Konsep dasar kebijakan pendidikan

Elwijaya, Fadiyah; Mairina, Vivi; Gistituati, Nurhizrah

doi:10.29210/3003817000

Cited by 9 publications

(10 citation statements)

References 7 publications

(7 reference statements)

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“…Charles O. Jones (1979) in Elwijaya stated that there are five components of education policy, namely (Elwijaya et al, 2021) Goal (objective). Goals are the results individuals or groups want to obtain within a specified period.…”

Section: Results and Discussion Principal Leadership In Directing Dec...mentioning

confidence: 99%

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Principal Leadership in the “Program Sekolah Penggerak” to Improve Teacher Performance

Fauzi,

Maimun,

Yasin

2024

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This research investigates the changes school principals face in improving education quality through the Program Sekolah Penggerak in Indonesia. The principal's leadership is considered one of the key factors in successfully implementing this program. This study uses a qualitative approach by analyzing data from interviews, observations, and document analysis at SMAIT Miftahul Khoir Bandung. The results of the research show that school principals in this program are more active in directing (decision making, developing RKAS and budgeting, designing educational unit operational curricula, experience regarding curriculum changes, evaluative competence), managing human resources (building the personal capacity of teachers and staff, building a conducive culture, organizing the school structure), and building partnerships. With the various trainings available both through the direction of school principals and the government, it is hoped that teachers will become more active in capturing various changes in the curriculum and become role models for other schools. The research is expected to contribute to the researchers who will conduct military research on madrasa-based schools in implementing the independent curriculum.

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Section: Results and Discussion Principal Leadership In Directing Dec...mentioning

confidence: 99%

“…However, they also have to face the pressure of competing with other private schools and maintaining their reputation. In essence, education policy exists because of the emergence of problems that occur in the education sector (Elwijaya et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Principal Leadership in the “Program Sekolah Penggerak” to Improve Teacher Performance

Fauzi,

Maimun,

Yasin

2024

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“…Oleh karena itu, perumusan kebijakan pendidikan harus mempertimbangkan pencapaian tujuan pendidikan tersebut. Sebagai pihak yang menyelenggarakan pendidikan, pemerintah harus menetapkan kebijakan pendidikan yang proaktif dan mampu memecahkan masalah guna mengatasi hambatan pencapaian tujuan pendidikan (Elwijaya et al, 2021) Sistem pendidikan ialah suatu sistem yang kompleks serta memiliki keterkaitan antar unsurnya. Sehingga, pemahaman akan kebijakan Pendidikan yang relevan dengan sistem Pendidikan nasional Indonesia amat dibutuhkan.…”

Section: Pendahuluanunclassified

Analisis Kebijakan Pendidikan Negara-negara ASEAN dalam Mendukung Suistanable Developments Goal

Fadil

Suhendra²,

Amran³

2023

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The purpose of this study was to determine education policies that support quality education SDGs in several ASEAN countries, especially Indonesia. The method used is library research by taking references from books, websites, and international journals. Sustainable Development Goals or commonly abbreviated SDGs are sustainable development goals resulting from the UN Summit in 2012. One of the 17 resulting goals is regarding quality education. Several ASEAN countries such as Singapore, Malaysia, Brunei Darussalam, and Indonesia have demonstrated that education policies have been issued to support quality education SDGs. In Singapore, it is proven by ensuring that all children of Singapore Citizens over the age of six must be enrolled in a national primary school. The six-year primary school education, which is heavily subsidized, aims to provide Singaporean children with a general core of knowledge that serves as a solid foundation for further education and training. While it is proven by the policies and priorities of education in Malaysia which are systematically related to the national development plan. As such, the ministry of education is committed to providing education and training services in line with the main thrust of the National Line Perspective Plan and the 5-Year Development Plan. Then, in Brunei Darussalam, it was proven that Through the '2018-2022 Strategic Plan', the ministry of education has set its mission to provide holistic education to achieve maximum potential for all in line with its vision of 'Quality Education, Dynamic Nation'. Whereas in Indonesia the implementation of quality education policies in support of the SDGs can be seen based on reports of regional action plans, one of which is West Java and East Java, namely: Increasing lifelong learning opportunities for all people free of charge, equal and quality which leads to the achievement of effective and relevant learning. while basic services are of high quality. Namely free quality education and health Tis-Tas (Free and Quality)

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“…Tekanan utama dalam tujuan ini adalah pengetahuan dan ketrampilan dasar. 4) Mempersiapkan anak untuk mengikuti pendidikan di SLTP (Elwijaya, et al, 2021, Sujana, 2019, Lesmana, 2018.…”

Section: Pendahuluanunclassified

Peningkatan Hasil Belajar Siswa Dengan Menerapkan Metode Demonstrasi Dalam Pembelajaran Tematik Tema Kegiatanku Di Sd Negeri 03 Batumarta Vi

Su’indiyah Nurdayanti

2023

Jurnal Ilmu Pengetahuan dan Teknologi

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Penelitian tindakan kelas ini bertujuan untuk meningkatkan hasil belajar siswa. Kegiatan ini menggunakan metode penelitian tindakan kelas yang dilaksanakan dalam 3 siklus. Sebagai subjek penelitian siswa Kelas I berjumlah 21 siswa. Sumber data yang diperoleh dalam penelitian ini dari hasil tes siswa, hasil oservasi, kolaborasi dan dokumen nilai. Data di kumpulkan dengan menggunakan instrumen tes, lembar observasi, Sedangkan teknik kumpulan data di lakukan dengan pelaksanaan pengukuran hasil belajar siswa disetiap siklus dan hasil observasi yang dideskripsikan secara kualitatif komparatif. Data di validasikan dari hasil tes dan pengamatan untuk dijadikan data yang valid dengan verifikasi pada beberpa aspek. Analisis data dilakukan secara deskriptif kualitatif yang menggambarkan ketuntasan belajar siswa keberhasilan dan kegagalan pemebelajaran serta kelancaran dan kendali siswa dalam pembelajaran. Prosedur yang digunakan dalam penelitian ini sesuai dengan metode Penelitian Tindakan Kelas yang menggunakan siklus dan dilaksanakan mulai perencanaan, pelaksanaan, obsevasi dan refleksi. Kajian teori pada pembelajaran tematik dengan menggunakan metode demonstrasi. Hasil dalam penelitian ini menunjukan bahwa terjadinya peningkatan hasil belajar siswa pada siklus I 66,67% atau ada 14 siswa yang telah tuntas dengan nilai rata-rata 66,43, siklus II 71,43% atau ada 15 siswa yang telah tuntas dengan nilai rata-rata 69,67 dan siklus II 90,48% atau ada 19 siswa yang telah tuntas dengan nilai rata-rata 74,95. Kesimpulan dari penelitian ini adalah pembelajaran dengan metode demonstrasi dapat meningkatkan hasil belajar siswa Kelas I SD Negeri 03 Batumarta VI.

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Konsep dasar kebijakan pendidikan

Cited by 9 publications

References 7 publications

Principal Leadership in the “Program Sekolah Penggerak” to Improve Teacher Performance

Principal Leadership in the “Program Sekolah Penggerak” to Improve Teacher Performance

Analisis Kebijakan Pendidikan Negara-negara ASEAN dalam Mendukung Suistanable Developments Goal

Peningkatan Hasil Belajar Siswa Dengan Menerapkan Metode Demonstrasi Dalam Pembelajaran Tematik Tema Kegiatanku Di Sd Negeri 03 Batumarta Vi

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