Archive for September 2016

Portfolio understanding of educational

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Kevin Kurniawan

portfolio in Education


Eureka Education . Etymologically the portfolio consists of syllables, namely port (abbreviation of the report), which means the reports and Folio , which means full or complete. So does the portfolio that a full report on all the activities of a person who dilakukannnya (Erman S.A. 03 Nahadi and Cartono, 07). In general, the portfolio is a collection of documents on a person, group, institution, organization, company or the like, to document the development of a process to the set goals.


In a broader sense, the portfolio is derived verb from the ' potare ' means and nouns Latin "bring Foglio ', that the leaves or means" paper ". the portfolio includes a work sheet, value and professional. In this research portfolio is a valuable and useful collection includes the work of students who tell a story or explain the history of achievement or student growth the portfolio is usually a fact that collect the students, the selection and the reflective judgment. (Sharp, 06: 1) .

the portfolio includes a variety of tasks; also called artifacts, among others: the rough draft, grades, papers, workpiece, reviews and summaries, self-reflection sheets, homework, a magazine, the answer set, charts, sheet notes and memos. Several new efforts such as: notebooks, multi-media, floppy, flash, map folding and Internet files. (Sharp, 06: 1)

Wikipedi associate with the world of finance can be interpreted, "portfolio" used to describe a collection of investments by institutions or individuals in possession , to have a portfolio, a part of the investment and risk management strategy is often called diversification. The fact that some assets, certain risks are reduced. There is also a portfolio that is to take a high risk of so-called portfolio concentration (concentrated portfolios)

There are different types of portfolios. In art, for example, the portfolio is the collection of the best works of an artist who organized deliberately for the purpose of exhibition galleries. In the education portfolio is a collection of the work of a student is given as a result of the implementation of the tasks performed by teachers or students and teachers. Portfolios in education is reached in the curriculum laid down for achieving the learning objectives of the expense part or skills. So do not mean any collection of works by the students as a portfolio.

Paulson (1991) in Nahadi and Cartono (07) defines a portfolio as a collection of student work, business development and skill shows in one or more fields. , Portfolio includes examples: This collection has student participation in selecting contents, the criteria of content, selection criteria, evaluation criteria and proof of self-reflection

After Gronlund (159 1998) include student work, which depends on the width of interest. What should be written, depending on the subject and the intended use of the portfolio. These examples of student work forms the basis for examining the progress and to students, parents and other interested parties informed.

The portfolio can be used to document the progress of students. Because they realize learning is very important for success in life, the portfolio can be used by students to see their own progress, especially with regard to the development, attitude , skills and expression against something.

The portfolio includes examples of student work, which depends on the width of interest. These examples of student work forms the basis for the test to promote learning and be able to communicate with students, parents and other interested parties. So that the portfolio can be used to document the progress of students in each activity and the learning process. In general, the Education is the portfolio a collection of student work or records of students who documented properly and regularly. Portfolios shaped objects can students be made, the students' answers to the teacher, takes note of the teacher's notes of interviews of teachers and students, the Student Activity Report and Essay or jurnalyang made students.

portfolio is a collection of the work of a student, as a result of the implementation of the duties, as determined by the teachers or by students and teachers, as part uasaha reach learning outcomes or the competence achieve specified in the curriculum.

portfolio in this sense assessment instruments are used or one of the components of the assessment tool as , student competence or assessing students to assess learning outcomes. The portfolio thus also known as the portfolio for the assessment "or" portfolio review ".

Definition Rating Portfolio

portfolio is reviewed a process for continuous review , are measured by collecting information or data systematically on the work of someone (Pomham, 1984).
aspects of portfolio review three areas of mental development of children, namely cognitive, affective and psychomotor.

[1945008alssozialerProzesspädagogischeoderalsAdjektiv]

Rating portfolio

portfolio can be interpreted as a form of physical objects. as a form of physical objects portfolio a bundle, a collection or documentation of the work of the learners stored on a bundle. for example, the results of the first test (pre-test), tasks, notes can anecdotally, a plaque of recognition, structured information requirements, the results of the audit (post-test) and so on. As social educational process, the portfolio is a collection of learning experience that in the minds of learners both tangible knowledge (cognitive) skills (Skills) is present, and the attitude (affective). What an adjective portfolio often familiar with the concept of learning or assessment under the term based learning portfolio or ratings based portfolios.

Portfolio

connected is
  1. When physical object (bundle or document)
  2. as a social process
  3. as an adjective (learning portfolio, assessment portfolios)

portfolio can be seen as a result of the implementation of the duties, as determined by the teachers or by students and teachers, as part of efforts to achieve goals, to learn or to achieve specified competencies in the curriculum. The portfolio is in this sense can be used as an assessment tool or a component of the assessment tool, the competence of the student or the student assessment to evaluate learning outcomes. The portfolio thus also called portfolio for assessment or evaluation portfolio.

on the definition of the basis evaluation , review, evaluation and portfolio, then it can be concluded that, as a trial the evaluation of portfolios in chemistry learning are interpreted to a lot of information on a regular basis to maintain continuous and thorough about the process, the result of the growth, the development of insight knowledge, attitudes and skills of the learners of the records come and document their learning experience in chemistry learning. In connection with the review, assessment of the portfolio will be interpreted as an attempt to gather a collection of works or documents, organized in a logical order and taken during the learning process, the learners will of teachers and students in certain subjects (Surapranata S and Hatta M 04 used in Nahadi danCartono 07)

student portfolio for assessment or evaluation portfolio is a collection of production student, different types of work of a student, for example, contains .:

