The character education development through hidden curriculum at disasterprone schools possesses its own uniqueness with challenging complexity level. Amazing character education values should clash with appalling natural phenomenon. The objective of this research is to describe the character development through hidden curriculum in the volcanology disaster-prone area of Merapi mountain. This research was conducted on July-December 2017. Qualitative approach is utilized in this research. The data collection technique is performed using participants’ observation, indepth interview, and documentation. The data analysis technique is performed descriptively, interpretatively and comparatively. The result of research indicates that (1) Muhammadyah Pakem Elementary School implements hidden curriculum related to character development, (2) The Hidden Curriculum is designed to develop character and instill disaster element because it is located in disaster-prone area, (3) the implementation of hidden curriculum concerning the disaster elements at school is able to provide knowledge and skill in early age related to disaster management to reduce the numbers of victims when the disaster occurs.
Listening is one of the basic language skills that must be possesed by student in elementary teacher education study program. As a teacher candidates, listening ability can be used as knowledge for student in teaching practice in elementary school. The listening ability is still relatively low. Listening ability for students its important, so need a have efforts and attention.This study aims to improve the students listening ability through the implementation of UKBI. UKBI is a proficiency test of Indonesian language that used as a method to measured proficiency of someone’s language ability. This study used classroom action research with two cycles. This study was conducted on 41 students class 2 A of elementary teacher education student in Ahmad Dahlan University. Data collection methods was used test and observation. The results showed that the implementation of UKBI can improve the listening ability to elementary teacher education student. This was proved in cycle I and cycle II with the increase of the average listening scores of 75.12 and 83.05 and the classical completeness of 78.05% and 90.24%. Analysis of the listening scores showed that remembering is the most prominent ability among understanding and analyzing.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The purpose of this study is to find integration packages for Strengthening Character Education (PPK) and Higher Order Thinking Skills (HOTS) in history learning at SMAN 1 Yogyakarta, which includes: (1) form of integration packaging for strengthening character education in history learning, (2) forms of integration packaging higher-order thinking skills in history learning, (3) constraints and solutions for integrating strengthening of character education and higher-order thinking skills in history learning. This research is qualitative research with a naturalistic research type. The subjects in this study were the principal, deputy headmaster of the curriculum section, history teacher, and students who were drawn using purposive sampling techniques. The results showed: (1) Integration of character education reinforcement was found in history learning, namely in the planning, implementation and evaluation stages of learning. Forms of integration packaging or containers for strengthening character education that can be seen in learning activities and attitude assessments that contain religious values, conscientious, disciplined, responsible, communicative, collaborating, confident, caring, critical thinking, nationalist and creative; (2) The packaging for integrating higher-order thinking skills in history learning is found, namely in assessment and questions as well as in learning planning. The assessment carried out is an assessment of attitudes, knowledge, and skills that are integrated with the questions by conducting KD analysis. The results of the analysis then the teacher chooses the KD that can be made about HOTS; and (3) Obstacles that are found that are technical in inserting character values in learning activities on historical subjects that are suggested to history teachers to always participate in the Subject Teachers' Deliberation (MGMP) which is felt by researchers to be very helpful for teachers to exchange information, and sharing about the obstacles encountered. For the constraints of making assessment instruments, advice to the Principal, Teachers, and Education Office to conduct socialization and training in making assessment instruments, the grid then starts making HOTS questions.
The history learning module integrated character values is an innovation in history learning in schools to support educational progress. This module serves as teaching material for the process of character formation of students obtained through independent learning to achieve the desired competency goals. This research uses the development (R&D) of the 4D model (define, design, development and dissemination). The results showed that the module was declared feasible based on the results of the validation of the experts, so the modules that had been developed were feasible, effective and practical to be used as teaching materials and learning resources by students in the history learning process. This module has the advantage that there are character values (love of the motherland, curiosity, religious and tolerance) in the material presented for the formation of students' character.
Listening is one of the basic language skills that must be possesed by student in elementary teacher education study program. As a teacher candidates, listening ability can be used as knowledge for student in teaching practice in elementary school. The listening ability is still relatively low. Listening ability for students its important, so need a have efforts and attention.This study aims to improve the students listening ability through the implementation of UKBI. UKBI is a proficiency test of Indonesian language that used as a method to measured proficiency of someone’s language ability. This study used classroom action research with two cycles. This study was conducted on 41 students class 2 A of elementary teacher education student in Ahmad Dahlan University. Data collection methods was used test and observation. The results showed that the implementation of UKBI can improve the listening ability to elementary teacher education student. This was proved in cycle I and cycle II with the increase of the average listening scores of 75.12 and 83.05 and the classical completeness of 78.05% and 90.24%. Analysis of the listening scores showed that remembering is the most prominent ability among understanding and analyzing.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The purpose of this study is to find integration packages for Strengthening Character Education (PPK) and Higher Order Thinking Skills (HOTS) in history learning at SMAN 1 Yogyakarta, which includes: (1) form of integration packaging for strengthening character education in history learning, (2) forms of integration packaging higher-order thinking skills in history learning, (3) constraints and solutions for integrating strengthening of character education and higher-order thinking skills in history learning. This research is qualitative research with a naturalistic research type. The subjects in this study were the principal, deputy headmaster of the curriculum section, history teacher, and students who were drawn using purposive sampling techniques. The results showed: (1) Integration of character education reinforcement was found in history learning, namely in the planning, implementation and evaluation stages of learning. Forms of integration packaging or containers for strengthening character education that can be seen in learning activities and attitude assessments that contain religious values, conscientious, disciplined, responsible, communicative, collaborating, confident, caring, critical thinking, nationalist and creative; (2) The packaging for integrating higher-order thinking skills in history learning is found, namely in assessment and questions as well as in learning planning. The assessment carried out is an assessment of attitudes, knowledge, and skills that are integrated with the questions by conducting KD analysis. The results of the analysis then the teacher chooses the KD that can be made about HOTS; and (3) Obstacles that are found that are technical in inserting character values in learning activities on historical subjects that are suggested to history teachers to always participate in the Subject Teachers' Deliberation (MGMP) which is felt by researchers to be very helpful for teachers to exchange information, and sharing about the obstacles encountered. For the constraints of making assessment instruments, advice to the Principal, Teachers, and Education Office to conduct socialization and training in making assessment instruments, the grid then starts making HOTS questions.
The history learning module integrated character values is an innovation in history learning in schools to support educational progress. This module serves as teaching material for the process of character formation of students obtained through independent learning to achieve the desired competency goals. This research uses the development (R&D) of the 4D model (define, design, development and dissemination). The results showed that the module was declared feasible based on the results of the validation of the experts, so the modules that had been developed were feasible, effective and practical to be used as teaching materials and learning resources by students in the history learning process. This module has the advantage that there are character values (love of the motherland, curiosity, religious and tolerance) in the material presented for the formation of students' character.
Curriculum Content and the Issue of Relevance in the 21st Century ClassroomSubmissionResearchpa
The need to make curriculum content relevant so that learners can apply what they learned in school upon graduation, has been emphasized. Issues bothering on curriculum content, philosophy of pragmatism, 21st-century classroom, and relevance have been highlighted in this paper. It was recommended that: All stakeholders in education - teachers, school administrators, the government should adapt to changes that the 21st Century presents particularly in the area of technological advancements; For the fact that knowledge can quickly become obsolete in this era, learners should be equipped with problem-solving skills so that they will be able to face a contemporary problem; Curriculum content should be made relevant to the extent that what learners learn will be useful to them in their day-to-day activities. by Marilyn U. Ochoma 2020. Curriculum Content and the Issue of Relevance in the 21st Century Classroom. International Journal on Integrated Education. 3, 9 (Sep. 2020), 158-164. DOI:https://doi.org/10.31149/ijie.v3i9.611. https://journals.researchparks.org/index.php/IJIE/article/view/611/584 https://journals.researchparks.org/index.php/IJIE/article/view/611
This study aims at identifying the role played by school administrators' and curricula in promoting intellectual security of students. To achieve this purpose, the researchers adopted the descriptive approach. Data were gathered and analyzed by using a questionnaire that determines the role of school administrations and curricula in the promotion of intellectual security. The questionnaire includes two sections: first; the respondents' profile information, second; sixteen 5-point Likert-type questions. The study sample consisted of 27 male and 14 male. The data obtained from the questionnaire show that school administrators', extracurricular activities, and curricula had a statistically significant effect on promoting intellectual security of students respectively. For this research study, results, along with practical implications and recommended future research directions were discussed.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Aldalalah 2014 - perceptions of blended learning competencies and obstacles...Zalina Zamri
The purpose of this study was to investigate the effects of locus of control and anxiety level on the Jordanian educational technology students’ perceived blended learning competencies and obstacles.
