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Abstrak :
The aim of this research is to find the relationship between the attitude toward education inclusive and teacher teaching strategy, as well as comparison of attitudes toward inclusive education and teaching strategies in the inclusive private and public middle school teacher. The sample in this study as many as 59 respondents with non probability sampling. This research using measuring instrument MATIES VI and BCSQ VI. The results of this research did not find differences in attitude in the inclusive public and private Junior High School teacher, as well as teaching strategies in the inclusive private and public junior high school teacher. The research also not find the existence of a significant relationship between attitudes towards inclusive education with teaching strategies in Inclusive Private middle school teacher. However, in the inclusive middle school teachers found some related components on attitudes towards inclusive education with teaching strategies. Suggestions that given for further research are expanding the number of respondents and the school, considering the time of data collection, include a method of observation and interviews, and reexamine the validity of the measuring instrument.

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Penelitian ini dilakukan dengan tujuan mencari adanya hubungan antara sikap terhadap pendidikan inklusif dan strategi pengajaran guru, serta perbandingan sikap terhadap pendidikan inklusif dan strategi pengajaran pada guru SMP Swasta dan Negeri Inklusif. Sampel dalam penelitian ini sebanyak 59 responden dengan teknik non probability sampling. Penelitian ini menggunakan alat ukur MATIES VI dan BCSQ VI sebagai instrumennya. Hasil penelitian tidak menemukan adanya perbedaan sikap pada guru SMP Negeri dan Swasta Inklusif serta strategi pengajaran pada guru SMP Swasta dan Negeri Inklusif. Penelitian ini juga tidak menemukan adanya hubungan yang signifikan antara sikap terhadap pendidikan inklusif dengan strategi pengajaran pada guru SMP Swasta Inklusif. Pada guru SMP Negeri Inklusif ditemukan beberapa komponen yang berhubungan pada sikap terhadap pendidikan inklusif dengan strategi pengajaran. Saran yang diberikan untuk penelitian selanjutnya antara lain memperbanyak jumlah responden dan sekolah, mempertimbangkan waktu pengambilan data, menyertakan metode observasi dan wawancara, dan menguji ulang validitas alat ukur.

Abstrak :
Studi ini menetengahkan transformasi pembangunan persekolahan di Kabupaten Timor Tengah Selatan melalui penguatan Teknologi Informasi dan Komunikasi (TIK/ICT). Disadari bahwa pembangunan persekolahan di kabupaten tersebut masih jauh tertinggal. Oleh karena itu, ICT dianggap sebagai media zaman untuk membantu mengakselerasi transformasi pembangunan persekoloahan di daerah ini. Dalam core teori transformasi pendidikan pada model pembelajaran di abad 21 melalui kontribusi teknologi dan mempertimbangkan situasi problematika sosial, maka penulis menggunakan Soft System Methodology (SSM) sebagai penuntun bagi masalah problematik tersebut. Penulis mengembangkan penelitian di Kabupaten Timor Tengah Selatan dengan melibatkan sembilan (components) sekolah sebagai lokus penelitian. Melalui interview/ diskusi secara formal maupun informal dan juga studi literatur, maka penulis menemukan sejumlah situasi problematis tentang pembangunan persekolahan melalui penguatan ICT. Dengan mengadaptasikan teori NIES dalam kerangka kerja model systems thinking yang dikategorikan dalam tiga level yaitu makro (institutional) level yang meliputi sistem aktifitas tentang peraturan daerah tentang pendidikan dan sistem optimasi anggaran pendidikan di daerah bagi pembangunan persekolahan; kemudian meso (organizational) level yang meliputi sistem aktivitas pada manajemen sekolah, kepemimpinan sekolah, dan teknologi pendidikan; serta mikro (individual/operational) level sebagai sentra dari pengembangan ICT sekolah yang meliputi sistem aktifitas kompetensi guru. Selanjutnya, melalui perbandingan dan debating, maka penulis mengimpulkan bahwa pembangunan persekolahan bagi penguatan ICT di daerah tersebut masih mengalami berbagai kelemahan diantaranya sumberdaya dari makro level sampai pada mikro level. oleh karena itu, direkomendasikan agar dikembangkan koordinasi dan komunikasi antar berbagai pihak bagi perubahan melalui komitmen yang sama dengan terus melakukan proses bottom-up and top-down bagi penguatan ICT berbasis sekolah (school-based ICT) di sekolah berdasarkan kebutuhan pembangunan pendidikan pada pembelajaran di abad 21.

