scholarly journals Child in the Family and School Environment

2017 ◽  
Author(s):  
Eleonóra Mendelová ◽  
Lívia Fenyvesiová
Keyword(s):  
School Environment ◽  
Teaching Style ◽  
Educational Institution ◽  
Educational Environment ◽  
Shared Responsibility ◽  
Economic Conditions ◽  
Family Interactions ◽  
Socialization Process ◽  
Emotional Relationships ◽  
The Family

The personality of an individual develops under the influence of various determinants, of which the family and school environment is dominant. Although the family has to primary influence on creating a child´s personality, the school as an educational institution links up its work and supplements it appropriately.The present publication draws attention to the influence of the family and school in a process of socializing the child. It analyzes particularities of the socialization process in the educational environment of the family and the school as well as the factors determining this process such us Education, family structure, emotional relationships, socio-cultural and economic conditions of the family, interactions and relationships in school, teacher's teaching style, personality and professional elements of the teacher's personality, his / her relationship to pupils, and so on. The authors highlight the shared responsibility of the family and school for socializing and educating the personality of the child.

LINGKUNGAN PENDIDIKAN DALAM AL-QUR’AN DAN HADIS

2018 ◽  
Vol 4 (01) ◽  
pp. 13
Author(s):  
Hasbullah Hasbullah
Keyword(s):  
Religious Education ◽  
School Environment ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Environment Education ◽  
Artificial Environment ◽  
The Social ◽  
The Family ◽  
Biological Environment ◽  
Education Process

Abstract. Educational environment is needed in the education process, because the educational environment serves to support the process of teaching and learning, a comfortable environment and support for the implementation of an education is needed. The environment is distinguished into the biological environment, the non-living natural environment, the artificial environment and the social environment. Education is one of the first obligations for parents. In Islam, the person most responsible for the education of the child is the parent. The family is the "smallest people" who have leaders and members, has a division of work and work, and the rights and obligations of each member. The best exemplary education for children is if both parents are able to connect their child with the example of Rasûlullâh SAW, as uswah of all mankind. A positive school environment is a school environment that provides facilities and motivation for religious education. Keywords. Environment, Education   Abstrak. Lingkungan pendidikan sangat dibutuhkan dalam proses pendidikan, sebab lingkungan pendidikan berfungsi menunjang terjadinya proses belajar mengajar, lingkungan yang nyaman dan mendukung bagi terselenggaranya suatu pendidikan sangat dibutuhkan. Lingkungan dibedakan menjadi lingkungan alam hayati, lingkungan alam non-hayati, lingkungan buatan dan lingkungan sosial. Pendidikan merupakan salah satu kewajiban pertama bagi orang tua. Dalam Islam, orang yang paling bertanggung jawab dalam pendidikan anak adalah orang tua. Keluarga adalah “umat terkecil” yang memiliki pimpinan dan anggota, mempunyai pembagian tugas dan kerja, serta hak dan kewajiban bagi masing-masing anggotanya. Pendidikan keteladanan terbaik bagi anak, ialah jika kedua orang tua mampu menghubungkan anaknya dengan keteladanan Rasûlullâh SAW, sebagai uswah seluruh umat manusia. Lingkungan sekolah yang positif yaitu lingkungan sekolah yang memberikan fasilitas dan motivasi untuk berlangsungnya pendidikan agama. Kata Kunci. Lingkungan, Pendidikan Daftar Pustaka Ahmadi, Abu dan Nur Uhbiyati. 2001. Ilmu Pendidikan. Jakarta: Rineka Cipta. Badudu, Js. 1996. Kamus Umum Bahas Indonesia. Jakarta: Pustaka Sinar Harapan. Juhji. 2015. “Telaah Komparasi Konsep Pembelajaran Menurut Imam Al-Zarnuji dan Imam Al-Ghozali”. Tarbawi. 1(02): 17-26 Juli - Desember 2015. Terdapat dalam http://jurnal.uinbanten.ac.id/index.php/tarbawi/article/view/257/254 Nata, Abudin. 2010. Sejarah Pendidikan Islam. Jakarta: Raja Grafindo Persada. Nizar, Samsul dan Zainal Efendi Hasibuan. 2011. Hadist Tarbawi. Jakarta: Kalam Mulia. Purwanto, Ngalim. 1996. Psikologi Pendidikan. Bandung: Remaja Rosda Karya. Ramayulis. 2008. Ilmu Pendidikan Islam. Jakarta: Kalam Mulia. Soejono, Ag. tt. Pendahuluan Pendidikan Umum. Bandung: CV. Ilmu. Suwarno. 1982. Pengantar Umum Pendidikan. Jakarta: Aksara Baru. Tafsir, Ahmad. 2000. Ilmu Pendidikan dalam Perspektif Islam. Bandung: Remaja Rosda Karya. Tafsir, Ahmad. 2003. Metodologi Pengajaran Agama Islam. Bandung: Rosdakarya. Uhbiyati, Nur. 1997. Ilmu Pendidikan Islam. Bandung: Pustaka Setia.