  • the results of the project, study or practice of the students served in writing or by a written statement.
  • picture and report observations of students in order to achieve the object affected by themes.
  • The situation analysis in connection with, or relevant to the issues in question.
  • Description and diagram of the solution to a problem in the affected subjects.
  • Report of investigation into the relationship between the concepts in these subjects or between subjects.
  • completion of the outstanding issues.
  • Results of homework, the typical, in the schools, for example, in a different manner in a way that is taught or in a different way from the way selection classmates.
  • Report of the Working Group.
  • the work of students who obtained the recording equipment vidio using, devices record audio and computer.
  • copy of a charter or brand awards ever received by the affected students.
  • , the work of volunteers in question, which are not assigned by the teacher (for selecting the students themselves, but are relevant to the subject in question) to overcome even psychological barriers, or to try to improve themselves, relates to study the subjects.
    • the history of the efforts of the students.
  • relates the story of the pleasure or displeasure of the students on topics.
  • reports on student attitudes to learning.


requires a detailed assessment rubrics or guidelines to implement a portfolio review. Valuation of the portfolio should not only to students, stressed "by the teacher in obtaining the desired response success, but more emphasis on students contain thought process or implied by the contents of the portfolio. Competency-based assessment has complete learning principles (mastery learning), students do not work on the next job left before he could finish the job with the correct procedure, and the results were good. a model that corresponds with these principles, is a model of assessment portfolio

model assessment portfolio and a reference to the evaluation criteria, which is essentially that :.

  • All children have the same abilities can learn something, just the time it takes certain skills can be reached in different ways.
  • Standard completeness must be determined.
  • The results of the assessment; happen or not happen
aspects in assessing portfolio are measured three domains psychological development of children, cognitive, affective and psychomotor
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The stages of cognitive development / Intellectual

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stages of cognitive development / Intellectual

Erueka Education . Jean Piaget (Bybee and Sund, 1982) divides the development of the intellect / cognitive in four stages as follows:

1. Sensory phase motoris

This stage is experienced at the age of 0-2 years. When the children are influenced by trends sensorimotor that very clearly in a period of growth. Everything he is the embodiment of the maturation process aspects of sensorimotor so

According to Piaget. (Bybee and Snd, 1982: 2), at this stage of the child interactions with its environment, including parents primarily through feelings and muscles. This interaction is mainly driven by the thrill of feeling the environment. In interaction with the environment, including affected to do well with the parents, children develop the ability to recognize different movements perform and gradually learn to coordinate their actions.

2. The pre-operational stage

This phase takes at the age of 2-7 years. This phase is called intuition also because cognitive development stage showed marked by an intuitive atmosphere a trend. That is, all rational actions are not supported by the feeling of a natural tendency sika derived attitude of people to meaning and the environment.

At this stage, according to Piaget (Bybee and Sund, 1982). Children are very egocentric so often run into problems with its environment in interaction with parents. In interaction with other people, children tend to be difficult to understand the views of others and more priority to their own views. In interaction with the environment, it is still difficult as chance or probability nor the idea to read that there is only one truth in any situation or event.

At this stage, children are not always determined solely by sensory observation, but also on intuition. Children can use the words were to save and with them, especially those closely linked to their needs. At this time the child is ready to learn a language, reading and singing. If we use the right language to talk children, a very good effect will have on their language development. How to learn the role in this phase, is intuition. Intuition to free them from conversations at will regardless of the specific experience and forced from outside. Often we see children speak for themselves about the objects that are near, like a tree, a dog, a cat, and so on which the objects to them accordingly to hear and speak. Such an event is good to train the child to use the richness of language. Piaget calls this phase as a collective monologue speaks egocentric and little contact with other people.


3. Phase Operarasional concrete

takes this phase between 7- 11 years. At this time, the children begin to adapt concrete reality and have begun to develop their curiosity. At this stage, according to Piaget (Bybee a Sund, 1982), interaction with the environment, including parents, grow okay because egocentric subsided. Children are observed in the position to assess, evaluate and explain the mind-pkiran other in a way that is less self-centered and objective.

has at this stage the child also has a functional relationship, because they have been tested a problem. The way of thinking of children she has not yet been able to grasp the abstract or abstracting over something concrete concrete cause. Here are common problems between parents and teachers. For example, parents want to help their children with homework, but in different ways with the methods used by teachers so that children do not agree. While many children are confident, what was said by the teachers rather than parents. As a result, either in both directions from teachers and parents alike are not to be understood by the child.

4. Formal Operational Stage

experienced this phase of children aged 11 years and above. At this time, the child has been able to recognize a whole in his work, is the result of thinking logical . Emotions and moral aspects have also been developed that can support the completion of its tasks.

At this stage, according to Piaget (Bybeeand Sund, 1982), the interaction with the environment is already very wide, to reach many of their colleagues and berinteraksia to be with adults try , Conditions such as these are often cause problems in interaction with parents. But actually secretly expected nor protection from their parents because they do not fully meet the needs of its own. So, at this stage it is a kind of attraction between want want to be protected to be free.

Weil started the child at this stage to develop his formal mind, they begin to reach logic and relationships and can use abstraction. Symbolic and figurative meaning, they can understand. Engage them. In an activity would give a positive effect on the development of cognitive her For example, write poetry, scientific work competitions, competition write short stories and the like.