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This study perpetuates transformation of schools development in South Central Timor Regency by strengthening Information and Communication Technology (ICT). Schools development of this Regency are still left behind. So, ICT is considered as current media to accelerate and help transforming schools development in the region. The core theory of transformation in education of this 21st century learning model over the contribution of technology and considering this social problematic situation, then, the writer develops Soft System Methodology (SSM) as a guide for solving this problem interest as well. The writer develops research in educational chamber of South Central Timor Regency included nine selected schools as locus of study. Through formal and informal interview/ discussions and literary study, the writer found kinds of real world problematic situations about schools development to strengthening ICT. Then, by adapting NIES theory in framework model of systems thinking which are categorized into three levels as macro (institutional level) which covers activity system of educational local regulation and optimum budgeting for schools development; Mezzo (organizational) level which covers school management, school leadership, technology in education and the micro (individual/operational) level as the center of ICT development which involves school teachers competences. Over the comparison and debating, the writer concludes that schools development to strengthening ICT still bears kinds of shortcomings in resources from macro through micro levels. So, the writer suggests to develop coordination and communication among parts for improvement through the same commitment to keep up bottom-up and top-down procession in order to strengthen school-based ICT around schools based on the need of educational development in this 21st century learning.

Abstrak :

Tesis ini bertujuan untuk meningkatkan dukungan sosial yang dirasakan antar siswa SMA. Penelitian menggunakan metode kuasi eksperimental dengan metode pengukuran pre-test dan post-test. Berdasarkan hasil studi baseline ditemukan bahwa dukungan sosial yang dirasakan oleh siswa dari keempat sumber tinggi, dengan dukungan sosial yang dirasakan dari teman sebaya pada posisi terendah yaitu dengan nilai rata-rata 2.96. Dari hasil studi baseline ini peneliti menetapkan program intervensi untuk meningkatkan dukungan sosial yang dirasakan antar siswa. Program intervensi dirancang dalam bentuk membentuk kelompok dukungan sosial yang kemudian akan melakukan kegiatan dalam kelompok dan kompetisi antar kelompok. Berdasarkan hasil dari intervensi diketahui bahwa program tidak memiliki pengaruh signifikan dalam meningkatkan dukungan sosial yang dirasakan oleh siswa.

 

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This thesis aims to improve the social support felt by high school students. The study used the quasi-experimental method with the measurement method pre-test and post-test. Based on the results of the baseline study it was found that social support felt by students from all four sources was high, with perceived social support from peers at the lowest position with an average value of 2.96. From the results of this baseline study the researchers established an intervention program to improve the social support felt by students. Intervention programs are designed in the form of forming social support groups which will then carry out group activities and inter-group competition. Based on the results of the intervention it is known that the program does not have a significant influence in increasing the social support felt by students.

 

Abstrak :
Buku ini bertujuan untuk membawa account bersama dari proyek pengembangan sekolah, program dan intervensi yang telah berhasil diseluruh dunia sepanjang dua dekade terakhir

Abstrak :
Tulisan ini akan membahas mengenai hibridasi nilai liberal dan nilai komunitarian dalam penerapan konsep Knowledge Economy Bank Dunia melalui proyek reformasi pendidikan tinggi di Indonesia. Globalisasi mendukung terciptanya pemahaman akan kian pentingnya pengetahuan untuk mendukung perekonomian suatu negara. Melalui konsep Knowledge-Based Economy (KBE), institusi internasional seperti Bank Dunia menangkap peluang berinvestasi dalam sektor yang penting dalam produksi ilmu pengetahuan, yakni pendidikan tinggi. Bank Dunia merancang strategi reformasi pendidikan tinggi untuk kemudian diterapkan di sejumlah negara berkembang seperti Argentina, Guinea, Romania, Chile, Tunisia, Vietnam, Yordania, Mozambique, Sri Lanka, Ethiopia, dan Indonesia. Meski dikatakan sebagai bentuk new economy yang menjanjikan terbukanya peluang bagi negara-negara miskin dan berkembang untuk mencapai kemajuan melalui produksi pengetahuan, KBE tak ubahnya sebagai bentuk baru kapitalisme ekonomi di abad 21. Strategi reformasi pendidikan tinggi merupakan bentuk neoliberalisme ekonomi yang mendorong pemerintah untuk melakukan desentralisasi, privatisasi, dan komersialisasi sektor pendidikan tinggi di negaranya. Melalui liberalisasi pendidikan tinggi, status pendidikan tinggi sebagai barang publik berubah menjadi barang ekonomi. Meski di negara yang landasannya bertentangan dengan nilai liberal, seperti Indonesia, penerapan konsep Knowledge Economy Bank Dunia tetap menyebabkan terjadinya liberalisasi pendidikan tinggi dalam batas toleransi tertentu melalui kebijakan yang merupakan hasil kompromi atas tarikan kepentingan global yang membawa nilai liberal dan kepentingan lokal yang menganut nilai komunitarian

