In addition to models, methods, and media, another aspect that is also very important in social studies is teaching material. As an essential element in the learning process, teaching materials must have adequate quality. Accordingly, this article is intended to offer a literature overview of oral traditions as material development for social studies in junior high schools, as well as to design conceptual models related to their application. This article is a conceptual article compiled based on the results of literature studies (books, journals, etc.) and document analysis (Core Competencies, Basic Competencies, Syllabus, etc.). There are three findings offered by this article. First, oral tradition is a potential source to be developed into social studies in junior high schools as it contains values of local wisdom and moral teachings which are relevant to the vision of social studies, namely as civic education. Also, oral traditions, which are part of anthropology and history, share the same nature to social study materialscombination of social science disciplines. Second, from several oral tradition variants, the most potent type to be inserted in social study materials are traditional expressions, folk poetry, folklore, and folk songs-by considering three things, namely: a) curriculum relevance; b) richness in value content; c) school environment-related issues. Third, three stages can be done in developing oral traditions as teaching materials, namely: a) analysis stage (identification of oral tradition and its relevance to curriculum); b) design and development stage (determining the form and structure of teaching materials required); and c) implementation stage.
One of significant keys that contribute to the success of preserving the unity in cultural diversity of multiculturalism is to build respect and tolerance. This study aims at investigating the implementation of multicultural-based theological education and the barriers of its current practices at Sint Carolus Senior High School. Moreover, the possible efforts in overcoming such issues are also extensively discussed. This study is a qualitative study, a study which produces narrative description as the results of the data collected from the captured phenomenon of people and/ or their behavior both in written and oral form. This study reveals some evidences related to the implementation of multicultural theological education. First, multicultural theological education consists of several dimensions such as dimension of beliefs, dimension of religious practices, dimension of religious appreciation, dimension of religious knowledge and dimension of religious experiences. Meanwhile, the barriers to the multicultural theological education do not appear significantly since its practices do not take side only on one particular religion, yet the classroom instructions are universally made. However, the external barriers are still found such as people with lack of knowledge of multicultural theological education, habits and/or tradition, and low economic level. Therefore, such aforementioned issues can be solved by reemphasizing the multicultural theological education itself during the process of teaching and learning as well as during the process of extracurricular in school.
Process standards are needed to improve and enhance the quality of education. Inclusive schools as education units are required to use national process standards, so problems arise in the learning process for students with special needs. To provide fair educational services and the implementation of effective and efficient learning, inclusive schools must be able to adapt learning to the needs of students with special needs. This research was conducted at SDIT Al Aufa Bengkulu City. Data were collected through interviews, observation, and documentation. Research informants were teachers, students, and principals. Also, data were analyzed using the Miles and Huberman model. The results of the study that inclusive education as a special service provider can improve and improve the quality of learning conductively and effectively, by using adaptive management, by making learning process standards for the learning needs of students with special needs by adapting them to national process standards, through the preparation of learning standards planning, implementation of learning standards, assessment of learning standards and supervision of learning standards.
This study was aimed at investigating the implementation, obstacles, and solution to inclusive education at the primary school level in Bengkulu City. This study used a qualitative approach with the analysis of the Miles and Huberman flow model. Data was collected through observation, in-depth interview and study document. The findings of the study were; firstly, most of schools have not implemented inclusive education during the teaching and learning activities yet. Secondly, four obstacles in implementing inclusive education were; the unavailability of Human Resources and the teacher’s understanding of inclusive education, the lack of curriculum and learning tools, supporting facilities and infrastructure, and school policies. Thirdly, Solutions to the obstacles were; the availability of Human Resources and the teacher’s understanding of inclusive education, the availability of facilities and infrastructure to support learning activities, the availability of curriculum and learning tools in schools with special needs, starting from the recruitment system, learning methods and models, to the evaluation system.
The Education Field Experience Program (PPL) is one of the compulsory activities carried out by the Teaching Faculty, because this PPL is one of the activities included in the curriculum. This PPL aims to train prospective teacher students to have knowledge and skills in teaching, so they are ready to become professional teachers. Although this PPL has become a routine activity every year and its implementation is planned and prepared properly, it still finds weaknesses that are both technical and operational.
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