Thought Philosophy and Education John Dewey

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Kevin Kurniawan

thought of philosophy and education John Dewey


Eureka Education . Dewey is known as a philosopher and observer of education. Dewey ideas put forward strongly influenced by his background in the United States, which is functionalist. Generally Dewey is his thoughts with a grounding experience in the development. In philosophy Dewey about the experience in the form of the theory of argues pragmatism is based on the understanding that things are right or truth that is true when it in human practical applications has life. Dewey reject that philosophy in purely metaphysical thinking terkukung need. By pragmatism insists Dewey that philosophy must be based on experience, and to investigate and critically processing experience. For Dewey, aims philosophy to improve human life and the environment. So is the task of philosophy is to provide the direction for the real actions.



develop now in education, including Dewey numbers that critical pedagogy. Similarly, the fields of philosophy, Dewey thought to education based on experience. Dewey introducing progressive education in the dynamics of creation. Progressive education comes as a form of resistance to traditional education. Education progressively developed by Dewey to rely on the experience of learning activities that should be experienced by learners. So Dewey ensure trouble that a child should learn learning activities. Non brings as in traditional training, the children in passive positions. So that children know is only based on only one source, namely teachers. Understanding has been increased, because what Dewey from watching what is learned in school is not mebekas in children. Dewey saw the gap between the children examined with the reality faced by a child. While essentially Education is not the case, binds education to the dynamics of the learner.
Some observers give Education developed an appreciation of the progressive formation of Dewey, as it is considered more humane. Students are actively involved in learning, so dikenalah understanding of learning by describing the learning activity in this progressive education. The experience developed in progressive education is the way scientists the object of research , they work to understand. At a certain age, students are introduced to find the problem, formulate the problem, proposed a hypothesis and testing. Thus, a child will learn actively in a systematic way. It is not found in traditional education, said at the time that his learning rely on the ability of the child alone to remember the course material.

After Dewey, Progressive Education berlandasakan on progressivity who think that education about the nature of people should be based as a social probably learn [1945012sein] when. under real conditions So it goes without saying that the elements which are the progressive formation makeup children centered and social centered .

children centered as an activity understood learning , which can allow learners its potential, good skills develop, attitude or personality and skills. Meanwhile Social centered , seek what is learned by the students, is inseparable from the dynamics of society. So the subjects of learning are always drives from the dynamics of society.

Learning performance

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Power

Euraka Education . study is a process. As process needs to be processed (input or input), and it is also a result of such processing (output or output). Each output or output condition of learning outcomes of each student is a matter of assessment for teachers and students acquired as a measure of student's abilities and commonly referred to as the learning performance known. After the great dictionary Indonesian (07: 895): "Success is the results that have been achieved (is done it is done, and so on)"


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Poerwanto in Ghullam (2011: 83) rapot gives the feeling that "power to learn the results of a person reaches in an attempt, as expressed in to learn". The statement of angle in Ghullam (2011: 83) has been strengthened, says that "student achievement, a testament to the success of learning or ability of students in learning activities in accordance with the weight that he reached". The learning achieving this goal is the level of success of the students after participating in the learning process achieved to determine. Big Indonesian Dictionary (07: 895) describes "performance learning is the acquisition of knowledge or skills developed through subjects, usually by the teacher" assigned specified

by the value of letters or numbers
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generally student performance can be seen in the form of numbers and by the teachers as a material evaluation success of the students in the learning process. After Muhibbinsyah (2010: 139) "the evaluation is to assess the success rate of students to achieve the objectives in a program". The above evaluation of the assessment of Tardif in Muhibbinsyah's (2010: 139). This means

academic performance "of the evaluation process to describe the performance of students in accordance with the established criteria" can be achieved by students after the holding of the learning process, then the student can master the skills learned knowledge. The interpretation of student learning will be seen from the attitude and motor skills.

After Djamarah in Annur (2011: 12), "learning performance, the result in the form of impressions is obtained, which resulted in a change of behavior in humans as a result of learning activities ". The learning performance can be obtained by conducting learning activities of students, learning performance in the form of quantitative or numbers usually expressed, are preparing for the evaluation of the evidence.

on the description of the opinion, based in above, it can be concluded that the benefits of learn is a result of learning activities in the form of values ​​in numeric form. The achievement is an important component in the process of learning because. As a measure of the ability of students to the execution of learning [1945008verwendetwird]

Source: Thesis Yunita Wulansari (. Biology Univ Indraprastha PGRI Jakarta)

Definition pupils, students and learners

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Definition pupils and students

Eureka Education . The world of education is a complex system and has many elements that must be included. One of the key elements of the learner and was also the main theme of education. Simply put learners a man who wanted something new or do know a student.

Etymologically learners are students who receive the teaching of science. The terminology learners are students or persons who experience a change, the development so that still guide and direction to the personality as well as a structural part of the educational process in the design. In other words, the learner is a person who is experiencing a phase of development or growth in terms of both physical and mental, as well as the spirit.

When a person who is experiencing a phase of development that so many are still learners who need assistance, guidance and direction to perfection. This can be exemplified when a learner under five is always a lot of help from their parents or older siblings. can be closed with demikina that learners are raw materials to processed (raw material) and shape so that it is a product of education.

on this short Based we can say that every learner has an existence or presence in an environment as well as schools, families, schools and also in the public space. In this process, the student, a learner will receive a lot of support, for example, are not realized, receive certain textbooks, which he bought from a bookstore. Can you imagine how many things that other people have done in the process of production and distribution of the book, ranging from typing, penyetakan, to sales.

By recognizing the existence of learners in the context of the present and keindividuannya, it is the job of educators support, direction and guidance to learners towards perfection or maturity of the due date is to be delivered. In this context, an educator must mengetahuai properties such learning.



