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Статті в журналах з теми "Home schooling Indonesia"
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Nasution, Sri Mulyani, and Ifham Choli. "HOMESCHOOLING AND ISLAMIC EDUCATION IN INDONESIA." Al-Risalah 13, no. 2 (June 3, 2022): 248–64. http://dx.doi.org/10.34005/alrisalah.v13i2.1878.
Повний текст джерелаАнотація:
Homeschooling which is also called home education is education for children that is carried out at home and is specifically given by a teacher or a professional tutor. Homeschooling in the modern sense is an alternative to formal education in developed countries. In other words, the practice of homeschooling moves schools from a public area to a more private area, namely to the home. There are many pros and cons regarding this issue. To understand more about the problems surrounding home schooling, through library research, it is tried to be traced. From the results of the library search, it is concluded that homeschooling seems to be more recommended for developed countries or parents who understand and control the world of education. This concerns teaching and learning facilities and infrastructure that must be truly adequate for the success of this program.
Homeschooling yang juga disebut pendidikan di rumah merupakan pendidikan bagi anak-anak yang dilaksanakan di rumah dan secara khusus diberikan oleh guru atau seorang tutor professional. Homeschooling dalam pengertian modern, merupakan alternatif pendidikan formal di negara-negara maju. Dengan kata lain, praktek homeschooling memindahkan sekolah dari area umum ke area yang lebih privat, yakni ke rumah. Pro-kontra banyak bermunculan berkenaan dengan isu ini. Untuk memahami lebih lanjut mengenai permasalahan seputar home schooling, melalui penelitian kepustakaan dicoba ditelusuri. Dari hasil penelusuran Pustaka, disimpulkan bahwa homeschooling tampaknya lebih direkomendasikan bagi negara yang sudah maju atau orangtua yang memahami dan menguasai dunia Pendidikan. Hal ini menyangkut sarana dan prasarana belajar-mengajar yang harus benar-benar memadai demi suksesnya program ini.
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Zul Afiat. "HOMESCHOOLING; PENDIDIKAN ALTERNATIF DI INDONESIA." Visipena Journal 10, no. 1 (June 30, 2019): 50–65. http://dx.doi.org/10.46244/visipena.v10i1.490.
Повний текст джерелаАнотація:
This article aims to examine the theoretical concept, classification, models, supporting factor, types of homeschooling and the implementation of homeschooling in Indonesia. The discussion of homeschooling was in the perspective of child development. The conclusion based on the theoretical concept describes that it was an educational form which was done independently by family, and the learning materials were choosen in accordance with the children need. The homeschooling classification forms was divided into two forms namely single home schooling which was conducted independently by parents in one family withought collaborating with aothers.Compound homeschooling was conducted by two or more families for certain activities, but the main activities remain to be implemented by the respective parents. Homeschooling was an education for the children who performed at home and was specifically provided by a parent or a professional tutor. Homeschooling in practice was to move the school from the public area to a more private area, which was home.
Abstrak
Tulisan ini bertujuan untuk mengkaji konsep teoritik, klasifikasi, model, faktor-faktor pendukung, jenis homeschooling dan pelaksanaan homeschooling di Indonesia. Pembahasan Homeschooling ini adalah dalam perspektif perkembangan anak. Kesimpulan hasil kajian secara teoritik adalah bahwa Homeschooling adalah pendidikan yang dilakukan secara mandiri oleh keluarga, yang materi pembelajarannya dipilih dan disesuaikan dengan kebutuhan anak. Klasifikasi format homeschooling terbagi dua yaitu homeschooling tunggal yang dilaksanakan oleh orangtua dalam satu keluarga tanpa bergabung dengan lainnya, dan homeschooling majemuk dilaksanakan oleh dua atau lebih keluarga untuk kegiatan tertentu sementara kegiatan pokok tetap dilaksanakan oleh orangtua masing-masing. Homeschooling merupakan pendidikan bagi anak-anak yang dilaksanakan di rumah dan secara khusus diberikan oleh orang tua atau seorang tutor profesional. Homeschooling dalam praktiknya memindahkan sekolah dari area umum ke area yang lebih privat, yakni ke rumah.
