THE ENVIRONMENTAL EDUCATION IN TURKEY; SOME VIEWS AND PROPOSALS

2018 ◽  
Author(s):  
Mehmet Tuncer ◽  
Demet Erol
Keyword(s):  
Mass Media ◽  
Public Awareness ◽  
Environmental Problems ◽  
National Education ◽  
Local Municipalities ◽  
National Education System ◽  
Public Consciousness ◽  
Artificial Boundaries ◽  
Education In Turkey ◽  
The Right

The role of education in conservation and in addressing the rapidly increasing environmental problems, while improving the environment, is well-known today. According to the Turkish constitution: Everyone has the right to live in a healthy and balanced environment. Protection of environmental health, prevention of environmental pollutions and development of the environment are the State’s and every citizen’s duty.Education for the environment is not only a task of formal educational institutions, but also of civic organizations, mass media and local municipalities, which play a large role in increasing public awareness. Environmental problems recognize no artificial boundaries based on geography or ideology.For this reason, every nation must be assigned an international task for increasing public consciousness through mass media and education. In this paper, education for the environment in the Turkish national education system will be summarized and discussed, as well as how the principles and ideas of biopolitics would be incorporated into the educational system at each stage.

scholarly journals STRATEGI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BAGI ANAK TUNAGRAHITA

2021 ◽  
Vol 9 (2) ◽  
pp. 219
Author(s):  
Fauzul Andim ◽  
A.Saiful Aziz
Keyword(s):  
Social Workers ◽  
Learning Strategies ◽  
Religious Education ◽  
Quality Education ◽  
National Education ◽  
National Education System ◽  
Mentally Retarded Children ◽  
The Right ◽  
Article 5 ◽  
Formal School

AbstractEducation is the right of all citizens regardless of origin, caste or physical condition of a person, including children with disabilities. As mandated in the Constitution Number 20 of 2003 concerning the National Education System in article 5 paragraphs 1 and 2 it is stated that "Every citizen has the same right to obtain quality education and "Every citizen who has physical, mental, intellectual and or social workers have the right to special education” (UU Sisdiknas 2003). Therefore, Islamic religious education must also be given to children with special needs, one of which is mentally retarded children, of course in the learning process using different learning strategies from the learning strategies applied to formal school students.Keywords: Mental retardation, Learning StrategyAbstrakPendidikan sebagai hak seluruh warga negara tanpa membedakan asal-usul, kasta maupun keadaan fisik seseorang, termasuk anak-anak yang memiliki kecacatan. Sebagaimana di amanatkan dalam UUD Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional pada pasal 5 ayat 1 dan 2 dinyatakan bahwa “Setiap warga negara mempunyai hak yang sama untuk memperoleh pendidikan yang bermutu dan “Setiap warga Negara yang memiliki kelainan fisik, mental, intelektual dan atau sosial berhak memperoleh pendidikan khusus” (UU Sisdiknas 2003). Oleh sebab itulah pendidikan agama Islam juga harus diberikan kepada anak berkebutuhan khusus salah satunya adalah anak Tunagrahita, tentunya dalam proses pembelajarannya menggunakan strategi pembelajaran yang berbeda dengan strategi pembelajaran yang diterapkan pada siswa sekolah formal.Kata kunci: Tunagrahita, Strategi Pembelajaran

scholarly journals Pragmatisasi Pendidikan dalam Dunia Kerja

Nadwa ◽  
2014 ◽  
Vol 8 (1) ◽  
pp. 155
Author(s):  
Nurul Malikah
Keyword(s):  
Vocational Education ◽  
Goal Achievement ◽  
Vocational School ◽  
National Education ◽  
Left Behind ◽  
National Education System ◽  
Strategic Role ◽  
Education Model ◽  
The Right

