This article aims to describe the history of the development of the Indonesian education curriculum from 1945 to the present. Curriculum improvements are carried out at least once every ten years. Because within the past ten years, it is very possible that there will be changes in various fields such as information, communication technology and science. The method used in this research is the documentation method as used in data collection techniques in library research (library research). The object of study in this article is focused on tracing the history of curriculum development in Indonesia from the beginning of independence to the present. The results of this study indicate that the curriculum in Indonesia has been developed twelve times, namely in 1947, 1952, 1964, 1968, 1973, 1975, 1984, 1994, 1999, 2004, 2006 and 2013. The positive contribution expected from this article is that the public is educated on the history of curriculum development in Indonesia and can be used as a basis for future curriculum development to create quality students who are ready to compete internationally.
This article aims to describe the humanistic learning theory and its implications for learning Islamic Religious Education. Collecting research data using the documentation method, whether in technique, data in library research (library research). The object of study is an article that focuses on Abraham Maslow and Carl Rogers' Humanistic learning theory and its implementation in Islamic Education learning. The results of this study indicate that humanistic learning theory is a learning process that originates and ends in humans, everything rests on human values. The humanistic education system approach emphasizes the development of human dignity who makes choices and has beliefs. Learning is considered significant, if the learning material has relevance to student needs. Students who act as the main actors interpret the process of their own learning experience. The expected positive impact of this article is the appreciation of the wider community about the importance of humanizing humans in learning activities to achieve self-actualization of students.
The Covid-19 pandemic has an impact on increasing procrastination of study assignments (academic procrastination) in Islamic Religious Education in Senior High Schools. This occurs because students have low self-regulated learning (SRL), and on the other hand, have high social media intensity. This study aims to examine the relationship between SRL and the intensity of social media with academic procrastination. This research is quantitative using the SRL scale, academic procrastination scale, and social media intensity questionnaire for data collection. The sample was determined using the Slovin formula in order to obtain a sample of 118 students. The data analysis technique used regression analysis. The results showed: 1) There was a significant negative relationship between self-regulated learning and academic procrastination with a value of r = -4.125 and a value of p = 0.00 (p <0.05). 2) There is a significant positive relationship between the intensity of social media and academic procrastination with r=5.111 and p=0.00 (p<0.05). 3) There is a significant positive relationship between self-regulated learning and the intensity of social media simultaneously with academic procrastination with a value of F=15.106 and a value of p=0.00 (p<0.05). 4) The effective contribution (R2) of the two variables is 30.5%. Thus, self-regulated learning and the intensity of social media can be predictors of PAI's academic procrastination.
This study explores adolescent self-concept in terms of learning achievement. The purpose of writing this article is to know more about the self-concept of adolescents in terms of their learning achievement.In this study, the authors used data collection methods with observation, interview, and documentation methods, as in data collection techniques in qualitative research. The object of study in this article focuses on adolescent self-concept in terms of learning achievement. learning achievement is one proof that a teenager has a positive self-concept or vice versa.The Argasari neighborhood is located in the Kowangan Village, Temanggung District, Temanggung Regency (Located in the center of Temanggung City), Central Java. Argasari neighborhood consists of 53 family heads from various backgrounds. There are those who work as farmers, laborers and civil servants. However, it was found that there were differences in the identity of adolescents between those with harmonious families and broken home families. Many teenagers in the Argasari neighborhood of Kowangan Village, Temanggung City, are currently formed because of an unsupportive environment. Many of the teenagers in the Argasari neighborhood drop out of school because they don't have the money to continue their schooling. What is surprising is that they admit that they are not strong enough to pay for their schools, but there is always money to buy cigarettes and rolling tobacco. However, there are some children who are from underprivileged families and they don't smoke, but they struggle and work hard to continue their studies without relying on fees from their parents and trying to get scholarships.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.