This study aims to analyze the implementation of holistic education and determining its supporting and hindering factors at a boarding high school in Malang, Indonesia. The method of this research is qualitative descriptive with a case study approach in the State Senior High School 10 Malang, Indonesia. The data collection technique was done through interviews and observations. The data analysis employed data reduction, data presentation, and conclusions making. The results showed that holistic education in the State Senior High School 10 Malang included the academic, leadership program, extracurricular, youth entrepreneurship, and environment caring programs. The supporting factors of the holistic education were curriculum, professional teachers, principal leadership, learning process, facilities and infrastructure, school management, three educational centers, and school culture. Meanwhile, the inhibiting factors included the low number of boarding teachers and the high operational costs. The results suggest that all schools should provide equal access to qualified education services to the whole nation through holistic education programs to produce intelligent and competitive students.
This study was conducted to explain the teacher’s belief of school mathematics subjects in relation to their concepts of mathematical literacy based on local culture. The participants were three mathematics teachers at Junior High School in Java, Indonesia. They were chosen because they met the criteria, namely having at least five years teaching experience, having the awareness to conduct ethnomathematics studies, and teaching mathematics at school using local cultures minimum in one academic year. Research data were collected through interviews, observations during the teaching and learning process, and lesson plans. The data were then analysed using the interactive models of Miles and Huberman. The results of the study showed that mathematics was believed as a tool for solving problems in everyday life, which was related to human and cultural dimensions. The conception of teaching mathematical literacy based on local culture, as according to teacher perceptions, had not placed local culture as an evaluation tool for the development of mathematical literacy. This was because mathematical literacy was not yet believed to be a social construction developed based on mathematical ideas and practices in local culture.
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