Teacher Educators’ and Student Teachers’ Attitude towards Teacher Education P...IJSRP Journal
Attitudes vary at different times of one’s life and are usually determined by several factors such as work environment, job satisfaction and status of the profession. Both student-teachers’ and teacher-educators’ attitudes may affect the quality of teacher preparation program and finally quality of the teacher either positively or negatively. This paper is a focus on the attitude of teacher educators and student teachers towards teacher education programmes in universities. The study adopted a descriptive survey design. The study sample consisted of Bachelor of Education fourth year students drawn from three Public universities and three Private universities, Teacher Educators and Heads of Departments from the faculty of Education. Stratified random sampling was used to select the universities, student-teachers and Teacher Educators. Data was collected using questionnaires, interview schedules, observation checklists and documents analysis. Data was analyzed using descriptive statistics. The study found that a large percentage of the respondents portrayed a negative attitude of teacher education programmes. This may be to the fact that most student teachers and teacher educators enrolled in these programmes, do not have teaching as their professional interest thus join by circumstance. The study recommends the need to conduct screening of individuals before admission in teacher education programmes so as to ensure that only those who are interested and committed to teaching as a profession are enrolled. Keywords: Attitude, Teacher Education Programmes, Enrollment, Teacher Educators, Student Teachers, Public University, Private University
Poverty of the mind is regarded as poor self-concept or image, a feeling of inadequacy and lack of will to achieve the object of one’s desires. Students who are poor at the mind tend to lack resolute determination and the will to succeed. They are not motivated, they lack unwavering faith in achieving anything worth-while, they are contented in their misery – “little world” and are wishful thinkers.
Integrated Education for Sustainability - Guide of Fundamentals and Practices...FGV Brazil
Since its origin, the FIS (Integrated Education for Sustainability) course has been applied in FGV-EAESP as an elective offered to students from the 5th semester of Business Administration, Public Administration, Economics and Law. We understand that FIS principles and practices can be implemented in other public and contexts, even if adjustments need to be designed and tested. For this reason, we developed this Guide.
GVces - Center for Sustainability Studies
www.gvces.com.br
Designing Fundamental Elements for Inclusive Educationijtsrd
In Inclusive Education system the teacher has to understand and make necessary arrangements for providing content to all variety of students like, learning disability, deaf or hard of hearing, visual, emotional, speech, orthopaedic and other common non disabled students. There are certain things that are unique to require to specific disability, for example, A blind child and would require a writer, he dictates the answer and writer writes for the blind child and child with loco motor disability or he she can be given computer for writing such modifications and flexibility should be there in the learning environment in the class room. But the content would be same for all children. However, despite the importance of teachers and their pedagogies as agents of change, we should not lose sight of the ‘public pedagogies' and their prodigious impact on the policymaking process. Bushra Tazeen Kaleemurrahman "Designing Fundamental Elements for Inclusive Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46426.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46426/designing-fundamental-elements-for-inclusive-education/bushra-tazeen-kaleemurrahman
This study aims to produce responsibility character module to improve student self-regulated learning. The research method uses research and development. The research subjects involved in the need assessment were 248 students of Guidance and Counseling, School of Education, Universitas Negeri Yogyakarta which was obtained by random sampling technique. Data collection using the scale of self-regulated learning. The scale of selfregulated learning is adapted from Zimmerman's theory which consists of three aspects: cognitive, motivation and behavioral aspects. Data were analyzed using mean test. The result of the need assessment is used as a reference to develop the responsibility character module to improve student self-regulated learning. This study successfully created a module of responsibility character to improve university students’ self-regulated learning which is consisted of 12 materials that had been validated and revised; therefore it is eligible to be implemented in the self-regulated learning context.
This study examined the effect of Guided-Discovery (GD) technique on
Colleges of Education Social Studies students’ learning outcome in Nigeria.
The study employed 2x2x2 randomized research design. A total of 100
students participated in the study, consisted of 50 GD and 50 Lecture
Technique. Social Studies Performance Tests (SSPT) was used to collect
data. It was designed using National Commission for Colleges of Education
curriculum and validated by four Social Studies experts. The reliability value
of 0.82 was obtained for the instrument using Cronbach Alpha. ANOVA and
t-test were used for data analyses. This study found that GD technique of
teaching Social Studies was next in producing higher significant effect in
students’ learning outcome than LT. Gender has no significant interactive
effect on students’ learning outcome in Social Studies. The mode of entry
had no significant interactive effect in the learning outcome of Colleges of
Education Social Studies Students. The study concluded that GD was found
to be more effective in enhancing Social Studies Students’ learning outcome
in Colleges of Education. It was recommended that GD technique should be
used in teaching Social Studies in Colleges of Education.
Curriculum Content and the Issue of Relevance in the 21st Century ClassroomSubmissionResearchpa
The need to make curriculum content relevant so that learners can apply what they learned in school upon graduation, has been emphasized. Issues bothering on curriculum content, philosophy of pragmatism, 21st-century classroom, and relevance have been highlighted in this paper. It was recommended that: All stakeholders in education - teachers, school administrators, the government should adapt to changes that the 21st Century presents particularly in the area of technological advancements; For the fact that knowledge can quickly become obsolete in this era, learners should be equipped with problem-solving skills so that they will be able to face a contemporary problem; Curriculum content should be made relevant to the extent that what learners learn will be useful to them in their day-to-day activities. by Marilyn U. Ochoma 2020. Curriculum Content and the Issue of Relevance in the 21st Century Classroom. International Journal on Integrated Education. 3, 9 (Sep. 2020), 158-164. DOI:https://doi.org/10.31149/ijie.v3i9.611. https://journals.researchparks.org/index.php/IJIE/article/view/611/584 https://journals.researchparks.org/index.php/IJIE/article/view/611
This study aims at identifying the role played by school administrators' and curricula in promoting intellectual security of students. To achieve this purpose, the researchers adopted the descriptive approach. Data were gathered and analyzed by using a questionnaire that determines the role of school administrations and curricula in the promotion of intellectual security. The questionnaire includes two sections: first; the respondents' profile information, second; sixteen 5-point Likert-type questions. The study sample consisted of 27 male and 14 male. The data obtained from the questionnaire show that school administrators', extracurricular activities, and curricula had a statistically significant effect on promoting intellectual security of students respectively. For this research study, results, along with practical implications and recommended future research directions were discussed.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Aldalalah 2014 - perceptions of blended learning competencies and obstacles...Zalina Zamri
The purpose of this study was to investigate the effects of locus of control and anxiety level on the Jordanian educational technology students’ perceived blended learning competencies and obstacles.
Teacher Educators’ and Student Teachers’ Attitude towards Teacher Education P...IJSRP Journal
Attitudes vary at different times of one’s life and are usually determined by several factors such as work environment, job satisfaction and status of the profession. Both student-teachers’ and teacher-educators’ attitudes may affect the quality of teacher preparation program and finally quality of the teacher either positively or negatively. This paper is a focus on the attitude of teacher educators and student teachers towards teacher education programmes in universities. The study adopted a descriptive survey design. The study sample consisted of Bachelor of Education fourth year students drawn from three Public universities and three Private universities, Teacher Educators and Heads of Departments from the faculty of Education. Stratified random sampling was used to select the universities, student-teachers and Teacher Educators. Data was collected using questionnaires, interview schedules, observation checklists and documents analysis. Data was analyzed using descriptive statistics. The study found that a large percentage of the respondents portrayed a negative attitude of teacher education programmes. This may be to the fact that most student teachers and teacher educators enrolled in these programmes, do not have teaching as their professional interest thus join by circumstance. The study recommends the need to conduct screening of individuals before admission in teacher education programmes so as to ensure that only those who are interested and committed to teaching as a profession are enrolled. Keywords: Attitude, Teacher Education Programmes, Enrollment, Teacher Educators, Student Teachers, Public University, Private University
Poverty of the mind is regarded as poor self-concept or image, a feeling of inadequacy and lack of will to achieve the object of one’s desires. Students who are poor at the mind tend to lack resolute determination and the will to succeed. They are not motivated, they lack unwavering faith in achieving anything worth-while, they are contented in their misery – “little world” and are wishful thinkers.
Integrated Education for Sustainability - Guide of Fundamentals and Practices...FGV Brazil
Since its origin, the FIS (Integrated Education for Sustainability) course has been applied in FGV-EAESP as an elective offered to students from the 5th semester of Business Administration, Public Administration, Economics and Law. We understand that FIS principles and practices can be implemented in other public and contexts, even if adjustments need to be designed and tested. For this reason, we developed this Guide.