scholarly journals Revitalisasi Peran Keluarga dalam Mengatasi Mental Hectic pada Anak Usia Dini

2016 ◽  
Vol 1 (2) ◽  
pp. 177
Author(s):  
Lukman Harahap
Keyword(s):  
School Environment ◽  
Growth And Development ◽  
Educational Institution ◽  
Physical Growth ◽  
Early Age ◽  
Learning Method ◽  
The Family ◽  
Children Development ◽  
The Right

Children character and personality building is conducted by their closest person. They have a meaningful contribution towards the children development. Children growth and development includes physical growth and psichological development. The right guidance and direction is necessary in every stage of children development. Children growth can be conducted by the school environment or educational institution as well. The lack of understanding from the parents or teachers in school and also the burden they feel generates children personality problems. They becomes a less-directional, ill-tempered, and rebellious person. These personality is called Mental Hectic. The emergence of Mental Hectic contains some factors. It consists of the learning method or technique which is less in take sides on the children growth and development especially at their early age. The consequence is learning becomes a heavy task, not a fun and delighted area for children who still keen on their own world, that is, playing. Therefore, this role can be played especially the family as the closest person who could guide and direct them to be a healthy and independent personality.Pembentukan karakter dan kepribadian anak dilakukan oleh orang terdekatnya, mereka memiliki kontribusi yang berarti bagi perkembangan anak itu sendiri. Pertumbuhan dan perkembangan anak meliputi pertumbuhan fisik dan perkembangan psikis. Bimbingan dan arahan yang tepat diperlukan pada setiap tahapan perkembangan anak. Pertumbuhan anak juga dapat dilakukan dari lingkungan sekolah ataupun lembaga pendidikan. Kurangnya pemahaman orang tua maupun guru di sekolah ditambah beban berat yang dirasakan oleh anak menjadikan problem pada kepribadiannya. Kepribadian anak menjadi pribadi yang kurang terarah, pemarah dan pembangkang. Kepribadian inilah yang disebut Mental Hectic. Tumbuhnya Mental Hectic ini diantaranya beberapa factor, diataranya berasal dari metode atau teknik belajar yang kurang berpihak pada pertumbuhan dan perkembangan anak terlebih pada anak usia dini. Akibatnya pembelajaran menjadi beban berat, bukan merupakan area yang menyenangkan dan mengasyikkan bagi anak yang masih senang dengan dunia mereka yaitu bermain. Oleh karena itu peran ini bisa dilakukan terutama keluarga sebagai orang terdekat yang dapat mengarahkan serta membimbing anak supaya nantinya anak memiliki pribadi yang sehat dan mandiri.

OTONOMI DAN REFORMASI PENDIDIKAN

Edupedia ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 23-32
Author(s):  
Abd Muis ◽  
Minhaji Minhaji
Keyword(s):  
Educational Reform ◽  
Family Environment ◽  
School Environment ◽  
Educational Institution ◽  
Educational Process ◽  
New Methods ◽  
The Family ◽  
New Ideas ◽  
Basic Characteristics ◽  
Improvement Effort

Autonomy and reformation in education is an improvement effort in the field of education. Educational reform has two basic characteristics: programmed and systemic. Programmed educational reform refers to the curriculum or program of an educational institution. Included in this programmed educational reform is innovation. Innovation is the introduction of new ideas, new methods or new tools to improve some aspects in the educational process. There are three education centers that are responsible for the implementation of education. They are family, school, and society. In the educational process, before getting to know the wider society environment and before getting guidance from the school environment, the student first gets guidance from the family environment.

scholarly journals Implementasi Pembelajaran Catur Guru Dalam Membentuk Karakter Siswa

2020 ◽  
Vol 4 (1) ◽  
pp. 81
Author(s):  
Ida Ayu Dwi Lestari ◽  
Ni Komang Sutriyanti
Keyword(s):  
Human Resources ◽  
Teacher Learning ◽  
Cultural Values ◽  
Family Environment ◽  
School Environment ◽  
Educational Institution ◽  
Spiritual Values ◽  
School Teachers ◽  
The Family ◽  
Character Building