Kata Kunci: Home schooling, Pendidikan Alternatif
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Winarno, Winarno, and Johan Setiawan. "Penerapan Sistem E-Learning pada Komunitas Pendidikan Sekolah Rumah (Home Schooling)." Jurnal ULTIMA InfoSys 4, no. 1 (June 1, 2013): 45–51. http://dx.doi.org/10.31937/si.v4i1.241.
Повний текст джерелаАнотація:
Pemerintah Republik Indonesia telah secara resmi memberikan ijin bagi diselenggarakannya pendidikan sekolah rumah atau homeschooling bagi masyarakat Indonesia yang menginginkannya. Dan legalitas kegiatan pendidikan ini ada di bawah payung Derektorat Jendral Non-Formal dan Informal. Penyelenggara pendidikan sekolah rumah adalah keluarga-keluarga yang tersebar di seluruh Indonesia. Salah satu sisi kelebihan dari sekolah rumah adalah pada fleksibilitas waktu belajar, dimana guru (yang adalah orangtua siswa) dan siswa dapat mengambil waktu belajar sesuai dengan situasi mereka, dan proses belajar-mengajarnya dapat dilakukan berulang-ulang sesuai kebutuhan siswa, sampai siswa dapat menguasai materi yang dipelajarinya. Tujuan dari studi ini adalah menerapkan sistem e-learning pada komunitas sekolah rumah di daerah Tangerang. Dengan adanya teknologi e-learning maka para penyelenggara sekolah rumah dapat memanfaatkan teknologi ini untuk mendukung proses belajar-mengajar dan berbagi sumberdaya pembelajaran. Dengan demikian e-learning akan dapat meningkatkan mutu, efisiensi serta efektivitas pembelajaran para penyelenggara dan peserta sekolah rumah. Untuk menerapkan sistem e-learning yang efektif, perlu dilakukan metode pengembangan sistem, yaitu mulai dari analisis karakteristik penyelenggara dan peserta sekolah rumah beserta kebutuhannya, desain sistem, implementasi sistem, serta evaluasi dari penerapan sistem e-learning tersebut. Sistem e-learning tersebut pada saat ini telah berhasil diterapkan dengan nama domain sekolahrumah.org.
Kata kunci—sistem e-learning, sekolah rumah, home schooling, moodle
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Alifah, Ines. "The Role of “Pembinaan Anak-Anak Salman (PAS)” in Internalizing The Togetherness Values to Develop Conflict Resolution Social Skills." International Journal Pedagogy of Social Studies 5, no. 1 (June 29, 2020): 25–31. http://dx.doi.org/10.17509/ijposs.v5i1.25914.
Повний текст джерелаАнотація:
Internalization of togetherness values needs to be integrated through community education activities, so that the young generation has social skills in face of differences opinion in the Indonesia society diversities. The path of home schooling education is considered limited. The isolation toward children puts them at risk of low social skills that mostly obtain through relationship with the environment. Pembinaan Anak-anak Salman (PAS) is a non- formal educational institution where the activity focuses on developing social competence. This research aims to acquire an in-depth picture of how togetherness values can develop conflict resolution social skills to the foster child in home schooling, using a descriptive study method with a qualitative approach. The data collection techniques use participatory observation, in-depth interviews, and documentation to acquire the same data source simultaneously. The results of this research, firstly the activities of the Pembinaan Anak- anak Salman (PAS) with the motto as the Kids Islamic Society are carried out through tiered periodic and thematic guidance based on the curriculum and syllabus. Secondly, the guider is a role model for the foster child in home schooling who are guided in behaving that contain togetherness values. Third, attitudes and behaviors that contain togetherness values are infused and rationalized in daily life. Fourth, the selection of home schooling education has impact on the foster child in home schooling, so that it requires conflict resolution social skills.
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Muslimat, Ade. "Home Schooling sebagai Pendidikan Alternatif Proses Belajar-Mengajar dalam Pendidikan." Jurnal Studi Gender dan Anak 7, no. 01 (January 20, 2017): 93. http://dx.doi.org/10.32678/jsga.v7i01.178.
