Hasil Pencarian  ::  Simpan CSV :: Kembali

"Education Policy sees 12 philosophers of education critique current and recent UK educational policies relating to higher education and faith-based education, assessment, the teaching of reading, vocational and civic education, teacher education, the influence of Europe and the idea of the 'Big Society'. Twelve philosophers of education subject elements of current and recent UK educational policy to critiqueForthright and critical, the contributors are unafraid to challenge current orthodoxiesOffers thought-provoking insights into modern education policy"

"Keterlibatan aktif seorang anak didik terwujud dalam proses pendidikan anak usia dini (PAUD). Latar belakang pemikiran pendidikan anak baik secara ontologis, epistemologis, dan aksiologis menjadi penerapan terhadap filsafat pendidikan pragmatisme John Dewey yang menjadi dasar dalam penulisan skripsi ini. Penelitian ini menggunakan metode analisis deskriptif dalam menganalisa pendidikan anak usia dini dengan konsep pengalaman aktif anak didik. Tujuan dari penelitian ini adalah menjelaskan pendidikan anak yang memprioritaskan pengembangan individu, hal tersebut memberikan relevansi terhadap proses pendidikan manusia yang menghargai faktor internal individu seperti bakat dan potensi anak dan juga faktor sosial. Hasil dari penelitian ini adalah pemahaman terhadap proses pendidikan yang memperhatikan nilai-nilai individu dan nilai sosial di dalamnya sehingga tidak ada dominasi antara pendidik dan anak didik. Hal ini dapat dipahami melalui keterlibatan aktif anak didik dalam proses pengajarannya yang akan membentuk pengalaman-pengalaman berdasarkan konsep pendidikan John Dewey. John Dewey melihat kondisi pendidikan melalui bentuk pengalaman yang bersifat kontinue.

---

The active involvement of the individual embodied in the process of early childhood education (PAUD). The basic reason of this view as well as ontological, epistemological and axiological into the application of the education philosophy of John Dewey’s pragmatism become a basic in this research. This research uses the descriptive analysis for analyzing early childhood education with the concept of active experience of the student. The purpose of this study is to explain the education of children who prioritize individual development; it gives relevance to the educational process which is respects of human internal factors such as the individual talents and potential of children and social factor too. The results of this research is an understanding of the educational process who takes into account individual values and social values in them, so there is no dominance between educators and students. This can be understood through the active involvement of student in the process of study that will shape the experiences based on the concept of education John Dewey. John Dewey’s view is the condition of education through continuous experience."

"Tesis ini membahas tentang pemikiran Presiden Sukarno terkait pendidikan serta kebijakan pendidikan nasional yang ia terapkan di masa kekuasannya secara mutlak: Era Demokrasi Terpimpin (1959-1965). Penelitian menyimpulkan bahwa Presiden Sukarno membuat sistem pendidikan berdasarkan pada cara pikirnya dan cara pandangnya sendiri dibalut dengan hegemoni kekuasaan yang sedang berada di tangannya. Terlihat dengan berbagai macam kebijakan pendidikan nasional yang selalu beriringan dengan keputusan politik. Menandakan bahwa antara kebijakan politik dan pendidikan adalah sejalan. Penelitian mengenai tema ini berbeda dengan penelitian lainnya karena pada penelitian ini, membedah lebih dalam mengenai pemikiran pendidikan Presiden Sukarno, mengawalinya dari latar belakang berbagai pemikiran, lalu melihat gagasan pendidikannya dari berbagai pidato dan amanat kenegaraan. Dari situ kita bisa mengetahui isi kepala Sang Presiden tentang pendidikan. Dilanjutkan dengan berbagai kebijakan pendidikan nasional yang berlaku dan dijalankan Presiden Sukarno dan pemerintahannya.

---

This thesis examines about President Sukarno's thoughts on education and the national education policies that he implemented in his absolute rule: the Era of Guided Democracy (1959-1965). The study concluded that President Sukarno created an education system based on his way of thinking and his own perspective wrapped in the hegemony of power that was in his hands. Seen with various kinds of national education policies that always go hand in hand with political decisions. Indicates that between political policies and education are in line.

Research on this theme is different from other studies because in this study, it dissects more deeply about President Sukarno's educational thoughts, starting from the background of various thoughts, then looking at his educational ideas from various speeches and state mandates. From there we can find out what the President's head about education is. Followed by various national education policies that apply and are implemented by President Sukarno and his government."

"Anak-anak harus tumbuh tidak hanya tubuhnya, melainkan jiwanya. Anak perlu didorong secara aktif untuk mengobservasi dan mengeksplorasi. Untuk itu, kualitas pendidikan anak usia dini harus mendapatkan perhatian serius, karena di usia ini seorang anak sangat peka terhadap berbagai stimulasi dan rangsangan dari lingkungannya, akan tetapi realitas dunia pendidikan anak usia dini saat ini masih mengikuti tradisi klasik dengan menjadikan pendidik sebagai subject centered (teacher centered). Teacher centered memfokuskan seluruh proses pembelajaran kepada guru sehingga model pendidikan seperti ini membuat anak didik sulit mengembangkan proses kreativitas dan kemandiriannya. Dengan menggunakan metode refleksi kritis, artikel ini berusaha merefleksikan fungsi pendidikan anak bagi perkembangan anak usia dini secara filosofis. Artikel ini juga memberikan pemahaman pada pentingnya model pendidikan progresif yang menekankan pada kebebasan peserta didik dan mengenalkan tahapan-tahapan pendidikan berdasarkan perkembangan usia anak dan kebebasan anak. Sehingga harapannya model pendidikan yang memberikan kebebasan kepada anak dapat membentuk pribadi anak yang siap mengarungi kehidupan pada masa dewasa nanti sebagaimana yang digagas oleh Maria Montessori.

---

Children must grow not only in body but in spirit. Children need to be actively encouraged to observe and explore. For this reason, the quality of early childhood education must receive serious attention, because at this age a child is very sensitive to various stimulations and stimuli from his environment, but the reality of the world of early childhood education today still follows the classical tradition by making educators as subject-centered ( teacher-centered). Teacher centered focuses the entire learning process on the teacher so an educational model like this makes it difficult for students to develop their creativity and independence processes. By using the critical reflection method, this article tries to reflect philosophically on the function of children's education for early childhood development. This article also provides an understanding of the importance of a progressive education model that emphasizes the freedom of students and introduces the stages of education based on the child's age development and child's freedom. So it is hoped that an educational model that gives freedom to children can form a child's personality that is ready to navigate life in adulthood, as initiated by Maria Montessori."

"This volume a variety of resources to pursue such open questions in a lively and accessible way, a critical literature review, analyses from philosophers of education who have different positions on the key issues, a roundtable discussion, and interactions between the two editors. It also employs the work of prominent feminist epistemologists who have investigated parallel issues with sophistication. This volume does not settle the question of culturally distinctive epistemologies, but teases out the various philosophical, sociological and political aspects of the issue so that the debate can continue with greater clarity."