GVces - Center for Sustainability Studies
www.gvces.com.br
Designing Fundamental Elements for Inclusive Educationijtsrd
In Inclusive Education system the teacher has to understand and make necessary arrangements for providing content to all variety of students like, learning disability, deaf or hard of hearing, visual, emotional, speech, orthopaedic and other common non disabled students. There are certain things that are unique to require to specific disability, for example, A blind child and would require a writer, he dictates the answer and writer writes for the blind child and child with loco motor disability or he she can be given computer for writing such modifications and flexibility should be there in the learning environment in the class room. But the content would be same for all children. However, despite the importance of teachers and their pedagogies as agents of change, we should not lose sight of the ‘public pedagogies' and their prodigious impact on the policymaking process. Bushra Tazeen Kaleemurrahman "Designing Fundamental Elements for Inclusive Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46426.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46426/designing-fundamental-elements-for-inclusive-education/bushra-tazeen-kaleemurrahman
This study aims to produce responsibility character module to improve student self-regulated learning. The research method uses research and development. The research subjects involved in the need assessment were 248 students of Guidance and Counseling, School of Education, Universitas Negeri Yogyakarta which was obtained by random sampling technique. Data collection using the scale of self-regulated learning. The scale of selfregulated learning is adapted from Zimmerman's theory which consists of three aspects: cognitive, motivation and behavioral aspects. Data were analyzed using mean test. The result of the need assessment is used as a reference to develop the responsibility character module to improve student self-regulated learning. This study successfully created a module of responsibility character to improve university students’ self-regulated learning which is consisted of 12 materials that had been validated and revised; therefore it is eligible to be implemented in the self-regulated learning context.
This study examined the effect of Guided-Discovery (GD) technique on
Colleges of Education Social Studies students’ learning outcome in Nigeria.
The study employed 2x2x2 randomized research design. A total of 100
students participated in the study, consisted of 50 GD and 50 Lecture
Technique. Social Studies Performance Tests (SSPT) was used to collect
data. It was designed using National Commission for Colleges of Education
curriculum and validated by four Social Studies experts. The reliability value
of 0.82 was obtained for the instrument using Cronbach Alpha. ANOVA and
t-test were used for data analyses. This study found that GD technique of
teaching Social Studies was next in producing higher significant effect in
students’ learning outcome than LT. Gender has no significant interactive
effect on students’ learning outcome in Social Studies. The mode of entry
had no significant interactive effect in the learning outcome of Colleges of
Education Social Studies Students. The study concluded that GD was found
to be more effective in enhancing Social Studies Students’ learning outcome
in Colleges of Education. It was recommended that GD technique should be
used in teaching Social Studies in Colleges of Education.
This study aims to find out: 1) strategy of teachers in instilling character caring for the environment; 2) successful instilling character caring for the environment; 3) supporting and inhibiting factors for instilling character caring for the environment. The research used in this study is qualitative research. The research subjects were headmaster, deputy headmaster, teachers, and students. Determination of the subject of the study was carried out by purposive sampling technique. The technique of data collection is done by using interview, observation and documentation methods. The type of data analysis uses the Miles & Huberman model, namely reduction, data display, and conclusion/data verification. 1) Strategy of teachers in instilling character through materials, methods, and implementation of tasks; 2) Successful instilling character attention can be seen from students who have been able to find answers to the assignments given by the teacher which make the students increase. 3) Supporting factors character development are teachers being role models, able to move other teachers to continue to accompany activities, teachers always appeal, teachers integrate the concept of environmental care in the RPP, syllabus and teaching and learning process. While the inhibiting factor of student character involvement is in the students themselves.
The difficulty of entering the workforce requires the world of education to change the paradigm of thinking students from job-seeking cultures become job creators or entrepreneurs. Islamic boarding schools are educational institutions that can provide learning experiences directly to students or students. Islamic boarding school graduates do not all go to college and work immediately while the desire or interest of students for entrepreneurship is still very low. Islamic boarding schools must be able to equip students or santri by inserting learning activities with entrepreneurship education to equip them with skills. The purpose of this study was to determine the success of the implementation of learning innovations through biointpreneurship in increasing interest in entrepreneurship in Islamic boarding schools so as to inspire students to create their own work opportunities with skills in making biotech products in biology. This research is a research development (R & D). The development of learning is oriented towards making biotechnology products by adding entrepreneurial concepts and then experimenting with the experimental class. Data is taken by observation and questionnaire. Data testing techniques using t-paired samples test. The results showed that there was an increase in interest in entrepreneurship from before and after the application of learning with bioentrepreneurship.
The objective of this study is to introduce eco-literacy in early childhood and to look into the role of digital media in increasing children's awareness of eco-literacy in the era of society 5.0 on daily environmental issues. This study applied a literature review of various sources related to eco-literacy through digital media, especially YouTube as well as interviewing class teachers. The results showed that introducing eco-literacy to elementary school students can be accomplished by telling stories, watching videos, or organizing field trips. There are four important points in developing an eco-literacy attitude: developing empathy, joining the community, making observable things visible, and asking children not to cause environmental damage. In addition to digital activities, efforts to improve ecological literacy should be extended through programs and exchanges regarding the need of environmental protection the 5R (refuse, reduce, reuse, recycle, and rot) approach. Further studies in the same topic on teaching eco-literacy to elementary school students can be carried out in a more intensive way through relevant games to instill a love of the environment based on 5R strategies.
This study was a descriptive qualitative research. The respondents of were
headmasters, human resource (HR) coordinators, teachers and special guide
teachers. Data were collected through observation, interview, and
documentation. Data were validated using source and method triangulations.
Data were then analyzed. The results are as follows: 1) HR planning started
from needs preparation, recruitment, selection, placement, orientation and
adaptation to the new workplaces. The difference is found in SDIT Al Irsyad
Al Islamiyyah 2 Purwokerto compared to the other two elementary schools.
The recruitment of its new employees at all levels is carried out by the
Committee of Education and Teaching from recruitment to orientation
stages; 2) HR development is basically the same, i.e. through education or
training. The difference is also found in SDIT Al Irsyad Al Islamiyyah 2
Purwokerto, where it provides scholarships; 3) HR evaluation is
implemented by the headmasters regularly every semester in the form of
classroom supervision and administration; 4) Compensation and other
benefits received by employees depend on the employees’ work term, types
of employees (job training employees, non-permanent employees, permanent
employees, and school headmasters).
This study examines the content of constructivist learning paradigms in the textbook and students' understanding of the Introduction to Education course. Data collection methods are the textbook, student answer documentation, focused review session and assignment of student resume. The textbook analysis found five substances of constructivist learning paradigm, namely the nature of human, lifelong education, learning independence, the role of information technology, and the integration of educational benchmarks, which are parts of the textbook chapters. Analysis of the answers to the tasks, quizzes and student exams indicates that the students' understanding of the substance of this material is still medium or partial but has increased significantly after a focused review session was held, i.e. 75% or more students have a good and complete understanding. From the results of this study, it is suggested that (1) the textbook of Introduction to Education is rewritten, to put the five substances of constructivist learning paradigm as separate chapters so as to obtain their broader and deeper study portion; and (2) the materials not yet understood well by the students should be reviewed through a focused review session.
Higher education institutions have come under fire for their perceived restrictive tactics and lack of diversity among students and faculty. This article dives into the possible synergy between anthropology and critical consciousness, drawing inspiration from Paulo Freire's seminal contributions. The major goal is to create a revolutionary transition in higher education toward a more inclusive educational paradigm. Furthermore, this study investigates the influence of political landscapes on educational curriculum, emphasizing the need for a revolutionary pedagogical framework that fosters critical consciousness in both students and instructors. The prospect of developing a more equitable and inclusive learning environment within higher education becomes reachable via the harmonic integration of different pedagogical techniques, one that is sensitive to the diverse requirements of all learners. This attempt, however, is not without difficulties, such as opposition to change and the political terrain's intricacies. Professional development opportunities and coordinated efforts between educators, administrators, and policymakers are required for successful implementation. To summarize, the priority of social responsibility in higher education is evident, and adopting transformational pedagogy is critical for tackling the multiple issues inherent in the twenty-first century.