Повний текст джерелаАнотація:
Homeschooling or Home School (also called home education or home based learning) is the education of children at home, typically by parents or by tutors, rather than in other formal settings of public or private school. Although prior to the introduction of compulsory school attendance laws, most childhood education occurred within the family or community, homeschooling in the modern sense is an alternative in developed countries to attending public or private schools. Homeschooling is a legal option for parents in many countries, allowing them to provide their children with a learning environment as an alternative to public or private school outside the home. Parents cite three main reasons for homeschooling their children dissatisfaction with the local schools and the interests in increased involvement with their children’s learning and development. To provide a specific religious or moral instruction and dissatisfaction with available school environment the quality of academic instruction, the curriculum.Recently, home school has increased popularity in Indonesia of children ages 5 through 17 who are homeschooled increased from 2002 to 2015.
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Rahayu, Ellen Dwi, and Murfiah Dewi Wulandari. "Analisis Perkembangan Kemampuan Kognitif Anak dengan Metode Belajar Home Schooling." Jurnal Basicedu 6, no. 4 (May 12, 2022): 5664–72. http://dx.doi.org/10.31004/basicedu.v6i4.3099.
Повний текст джерелаАнотація:
Perkembangan zaman seperti sekarang menyebabkan perkembangan ilmu pengetahuan juga berkembang pesat sekali. Dengan memperbaiki kualitas sumber daya manusia maka dapat meningkat juga sistem pendidikan yang ideal. Sistem pendidikan yang mapan akan memberikan individu cara berpikir kritis, kreatif dan produktif. Homeschooling merupakan model pendidikan yang berkaitan dengan sosialiasi anak belajar dirumah dengan peran orang tua secara total baik dalam mendampingi anak, mengawasi, baik dalam belajar, dan evaluasi. Berdasarkan hal tersebut penulis meneliti salah satu film. Terdapat beberapa film baik di Indonesia maupun luar negeri yang mengandung pandangan positif dan negatif dari masyarakat. Terdapat salah satu film yang menarik bagi penulis yaitu film Captain Fantastic, film tersebut menarik perhatian penulis mengenai pola asuh orang tua yang menerapkan Homeschooling sebagai metode belajar bagi anak-anak hingga mereka berkembang dengan memanfaatkan lingkungan serta pengetahuan orang tua. Metode penelitian yang digunakan penulis adalah menemukan analisis isi (Content Analysis) yang bersifat kualitatif.
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Razi, Achmad. "Homeschooling: an Alternative Education in Indonesia." International Journal of Nusantara Islam 4, no. 2 (August 23, 2016): 75–84. http://dx.doi.org/10.15575/ijni.v4i2.973.
Повний текст джерелаАнотація:
This paper aims to examine homeschooling an alternative education in Indonesia. At the present time a lot of popping educational institutions, began formal education through non-formal education. The institute has a goal to educate the future generation. The result, not all educational institutions could be feasible for the education of children today, as in formal education. Often, formal education, structural, and impressed force, make students feel depressed, so they could not undergo the program learning with fun, excitement, and filled with love. Moreover, competition among learners causing some students feel stress so that the child is looking at learning as a liability burden and not as a requirement. In the present era, emerging institutions of alternative education in an effort to address the above issues, one of which is home schooling.
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Setyastuti, Yuanita, Jenny Ratna Suminar, Purwanti Hadisiwi, and Feliza Zubair. "Schooling from home: millennial moms family communication and media uses in COVID-19." Jurnal Studi Komunikasi (Indonesian Journal of Communications Studies) 5, no. 3 (November 20, 2021): 709–28. http://dx.doi.org/10.25139/jsk.v5i3.3844.
