Peace Education and Child Protection in Educational Settings for Elementary School in the West Papua of Indonesia

Hermino, Agustinus

doi:10.5539/ass.v13n8p20

Cited by 9 publications

(11 citation statements)

References 12 publications

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“…These problems must be addressed immediately. Teachers, principals, and the environment are external factors that greatly influence the environmentally friendly education process [7]. This study reveals that institutional/school support and teacher monitoring of student learning, ECED learning experience, and knowledge of pedagogical content play an important role in the development of environmentally friendly education and teaching practices [8].…”

Section: Introductionmentioning

confidence: 94%

Managing the Classroom Environment-Friendly for Primary School Students

Mahfud¹,

Poerwanti²

2019

Proceedings of the Proceedings of the 1st Seminar and Workshop on Research Design, for Education, Social Science, Arts, and Hum

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Environmentally friendly education plays an integral role in basic education, especially in students' development. This study aims to analyze the role of teachers in the management of environmentally friendly classes and management of environmentally friendly classes to support the implementation of learning in elementary schools in Jambi City. The design of this study uses a qualitative approach. The place of this study is located in a public elementary school with a total of 41 participants with 98 elementary school teachers in Jambi. The selection of subjects used cluster random sampling strategy. Data obtained through observation, interviews, questionnaires, and documentation. Data analysis techniques used was interactive analysis with stages of reduction, presentation, and conclusion. The result showed that the teacher had five roles used in the teachinglearning process, including inclusive students, effective learning, students who were healthy and protected, sensitive to gender, and involved with children and the teacher has managed the class through activities of planning, implementation, and evaluation in the teaching-learning process.

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Section: Introductionmentioning

confidence: 94%

Managing the Classroom Environment-Friendly for Primary School Students

Mahfud¹,

Poerwanti²

2019

Proceedings of the Proceedings of the 1st Seminar and Workshop on Research Design, for Education, Social Science, Arts, and Hum

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“…Pengertian Pendidikan Ramah Anak Pendidikan ramah anak mendesain lingkungan belajar yang nyaman, aman dan menyenangkan bagi siswa dan guru di sekolah. Pendidikan ramah anak merupakan Pendidikan yang memberikan kemerdekaan siswa dalam belajar (Hermino, 2017). Kemerdekaan belajar yang dimaksud adalah kebebasan siswa dalam mengeluarkan ide, pendapat maupun pemikirannya, kemerdekaan siswa dalam mengembangkan potensi yang dimilikinya tanpa rasa takut dan pembatasanpembatasan lainnya.…”

Section: Bab I Konsep Pendidikan Ramah Anakunclassified

“…(Çobanoğlu et al, 2018). Mengembangkan sekolah ramah anak membutuhkan kerjasama dari para guru, kepala sekolah, orangtua, dan masyarakat guna meningkatkan kualitas pendidikan di sekolah (Hermino, 2017) yang terintegrasi dengan nilai-nilai Islam untuk memotivasi siswa mengubah cara berpikir dan sikap mereka .…”

Section: Peran Dan Kerja Sama Orang Tua Dengan Sekolahunclassified

“…Karena, jika anak tidak diperkenalkan dengan kata "jangan", maka ia akan tumbuh menjadi pribadi yang bias untuk memastikan mana yang halal dan mana yang haram. Sekolah ramah anak berada diantara kedunya, anak-anak diberi kebebasan untuk mencari kemudahan dalam usaha memahami pelajaran, namun tetap mempertimbangkan dimensi etis dan kedisiplinan (Hermino, 2017).…”

Section: Gambar 3 Konsep Sraunclassified

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Buku Ajar Konsep Sekolah Ramah Anak Islami

Fahyuni¹,

Nurdyansyah²

2020

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Puji syukur penyusun panjatkan kehadirat Allah Swt atas rahmat, hidayah serta inayahNya buku ajar mahasiswa yang berjudul “Konsep Sekolah Ramah Anak Islami” dapat terselesaikan dengan baik. Penulis mengucapkan terimakasih yang sebesarbesarnya kepada: 1. Dr. Istikomah, M.Ag selaku Dekan Fakultas Agama Islam yang memberikan arahan dan motivasi kepada penulis dalam menyelesaikan buku ajar 2. Dr. Budi Haryanto, M.Pd selaku Kaprodi Magister Manajemen Pendidikan Islam yang telah memberikan dukungan guna terselesaikannya buku ajar ini 3. Rekan-rekan dosen pengajar pada Mata Kuliah Pengembangan Kurikulum Pendidikan Islam yang berbagi pengalaman dalam mata kuliah tersebut Saran dan kritik sangat penulis harapkan untuk mewujudkan buku ajar “Konsep Sekolah Ramah Anak Islami” yang lebih baik dan sesuai dengan amanah pemerintah. Amin

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“…Education is expected to provide learners with critical skills through which they adopt dialogue and discussion as constructive and peaceful means to conflict resolution in society (Pherali, 2019). In Indonesia, the school curriculum focuses on shaping social attitudes to inculcate values such as mutual respect, kindness and tolerance (Hermino, 2017). Such initiatives show that there exist education-based peace initiatives geared towards the elimination of SV using transformative learning.…”

Section: Introductionmentioning

confidence: 99%

Transformative Pedagogy as a Way of Mitigating School Violence in Public Secondary Schools in Nairobi, Kenya

Opere¹,

Kamere²,

Wawire³

2020

JSS

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The prevalence of school violence (SV) in public secondary schools in Kenya has resulted into injuries, loss of property and sometimes death. Penalties meted out on students ranging from fines on students, suspension or expulsion of students from school has been introduced in vain. Several commissions of inquiry have also been put in place to address this issue but not much has been achieved. Violence negatively affects students hence the need to identify ways of mitigating school violence. This study argues that to a large extent, school violence in public secondary schools is due to either the absence or limited use of transformative pedagogy (TP) which provides the learners with an opportunity for critical thinking, enables behavioural change and the inculcation of values hence the attainment of peaceful coexistence amongst students. Using Mezirow's Transformative learning theory, the study adopted a Mixed Method Research methodology in which data was drawn from 426 respondents comprising 341 students and 85 teachers in 22 public secondary schools in Nairobi County, 28 Key informants and 7 Focus Group Discussions (FGDs). Data analysis was done using SPSS and N-vivo analysis techniques. The study found out that discussion groups and role play were the major learner centred teaching approaches used in the schools. The paper concluded that effective use of transformative pedagogical approaches positively influences behaviour change in students hence the attainment of a non-violent school community. The study recommended a review of the secondary school curriculum to adopt transformative teaching approaches as opposed to teacher centred learning.

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Peace Education and Child Protection in Educational Settings for Elementary School in the West Papua of Indonesia

Cited by 9 publications

References 12 publications

Managing the Classroom Environment-Friendly for Primary School Students

Managing the Classroom Environment-Friendly for Primary School Students

Buku Ajar Konsep Sekolah Ramah Anak Islami

Transformative Pedagogy as a Way of Mitigating School Violence in Public Secondary Schools in Nairobi, Kenya

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