Learners
In the world of education Indonesian people who are learning there three names, the learners, students and students. Three names have different useful lives. When we refer to the Act System of National Education of Indonesia, Learners used as cover education levels.

students
Based dictionary. large Indonesian, understanding pupils, students or learners are persons (children who were studied, study or go to school Prof. Dr. Shafique Ali Khan gives the feeling of each as follows:
students - the people that come to an institution some types of education are to acquire or learn. in addition, this person students or those who love the science of all ages, from anywhere, anyone named in any form, at any cost study the knowledge and to improve the moral perpetrators of learning.
students
students is the human component in Education , commonly referred to learners a central position occupies. in the process of teaching and learning, as the students who want to complete the curriculum and in an effort to achieve the goals or ideals. in law-shrimp education the student is the most important part of the education system, so that the indicators of success or failure of the educational world, the success or failure of students to a process of formation.

students or private child is "unique", which have the potential, and experience the process of evolving. help in the process the child or student needs of development, that the nature and the pattern is not determined by the teacher, but by the children themselves, in a life together with individuals to another.

in process learning is first to consider the pupils / students on the circumstances and abilities only after other the components determined. What materials are needed, such as the right way, devices or equipment appropriate action and supportive, it must be adapted to the circumstances / characteristics of the students. Therefore, a student or students is a subject of study.

So it is not correct to say that a student or students as an object (in the teaching-learning process). In fact, said in a statement that the diversity of pupils / students in the teaching-learning process as a group of human immature in terms of physical and mental. It is therefore necessary coaching, mentoring and training, and the efforts of other adults considered, so that students can kedewasaanya reach the level. This meant that students could one day perform his duties as a creature of God Almighty, citizen, citizens and responsible person.

statement regarding the students as a group immature it does not mean that the students were as weak, without potential and ability. Students have of course already the potential and skills or a special talent. Only clear the student has not achieved optimal level talent or potential and ability to develop. Therefore it is better if the student is said to be an issue in the process of learning , so that students / students called the subject learn .

Moral development Youth

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moral development of youth

Eureka Education . In adolescence, men and women have reached what is called by Piaget formal implementation phase of cognitive abilities. Now the teenager is able to consider all means to a problem and solve accountable based on a hypothesis or share. Thus it is a problem from all sides and finish by many factors could look in considerations.

As in the phase of moral development of young people, especially in the phase of moral development of the third, moral explains morality pascakonvensional must be reached during adolescence. This is the stage to receive their own principles and consist of two stages. In the first stage of the people believe that there should be flexibility in the belief that it is possible moral improvement and change the default if it benefits the members of the group as a whole. In the second stage, the individual social norms and ideals more penalties against himself fit to avoid internalization, rather than social censorship. In this phase, the moral is based on respect for other people and not the desire private.There three basic tasks in achieving moral young to be young adults, namely:


  1. to specifically change the moral concept with the concept of public morality,
  2. a moral concept new in developed formulating moral code as a code of conduct
  3. control over their own behavior conducting.

moral development is one of the oldest topics that interest those who are curious about human nature. Now, most people have a strong opinion about the behavior that is acceptable and unacceptable behavior should be ethical and unethical ways and the behavior is unacceptable and unethical to teach young people.

the development of moral (moral development) in terms of the rules and values ​​of what you should do with other people in their interactions. Children, when they are born, do not have the moral (immoral). But in it there is the potential that is ready to be developed further. Therefore, to interact through the experience with others (parents, siblings and peers), the children learn the behavior of which is good to understand what should be done and the behavior of what is bad, that should not be done.

psychoanalytic theory on the evolution of moral describe moral development, psychoanalytic theory of the division of the structure of the human personality into three , namely the id, ego and superego. Id is a personality structure consisting of the biological aspects of the irrational and unconscious. Ego is a personality structure that consists of psychological aspects, namely ego subsystems, but have rational and aware of no morals. The superego is of the structure personality of the social aspects, the system and moral values ​​contains that truly consider the "right" or "wrong" something. Another important point of the carbon's theory of moral development is the moral compass to express that exists only in the mind and are characterized by moral behavior in relation to the actual effect. The higher stages of moral development of a person, the more visible moral more mature and responsible than his deeds

The development of the young Social interaction

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Social Interaction Development Youth

Eureka Education . Social development in adolescence can be seen from two properties, both of which started the formation of peer groups with the same sex or of different sexes and began to separate from their parents.

1. peer group
Accelerate connected development in puberty with sexual maturation, which ultimately resulted in social development to a change. occurs before puberty is usually the child will be able to establish close relationships with peers. Along with it also brought a group of children to play together or to make a plan. The nature of a typical group of children before puberty is that the group of the same sex was. Equation Sex can help the development of gender identity and prepare the feelings with the experience associated identification media. While daring children at puberty, have begun to get involved with the opposite sex in various activities.

In the early years of puberty, tend teenagers to have a broader membership. In other words, often friends or neighbors are members of the youth group. Normally, the group is more heterogeneous than the peer group. For example, a group of peers in adolescence are usually a mix of people from different groups to have. Increasingly intense interaction increases causes cohesive group. In the group with strong cohesion, it will be developed, the climate and the norms of a particular group. But that is dangerous for the formation of identity. At this time he was more developed with its role as a member of the group rather than a personal pattern. But sometimes the insistence of the norms of the group makes it difficult to build trust.