This study examined: a) school member interactions that reflect an inclusive culture, b) school policies in promoting inclusion, c) evolving inclusive practies of elementary schools. This study employed the qualitative approach, with case study designs. The research was conducted at 7 Inclusive Inclusice schools in Karangmojo Sub-district. This study reveals that interaction of school members in creating inclusive culture can be seen from their efforts to cultivate mutual respect among the school members, big support and role of the principal in engaging all parties, and partnerships between school, parents, and community. Policies in promoting inclusive education can be seen from the procedures of student admissions that are flexible and non-discriminatory, and the efforts of the school to conduct accessibility of facilities and infrastructure for the children with special needs, regular teacher-special assistant teachers collaboration, as well as the flexibility of curriculum implementation for children with special needs. Evolving inclusive practies can be seen from identification and assessment for students suspected to have special needs, applying the curriculum development for teaching-learning processes, and the provision of school budget allocations for the development of inclusive education both from government funds and private funds.
The purpose of this research is to know the teaching material condition in classes and the need of PBL-based on civic education; to know the development of PBL-based civic education; to know the effectiveness of PBLbased civic education for fourth-grade students of elementary school as textbooks to improve students’ civic knowledge. This book is written based on PBL syntax as a student learning activity. The method of this research uses Borg and Gall techniques modified by Sukmadinata which consists of three namely preliminary study, product development, and product effectiveness test. The result of this research is the necessary analysis on preliminary study. It shows that the civic material based on PBL is needed in the teaching learning process as a companion book. The validation result in product development trials indicates appropriateness. In the effectiveness experiment shows that there are differences and get it if the development between pre-test and posttest in the experiment class is more than control class. Therefore, the teaching material civic education is highly effective to improve the civic knowledge of students.
An effective teaching contributes to the students’ performance and this
depends on qualified-trained teachers, school administration, parents and
conducive environment for teaching and learning. It is proven that students
are more successful in their academic achievements, in the societies where
teachers perceive their profession as their job. This paper explores the impact
of the society’s perception on teachers’ professionalism. The method
employed in this paper is qualitative by using interview technique and used
audio-recorded to ensure a complete transcript. The result indicated that in
some developing countries including Cameroon, Kenya and Fiji has various
reasons for their job. Teaching profession was affected by how the society
considers teachers whereby they are perceived as disadvantaged population
who cannot fully take part in the social and economic activities due to the
fact that their salary is very low compared other public servants. This low
salary and loss of respect of teachers by the society lead to the job
dissatisfaction and made the teaching profession as a transitional job before
waiting to move to another different professional field.
This qualitative research emphasized learning strategies in the process of full
engagement by students and discovering the implementation of learning,
science process skills, and learners' creativity. The selection of contextual
teaching and learning methods due to teachers having a role more in strategy
affairs while learners were more focused on self-actualization of practice in
their groups. Here, there was an interaction between teachers and learners to
complement each other. The participant was student of class five Elementary
School/Madrasah Ibtidaiyah Ma'arif 37 Sunan Kalijogo, Ambulu, Jember
Regency, Indonesia. Methods of data collection were interviews,
observations, and documentation. Data collection was related to natural
science subjects. The study results showed the procedures for implementing
contextual teaching and learning in natural science subjects. Applying
contextual teaching and learning methods was very effective in natural
science subjects. The findings of this study showed that improving the
quality of learning and learning support facilities can realize the ability of
competence of students and teacher professionalism.
This research aimed to find out the constraints occurring in the implementation of craft and entrepreneurship education. This research employed qualitative research method. The research was taken place in three schools in DKI Jakarta as the beneficiaries of entrepreneurship program grant from the government. Data was collected through interview and observation. The result of research showed the less optimum implementation of craft and entrepreneurship education. The constraints the teacher encountered in the implementation of Craft and Entrepreneurship subject were: teacher having no background of Entrepreneurship Education, No Subject Teacher Discussion (MGMP) group available and no supporting activity for Craft and Entrepreneurship subject. Therefore, this research recommended the reinforcement of entrepreneurship education learning through establishing MGMP team, teacher training, and sustainable integration of entrepreneurship subject and program.
EXPLORING THE USE OF DIGITAL DEVICES AMONG PUPILS WITH LEARNING DISABILITIESijma
The use of digital devices helped pupils memorize, enhance understanding and fully participate in learning.
One of the findings is that, during 55% of the time of the researchers observation, the computers were not
used at all. The purpose of this study is to assessing teachers' emphasis, exploring the positive effect of
using digital devices on PLD and the use of support software of digital devicesinTnL.This study used a
qualitative approach of case studies that involve interviews, observations and analysis of documents of
pupils work. The findings showed that teachers always perform audio activities using digital device tools
such as computers. These activitieswere particularly relevant with the PLD learning style. The popular
support resources used include digital software, mobile phones and youtube.Teachers are encouraged to
use digital devices and software due to several effects on PLD such as focusing with fun in learning.
Students’ Engagement in Scientific Approach Based Learning and Its Effect on ...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
This research aims to describe: First, the application of character education in SMP Negeri 16 Makassar. Second, the impact of the application of character education the school in SMP Negeri 16 Makassar. This was a qualitative research employing the naturalistic approach, carried out in SMP Negeri 16 Makassar. The data were collected through observations in debt interview, and document. The research finding, the following conclusions are drawn: (1). The development of school culture to build character in SMP Negeri 16 Makassar, consisting of planning, application, supervision, and evaluation, runs well. The application of character education in SMP Negeri 16 Makassar runs well, supported by the school personal and school committee. (2). The impacts of character, among others, manifested in: caring cleanliness; religious service obedience; conformity to the rules; mutual respect politeness, and family like relationship; honesty and responsibility; togetherness; and all personal school, including teacher and staff participation.
Similar to Character development based on hidden curriculum at the disaster-prone school (20)
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
This research investigated the pre-service teachers’ self-regulation, selfefficacy, and mathematics performance in blended learning during the post Coronavirus disease 2019 (COVID-19) pandemic in a state university using a descriptive correlational design. There were 201 pre-service teachers who were identified using simple random sampling. They answered the two-set survey questionnaire, which assessed their self-regulation and self-efficacy, while their performances were assessed using their grades in the subject. The data gathered were treated using descriptive and inferential statistics. The results revealed that they had high self-regulation while they had a very high level of self-efficacy. At the same time, they had a very satisfactory performance in mathematics. Moreover, their self-regulation in terms of planning, monitoring, and adjusting was significantly correlated with their math performance while reflecting is not. However, no significant relationship was found between their self-efficacy and mathematics performance. Thus, instructors are encouraged to conduct monitoring during blended learning to encourage pre-service teachers to maintain their high level of self-regulation and self-efficacy in learning mathematics. In addition, future researchers may explore the same variables to validate the findings of the study because these findings are limited only to pre-service teachers and were conducted during the post COVID-19 pandemic.
This study explores the correlation between technology utilization and language acquisition while analyzing the impact of moderating variables on this relation. Our meta-analysis approach analyzes data from 43 extracts out of 19 primary studies published between 2012 and 2021. Our data analysis employs a random-effect model utilizing a significance level of α = 0.05. Additionally, the authors examine four moderating variables: level of education, location of research, proficiency in language, and year of publication. Technology-based language acquisition outperforms traditional methods, indicating a significant and moderate impact on the learning process. This study enhances comprehension of the efficacy of technology in language acquisition by identifying various factors, such as the geographical location of research, methods of assessing language proficiency, and technology type employed. However, there is insufficient evidence to support the notion that educational level or sample size significantly impact technology-based language acquisition. This meta-analysis highlights the importance of considering nuanced factors when integrating technology into language learning. The findings emphasize the possibility of technology to transform methods of acquiring language and urge additional investigation into customized strategies that optimize its advantages.
Effective science instruction in a blended learning approach is synonymous with the strategic use of instructional videos (IVs) to fill the gap in teacher support. This study aims to determine the IVs’ effectiveness in improving students' concept retention and overall learning experiences. The experimental group was exposed to instruction integrating IVs via embedded mixed-method design, whereas the control group was exposed to traditional lecture methods. The results showed that students' post-test scores and concept retention improved significantly in the experimental group, where students reported better learning experiences than in the control group. This beneficial effect of a technology-integrated approach can be attributed to various elements of IVs, such as engaging content, motion graphics, video length, the language used, and the speaker's perspective. This study recommends that IVs be used to enhance learning opportunities and results in the teaching and learning process.
Higher order thinking skills (HOTS) are an important element in facing the challenges of the 21 st-century. Difficulty in solving problems systematically, facing challenges in an organized manner, and being unable to design original solutions are due to the low HOTS that students have. HOTS ability can improve students who low-level thinking skills in several ways, for example, through learning integrated with media, practice, and assessment or HOTS-based cognitive assessment. The purpose of this study was to develop and implement a HOTS-based cognitive assessment to assess students' HOTS abilities. The device development model used is an adaptation of the analysis, design, development, implementation, and evaluation (ADDIE) model. The research sample consisted of 30 students in class 11 of the Governance and Office Automation Competency Program of Vocational High School 1 Kudus. The result is that 11 students have the HOTS ability with very good criteria, 17 well criteria, and 2 enough criteria. This study suggests that a test instrument for further research is to measure students' HOTS ability. The Experts conclude that HOTS-based cognitive assessment can be used as an approach to improve students' HOTS to actively think selectively and supported by logical argumentation.
