. "Realizing Multicultural Education in History Learning: Strengthening Character to Increase National Competitiveness." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 2 (December 1, 2020): 370. http://dx.doi.org/10.20961/shes.v3i2.46259.
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<p>Indonesia is a multicultural country that has various ethnicities, races, religions and cultures. However, the sense of mutual respect, respect and tolerance among Indonesians is now starting to diminish. This is of course a threat in itself for the Indonesian people, especially it will have an impact on the characteristics of the younger generation as the next generation who will determine the fate of the Indonesian people in the eyes of the world. Therefore, education is the main solution in dealing with these problems. Through multicultural education in history learning given in schools, it is hoped that a young generation of Indonesian character will emerge with character in order to increase the competitiveness of the Indonesian nation. This writing method uses a qualitative descriptive method. This writing aims to provide an idea or a new concept in the field of education, especially multicultural education in history learning in schools as an effort to strengthen the character of the nation. The conclusion of this writing is that through multicultural education in history learning, later we will have a young generation with character and uphold multicultural values. It is hoped that with this, the younger generation can be useful and participate in the efforts of the Indonesian people to face global competition in the international world.</p>
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Luthfia, Amia, Pinckey Triputra, and Hendriyani . "Indonesian Adolescents' Online Opportunities and Risks." Jurnal ASPIKOM 4, no. 1 (August 3, 2019): 1. http://dx.doi.org/10.24329/aspikom.v4i1.445.
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This research aims to 1) explore the benefits of online (benefits obtained when on the internet) and online risks (risks experienced when on the internet) in adolescents in Jakarta; 2) Test differences in online benefits and online risk based on differences in gender, education level, and school affiliation. This study used a survey method with a multilevel random sampling technique performed on adolescents living in Jakarta aged 12-18 (N = 756). The data analysis technique for this study is descriptive analysis and T-test analysis. The results of the research show that teenagers in Jakarta regularly use the internet every day with relatively high duration. More than 60% of teens benefit online in the medium to the high category, with six types of benefits online: learning, creative participation, social participation, social relations, entertainment, commercial benefits, and personal benefits. Most teens experience online risk in the low category, with three types of risks: content risk, contact risk, and behavioral risk. Other findings, namely: (1) there are significant differences in online risk-based on sex and adolescent education level; (2) significant differences in online benefits are based solely on adolescent education levels. There are no significant differences in online and online risk benefits based on school affiliation (non-religious schools and religion-based schools). This research contributes to the importance of distinguishing online benefits and online risks from adolescent education levels.
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Hardi, Warsono, Nurcahyanto Herbasuki, and Rifda Khaerani Thalita. "Social Movement at Indonesia - Malaysia Border (A Case Study of Indonesian Migrant Workers’ Education in Sebatik Island, a Land Border of Indonesia - Malaysia)." E3S Web of Conferences 73 (2018): 11013. http://dx.doi.org/10.1051/e3sconf/20187311013.
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The condition of the state border area between Indonesia and Malaysia is totally different. Children of Indonesian Workers (TKI) have no (limited) access to learn in formal schools since they do not have citizenship documents. This study aims to analyze the implementation of basic education mission in the border area, particularly in Sebatik island, Nunukan regency, North Kalimantan province. In addition, the research was conducted using qualitative explorative approach. Problems arising at the border area are very diverse and systemic. The Indonesian government conducts the education in border areas still very limitedly. The role of the public, corporate and private companies (Three Net Working) becomes very important in operating the schools in border area. The role of a former lecturer who is famously called Mrs. Midwife Suraidah is very dominant in helping TKI’s children to learn a variety of knowledge in Sekolah Tapal Batas (Tapal Batas School) in Sebatik island, Nunukan Regency, North Kalimantan province. Some help from companies such as Pertamina (national oil mining company), Dompet Dhuafa foundation and volunteers who are willing to be teachers strongly support the continuously of Tapal Batas School. The continuity of basic education in the state border becomes a challenge for the government since the purpose of the country written in the opening of Constitution 1945 is the intellectual life of the nation can be realized by implementing it in Nawacita program.
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Hardini, Tri Indri, Sri Setyarini, and Sri Harto. "INDONESIAN LANGUAGE ASSISTANT PROGRAM IN AUSTRALIAN SCHOOLS: RECRUITMENT AND SELECTION PROCESS." Jurnal Cakrawala Pendidikan 38, no. 2 (June 29, 2019): 330–42. http://dx.doi.org/10.21831/cp.v38i2.25083.