2. Remove from parents
the demand for separation from parents and towards peers is a response to the internal status of young children. After the onset of puberty emerge for social cohesion milienu parents a great discrepancy between the physical maturity. Under these circumstances, many contradictions between his early youth with parents, including:.

a difference in the standards of conduct
youths take early often that standards behavior of his parents while he was considered modern fashioned. They expect that their parents would correspond to modern behavior.

b. Feel harassed
adolescents often feel hate when socio-economic status are not allowed to have the same status symbols with their colleagues. As clothing, shoes, etc. accecoris At this age it is very unfortunate if the work ordered around the house.

c. Behaviors that are less mature
Usually parents a pattern develop punish when teenagers ignore school work, responsibility and snacks at will shirking. to make prohibition and punishment of hate parents.

d. Problems doorstop
active social life because he often melaggar regulations. Over time, went home and with whom he. In contact, especially with the opposite sex

e. Methods of discipline
If the disciplinary procedure applied parents are considered unfair or childish young rebel. The uprising occurs in a family, if one parent is dominant than the other. This causes parenting tend to be authoritarian.

In Indonesia, there are still restrictions on adolescent development. On the one hand want to, even though removing from the parents, but still live in most early adolescents with parents. Moreover, economic opportunities, even by their parents depend. You can not marry, cultural intercourse is not allowed according to the religious and social norms, even if they had been able to keep a date a date with another friend kind. They were trying to reach freedom in dating. They have the same tendency was freedom to live in accordance with the age and sex. This means that as a sign of maturity, they begin with their parents in an effort to offer the best of the relationship of their emotions, to be a member of the peer group.

After Maccoby (1984) system, the parents and children binds the family of regulatory coregulasi modify relationships in relationships. That give in this case, always a parent has the freedom their to determine their own children. This does not block the cooperative relationship between parents and their children. Normally communication is established with the mother was much closer than the father. Communication with the mother covers the problems of everyday life, while the problems with the Father feeling of teenage life in the community.

In children release women is somewhat more difficult, it is caused by the interaction between natural feminine with the values ​​of the surrounding communities. In Indonesia, particularly in Java community of young girls to loving parents and families to be expected in the deeper meaning, for example, care, maintenance and charge of the home and family. However, this does not mean that the children of women do not have equal opportunities in society.

In the early teens, the desire, with the aim to find from the parents. According to Erikson regards pperkembangansosial this process is referred to as a search for identity, that is, steadily towards the formation of identity towards individuality where this to independence is an important aspect in the development of the self.

early teens effort ooriginalitasjuga also shows the opposition to adults and solidarity to reach towards peers. The principle of emancipation is possible that the second movement between independence with dependence on the parents, the distance between the generations is increased (the generation gap).

The distance between the generations is meant here, does not mean that it is good no relationship. It is indeed the age of these children often do not understand their parents to do things that were not, as she had hoped. Normally at this time began the seeds of antagonism between children and parents arise. Based on the research discrepancies between children and parents among others appearance, choice of friends, school dismissal time is not appropriate, respect for the elderly is missing, etc. In fact, at this time, young people are more advanced than their parents.

Education Curriculum 1952

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Curriculum 1952

Eureka Education . After the lesson plan in 1947 the curriculum in Indonesia experienced improvements in 1952 year. In 1952 was called to a national education system, the most striking feature of the curriculum and at the same time This curriculum lesson plan Unraveling 1952 1952 was that each lesson plan are linked to the lesson content with the daily pay. The curriculum is more detail each subject curriculum in detail each topic.

curriculum more is detailed 1952. called each subject curriculum Unraveling At the end of the era of President Sukarno, curriculum development plan in 1964 or 1964 appears the focus is on the development of Pancawardhana, namely :. a) creativity b) Rasa, c) Karsa, d) work, e) moral
, subjects were classified into five groups of studies.
o morality.
o intelligence.
o Emotional / artistic.
o ability (ability).
o Bodily.

their curriculum is obvious. A teacher teaching a subject. At this time also provided class community, namely in special schools for graduates SR 6 are still not on the junior high school. Shared classes teach basic skills, such as agriculture, carpentry and fishing. The aim is that children can not afford school to junior high school, can begin to work.

The birth of the primary school curriculum in 1952 is inseparable from the story of the birth of Curriculum 1947. It can be said that in 1952 the renewal of the curriculum Curriculum 1947 is said that, because the current 1947 curriculum no laws applicable education is the cornerstone of their activities. Only in 1949 after the 1950 education law known as Act No. can be completed four years the 1950s. Moreover, the legislation in 1954, namely, # 4 1950 # 12 1954 was a law passed # 12 1954. From there, the Education Act as the first known However, the law is not the implementation of Curriculum impose 1947.



is reacted together with the adoption of laws educational No. 4 in 1950 new in 1954, is no longer applicable curriculum 1947 curriculum, but the curriculum in 1952. in other words, the curriculum in 1952 is the first curriculum that has the legal base for operations. Juridical basis of the curriculum in 1952 do not differ significantly from 1947. The foundation curriculum Pancasila idiilnya in the preamble of the Constitution is established in 1945, during the constitutional basis of the 1945 Constitution of the foundation of operational curriculum is Law No. 1952 4 years in 1950 . the law was designed before 1950. the bill, which was first discussed by BPKNIP 1948 can not be performed due to the collision II. It was not until 29 October 1949, the statement of BPKNIP was accepted and ratified by the Indonesian government on April 2, 1950.