<p>Vocational education as a part of the National Education system plays a strategic role for the realization of the skilled national labor. Because each vocational graduates is created to become good human resources, in the sense that when they<br />have completed vocational school they able to apply the knowledge. But in fact, the graduates of vocational school is recognized only by itself school and still lack confidence in the business and industrial world. The old model of vocational education has disadvantage, is education model that was conducted unilaterally so that students left behind by the progress of the business/industrial world. Creating creativity and independence of the student is the right answer to avoid<br />dependency and to reduce the unemployment rate. The Awareness of selfdevelopment by enhancing the students' confidence and self-reliance is an important part to prepare for the long-term goal achievement. <br /><br /><strong>Abstrak</strong></p><p><strong></strong><br />Pendidikan kejuruan sebagai salah satu bagian dari sistem Pendidikan Nasional, memainkan peran yang sangat strategis bagi terwujudnya angkatan tenaga kerja nasional yang terampil. Karena setiap lulusan SMK memang diciptakan untuk menjadi sumber daya manusia yang siap pakai, dalam arti ketika mereka telah menyelesaikan sekolahnya mereka dapat menerapkan ilmu yang telah mereka<br />dapat sewaktu di sekolah. Namun pada kenyataannya, tamatan SMK hanya diakui oleh sekolah sendiri dan masih minimnya kepercayaan dunia usaha dan dunia<br />industri. Pendidikan kejuruan model lama memiliki kelemahan yaitu, penyelenggaraan pendidikan secara sepihak sehingga anak didik tertinggal oleh kemajuan dunia usaha/dunia industri. Menciptakan kreativitas dan kemandirian siswa, merupakan jawaban tepat untuk menghindari ketergantungan dan dapat mengurangi tingkat pengangguran. Kesadaran mengembangkan diri dengan meningkatkan kepercayaan dan kemandirian siswa, merupakan bagian penting untuk mempersiapkan pencapaian tujuan jangka panjang.<br /><br /></p>

scholarly journals THE CONCEPT OF TAUHID EDUCATION VALUE (AQIDAH) IN NATIONAL EDUCATION SYSTEM PERSPECTIVE

2019 ◽  
Vol 11 (2) ◽  
pp. 141
Author(s):  
Nurhadi Nurhadi ◽  
Zainul Bahri Lubis
Keyword(s):  
Religious Education ◽  
Education System ◽  
System Perspective ◽  
Level Of Education ◽  
National Education ◽  
Unitary State ◽  
Library Research ◽  
National Education System ◽  
The Republic ◽  
The Right

This study aims to determine the values of Tauhid Education in the National Education System and the relevance of the National Education System Law No. 20 of 2003 in strengthening the values of Tauhid Education. This research method uses a type of library research or literature study (library research). Using two data sources, namely: 1). The primary data is law No. 20 of 2003 concerning the National Education System. 2). Secondary data is literature related to this research. The results of the study were obtained: 1) the values of Tauhid education contained in Chapter II Article 3 read: "National Education aims to develop the potential of students to become human beings who believe and fear God the Almighty". Chapter V Article 12 paragraph 1 point A reads: "Every student in each education unit has the right: get religious education in accordance with the religion he adheres to and is taught by educators who are of the same religion". Chapter X Article 36 paragraph 3 point A reads: "The curriculum is prepared in accordance with the level of education within the framework of the Unitary State of the Republic of Indonesia by taking into account: Increased faith and piety". 2) Relevance of the Law on National Education System No. 20 of 2003 in strengthening the values of Tauhid education that the main purpose is: "Faithful and devoted to the Almighty God". Then the right of the first student is to get religious education in accordance with a religion that is followed and taught by religious educators. And the curriculum is arranged in accordance with the level of education within the framework of the Unitary State of the Republic of Indonesia with the first increase, namely faith and piety.

scholarly journals PERSEPSI KEPALA SEKOLAH DALAM MERESPON KEBIJAKAN PEMBELAJARAN JARAK JAUH

2021 ◽  
Vol 8 (1) ◽  
pp. 1-13
Author(s):  
Afrizza Wahyu Azizi ◽  
Endang Larasati ◽  
Tri Yuniningsih
Keyword(s):  
Distance Learning ◽  
Junior High School ◽  
School Principals ◽  
National Education ◽  
National Education System ◽  
The Government ◽  
Learning Policies ◽  
Quantitative Descriptive ◽  
Data Collection Technique ◽  
The Right