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This research aims to investigate the process of recruitment, selection, and implementation of the Indonesian language assistant program of the Universitas Pendidikan Indonesia (UPI) in Australian schools. The main purpose of this research is to find out the processing stages and to see strengths and weaknesses in each stage of the recruitment and selection process held at UPI. The data were collected through survey questionnaires, in-depth interviews, and documents of the Indonesian language assistants on the implementation of the program. The questionnaires and interviews were directed to the members of recruitment and selection team, alumni, and candidates of the Indonesian language assistants. A descriptive qualitative method was applied to explore and analyze the activities of the language assistants’ candidates and alumni in each of the overall stage processes. The results show that there are some stages of recruitment and selection process, which are then described in a figural process. The recruitment covered the submission of a curriculum vitae completed by relevant administrative documents to qualify for registering the program. The selection process required skills and competences of the candidates in Indonesian language, English, Indonesian and Australian cultural knowledge and skills and self-management. Accordingly, a system development for recruitment and selection process to result in more competent candidates for the Indonesian language assistants is urgently needed to elaborate the whole process in efficient manner.
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Upa, Yunika, and Concilianus Laos Mbato. "ENGLISH TEACHER IDENTITY CONSTRUCTION: INDONESIAN TEACHERS’ MOTIVATION AND STRATEGIES IN TEACHING ENGLISH FOR SPECIAL NEEDS STUDENTS." PROJECT (Professional Journal of English Education) 3, no. 2 (March 17, 2020): 311. http://dx.doi.org/10.22460/project.v3i2.p311-321.
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Being a teacher in special needs school is not an easy job. Besides having to possess knowledge about children with special needs, special needs school teachers are required to have high patience and good mentality at work. One factor that affects the teachers’ success in educating students at special needs school, is the teachers’ motivation in carrying out their obligation. This study aimed to investigate what factors affected Indonesian teachers’ motivation in shaping and developing their identities and what strategies they used in teaching students with special needs.Using a qualitative method, the researchers gained data by interviewing teachers from two special needs schools in Yogyakarta, Indonesia. After analyzing the data, the researchers found that both intrinsic factors such as the desire to assist students with special needs to be more independent, and extrinsic factors such as family, students, and colleagues influenced the teachers’ motivation to teach in special needs schools in Yogyakarta. These factors played an important role in developing and shaping the teachers’ identity. The researchers also found that audio visual materials became the most effective and helpful strategies in teaching English for special needs schools. This study offers some suggestions for future researchers and Indonesian government.Keywords: Teacher Identity, motivation, teaching strategies, audio visual materials
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Habibi, M.Pd., Akhmad, Amirul Mukminin, Muhammad Sofwan, and Urip Sulistiyo. "Implementation of classroom management by English teachers at high schools in Jambi, Indonesia." Studies in English Language and Education 4, no. 2 (September 1, 2017): 172. http://dx.doi.org/10.24815/siele.v4i2.6104.
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This study was aimed at analyzing the implementation, processes and problems of classroom management in two Indonesian high schools from the perspective of English teachers in accordance with the latest, 2013, Indonesian curriculum. The research was qualitative with a case study approach. The sites for this study were two national senior high schools in Jambi Province, Indonesia. Eight teachers of English were involved as the research participants to provide a broad perspective of implementation of classroom management. The researchers used four techniques for collecting data: interviews, focus group discussions, observations, and document review. To assess the trustworthiness of the research, the researchers did triangulation, member checking and reflexivity. The findings, describing the implementation, processes and problems of classroom management, are divided into three themes: (i) teaching standards, rules and procedures, (ii) classroom climate, and (iii) timing and scheduling. Policy recommendation proposed such as to limit the number of students (in a class), to provide up-to-date technology and to provide more training for teachers are not only for teachers but also for school authorities, and other stake holders for the betterment of Indonesian education.
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Funada, Kyoko. "PENDIDIKAN BAHASA INDONESIA DI JEPANG." LINGUA : JURNAL ILMIAH 15, no. 1 (May 29, 2019): 40–56. http://dx.doi.org/10.35962/lingua.v15i1.14.
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BIPA is an abbreviation for Indonesian for Foreign Speakers. Precisely, Indonesian language skills learning programs, namely speaking, writing, reading, and listening to foreign speakers. In Japan, Indonesian is taught at universities, language schools and several high schools. In some universities Indonesian language can be learned as a second foreign language / language of choice after they learn English. In general, the material taught is only about language. However, there are several universities that have Indonesian Language Study Programs or Programs. The scope of teaching is broader. In addition to language, those who take the program can study the arts, culture, literature, religion, social, economics, and politics of Indonesia. Can I study Indonesian language in a department or study program that can be called BIPA? According to the author it is different from BIPA because BIPA is only limited to language learning. Indonesian (Malay) education in Japan began in the early 1900s in Tokyo. This article discusses the development of Indonesian language education in Japan from the past to the present.