The background of this research is the need for teacher innovation in developing digital-based learning media in Indonesian language learning. The research method used is research and development (R&D) with the analysis, design, develop, implement, and evaluate (ADDIE) model, which consists of five research stages: analysis, planning, development, implementation, and evaluation. Data collection techniques are questionnaires, in-depth interviews, observations, and documentation that present the results regarding innovation, features, applications, and the impact of using the benkangen game in learning Indonesian in elementary school. The subjects of this study were 25 teachers from 25 elementary schools, and 66 students from 10 elementary schools in Magelang district and Magelang city. The results showed innovation in the development of game applications based on Magelang local wisdom with game features in the form of puzzles of Magelang culture and local wisdom, Indonesian language learning materials packaged in the form of questions accompanied by the number of points in each answer, and audio that reflects local wisdom in Central Java. The novelty of this research is the development of the benkangen game based on Magelang local wisdom, which still needs to be developed by teachers in Indonesia. Future research needs to explore the innovation of Indonesian language learning games through the latest software.
The specific processes, techniques, and actions that learners take to facilitate their language learning have been widely explored under the concept of language learning strategies (LLS); however, more exploration is needed about recent investigations in this area, as calls for new theorization of strategies research have emerged. This systematic literature review aimed at exploring the prevailing research methodologies and educational settings appertaining to LLS in English as foreign language (EFL) contexts. The study analyzed 42 articles published from 2017 to 2023 in journals in the field of social sciences in the Scopus and ERIC databases. The findings show how non-intervention quantitative approaches are predominant in LLS research, occasionally accompanied by qualitative data collection methods. Accordingly, most research has favored descriptive and correlational designs, identifying the relationships between the use of strategies and variables such as language proficiency, demographic aspects, motivation, and self-regulation. Grounded on the revision of existing evidence, this article advises future strategy-based research to focus on primary and secondary levels of education, strategy instruction, cultural aspects, and qualitative research designs.
This study aimed to i) analyse learning problems in science at boarding schools for junior high school students and ii) determine the effectiveness of science learning in the context of Islamic teachings using the science, technology, engineering, and mathematics, -religion (STEM-R) approach to improve reflective and critical thinking skills. The research method applied in this study was a sequential exploratory mixed method. The research design consisted of five stages: i) qualitative data gathering, ii) qualitative data analysis, iii) quantitative data gathering, iv) quantitative data analysis, and v) data interpretation. The subjects of this study were 192 students from boarding schools and were divided into 6 groups. The research results obtained were the school, parents, science teachers and religion teachers’ vision and mission causing students to like or dislike science. An excellent teacher is viewed by students as someone who can make learning enjoyable, exhibit creativity in presenting educational material, possess the ability to motivate, link science and religion, engage in investigative activities, infuse humour, establish connections between science and everyday life, and communicate concepts effectively. Moreover, distinctions in reflective thinking and critical thinking abilities were observed between the experimental group and the control group. Learning that connects science and Islamic religion and examines STEM-R aspects is able to develop students' thinking skills.
This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.
The volunteer function inventory (VFI) is an assessment tool to measure individual volunteer motivation. VFI measures individual motivation to volunteer by examining the functional motives of each volunteer. This research aimed to adapt the VFI to the Indonesian language. VFI consists of 30 items divided into five dimensions. This study utilized a non-experimental quantitative research method. Samples were acquired by accidental random sampling with N = 176. In this study, reliability testing was carried out with items and dimensions of Cronbach's α. Validity tests were examined using construct validity and item analysis. The results of the Indonesian version of VFI showed high reliability and validity. Besides, the item analysis also shows that the quality of each item is excellent. The Indonesian version of VFI will be suitable for various education fields in Indonesia to measure the students' voluntary willingness in community development activities, for example, in measuring the impact of volunteerism in the Merdeka Belajar Kampus Merdeka (MBKM) social activities and other activities within the communities.
Digital history-based project-based learning (PjBL) in history learning is a learning medium that can provide a special attraction for students who can improve historical concept skills and historical awareness. However, there are still many teachers who have not used it, so it is very important to study it. This research aims to analyze the influence of the digital history based PJBL model in improving historical concept skills and historical awareness. The method used is quasi-experimental with two classes, experimental and control. The population used class XI high school students in Lampung, Indonesia and the sample size was 213. Cluster random sampling was used to determine sampling, while data collection was in the form of test instruments. The test instrument questions were analyzed using the gain score and Kruskal-Walli’s test to determine the increase in historical concept skills and historical awareness with the help of statistical package for the social sciences (SPSS) 26. The research results confirmed that digital history based PjBL was effective in increasing historical concept skills and historical awareness with a high score, making it the best choice to overcome obstacles in history learning.
This study aims to determine how using an active learning model based on the three higher education principles can improve students' active learning. Qualitative research methods were applied in this study, with data collection through interviews, literature study, and observation. The results showed that active learning based on the three higher education principles was included in the "good" or "acceptable" category. The application of this model can make this campus a place with a positive academic atmosphere that enhances and supports collaboration, discussion, and positive and critical thinking. The novelty of this research lies in the use of active learning with mini-research projects, which are developed based on university principles and embody it. The hope is that this can help solve problems in the student learning process at the State Islamic University Sunan Kalijaga, Yogyakarta, Indonesia. The expected implication is that the university's policy supports applying the model to resolve learning problems and build real scientists for students.
Integration of information and communication technology (ICT) in teacher education is a means to support the teaching and learning process. Good teaching by utilizing technology certainly requires changes, especially in the realm of pedagogy, but teachers apparently do not have enough ability to optimize ICT in the learning process. In fact, ICT has the potential to provide various benefits for teachers and students, including joint learning areas, cooperative and collaborative learning opportunities. Therefore, this research aims to identify the use of mobile learning application (MLA) and its impact as a form of ICT integration in learning. The method used is literature study, by taking data from various relevant scientific articles and books. Data analysis uses descriptive analysis from the results of the synthesis of several literature reviews obtained. The research results show that a number of 10 main articles and 15 relevant supporting articles as well as several book sources show that mobile-based learning with smartphone devices is becoming a trend at various levels of education, both academic and vocational.
Incorporating ethnoscience into lessons through the ethnoscience-students’ worksheet (ESW) is one method to improve student interest in science learning while introducing them to the local culture. However, no research was reported the effects of ESW on students' responses and the factors that influence ESW implementation in science learning. In order to better understand how students learn through ESW, this study investigated the relationship between ethnoscience context, science learning, and the implementation of students’ worksheets. Seventy-two students participated in the survey after they studied ethnoscience learning through ESW. Students’ responses are more influenced by science learning. In addition, the ethnoscience-integrated students’ worksheets (SW) variable indirectly affects students’ responses. Additionally, ESW affects students' responses more significantly than science learning and ethnoscience. This research provides insightful implications for educators on planning, designing, and practicing ESW to enhance students’ problem-solving motivation and academic achievement. Furthermore, to contribute significantly to future researchers, further research employed the structural equation model through covariance analysis, also known as confirmatory factor analysis (CFA).
This research aimed to assess the readiness of Indonesian pre-service science teachers by examining their perceptions of impending challenges, desired competencies, and anticipated instructional methodologies in preparing for the challenges of Society 5.0. Using a quantitative survey research methodology, 884 pre-service science teachers from 16 universities were surveyed. The research instrument's validity and reliability were assessed utilizing the Rasch model. Inferential statistics were employed to assess the readiness of pre-service science teachers for future challenges, taking into account their backgrounds. The test outcomes showed the Cronbach's Alpha coefficient reached 0.92, is deemed "excellent", affirming the instrument's high reliability. The findings of the study revealed that the majority of teachers share a consistent perception of future challenges and recognize the importance of mastering 21st-century skills, particularly critical thinking, creative thinking, communication, and collaboration. However, respondents believe that the current learning process does not adequately train these skills. They expressed a desire for an alternative learning method that can enhance their skills while accommodating their diverse backgrounds, including place of residence, economic background, and technological proficiency. Further research is needed to identify alternative teaching methods that can effectively foster these abilities in diverse backgrounds.