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This paper will discuss about the hybridization of liberal and communitarian value in the implementation of World Banks Knowledge-Economy concept through higher education reform projects in Indonesia. Globalization supports the understanding of the importance of knowledge for the economic growth. By Knowledge-Based Economy (KBE) concept, the international institutions like the World Bank catches investment chances in an important sector to produce knowledge, known as higher education. The World Bank in advance composes higher education reforms project in several developing countries like Argentina, Guinea, Romania, Chile, Tunisia, Vietnam, Jordan, Mozambique, Sri Lanka, Ethiopia, and Indonesia. Although it is said as a New Economy which is promised to open more chances for poor and developing countries to achieve development by producing knowledge, KBE even appears as a new face of capitalism in 21st century. Higher Education Reform Strategy is a form of neoliberalism economics which makes the government pursue decentralization, privatization and higher education commercialization in its country. Higher education liberalization makes the change of the status of higher education from public to economic goods. Although there are countries that principally not a liberal country, like Indonesia, World Bank Knowledge Economy concept implementation still succeed to liberalize higher education sector in that country within certain tolerance limits through policies that are the result of compromises on the push-pull of the global interest (that bring liberal values) and local interest (that adhere to communitarian values).

Abstrak :
[This book explores notions of quality as understood within various systems of national, formal, and nonformal education. Also it considers the tensions that arise with the introduction of new standardized notions of quality in relation to international measures and educational reforms in developing countries. In all cases, specific national issues and concerns compete with global agendas. Challenges to quality that are given particular attention in the book chapters include changing definitions of quality, high expectations for education and issues with implementation, and the introduction of English as a means to achieve quality in a globalizing world. Special attention is also given to possible actions that support a more equitable education without ignoring the requisite of quality. The final chapter suggests three models/choices for seeking higher quality and guiding the educational future of nations.;This book explores notions of quality as understood within various systems of national, formal, and nonformal education. Also it considers the tensions that arise with the introduction of new standardized notions of quality in relation to international measures and educational reforms in developing countries. In all cases, specific national issues and concerns compete with global agendas. Challenges to quality that are given particular attention in the book chapters include changing definitions of quality, high expectations for education and issues with implementation, and the introduction of English as a means to achieve quality in a globalizing world. Special attention is also given to possible actions that support a more equitable education without ignoring the requisite of quality. The final chapter suggests three models/choices for seeking higher quality and guiding the educational future of nations., This book explores notions of quality as understood within various systems of national, formal, and nonformal education. Also it considers the tensions that arise with the introduction of new standardized notions of quality in relation to international measures and educational reforms in developing countries. In all cases, specific national issues and concerns compete with global agendas. Challenges to quality that are given particular attention in the book chapters include changing definitions of quality, high expectations for education and issues with implementation, and the introduction of English as a means to achieve quality in a globalizing world. Special attention is also given to possible actions that support a more equitable education without ignoring the requisite of quality. The final chapter suggests three models/choices for seeking higher quality and guiding the educational future of nations.]

Abstrak :
This book addresses aspects of school culture that guide the choices in the development of teachers’ collective responsibility. Professional development, collective struggle, professional community, relational trust and pedagogical leadership as elements of school culture and organisational reform are modelled as a continuum of micro-political conditions interacting at the school level.