Together with the reform of the unitary state from Indonesia to be under the rule of RIS, law No. 4 the 1950 revised and adopted by Parliament on 23 December 1953 approved by the government of Indonesia on March 12, 1954 as law No Sun, 12 1954, one can understand that the law No. 12 1954 is actually a legal basis for the implementation of law No 4, 1950. Then, the operational basis curriculum is law No. 1952 4 1950 and Act No. 12 1954.

curriculum 1952 is a further development of the existing curriculum, the curriculum in 1947, which is detailed syllabus for each subject. Therefore, the curriculum in 1952, better known as the lesson plan Unraveling 1952. Content 1952 curriculum an elaboration of direction and purpose pedidikan middle school and curriculum objectives. As mentioned above, the secondary school educational goals and objectives of the curriculum directed students for higher education and to educate experts. In various special courts, in accordance with their individual abilities and needs of the community in the preparation This was on the awareness of education based patterns of the past. This statement may in the Declaration of Law No 4 1950 Chapter V, Article 7, paragraph 3. In the statement it is found that in the past, secondary education is divided into two, namely the vocational education and secondary school. Public Schools employs to educate yourself with lessons for universities and vocational schools staff in a variety of job knowledge and expertise. The result is that most students chose general secondary education, with the intention of Education can happen to a higher school. Meanwhile lacking vocational schools interested. In response to a low interest of students in vocational schools in the development, the government has some effort. The education system should give priority to the training of people who can work. Both the high school and vocational school, aiming both to educate experts that can fulfill their obligations to the State. The result in 1950 curriculum is divided into six groups of knowledge, namely the language groups Science, a group of natural sciences, social sciences groups, economic groups and group expression. Moreover, as a form of preparation of highly skilled and educated in classes instead of three majors, two majors, A for language and knowledge Social and B for science and natural sciences.

The content of the curriculum in 1952 is much more detailed than the curriculum in 1947, therefore the curriculum in 1952 called Lesson Plan 1952. Unraveling junior year curriculum structure l952 refers to the educational goals and objectives of the curriculum set forth in the law # 4 1950. the purpose of the national curriculum from 1952 is shaping human decency and competent and citizens of a democratic and responsible for the welfare of the people and the homeland. In the process of learning, teachers act as models to apply the ethics, morals, values ​​and rules and regulations. Discipline, diligence, politeness and spirit of nationalism instilled by the behavior of teachers and school strict enforcement of the rules. Unfortunately, the process of learning on the teacher centered (teacher oriented). The students are placed as objects to get as much information from the teacher. The role of the teacher in the classroom is very dominant. Students will receive information passively. It was prioritized as a result of the learning process, the material and the mastery of the material.

The scoring system is based on the curriculum 1952, almost equal to the curriculum in 1942, by the daily tests, general testing is performed quarterly and final exam. Daily tests and general tests serve a quarterly basis for the determination of whether a student rising or falling grades. If a students has not reached a minimum score of 6 in the general tests quarterly, concerned by the replay repair (it). Penghabisan exams, later renamed about 1958 state exam, was used to determine graduation. A junior high school students can be passed if it has a maximum value of 5 to 4 people or equivalennya (class 4 corresponds to two classes 5, the value 3 is equivalent to 3 score of 5).

Education Curriculum 06

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Kevin Kurniawan
Education Curriculum 06

Curriculum 06 or as a unit level curriculum (SBC) known is the operational curriculum formulated Education and in each unit of education currently prevailing implemented in Indonesia. SBC enforced the academic year beginning 06/07, which replaces the 04 curriculum (KBK). The curriculum is born together with the adoption of Act No. 20 of 03 on the National Education System and Government Regulation No. 19 of 05 on the national educational standards. A difference from the SBC applies the curriculum ever in Indonesia is on the system development. Curriculum 04 is a competency-based curriculum that the process be stopped and replaced with the Education Unit Level Curriculum (SBC), the kompetensis based Curriculum (KBK).

Overview in terms of content and goal-oriented process competence teaching students the technical evaluation is not much difference with Curriculum 04. The difference is most pronounced in this curriculum is more constructively, so that if more teachers to freedom is in compliance with the learning environment and conditions of the students and the state of the schools to plan. This is due to the reason karangka (KD), competence standards (SKL), the standard of competence and basic (SKKD) each subject an educational institution was established by the Ministry of National Education. Thus, the development of learning tools, such as the curriculum and evaluation system is the authority of educational units (schools) under the coordination and supervision of Regency / City Council. In this curriculum, the education policy was originally performed by centralization, has turned to decentralization. This means that in the 04 curriculum, education policy decision by the central government for local communities from above to move away with the seat in the city or county. The central government is to develop a curriculum corresponding to the potential of each the width of the respective local government. Education decentralization in line with regional autonomy is implemented, curriculum changes in the era of regional autonomy is no longer the responsibility and the duty of the central government, but the task of any educational institution and school.

In 04 Curriculum (SBC) happened a wide variety and type of curriculum in the education unit in each school because certainly will from one region to the other areas of the curriculum in its development vary. But in this case happened many differences, but still out of the rules of the Government of the PP set. No. 19 years in 05 for national educational standards. National Education Standards serves as a binder curriculum unit level education (SBC) from each school and training units developed in different regions. Thus the implementation of the curriculum in every school and educational units in different colors. Depending on the needs of the region and their respective fields According to their needs according to the characteristics of each school, and in accordance with the conditions and the ability of the learner. But in kurikululum different they remain underlined SNP, which was determined by the central government.

SBC consists of educational objectives educational unit level, structure and curriculum, educational calendar and curriculum. Objectively, the implementation of the curriculum in 06 is the implementation of the regulations of the PP No. 19 were issued in 05 on national education standards. However, the essence of the content and the direction of development of learning even by reaching packages competence (Competence Standard and Basic Competence) and not a lack of object is marked.

