Tujuan penelitian ini adalah untuk mengungkap dan mendiskripsikan tentang sejarah dan perkembangan serta perbandingan penerapan ideologi multikulturalisme dalam setiap kebijakan pemerintah Turki dan Belanda. Terutama tentang sejarah dan perbandingan sistem pendidikan multikultural di Turki dan Belanda. Metode penelitian yang digunakan adalah metode kualitatif berbasis historis, mengingat data yang akan diteliti merupakan kejadian yang telah terjadi. Pendekatan penelitian historis ini dilakukan dengan cara menelaah data kepustakaan (library reseach). Teknik analisis yang digunakan dalam penelitian ini adalah analisis deskriptif kualitatif dengan mendiskusikan data hasil bacaan sumber primer dengan data hasil bacaan sumber sekunder. Hasil penelitian menunjukkan bahwa dua negara ini sama-sama menerapkan ideologi multikulturalisme dan penerapan pendidikan multikultural, hal tersebut dilakukan karena kedua negara ini menjadi tempat pelarian para imigran yang memiliki latar belakang yang berbeda-beda, namun demikian dalam pengaplikasin sistem pendidikan multikultural kedua negara ini dalam penerapannya ditemukan adanya perbedaan, hal tersebut disebabkan oleh perbedaan mayoritas agama yang ada di Turki dan Belanda. Perbedaan dalam penerapan sistem pendidikan multikultural meliputi kebebasan orang tua dalam memilih dan luar biasa dalam menentukan sekolah negeri maupun sekolah denominasi masing-masing di Turki dan Belanda, peran penting dan sangat sentral dari pemerintah Turki nampak jelas dalam mengkonsep, melaksanakan, dan mengevaluasi kurikulum yang memuat nilai multikulturalisme dan buku-buku teks, dibandingkan dengan kebijakan multikulturalisme yang ada di Belanda terlihat marjinal dan hanya melakukan penyesuaian dan pemeriksaan bahan ajar yang memuat ideologi multikulturalisme.
The problem raised in this study is the Psychological Foundation of the Curriculum. In this study, the authors used the library research method, namely in writing articles, the authors used books as a source of data. Library research which is commonly called library research is carried out by examining written sources. The nature of this research is descriptive-analytic, discussed clearly, sequentially, and directed. The research subject in this article is from secondary data. Secondary sources, namely data obtained not from main books but from these books contain supporting data. Usually these books are the result of a review of the main book. The secondary sources used in this article come from books that discuss matters related to the curriculum development process. This paper focuses on the discussion of psychological aspects as a basis for developing the curriculum. Psychological foundation as part of the basic foundation in curriculum development has a strategic place in learning. However, curriculum development must be based on assumptions originating from psychology which include the study of what and how students develop, and how students learn.
This study elaborates on the background of why the Quran uses economic jargons in conveying its meanings (maqâshid).The study was driven by the fact that the Quran is intended for all human beings with various social strata and professions, gender, age level, race, language, and so on; not just for business people. Another fact shows that the Quran in a not too long period of time has received significant acceptance from the wider community and gradually from the world community until now. This raises the suspicion that the jargons used by the Quran are indeed relevant to the culture of society when the Quran was revealed and even to human nature as homo economicus.This study uses a linguistic approach combined with a socio-cultural context (at-adab al-ijtima’i), and content analysis of relevant references, especially books of interpretation (kutub at-tafsîr).The results of the study reveal that the community when the Quran was revealed, namely the Quraysh, was a business community which of course had its own lingua franca. In conveying its meanings, the Quran uses, among other things, economic jargons such as tijârah (commerce), rabiha (profit), and khasira (loss). This use is certainly relevant to the socio-cultural context of the community and brings them closer to understanding the Quran. It also reveals that from an educational point of view, the Quran has its own method of conveying its teachings, which is called the Quranic method (al-uslûb al-Qur’ani). Studi ini mengelaborasi latar belakang mengapa Alquran menggunakan jargon-jargon ekonomi di dalam menyampaikan maksud-maksudnya (maqâshid). Studi tersebut didorong oleh kenyataan bahwa Alquran diperuntukkan bagi semua umat manusia dengan berbagai strata sosial dan profesinya, jenis kelamin, tingkatan usia, ras, bahasa, dan sebagainya; bukan untuk kalangan pelaku bisnis saja. Kenyataan lain menunjukkan bahwa Alquran dalam kurun waktu tidak terlalu lama telah mendapat penerimaan yang signifikan dari masyarakat luas dan secara berangsur dari masyarakat dunia sampai sekarang.Hal itu memunculkan dugaan bahwa jargon-jargon yang digunakan oleh Alquran memang relevan dengan kultur masyarakat ketika Alquran itu diturunkan dan bahkan dengan tabiat manusia sebagai homo economicus.Kajian ini menggunakan pendekatan kebahasaan dipadu dengan konteks sosio-kultural (al-adab al-ijtima’i), dan content analysis terhadap referensi yang relevan, terutama kitab-kitab tafsir. Hasil kajian mengungkapkan bahwa masyarakat ketika Alquran diturunkan, yaitu kaum Quraisy, adalah masyarakat bisnis yang tentunya memiliki lingua franca sendiri. Di dalam menyampaikan maksud-maksudnya, Alquran antara lain menggunakanan jargon-jargon ekonomi seperti tijârah (perniagaan), rabiha (untung), dan khasira (rugi). Penggunaan tersebut tentunya relevan dengan konteks socio-kultural masyarakat dan mendekatkan mereka kepada pemahaman Alquran. Hal itu sekaligus mengungkap bahwa dari sudut pandang kependidikan, Alquran mempunyai metode tersendiri di dalam menyampaikan ajarannya, yang disebut dengan metode Qurani (al-uslûb al-Qur’ani).
This study aims to provide information about the orientation and function of the curriculum in education. The type of research used in this research is library research. And the results of the research show that the orientations and functions curriculum in education are very comprehensive. First, cultural orientation, the results of the learning process in schools are expected to be able to inherit the cultural foundations of society to the next generations. Second, personal orientation, the results of the learning process are expected to equip students with the basic needs of individuals and groups. Third, vocational orientation, the results of the learning process can equip students to actively participate in the real world. Fourth, social orientation, the results of the learning process are expected to enable functional students in society to help create shared prosperity. Fifth, economic orientation, the results of the learning process carried out are also expected to enable individual student abilities to contribute the progressing of the nation/country as a whole.
Existentialism is a school of philosophy that wants the learning process to take place at the will or interest of students, and educators act as facilitators who will provide convenience to students in learning process activities. For this reason, this study aims to determine the philosophical basis of existentialism in the independent learning curriculum. This study used a qualitative research method with a library research approach. Source of data consists of primary data and secondary data. Primary data are books or scientific works related to existentialism and independent curriculum. The secondary data is everything that can support the primary data. Data is collected through observation and documentation. Data validity is done by means of triangulation. And data analysis techniques are carried out with the principles of Miles and Huberman, firstly data reduction, secondly presenting data, thirdly providing conclusions. The research results obtained show that, in the independent curriculum, the learning method used refers to the interest and talent approach. With this method, students can choose what subjects they want to learn according to their passion. Thus, this is in line with the principle of existentialism, namely freedom. Where students are given the freedom to develop themselves according to their interests and talents through the subjects they choose for themselves.
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