<em>This study aims to describe the implementation of Chess Teacher learning in shaping the character of students in </em>Sekolah Dasar Negeri 2 Kaba-Kaba<em>, where it is applied by school teachers in class learning, with Catur Guru material, namely Guru Swadyaya</em>, <em>Guru Rupaka, Guru Pengajian, Guru Wisesa</em><em>. The formation of character through schools is a noble effort that is urgent to do. In fact, when talking about the future, schools are responsible not only for producing students who excel in science and technology, but also in identity, character and personality. In character building, the family environment and the school environment have a very important role, because the family as the first and foremost educator functions to carry religious, cultural, ethical, moral, and spiritual values to their children. While the school as a formal educational institution is tasked to transform knowledge and socio-cultural values that can produce quality human resources and have high competitiveness. Thus it can be said that the formed behavior that is characterized is strongly influenced by the family environment and the school environment as well as the wider school environment (community), in addition to the potential and beliefs or the attitude of confidence possessed by individuals.</em>

Die sozialstrukturelle Einbettung von Sozialisationsprozessen: Empirische Ergebnisse zur Ausdifferenzierung des globalen Zusammenhangs von Schichtzugehörigkeit und gemessener Intelligenz sowie Schulerfolg / The social structural context of socialization: On the differentiation of the relations between class-affiliation, measured intelligence, and schoolachievement – Empirical findings

1976 ◽  
Vol 5 (2) ◽  
Author(s):  
Ulrich Oevermann ◽  
Marianne Kieper ◽  
Sabine Rothe-Bosse ◽  
Michael Schmidt ◽  
Peter Wienskowski
Keyword(s):  
Sex Role ◽  
School Achievement ◽  
Social Classes ◽  
Economic Conditions ◽  
Recent Criticism ◽  
Socialization Process ◽  
Differential Relation ◽  
The Social ◽  
Social Structural ◽  
The Family

AbstractRecent criticism of research on “class specific forms of socialization” is discussed and possible sociological approaches for a differentiation in this field are supported in contrast to a position of psychological reduct- ionism. It is argued, that speaking of “class specific socialization” (“schichtenspezifische Sozialisation”) cannot be justified unless structural differences in the constellation of socialisatory conditions in specific sociocultural milieus are empirically confirmed besides merely showing differences in the degree of learning opportunities. From a sample of 357 ten-year-old children data regarding social background, measured intelligence and school achievement are analyzed to explore possibilities for differentiation of the global relationships betweem these indicators. The five distinguished social classes are comparable in the external features of family structure and their local ecology. Differences between them regarding intelligence and school achievement of the children must, therefore, be explained on the basis of their present socio-economic conditions and subcultural traditions. Group differences of intelligence and school achievement can be identified and consistently ordered according to class hierarchy. But beyond these quantitative differences no qualitative differences in the profile of intelligence and school notes can be shown and likewise no class specific factorial structures of intelligence are existent. Only after parents have been classified according to occupational characteristics, profile differences can be detected, which serve to point out subcultural specific forms of intelligent behavior. Effects of subcultural traditions can be separated from effects of the actual socio-economic conditions, when one distinguishes within the social classes’ subgroups according to the consistency of class heritage of the families. These two complexes of causation have no simple additive effects, their relative contribution is further mediated by their contextual constellation in the social history of the family. Finally, it can be shown that the predictive power of single status indicators is not distributed according to their causal proximity to the socialization process. The status indicators have a differential relation to various factors of intelligence and school achievement with respect to the sex of the children. From that it can be infered that the influence of social structural conditions is differentially mediated by mechanisms of sex-role development and that the processes of socialization within the family should be explained in terms of their macro-structural contextuation.

scholarly journals The Essence and Content of Socialization of Preschool Children

2021 ◽  
Vol 7 (6) ◽  
pp. 439-442
Author(s):  
A. Kaldybaeva ◽  
M. Sabirova
Keyword(s):  
Preschool Children ◽  
Educational Institution ◽  
Social Education ◽  
Early Age ◽  
Narrow Sense ◽  
Real Potential ◽  
Socialization Process ◽  
The Real ◽  
The Family ◽  
Education And Development

The article discusses the problems of socialization of children, the essence and content of the concept of socialization, social education in the family, its basics and modern mechanisms for effective education of preschool children. The real potential of the ethnocultural potential of society in the socialization of preschool children was also considered including features of society in relation to social and ethnocultural phenomena and peculiarities of ethnic traditions of social “education and development” of children from an early age. Social education of the personality of a preschooler considered in a broad and narrow sense, systems of interaction between the family and the preschool educational institution and the possibilities of improving the conditions of pedagogical work of educators with increasing the efficiency of the socialization process by improving the professionalism of specialists.