Abstrak Keberadaan Virus Corona memaksa Pemerintah mengubah segala kebijakan sistem pendidikan Nasional menggunakan metode Pembelajaran jarak jauh (PJJ). Kepala Sekolah berperan dalam memastikan proses pembelajaran sekolah berjalan dengan baik. Penelitian ini bertujuan untuk mengetahui persepsi Kepalas Sekolah dalam merespon kebijakan pembelajaran jarak jauh. Penelitian ini merupakan penelitian deskriptif kuantitatif. Teknik pengumpulan data berupa sebuah kuisioner uang dibagikan langsung melalui google from. Responden dalam penelitian ini mengambil kepala sekolah tingkat SD sebanyaj 28 dan kepala sekolah tingkat SMP sebanyak 27 yang diambil secara acak sederhana di Provinsi Daerah Istimewa Yogyakarta. Hasil penilitian Kepala sekolah berhak untuk melakukan monitoring dan evaluasi terhadap pelaksanaan PJJ seperti memastikan materi yang diberikan guru telah diterima siswa. Masalah lain yang ditemui dalam PJJ adalah kesiapan sumber daya manusia meliputi tenaga pendidik, orang tua, dan siswa itu sendiri belum sepenuhnya siap menghadapi kegiatan PJJ ini. Maka untuk tetap melaksanakan imbauan pemerintah, Kepala sekolah bertanggung jawab pada kepastian pemberian materi oleh guru yang diterima siswa berjalan baik meskipun terdapat beberapa kendala yang terjadi Oleh karena itu, penulis tertarik untuk membuat tulisan yang bertujuan untuk mengetahui persepsi kepala sekolah dalam merespon kebijakan pembelajaran jarak jauh di DIY dengan Tujuan penelitian ini yaitu untuk mendeskripsikan masalah-masalah yang ditemui dalam kebijakan pembelajaran jarak jauh di DIY Abstract The existence of the Corona Virus forces the Government to change all policies of the National education system using the Distance Learning method (PJJ). The principal plays a role in ensuring the school learning process runs well. This study aims to determine the perception of school principals in responding to distance learning policies. This research is quantitative descriptive. The data collection technique is in the form of a money questionnaire distributed directly via google from. Respondents in this study took 28 principals of SD level and 27 junior high school principals who were randomly selected in the Province of Yogyakarta Special Region. The results of the research The principal has the right to monitor and evaluate the implementation of PJJ such as ensuring that the material provided by the teacher has been received by students. Another problem encountered in PJJ is the readiness of human resources including educators, parents, and students themselves who are not fully ready to face PJJ activities. So to continue implementing the government's appeal, the principal is responsible for ensuring that the provision of material by the teacher that the student receives goes well even though there are some obstacles that occur.Therefore, the authors are interested in writing that aims to determine the perceptions of the principal in responding to distance learning policies in DIY with the aim of this research is to describe the problems encountered in the distance learning policy in DIY

scholarly journals RE-INTERPRETASI DAN RE-ORIENTASI PENDIDIKAN INKLUSIF

2018 ◽  
Vol 10 (2) ◽  
pp. 128
Author(s):  
Nenden Ineu Herawati
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Children With Special Needs ◽  
National Education ◽  
National Education System ◽  
The Right ◽  
Article 5 ◽  
To Receive

