The document discusses diversity in the classroom from legal and practical perspectives. Legally, education law governs public and private schools and universities. In Indonesia, education law has evolved over time from ancient times to the present. Practically, diversity occurs in many forms in classrooms and it is important for educators to recognize different learners and meet their needs. Classroom practices around diversity have developed through both theory and experience shared between teachers.

1. Fitria Uswatun Azizah
Silvia Nanda Putri Erito
Ishqi Amaliyah
Ulina Ayu
DIVERSITY :
CLASSROOM
PRACTICE AND
LAW

2.  Lampert, M (2009). Learning Teaching in, from, and for practice : what do we mean.
Journal of teacher education 61(1-2) 21-34, 2010, american ambassador of colleges for
teacher education reprints and permission :
http//www.sagepub.com/journalspermission.nav . DOI : 10.1177/0022487109347321.
http://jte.sagepub.com
 Suratno, T (2014). The education system in Indonesia at a time of significant changes.
International Journal. Revue internationale d’éducation de Sèvres [Online], Education in
Asia in 2014: what global issues? (12-14 June 2014), Online since 21 May 2014,
connection on 30 September 2016. URL : http://ries.revues.org/3814
 OECS/ADB (2015). Review of national policies for education: education in indonesia-
rising to the challenge. OECD/Asian Development Bank (2015), Education in Indonesia:
Rising to the Challenge, OECD Publishing, Paris.
http://dx.doi.org/10.1787/9789264230750-en

3.  Castaneda, C. R (2004). Teaching and Learning in Diverse
Classrooms. Faculty Reflections on Their Experiences and
Pedadogical Practice of Teaching Diverse Populations.
Routledgefalmer : New york & London.
 Hernandez, E. (2009) .Foundations and Asessment of
Education/Edition 1/Foundations Table of Contents/ Chapter
4/ in the news: Diversity in the classroom. Article of The New
York Times. April 2009

4. Education Law
Journal
Analysis
Classroom
Practice, Diversity and
Classroom practice
Diversity
PATH OF THE PRESENTATION

6. The concept of diversity encompasses acceptance and respect.
we recognize that no one culture is intrinsically superior to another
It includes knowing how to relate to those qualities and conditions that are different from our
own and outside the groups to which we belong yet are present in other individuals and
groups
Based on : Castaneda (2004)

7.  The work of teaching
 Concerned with teaching that occurs in school calssroom
“I have developed a comprehensive representation of the
work of classroom teaching as managing problems in several
domains of work while maintaining productive relationships
with students and content”
Based on : Lampert (2009)
“Sink or swim” induction encourages novices to stick to
whatever practices enable them to survive whether or not
they represent “best” practice in that situation”
Based on : Feiman-Nemser (2001 : 114) in Lempert (2009)

8.  An ideal that exists in the mind of reformers and maybe
in the work of a few practitioners.
“Practice is the process of actively carrying out an idea as
distinct from the process of having an idea”
Based on : Levin (2006) in Lempert (2009)
 Classroom practice
The teacher–student relationship is fundamental to the work
of teaching, but students do not present themselves in the
classroom only as individuals.

9.  Diversity in the classroom, occurs at many different levels and
displayed in many different forms in the modern classroom
 It is important that educators recognize the different learners and
meet their needs
Based on : Castaneda : 2004
 Students who interact with diverse peers both inforamlly and within
the classroom showed the greates engagement and motivation, and
growth in intellectual and academic skills.
 Diversity is often encounterd in the classroom whether it is by
ethnicity, race or gender of the students.
Based on : Edgar Harnendez (2009)

10.  Probably the most common way in which the word practice
is used in relation to the learning of teaching is to contrast
it with theory or research.
 Theory as thinking and practice as action.
 Theory and practice divide exist because the situations in
which use and application are supposed to occur.
Based on Hubberman (1993 ) in Lampert 2009

11.  The role of practicing professional.
 These teachers created records of their practice that were
made public for use by other teachers and teacher
educators (Hatch et al., 2005)

12. Practice Rehearse
synonym
In studies of professional learning among practicingteachers, groups of
teachers seeking to inprove are found to “replay and rehearse” as they talk
together, telling one another feedback, and using those incidents as a basis
to prepare for future teaching by repeating what they have learned from the
particular in more general terms. (Horn, 2005)

13.  Learning the practice of teaching in this sense is learning
“what teachers do” in common rather than learning what a
particular teacher does by apprenticing with a more
proficient individual.
 Learning the practice of teaching is not only about
learning to do what teachers do but learning to call
oneself a teacher and to believe in what teachers believe
in.
 The culture of teaching is not homogeneous but
heterogeneous

15. “ The portion of the law in the a
state, country or city that
specifically governs educational
bodies such as public and
private school and universities.
(http://law.freeadvicelaw.com)

16.  Ancient times
 Dutch collonial
 August 17, 1945
 1960s
 Old order (1965)
 New order (1966-1998)
 1984 & 1994
 1970
 1990
17

17. 2001
Central government has
decentralized management of
education to distric level
No.20/2003
The law of nation Education
System provided the platform
for national standardization of
the education system
18

18. 1922
Ki Hajar Dewantara
established the first
national education
system as a means of
enculturationin
independent
indonesian nation.
Post phenomena imply
that educational reform
cannot be entrusted to
the government alone.
19

19.  Government has made serious efforts to modernize the
centralized curriculum through systematic study of
program structure and core subjects based on “ active
learning and a process approach”.
 This attempt has been accompanied by the
implementation of a final examination aimed at
determining Student’s graduation and selecting their path
for further education
 Government created Curriculum 2004 : Teachers had the
authority to develop the curriculum based on the idea of “
experiential and contextual learning”

20.  The focus on universal education and a centralized
curriculum has resulted pedagogical practice : Every
question in every subject has a correct answer
within each sector of schooling through nationally
legitimated curricula. Teachers and pupils know that
schools are places where one “ learns by heart” the
requisite text, whether they are in Mathematic,
Bahasa Indonesia, Moral of Pancasila, or History.
Whether students perceive the process as a game or
reality, one result is the numbing of creative young
minds at least during the time that the children are
in school (1994, cited in Jalal and Musthafa
2010:10)

21.  The government carries out national examinations as an
attempt to map the quality of education by setting
minimum standards to pass one subjects

22.  Teachers were perceived as nation builders and comunity
leaders
 The law of teacher and lecture constitutes a
comprehensive reform of teacher management and
development
 Teaching is officially acknowledged as a profession that
has core competencies, carrier prospects, the right to
associate, and welfare ansurance( Jalal et al, 2009)