Повний текст джерелаАнотація:
This study aimed to determine family communication based on satisfaction with the uses of new media technology by millennial mothers and teachers in children studying from home during the Covid-19 pandemic. This research was conducted qualitatively through online interviews at the beginning of school from home during pandemic Covid-19. It was conducted from May until June 2020 with 30 millennial mothers born in the 1980s to 1999 in Indonesia. Millennial mothers experienced positive feelings (confidence, satisfaction, happiness) and negative feelings (burden, shock, frustration, stress, and depression). The child experienced positive feelings (happiness, satisfaction, enjoyment) and negative feelings (missing school, tiredness, stress, and sadness). The study results show that negative feelings are determined by negative thoughts caused by mothers’ communication when accompanying their children studying online. Therefore, mothers need to improve how they communicate with their children in school and at home to deal with negative emotions.
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Februhartanty, Judhiastuty. "Nutrition Education: It has Never been an Easy Case for Indonesia." Food and Nutrition Bulletin 26, no. 2_suppl2 (June 2005): S267—S274. http://dx.doi.org/10.1177/15648265050262s218.
Повний текст джерелаАнотація:
The root of Indonesian education can be traced back to the Dutch colonial period. The country adopts the 6–3–3–4 system of education, which consists of public schooling, Islamic schooling, and out-of-school education. In addition, the country has also been exposed to distance education. The call for this type of education was due to the geographic condition of Indonesia where face-to-face instruction has become limited. Studies on nutrition education in Indonesia covered various topics and teaching methods that were delivered mostly in after-class sessions. Effects on improved knowledge and attitudes were more marked than that of practices in relation to each nutrition topic. Nutrition and its related topics are delivered separately in different school subjects, such as biology, sport, health science, and home economics. Moreover, as the country keeps developing malnutrition problems, the Indonesian government through the Ministry of Health has run a feeding program that covers only children in elementary school aged 6–12 years old both in urban and rural areas. Efforts from private sectors and NGOs on the feeding program for schoolchildren seem to give complementary effects to the existing program. Human resources development of nutrition professionals was started in the early 1950s when a school for food scientists was first established. However, the professionals responsible for delivering nutrition-related topics in the school are the schoolteachers who mostly have never received relevant training for delivering such topics. For achieving effective children's nutrition education through schools, a solid partnership among stakeholders must be encouraged.
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Suwartiningsih, Sri. "INCLUSIVE EDUCATION EFFORTS FOR CHILD REFUGEES IN INDONESIA WITHIN MULTI-STAKEHOLDER PARTNERSHIP (MSPS) FRAMEWORK." Indonesian Journal of International Relations 6, no. 2 (August 19, 2022): 229–46. http://dx.doi.org/10.32787/ijir.v6i2.359.
Повний текст джерелаАнотація:
This research aims to explain various inclusive education efforts for child refugees in Indonesia within Multi-Stakeholder Partnerships (MSPs) framework involving the government, international organizations, non-governmental organizations, and academic sector. By using qualitative research methods and neoliberalism theory, the results show that there are various MSPs collaborations to implement inclusive education for child refugees in Indonesia. These collaborations include collaboration between UNHCR Indonesia, Dompet Dhuafa, Human Initiative, and PKBM schools to provide preparatory classes before entering national schools, collaboration between UNHCR and universities, as well as collaboration between IOM Indonesia and the government through the Rudenim to provide home-schooling for refugees. It concluded that inclusive education efforts for child refugees in Indonesia have been carried out quite well by several actors, but this commitment must continue to be improved by increasing national regulations related to the refugee education and providing legal certificates for refugees who have completed their education
child refugees; inclusive education, Multi-Stakeholder Partnership; cross-sector collaboration.
Книги з теми "Home schooling Indonesia"
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Loy, Kho. Secangkir kopi: Obrolan seputar homeschooling : dilengkapi ulasan, legalitas hukum di Indonesia, kurikulum homeschooling, model kelompok-kelompok pendukung. Yogyakarta: Penerbit Kanisius, 2008.
Знайти повний текст джерелаЧастини книг з теми "Home schooling Indonesia"
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Istiwahyuningsih, T., and N. Suharto. "Reasons for home schooling in Indonesia." In Educational Administration Innovation for Sustainable Development, 129–34. CRC Press, 2018. http://dx.doi.org/10.1201/9780203701607-17.
Повний текст джерела