Abstract: The understanding of inclusive education is still inaccurate, so the interpretation and orientation towards that implementation are not appropriate as it should be. Nowadays, be found in the field that term of inclusive education is only limited to children with special needs learned together with general children in regular schools. Whereas, the term of inclusive education refer to provide the possible opportunity or access widely for all children in order to obtain the quality of education and in accordance with the needs without discrimination. Therefore, schools that enroll in inclusive education are required to adjust in terms of curriculum, facilities, the infrastructure of education, and learning systems as well that adjusted with the needs of children with special needs. In the other hand, children with special needs are those with temporary or permanent special needs that require more intense educational services. If children are required to receive an education service that is appropriate to their needs and existence through an inclusive education program, it will provide the possible opportunity widely for all children with special needs to get a proper education according to their needs. Moreover, it can create an education system that respects to diversity, non-discrimination and friendly in learning. Thus, it can implement the mandate of the Constitution of 1945, article 31, paragraph 1, Law of 2003 No. 20 regarding National Education System on article 5, paragraph 1, and Law of 2002 No 23 regarding The Right and Protection of Children in article 51. Abstrak: Pemahaman terhadap pendidikan Inklusif masih belum tepat, sehingga in terpretasi dan o-rientasi pelaksanaannya pun belum sesuai  sebagaimana seharusnya yang sekarang dijumpai di lapangan bahwa yang dinamakan pendidikan inklusif adalah hanya sebatas anak kebutuhan khusus belajar bersama-sama dengan anak-anak normal di sekolah reguler.Padahal yang dinamakan pendidikan inklusif adalah memberikan kesempatan atau akses yang seluas-luasnya kepada semua anak untuk memperoleh pendidikan yang bermutu dan sesuai dengan kebutuhan tanpa diskriminasi, oleh karena itu sekolah yang menyeleggarakan pendidikan inklusif dituntut harus menyesuaikan baik dari segi kurikulum, sarana dan prasarana pendidikan maupun sistem pembelajaran yang sesuai dengan kebutuhan individu peserta didik yang berkebutuhan khusus. Sedangkan yang dimaksud dengan anak berkebutuhan khusus adalah mereka yang memiliki kebutuhan khusus sementara atau permanen yang membutuhkan pelayanan pendidikan yang lebih intens. Jika anak berkebutuhan mendapat layanan pendidikan yang sesuai dengan kebutuhan dan keberadaannya melalui program pemdidikan inklusif, maka akan memberikan kesempatan seluas-luasnya kepada semua anak berkebutuhan khusus mendapatkan pendidikan yang layak sesuai dengan kebutuhannya. Serta dapat menciptakan sistem pendidikan yang menghargai keanekaragaman, tidak diskriminasi serta ramah terhadap pembelajaran sehingga dapat mengamalkan amanat Undang-Undang-Undang 1945 pasal 31 ayat 1 juga undang-undang  No 20 tahun 2003 tentang system pendidikan Nasional pasal 5 ayat 1 dan Undang-Undang no 23 tahun 2002 tentang hak dan perlindungan anak pasal 51.

scholarly journals PENGARUH IMPLEMENTASI KEBIJAKAN PENGAWASAN, KOMPETENSI APARATUR DAN BUDAYA ORGANISASI TERHADAP KINERJA PENGAWASAN BIDANG PENDIDIKAN DASAR DI KOTA DEPOK

2019 ◽  
Vol 2 (3) ◽  
pp. 107-117
Author(s):  
Muhamad Nur ◽  
Khasan Effendy ◽  
M. Aries Djaenuri ◽  
Sampara Lukman
Keyword(s):  
Education System ◽  
Basic Education ◽  
Good Governance ◽  
Regional Government ◽  
National Education ◽  
National Education System ◽  
The People ◽  
Causality Relationship ◽  
The Government ◽  
The Right