The issue of psychological well-being in education has emerged as an increasingly critical topic in recent years. This is due to the significance of psychological well-being in enhancing the performance of e ducational institutions, encompassing students, teachers, and the process of formulating school policies. This study sought to discover recent research on psychological well-being from an academic perspective. A total of 27 research articles were successfully gathered and reviewed based on the established criteria. This article review was conducted utilizing two databases (SCOPUS and WoS) and the following keywords: "psychological well-being" combined with "AND" and other search terms such as "school", "teacher", and "student". This systematic review offers a synthesis of results that can serve as the initial step in developing constructs of psychological well-being in educational institutions, thus implying the importance of psychological well-being for teachers and students. The results of the analysis from this systematic literature review have been discussed and concluded in this study.
This study aims to investigate Indonesian senior high school teachers’ perceptions of using the first language (L1) when teaching English because Indonesian teachers tend to have negative perceptions toward the application of the L1, while the L1 is needed in a situation where Indonesian students have limited skills in English. The semi-structured interview was applied to collect data, while thematic analysis was used to analyse it. The result showed that the teachers have three different positions in perceiving the use of the L1: the virtual position, maximal, and optimal positions. Although they have different perceptions toward the application of the L1, a major insight can be concluded about the limited use of the L1 for specific reasons, such as considering teachers’ and students’ English abilities, learners’ needs, and the type and the difficulty of the given task or assignment. The L1 can be functioned as scaffolding in three aspects: when teaching grammar, vocabulary, and when giving instructions. Teachers may consider this study’s results as the information to use the L1 in classrooms. This may also be beneficial for Indonesian educational stakeholders and the government to specifically define what type of scaffolding that teachers can use the L1 to teach English.
The Smile project is an engineering service-learning initiative carried out through collaboration between Chouaib Doukkali University in Morocco and Pusan National University in South Korea. Since 2016, this project has been conducted annually for engineering students from both universities. Participants are selected through an oral interview, ensuring representation from different majors, years, and genders. Due to the COVID-19 pandemic, the project transitioned to an online mode starting from 2020. The objective of this article is to investigate the impact of the service-learning approach on learning and its potential for enhancing engineering education. This study aims to compare the face-to-face and online implementations of the Smileproject as examples of this educational approach. The analysis demonstrates a strong positive effect of engineering service-learning as a learning approach, leading to the improvement of engineering students' skills and competencies. Notably, there is minimal difference between the two implementation modes of this learning approach.
Assessment is an important component of learning which aims to determine student achievement in learning. However, the pandemic has changed how assessment is carried out, prompting teachers to look for new strategies in carrying out mathematics learning assessments under any conditions, whether in normal conditions or during a pandemic. This study described the strategies used by high school mathematics teachers in assessing mathematics learning during the pandemic towards the post-pandemic period. This type of research is descriptive exploratory research with a qualitative approach. The subjects in this study were three mathematics teachers, three principals, and three vice principals from a public senior high school in Yogyakarta City, Indonesia. Qualitative data were collected by means of questionnaires, interviews, and documentation. The collected data were analyzed qualitatively according to Bogdan and Biklen. The results of the study reveal that the mathematics teacher’s strategy for carrying out assessments during a pandemic includes: i) determining the appropriate online assessment platform that suits the needs; ii) assessment based on student participation; iii) using various of online assessment methods; iv) prioritizing academic integrity and honesty in the assessment implementation; and v) carry out the management and reporting of data on the results of the assessment in accordance with established procedures.
More from Journal of Education and Learning (EduLearn) (20)
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. ISSN: 2089-9823
J. Edu. & Learn. Vol. 13, No. 2, May 2019 : 219 – 225
220
consider the concept?explain that hidden curriculum is not new. In the beginning of 1974, Vallance proposes
three dimensions to help educational theorists to think critically on the hidden curriculum. The result of
research is that hidden curriculum refers to one of doctoral education context which is able to build value
system including the interaction of teacher-student; learning management and doctoral school
administrational pattern [1]. Second, Fulya Damla Kentli explains the hidden curriculum as a socialization of
schooling can be identified by the social interactions within an environment. Thus, it is in processat all times,
and serves to transmit tacit messages to students about values, attitudes and principles. Hidden curriculum
can reveal through an evaluation of the environment and the unexpected, unintentional interactions between
teachers and students which revealed critical pedagogy [2]. Third, J. Winter and D.Cotton explains hidden
curriculum as a method to maintain literacy culture in universities. The result indicates that hidden
curriculum is able to help students to deconstruct the college curriculum hidden that can develop literacy
continues aspects to create solution of various problems on literacy [3]. Meanwhile, M.Khairudin’s research
on character education which is based on culture indicates that school cultures that have become trademarks
are integrative, productive, creative and innovative, qudwah hasanah, cooperative, ukhuwah, well groomed,
tidy and healthy, quality-oriented, which have been implemented by the school [4]
The second is education and disaster or disaster-preparedness school. Some research concerning this
theme is P. Renatana and Y. Suryono’s research on required implementation evaluation and field rehearsal
training for the society in disaster-prone area of Merapi mountain. The result is that the required
implementation evaluation and field rehearsal training for the society indicates the trainees’ behavioral
changes which involve conceptual, technical and social ability. The program impact is that the trainees are
able to implement independent and group risk reduction action which is obtained during the training [5]. The
second is J.Cadag and Gaillard’s research on integrating knowledge and action in the disaster risk deduction,
contributive and participative mapping. The research result is that the local scientific knowledge integration
can help reducing the disaster. The research is performed in Philippine as the flood disaster-prone area. This
integration helps the stakeholders to reduce disaster risk in Philippine [6]. Further research is Ronan et all’s
research on the disaster preparedness for children and family; critical review. The research focus is on the
disaster prevention education program. The result indicates that there has not been a program of children and
family preparedness education until today. Therefore, this research will be beneficial. This research answers
the basic question whether the programs offered by the government are really able to reduce the risk and
increase the endurance including saving the souls and help children and family to rise up more powerful and
stronger when facing a disaster [7].
The research focuses on hidden curriculum for the development of character education which
contains of disaster material at Muhammadiyah Pakem Elementary School Yogyakarta. It is because
education is the soul of each country in maintaining the continuous existence. The area of education to
provides both challenge and opportunity. The challenge to always find new innovation to success the
education in a country, an opportunity to provide wider contribution for the country through education field
has wide coverage. Tilaar in her book explains that Education as a part of an effort to increase the level of
human’s life welfare is a part of national development. The role of education in the development of a nation
especially in facing the era development has been acknowledged since the formulation of the Constitution
1945. Without a intelligent nation, it is impossible for it to have active role in the global competition among
other nations [8]
Globalization era gives wide impact in various life aspects, including demand in the implementation
of education. One of challenge is that the education should be able to create total competent human resource
[9]. Meanwhile, disruption era is faster in the era development pattern change. Rhenald Kasali explains that
technological acceleration of today to 2030, it is estimated that 2 billion employees in the world will lost their
employment. It is not surprisingly that many children straightforwardly ask their parents, “mom, where do I
work when I grow up?” Muscle is replaced with Robot. Gradually, technology will replace humans’ power. It
does not matter if it makes us more humans. For example, port porters have been replaced with crane and
forklift [10]. Joko Susilo explains that the main point of learning is experience. Using this, learning humans
will change from unknowing to knowing dimension, from not understanding to understanding, therefore the
implication will be seen on three domain levels, such as cognitive, affective, and psychomotor [11]. By very
fast era development dynamic, education should respond humanity aspect that cannot be lost, such as
character, because students’ education character is the reflection of national character. The demand towards
learning process has higher quality as the era development and change. The learning process in every
educational unit should be inspirational. The key is how the learning process is contextual and scientific so
that it shapes the students’ character to have scientific soul [12].
Yulia explains that Indonesia is facing various problems concerning low education quality which
causes national competitiveness, both on the ASEAN regional or world level is defeated by other country. It
should be responded faster through the improvement in educational level because the more dynamic change
3. J. Edu. & Learn. ISSN: 2089-9823
Character development based on hidden curriculum at the disaster-prone school (Zalik Nuryana)
221
so that each problem which rises will influence other sectors [13]. Samsul Nizar in his research explains that
Indonesia is a country which has the biggest Moslem population in the world and has ever become the
“education qibla” for the country in ASEAN area. This data is a big potential for qualified Islamic education
institution. However, in present reality level, there have not been many Islamic education institutions in this
country which is able to aggressively respond the era development, particularly in ASEAN area. One of
Islamic education institutions inability is a dichotomy education pattern. Islamic education should be
synergized by performing science, language, TI, religious and cultural values transformation towards the
students. Through this effort, the quality of education graduates in this country will have better
competitiveness and selling power [14].