scholarly journals A Child from an Alcoholic Family in a School Environment

1970 ◽  
pp. 453-462
Author(s):  
Anna Schmidt
Keyword(s):  
School Environment ◽  
Family System ◽  
Support Network ◽  
General Definition ◽  
Socialization Process ◽  
Social Pathology ◽  
The Family ◽  
The Subject ◽  
The Individual ◽  
The Impact

The article concerns the child from an alcoholic family in a pre-school environment. The author presents a theoretical introduction on definitions important for understanding the subject, then addresses the subject of social pathology as a factor disturbing the durability of the family system. The topic of social roles in the alcoholic family and their impact on the child’s socialization process continue to arouse interest. Another issue raised in the article is the topic of co-dependence, starting from the general definition and understanding of the concept and ending with the impact of this phenomenon on the child’s functioning. The issue analyzed and reflected is as follows: a child from an alcoholic family as a student – in particular in relationships with teachers and peers. The author reflected moreover on the possible difficulties a child in a pathological family may encounter in the school environment, as well as on suggested practical solutions and a support network that may help the individual and its immediate environment to fight against difficulties and to motivate change. The article has an introduction and ending, which aptly sums up the issues dealt with.

scholarly journals LINGKUNGAN PENDIDIKAN DALAM AL-QUR’AN DAN HADIS

2018 ◽  
Vol 4 (01) ◽  
pp. 13
Author(s):  
Hasbullah Hasbullah
Keyword(s):  
Religious Education ◽  
School Environment ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Environment Education ◽  
Artificial Environment ◽  
The Social ◽  
The Family ◽  
Biological Environment ◽  
Education Process

Educational environment is needed in the education process, because the educational environment serves to support the process of teaching and learning, a comfortable environment and support for the implementation of an education is needed. The environment is distinguished into the biological environment, the non-living natural environment, the artificial environment and the social environment. Education is one of the first obligations for parents. In Islam, the person most responsible for the education of the child is the parent. The family is the "smallest people" who have leaders and members, has a division of work and work, and the rights and obligations of each member. The best exemplary education for children is if both parents are able to connect their child with the example of Rasûlullâh SAW, as uswah of all mankind. A positive school environment is a school environment that provides facilities and motivation for religious education. Keywords. Environment, Education

scholarly journals Career Women as a Role Model in the Formation of Morals

2018 ◽  
Vol 5 (5) ◽  
pp. 255
Author(s):  
Yosi Dinuraini
Keyword(s):  
Qualitative Analysis ◽  
Moral Education ◽  
Family Environment ◽  
School Environment ◽  
Role Model ◽  
Educational Institution ◽  
Career Women ◽  
Community Environment ◽  
The Family ◽  
Career Woman

Educational trilogy is a scheme of relationship between family environment, school environment and community environment. Each of them support each other in efforts to educate the nation's children and their moral education. Moral education will run effectively and intact if it involves the institution. Conversely, moral education will not work effectively if ignoring one of the institutions, especially families. The family as the first educational institution, wheres mother as the first teacher for her child gives a big influence on planting child’s character and morals. No matter how busy a mother's first task is to educate the child, and then of course a mother who has a glass as a career woman has its own method in instilling good morals for her son. This research was created with the aim to describe the method of career woman in moral education of child. The data were collected using observation, interview and documentation techniques and then tested their validation for qualitative analysis. From the data obtained the author concludes that the method of moral education used by career woman in educating the children in Kelurahan Tlogosari Kulon Semarang is exemplary method, habituation and advice.

scholarly journals PROSES PEMBELAJARAN PENDIDIKAN ANAK USIA DINI BERBASIS PENDEKATAN KI HAJAR DEWANTARA

2021 ◽  
Vol 6 (2) ◽  
pp. 159
Author(s):  
Ni Ketut Srie Kusuma Wardhani
Keyword(s):  
Shared Responsibility ◽  
Socialization Process ◽  
Social Unit ◽  
Childhood Education ◽  
Self Confidence ◽  
The Family ◽  
Elementary School Education ◽  
The Will ◽  
Grade 3 ◽  
Character Building

<p><em>Early childhood education is actually a shared responsibility between families, communities and governments. School as a continuation of education in the family, because the first and foremost education children get is in the family. The family as the smallest social unit is the most important and first educational environment, in the sense that the family is the environment most responsible for educating their children. The education provided by parents should provide the basis for education, the socialization process and life in society. According to Ki Hadjar Dewantara, the Among system is a method of learning and education based on care and dedication based on love. The among system is explained in three sentences as follows: Ing ngarso sing tulodo, Ing madya mangun karso, Tut wuri handayani, The among system is very suitable to be applied to children who have entered elementary school education between grades 1 to grade 3. because at this stage the child must be motivated and aroused the will so that the child is encouraged to be independent. This concept can also be used in building self-confidence and character building for children.</em></p>

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