Definition and history education system

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Kevin Kurniawan

Definition and History School System

Eureka Education . The school is to be a place of learners able to get an education. Schools can be interpreted as an institution, in the teaching and learning process in an educational system that is recognized by the state. However, there are also some educational system as a formal school with another form aims as it is known the term home schooling, but the school is the education system of the most famous even exists in every country.

According to the Dictionary Indonesian large school building or an institution of learning and teaching as well as a place to receive and give lessons accordingly and achieved level. This plane is hereinafter referred planes, namely the level of primary schools exist, Advanced and universities



The origin of the word school comes from the Latin is. Skhole, Scola or skhola importance: Leisure or leisure. This word indicates that the school is very difficult to implement something and perceived by learners (children: by educational sense), so the schools can be performed only on a recreational activity or a certain period in addition to the main activity. Activity in leisure time is to learn how to count, how to read the letters and to learn about the moral (manners) and aesthetic (art).

System Formal Education
formal education in general of the countries and regions of the world, even the formal education system is is believed obligatory in this case, for each child in question is a form of coercion or necessity has been accepted by most countries around the world. For example, Indonesia has Educational course nine years or nine years compulsory.

The formal education system in each country about the same remains with respect to the level of education is divided into three main parts: basic education (elementary), secondary education (high school) and universities. In addition to core schools, students in some countries, access to schools can have and follow both before and after the primary and secondary education. Kindergarten or pre-school offers some school children were very young (usually 3-5 years). University, vocational school, college or seminary can after high school available. A school can also dedicated to a specific area, such as business or school dance. Alternative schools offer curriculum and non-traditional methods.

School is a responsibility of the government, whose purpose is to continue the life of the nation and the state to the challenges and problems to be overcome by the country. Therefore sdidesain School Emotion Prodak, so that the output of the school can be used for electricity and also address issues that will come.

There are also known as non-state schools, private schools. Private schools can for children with special needs if the government can not give a special school for them; religious, like Islamic schools, Christian schools, hawzas, yeshivas and other, or schools that have a higher standard of training or try to develop a personal performance. Schools for adults include institutions of corporate training and military education and training

Currently, the school is to change the meaning of words: a. Building or facility for teaching and learning as well as a place to receive and give pelajaran.Sekolah by an LED head teacher. The head teacher is supported at each school by a deputy head sekolah.Jumlah Konrektor is different, depending on their needs. School buildings are ready to rise to utilize the land available and can be filled with other institutions. in a school play Availability of facilities play an important role in the implementation of the educational process.

The size and type of school varies depending on the resources and the purpose of the training providers. A school may simply be that a place where a teacher and some students met, or perhaps a large building complex with hundreds of space with tens of thousands of educators and learners. Here is the infrastructure, which is often found in the existing institutions in Indonesia, according to their purposes:

1. Classroom
study space is a space, the space dedicated to teaching and learning. Study room consists of several types assembled according to their function as follows:
  • room classroom or face to face, this space serves as a space where students receive instruction in an interactive process between the learners with educators, is study in different sizes and fungsi.Sistem class class is divided into two types of switching (moving class) and class remain.
  • room practice / laboratory space, which serves as a space where students explore science and improve skills through practice, practice, research, experiment. This space has the specificity and named according to their specialization so, including:
  1. Laboratory of Physics / Chemistry / Biology,
  2. language laboratory,
  3. The computer lab
  4. lounge skills
2. office space
of office space is a place where educators management process of the school, the larger institutions of office space is a separate building.

3. Library
As an institution that has employed the existence of libraries in the fields of science, is very important. To borrow a book, students must first have a library card to borrow a book

4. Pages / Fields
  • There is a common area, which has many features including.
  • , where the ceremony
  • gym
  • , where outdoor activities
  • training ground
  • playground / rest
5. etc. another
  • canteen / cafeteria
  • space Agency learners (OSIS, scouts, students Senate, etc.)
  • space Committee
  • space Security
  • room production, broadcasting, etc.
  • space school Health Unit (UKS)

in Indonesia, the school according to their status divided into two types:
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  • Public schools, and indeed organized by the government schools, from primary school to middle schools, high schools and universities.
  • private school, that the school by not held government / private, organizers in the form of the body in the form of educational foundations, which is so far legal persons training providers still a draft government regulation.

Components of Metacognition

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Kevin Kurniawan

Components Metacognition

Eureka Education . According to Jacob (in Rahmayani, 09: 15) metacognition consists of four components, namely:.

a Metacognitive knowledge ( metacognitive knowledge )

  1. Decralarive knowledge that the knowledge required of themselves as learners and the strategies, skills and learning resources source.
  2. process knowledge that know how to use what is known in decralarive knowledge that the learning activities.
  3. Conditional knowledge is knowing when a process, skills or strategies to use, and when things are not used, why a process takes place, and why a process is better than other methods ,

b. Interest metacognitive ( metacognitive objectives )

  1. develop the habit of managing self-monitoring and improve learning ability.
  2. Develop a habit of constructive thinking develop.
  3. to ask a habit.

c. Metacognitive strategies ( metacognitive strategies )

  1. Students can identify the learning style that is suitable for yourself, and to monitor and improve the ability by summarizing way to learn reading, listening, discussion and study groups.
  2. , students can make decisions, solve problems and learn the relationships previous knowledge with new findings.