The importance of curriculum in its role as the education design at schools is expected. This
disruption era demands educational institution especially Islamic education institution to innovate massively
in performing education. The important thing that until nowadays has not found the solution is the character
embedding on students. Schools should make students’ character embedding signs in habits which are
designed to be implemented by all school societies, especially the students. This unseen attitude embedding
signs are called as Hidden Curriculum concept.
2. RESEARCH METHOD
This research was performed on July-December 2017. The research approach which is utilized is
qualitative. The data collection technique is done with participants’ participation, in-depth interview and
documentation. The data analysis technique was performed descriptively, interpretatively, and comparatively.
Schematically, the research method can be seen in the Figure 1.
Figure 1. The schema of character education and disaster in hidden curriculum
Based on the previous figure, the research steps are first, the researcher observed Muhammadiyah
Pakem Elementary School for six months, which was started June to December 2017. The researcher
performed non structural interview towards the school principal, teacher, students and guardians or societies.
The interview data is related to response on volcano that will erupt again and which character that will be
developed so that the students will save themselves and even adapt with the disaster. Second, based on the
interview data, the researcher analyzed curriculum and the hidden curriculum, how the character education
development is performed in the disaster urgent situation. Third, the researcher found the document
concerning the interview and curriculum data. The data which is collected is analyzed descriptively,
interpretatively, and comparatively so that dept meaning is obtained.
3. RESULTS AND ANALYSIS
Rahmad Raharjo explains that education curriculum change in a country is an inevitability. The
effort to improve education at school is a part of curriculum innovation which is adapted with era demand
and development is included in Islamic religion because curriculum is not once so, thus it should be flexible,
dynamic, and developable as the school condition, students’ characters, societies’ cultural social condition
and by paying attention to local wisdom [15]. Donaldson explains that Curriculum for excellence is much
more than a reform of curriculum and assessment. it is predicated on a model of sustained change which sees
4. ISSN: 2089-9823
J. Edu. & Learn. Vol. 13, No. 2, May 2019 : 219 – 225
222
school and teachers as co creators of the curriculum [16]. In developing a curriculum, Allan C. Ornstein and
Francis P. Hunkins explains that Curriculum development and the diverse curricular plans that result occur
wuthin complexities of the local, regional, national, and world communities[17]. As summarized by the
researcher, character should be designed and implemented at school by using this hidden curriculum.
According to Jane Martin in Khairun Nisa, hidden curriculum is education side result inside or outside the
school, especially result which is learnt, however, it is not explicitly attached as an objective [18]. Abdullah
Idi explains that hidden curriculum is a planned and unplanned experience. Students have their own rules as a
reaction towards formal curriculum such as cheating, finishing homework, becoming the class champion,
attitude towards their teachers, finding effective learning strategies, etc [19].
In order to clarify the definition of hidden curriculum, Kelly explains that Some educationists speak
of the hidden curriculum, by which they mean those thing which pupils learn at school because of the way in
which the work of the school is planned and organized, and through, the materials provided, but which are
not in themselves overtly included in the planning or even in the consciousness of those responsible for the
school arrangements. Social roles, for example, are learnt in this way, it is claimed, as are sex roles and
attitudes to many other aspects of living. Implicit in any set of arr angements are the attitudes and values of
those who create them, and these will be communicated to pupils in this accidental and perhaps even sinister
way. This factor is of course of particular significance when the curriculum is planned and imposed by
government [20]. Bellack and Kliebard in Wina Sanjaya’s book as cited by Sigit Wahyono explains that
hidden curriculum has three dimensions that will become the research background at Muhammadyah
Pakem 2 Elementary School [21], which are:
a. Hidden Curriculum can display a school relationship which involves teacher and students’ interaction,
class structure, all students’ organization pattern as microcosms of social value system.
b. Hidden Curriculum can explain a number of implementation process inside or outside the school which
involves matters that have additional value, socialization, and maintenance of class structure.
c. Hidden curriculum covers the gap level difference (intentionality) which within “the concealment” as
understood by the researchers and level which is related to incidental result. Even, it is sometimes
unexpected from curriculum design concerning the education social function
Therefore, hidden curriculum should be managed well. There are some factors that support the
success of hidden curriculum at school. According to a research as performed by Wijayanto, the success of
hidden curriculum implementation cannot be separated from the school principal’s role as the manager and
policy maker and implementer and all parties’ support [22]. Based on the implementation of hidden
curriculum at Muhammadiyah Pakem 2 Elementary School which orients on spiritual and social attitude
embedding and character education content to become this school core, the formulation of character
education through hidden curriculum at school which is located in disaster-probe zone makes the Elementary
can be seen in Table 1 on appendix.
Based on the previous table, we can analyze that hidden curriculum as carried out at
Muhammadiyah 2 Pakem Elementary School can embed character and disaster content. Therefore, the
function of school in disaster-prone area can run well. The school family can have knowledge and action that
minimize victims when the disaster occurs through hidden curriculum which is unseen in the school system.
4. CONCLUSION
Hidden curriculum is implicit signs which design the interaction of school residents that can explain
the process within the school that has additional, socialization, and structural maintenance value. The
implementation at school has school residents’ behavior impact to have higher value. The implementation of
hidden curriculum at Muhammadiyah Pakem 2 Elementary School affects the rapid school development. It is
seen from positive society’s response which one of indications is to increase the numbers of students from
year to year. For a new school that has been built since 2013, this school has 148 students with the details :
28 students on Grade 1, 32 students on grade 2, 26 students on grade 3, 29 students on grade 4, 19 students
on grade 5, and 12 students on grade 6.
The implementation of hidden curriculum can be used to embed students’ character so the
habituation which exists in the hidden curriculum structure can become a good habit for all the school
residents. The understanding on the importance of hidden curriculum at school can become the formulation
to be carried out on all education levels. Thus, in the future, it is expected that many formulations and
concepts of character embedding at school through the Hidden Curriculum.
The next important element is that hidden curriculum also embed disaster response element, so the
school is able to implement its function well, embed the students’ character through hidden curriculum and
provide knowledge and experience which are relevant to disaster mitigation at disaster-probe area school.
5. J. Edu. & Learn. ISSN: 2089-9823
Character development based on hidden curriculum at the disaster-prone school (Zalik Nuryana)
223
ACKNOWLEDGEMENTS
This research is supported by Ahmad Dahlan University. We thank our colleagues from the Islamic
education department UAD who provide insights and expertise that greatly assisted the research, although
they may disagree with all of interpretations / conclusions from this paper. We thank Dr. Suyadi as a partner
in the discussion of this hidden curriculum, and to Indah Nurcahyati as a correction of helpful scripts
and comments.
We would also like to show our gratitude to Arif Rahman and Farid Setiawan as papers reviewers
and to sharing their pearls of wisdom with us during the course of this research, for their comments on an
early versions of the manuscript, although any errors are our own and should not tarnish the reputations of
these esteemed persons.
REFERENCES
[1] A. MacLeod, "The hidden curriculum: Is it time to re-consider the concept?," Med. Teach., vol. 36, no. 6,
pp. 539–540, Jun. 2014.
[2] F. D. Kentli, "Comparison of hidden curriculum theories," Eur. J. Educ. Stud., vol. 1, no. 1968, pp. 83–88, 2009.
[3] J. Winter and D. Cotton, "Making the hidden curriculum visible: Sustainability literacy in higher education,"
Environ. Educ. Res., vol. 18, no. 6, pp. 783–796, 2012.
[4] M. Khairudin and Susiwi, "Character Education Through School Culture Development In Integrated Islamic School
Salman Al Farisi Yogyakarta (in Bahasa)," J. Pendidik. Karakter, no. 1, pp. 77–86, 2013.
[5] P. B. Renatama and Y. Suryono, "An Evaluation Of The Obliged Training And Field Practice Program For The
Community Around Disaster Prone Areas Of Merapi (in Bahasa)," J. Pendidik. dan Pemberdaya. Masy., vol. 2,
no. 2, pp. 192–202, 2015.
[6] J. R. D. Cadag and J. C. Gaillard, "Integrating knowledge and actions in disaster risk reduction: The contribution of
participatory mapping," Area, vol. 44, no. 1, pp. 100–109, 2012.
[7] K. R. Ronan, E. Alisic, B. Towers, V. A. Johnson, and D. M. Johnston, "Disaster Preparedness for Children and
Families: a Critical Review," Curr. Psychiatry Rep., vol. 17, no. 7, pp. 1–9, 2015.
[8] H. A. R. Tilaar, Several National Education Reform Agenda in the 21st Century Perspective (in Bahasa). Magelang:
Penerbit Tera Indonesia, 1998.
