Abstract:This research aimed to identify the role of community in improving educational quality terms of giving advice, support, controlling, and mediator. The location of research is at elementary schools of Batu City. The sampling was done proportionally from 20 schools by using grouping technique. Questionnaires were used to collect the data. Descriptive analysis technique was utilized to analyze the data. The results of the research show that the level of school committee role in term of giving advice is categorized as high and has a significant relation to the improvement of educational quality, giving supportive advice is categorized as low and has a significant relation to the improvement of educational quality, giving controlling advice is categorized as high and has a significant relation to the improvement of educational quality, and as a mediator is categorized as low and has a significant relation with the improvement of educational quality.
Teachers and educational policy makers with interest in the children's welfare are in position to lay strong foundation for sustainable living in world crises, nowadays. To do this, teachers in Sanggar Flamboyan Muharto Malang City have been developing Eco Life Skills Learning Programme for primary age children. It facilitates the children to characterize their passions and extend environmental education. Effective management of Eco Life Skills Learning by the teachers is the key to reach successful children's achievements. Therefore, the aims of this research is to be understood about management of Eco Life Skills Learning, include: planning, organizing, implementing, and evaluating. Qualitative method with case studies is the study design. Data collected by observation, interviews, and documentation. Then, analyzed by data reducation, data display, verification, and conclusion. The result showed: (1) management of Eco Life Skills Learning in Sanggar Flamboyan Muharto Malang City has a goal to accompany children's development and invite changing the environment to be better, the planning begins with stimulates children about the environmental conditions around them through story telling and direct observation; (2) the organizing had integrated 11 aspects of Eco Life Skills into 7 categories of learning activities engaged with their mothers participations; (3) the implementing had applied direct learning and problem based learning models, with discussion and cooperative methods as dominant; (4) the teachers had used informal and formal techniques of evaluating, analyze: (a) children's passionate activities; (b) attitudes; (c) skills; (d) activity concentration (motivation, attendance, and participation).
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