[1945013integrieren] d. Experience or regulation metacognitive ( metacognitive experiences or regulation )

  1. planning , is the ability to plan learning activities.
  2. Strategies Information Management , the ability of the strategy related information regarding performed to manage the learning process.
  3. considers monitoring , is the ability to monitor their learning process and issues with the process.
  4. debug strategies , the ability of the strategies debugging is to correct a strategy that actions wrong in learning.
  5. evaluation [usedis, is the ability of the effectiveness of learning strategy, to determine whether he would change Strategiya, give up on state or an end to this activity.

divided in accordance with the above definition, and Simon Brown abilities metacognition in knowledge and skills of metacognition (Dosoete, Roeyers & Buysse, 01: 435-436).
a. Knowledge metacognition defined as the knowledge and understanding of the process of knowledge. Metacognitive knowledge is divided into three components, namely:

1. knowledge statement ( declarative knowledge )
Declaration of knowledge is the knowledge of something , Knowledge Policy and covers knowledge about ourselves as learners and about the factors that affect a person's knowledge. Knowledge Declaration can vary in topic and scope, to know, for example, about fakt Act, generalization, private events and personal settings. can be addition to the facts organized in a number of facts, generalizations in theories can be organized, and private events can be organized in living history.

2. Procedural knowledge ( procedural knowledge )
procedural knowledge is awareness of thinking processes or knowledge of ways to accomplish the goals and knowledge as qualified labor and how to do it to achieve. Someone who has a high degree of process knowledge, can use different strategies to face to solve the problems.

3. knowledge-related ( Conditional knowledge )
knowledge requires an awareness of the conditions that affect learning and find out the reasons why a specific strategy and why do something.

b. Metacognition skills is as an individual is defined to control the thought process. Metacognition skills consists of four components, namely:
1. Predict ( Prediction )
predicts skills are making skills in a forecast or anything predict.
2. Plotting ( planning )
planning skills are abilities to create something that will be done.
3. Monitoring ( monitoring )
abilities monitor is keteelajarampilan which relates a person's consciousness, which communicates with the understanding and execution of tasks in line.
4. Evaluation ( review )
ability to assess the skills to evaluate the product and adjusting the process of learning.

REFERENCES
Desoete, A., Roeyers, H., and Buysse, A. (01). Metacognition and Mathematical Problem Solving in Grade 3. Journal of Learning Disabilities . 34, (5), 435-449.

Rahmayani. (09). Applying Learning Cycle 5E model in math learning through Metacognitive skills approach Reasoning ability to improve students . Thesis, unpublished, Universitas Pendidikan Indonesia, Bandung.

Sample Assessment Instrument Development Procedure Type Performance Assessment Phase II: Development Tapah and Phase III: Test reliability and validity

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Kevin Kurniawan

sample procedure development tool type judging performance Phase II: development stage Phase III test Reliabiltas and validity

Eureka Education . As done in development process preparation in the previous post, we give now the next level, development and testing instrument.


the development phase

at this stage assesman considering assesman terhadapa learning objectives be developed that are tailored to the competence of the services, receive participants learners . The purpose of the design phase Assesman prepare developed. When creating a performance-based assessment tools on, teachers should have a thorough understanding of the skills in learning to listen to be measured. Teachers need to consider the principles in the assessment / evaluation. So teachers can develop valid assessment tool, the listening skills of students can measure.

Assesaman that is developed based assesman assesman on performance or power. prepared Assesamn based on the performance and in the form of formative formative assesman as a guide for the learning process participant students developed. Assesman then during the learning process and pengelolahan class used

According to Mueller (05: 29-31). General principles in the evaluation include (1) classify clear what a considered priority in the evaluation process, (2) an evaluation process for their relevance to the character / should be measured aspects, (3) assessment / evaluation require comprehensive procedures vary selected (4) the assessment procedures are suitable for use, requires an awareness of the limits of the ability of students and (5) assessment is a way to put an end, not an end in itself. to use these principles is to provide based on the available power as an important guide in the development of the assessment.


phase test validity and reliability

In this phase is to test the validity of assesaman that was compiled previously is. there is on the validity of the tests three stages of the validity test konstark, test content validity testing and external validity test. The validity of the request expert assistance konstark testing menganai opinion kesusaian instrument memebrikan be measured with aspects. After passing the test the validity of experts, the next phase will be followed by a test of content validity with mencobakan assesaman that have been made in the research object.

Validation of experts a validation process logically Assesman-based performance management is done by five people Validator, namely: three lecturers and 2 high school teacher. Draft-products which have been validated to lecturers and assessors are to receive for improvement reviews and feedback in order before the trial to the area from the time. The results of the validation will be easier to make changes to the draft product. Once revised, the product can be re-validated, but only to professional teachers, so that it uses for field trials to get a good result for products.

test reliability carried out in conjunction with the test content validity. This test is done by mencobakan assesman on onjek research. This phase aims at the reliability and internal consistency that exist on a performance-based assessment to determine which was developed. At this stage there is a possibility duam assesaman tested elements on the field assesman assesman eligible and ineligible items. assesaman The next item on the position are not worthy to be revised and dilakuakn perbaiakan then checked again until the number of elements required assesamn enough.

stage trial products

Assesman the use of performance-based learning test will be carried out in high school physics class XI IPA program. Interest and trial is designed Assesman and operationalize the necessary learning materials. The results of this study will be used as inputs or final improvements Assesman. Field trials, in addition to the final product Asseman operationalize also the result of the application of Assesman determine Physics in learning, the feasibility Assesman in learning physics in students .
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