[9] E. Y. Wijaya, D. A. Sudjimat, A. Nyoto, and U. N. Malang, "Transforming 21st century education as a demand for
human resource development in the global era (in Bahasa)," Pros. Semin. Nas. Pendidik. Mat. 2016, vol. 1,
pp. 263–278, 2016.
[10] R. Kasali, " This is a job that will be lost due to disruption (in Bahasa)," Rumah Perubahan, 2017.
[Online]. Available: http://www.rumahperubahan.co.id/blog/2017/10/18/inilah-pekerjaan-yang-akan-hilang-akibat-
disruption/.
[11] Z. Nuryana, "Learning Style As A Efforts To Increase Learning Achievements (in Bahasa)," J. Muaddib, vol. 7,
no. 2, pp. 119–131, 2017.
[12] S. Slameto, "Research-based learning embody an inspirative learning (in Bahasa)," Satya Widya, vol. 31, no. 2,
pp. 102–112, 2015.
[13] Yulia, "Building The Competitiveness of The Nation Through Education: Professionalism Reflection of Teachers in
The Era Of Globalization (in Bahasa)," Tarb. al Awlad, vol. 4, pp. 435–444, 2008.
[14] S. Nizar, "Islamic Education At The Asean Economic Community (in Bahasa)," Akad. J. Pendidik. dan Keagamaan,
vol. 11, no. 6, pp. 7–25, 2016.
[15] Z. Nuryana, "Knowledge Management sebagai Upaya Pengembangan Learning Organization di Lembaga
Pendidikan Islam," LITERASI J. Pendidik., vol. 7, pp. 12–20, 2017.
[16] Dominic Wyse. et.al., Creating The Curriculum. Canada: MPG Books Group, 2013.
[17] Allan C. Ornstein and Francis P. Hunkins, Curriculum Foundation, Principles, and Issues. United States: Allyn &
Bacon is an imprint of Pearson, 2009.
[18] K. Nisa, "Hidden Curriculum: The Efforts to Improve Student Spiritual Intelligence (in Bahasa)," Lentera Pendidik.
J. Ilmu Tarb. dan Kegur., vol. 12, no. 1, pp. 3–5, 2009.
[19] A. Idi, Curriculum Development, Theory and Practice (in Bahasa). Yogyakarta: Arruz Media, 2007.
[20] A. V. Kelly, The curriculum. London: SAGE Publications Limited, 2006.
[21] S. Wahyono, "Hidden curriculum innovation in entrepreneurship-based pesantren (case study at Al-Isti'anah
Plangitan Pati Islamic Boarding School) (in Bahasa)," Tesis IAIN Walisongo, 2010.
[22] Wijayanto, "Women's Headmaster Leadership in Developing Hidden Curriculum (in Bahasa)," J. Manaj. Pendidik.,
vol. 24, no. 3, pp. 242–250, 2014.
[23] Majelis Tarjih dan Tajdid PP Muhammadiyah, Disaster’s Fiqh (in Bahasa). 2015.
6. ISSN: 2089-9823
J. Edu. & Learn. Vol. 13, No. 2, May 2019 : 219 – 225
224
APPENDIX
Table 1. The content of character and disaster education at Muhammadiyah 2 Pakem elementary school
Character which is developed
Hidden curriculum which is
implemented at school
Disaster Element
Character which develop spiritual
attitude.
Greetings and smile. It is developed everytime
with the teachers and employees’ exemplary at
Muhammadyah Pakem 2 Elementary School.
The character is not only developed through
classroom material but also outside the
classroom. Therefore, the communication
between teachers and students should be built
for example by greeting to develop politeness
and respecting character. Greeting as the
symbol of proximity in Islam means to pray
each other for the safety, greetings mean the
beginning of natural interaction between one
individual to another which also teaches to
respect between the teachers and students, and
smile has function to juxtapose and familiarize
one to another.
By embedding alertness and
responsiveness towards the disaster, such
as asking: How did the phreatic eruption
on May 11th 2018 occur? Therefore, the
students will answer using their own
answer which is different to the other.
Dhuha prayer in congregation. Building
students’ character to implement their prayer
requirement. It is performed every morning
before the class is started. Dhuha prayer at
Muhammadyah Pakem 2 Elementary School is
performed two rakaat and the reading is read
jahr (loud/ pronounced). Activity is aimed to
make the students of Muhammadyah Pakem 2
Elementary School are able to pronounce the
shalat reading.
Teaching a prayer after shalat to beg for
protection towards Allah to save from the
disaster.
Tadarus al-Qur’an. This activity is performed
for 15 minutes before the class is started. This
activity is aimed to embed love towards al-
Quran. Besides building the love feeling, it
also helps students to memorize 30 juz and
help memorizing the students’ al-Quran
reading.
Sometime the teachers ask the students to
read/ repeat verses on disaster such as
QS: Fussilat (41):53, al-Hadid (57):22, al-
Nisa (4):79, al-Syura(40):30 [23]
Dhuhur prayer in congregation. It is
implemented everyday on Dhuhur shalat time.
This activity emphasizes spiritual aspect and
embed human’s requirements to pray towards
Allah SWT.
Teaching a prayer after shalat to beg for
protection towards Allah to save from the
disaster.
Recitation before a meeting. This activity is
specialized for the teachers and employees.
The School Principal gives a mandate for the
religion teacher to arrange the schedule for the
teachers and employees to be a preacher which
is carried out before the meeting. This activity
is aimed to embed religious value towards the
teachers and employees and the duty of
dakwah for individuals.
The material which is presented
concerning the disaster in Islamic opinion
and humanity and cooperate with
Muhammadiyah Disaster Management
Center (MDMC) and Lazizmu PCM
Pakem
Baitul Arqam (BA) is formal cadres at
Muhammadiyah. This activity is prevailed for
the teachers and employees of Muhammadiyah
Pakem 2 Elementary School. It is held
annually by following the implementation
schedule as performed by the Assembly of
Cadres Education of Sleman Regency. This
activity is aimed to build commitment and
fighting spirit at Muhammadiyah school,
therefore the teachers and employees can fight
all out in working at Muhammadiyah Pakem 2
Elementary School.
Involving the teachers and employees of
Muhammadiyah Pakem 2 Elementary
School to be actively involved in the
activity of Branch Manager of
Muhammadiyah Pakem, especially in the
department of Disaster Management
Center and Lazizmu.
Character to build social attitude. Active Duty to Join PCM. The School
Principal of Muhammadiyah Pakem 2
Elementary School requires the teachers and
employees to have active role in PCM
Pakem activity or other Muhammadiyah
activities in their residential area. This activity
is the manifestation of community service and
Muhammadiyah commitment to practice
The presented material concerning
disaster in Islamic and humanity’s view,
cooperation with Muhammadiyah
Disaster Management Canter (MDMC)
and Lazizmu PCM Pakem.
7. J. Edu. & Learn. ISSN: 2089-9823
Character development based on hidden curriculum at the disaster-prone school (Zalik Nuryana)
225
BIOGRAPHIES OF AUTHORS
Zalik Nuryana, born in Sleman December 17, 1989. lives in Cakran, Wukirsari, Cangkringan,
Sleman, Yogyakarta. Education at SD Muhammadiyah Kregan, and continued MTs and
MA in Madrasah Mu'allimin Muhammadiyah Yogyakarta and graduated in 2007. completing S1
and S2 in Islamic Education Department UIN Sunan Kalijaga Yogyakarta. Now active as a
lecturer in Departement of Islamic Education Faculty of Islamic Studies Ahmad Dahlan
University Yogyakarta.
Dr. Suyadi, M.Pd.I was born in Sleman, 7 August 1982. Holds academic lector and head of
Islamic education master's program Universitas Ahmad Dahlan Yogyakarta. Education at SMP
N 3 Prambanan and completed master and doctoral Program at UIN Sunan Kalijaga Yogyakarta.
living in Kalinangka kidul 05/13 Gayamharjo, Prambanan Sleman.
slogan of Live Alive Muhammadiyah, don’t
find the live in Muhammadiyah.
Students’ guardian recitation is held monthly
by presenting figures on branch, region or
territorial level. This activity has function to
develop social attitude between the school and
guardian, between the students’ guardian and
the other, between students’ guardian, school
and society.
Short Massege Send Broadcast and Whatsapp.
This activity has function to strengthen
hospitality of school and students’ guardian. In
order to respond era development, the school
uses WA application to communicate with the
students’ guardian. Using this application,
informal communication is intertwined, so the
information of tausiyah Wa is received by the
guardian immediately.
Providing education for students’
guardian concerning a good news on
disaster both through official web sharing
such as BMKG, Merapi BLG and BPBD.