Abstrak Penyelenggaraan pemerintahan diperlukan sebuah jalannya manajemen pemerintahan yang maksimal guna dicapainya penyelenggaraan pemerintahan yang baik (good governance) untuk mewujudkan kesejahteraan masyarakat dan merupakan tuntutan konstitusi pada Pembukaan Undang-Undang Dasar 1945 Alenia keempat. Pasal 31 Undang-Undang Dasar 1945 mengamatkan bahwa Pendidikan merupakan hak setiap warganegara dan pemerintah dan pemerintah daerah menjamin terselenggaranya sistem pendidikan nasional sesuai Undang-Undang Nomor 20 Tahun 2003. Penelitian ini bertujuan untuk menguji dan menganalis pengaruh implementasi kebijakan pengawasan, kompetensi aparatur, dan budaya organisasi terhadap kinerja pengawasan bidang pendidikan dasar. Metode yang digunakan dalam penelitian ini adalah kuantitatif dengan kuesioner terbuka dan tertutup. Hasil penelitian ini menunjukkan bahwa ada hubungan yang positif dan signifikan antara implementasi kebijakan pengawasan, kompetensi aparatur dan budaya birokrasi terhadap kinerja pengawasan bidang pendidikan dasar baik secara parsial maupun secara simultan. Kata Kunci: Pengawasan, Kompetensi Aparatur, Budaya Organiasi, Kinerja Pengawasan. Abstract The administration of government requires a way of maximizing government management in order to achieve good governance in order to realize the welfare of the people and constitute demands of the constitution at the Preamble of the fourth Alenia 1945 Constitution. Article 31 of the 1945 Constitution states that Education is the right of every citizen and the government and regional government guarantees the implementation of the national education system in accordance with Law Number 20 of 2003. This research aims to examine and analyze the effect of the implementation of supervisory policies, apparatus competencies, and culture organization of supervision performance in the field of basic education. The method used in this research is quantitative with open and closed questionnaires. The results of this study indicate that the causality relationship partially or simultaneously between the Implementation of Supervision Policy, Apparatus Competency and Bureaucratic Culture to the Supervision Performance of the Basic Education Sector is entirely positive and significant. Keywords: Oversight, Apparatus Competency, Organizational Culture, Oversight Performance.

scholarly journals Educação Social de Rua e a Questão da Diversidade Cultural: Quem se Importa?

2021 ◽  
pp. 80
Author(s):  
ARMINDO ARMANDO ◽  
MARLENE VANESSA MARQUES JAMAL ◽  
MARTINS MAPERA
Keyword(s):  
Cultural Diversity ◽  
Critical Analysis ◽  
Informal Education ◽  
Street Children ◽  
The Other ◽  
National Education ◽  
National Education System ◽  
Street Space ◽  
The One ◽  
The Right

 RESUMO O presente artigo faz uma análise crítica sobre a situação da educação de rua, em Moçambique, e sua influência no debate em torno da diversidade cultural. Todavia, entende-se que a diversidade cultural constitui uma plataforma de desenvolvimento de uma sociedade, e que o seu estímulo, de diversas formas, é uma abordagem pontual e necessária, principalmente no setor da educação. Entretanto, em Moçambique, por um lado, o Sistema Nacional de Educação dá mais ênfase a educação formal, isto é, institucionalizada, e por outro reconhece a educação informal, setor que não abrange o espaço “rua”, desta feita, ignorando completamente o direito à educação das crianças de rua. É neste âmbito que se enquadra o nosso artigo, cujo objetivo é refletir sobre a situação da educação de rua e seu impacto na promoção da diversidade cultural em Moçambique. Para o efeito, recorremos aos métodos hermenêuticos, apoiados pelas técnicas de revisão bibliográfica. Portanto, o artigo conclui que há pouca preocupação de promover a diversidade cultural por meio da educação das crianças de e na rua, pelo que o espaço “rua” é visto como de mendigos e que o direito à proteção e à educação tem sido negados através de políticas públicas que são pouco claras, razão pela qual instamos a quem de direito a sua sensibilidade.Palavras-chave: Educação de rua. Inclusão. Diversidade cultural. Moçambique. Street Social Education and the Question of Cultural Diversity: Who Cares?ABSTRACTThis article provides a critical analysis of the situation of street education in Mozambique and its influence on the debate around cultural diversity. However, it is understood that cultural diversity constitutes a platform for the development of a society, and that its encouragement, through different forms, is a punctual and necessary approach, mainly in the education sector. However, in Mozambique, on the one hand, the National Education System places more emphasis on formal, that is, institutionalized education, and on the other, it recognizes informal education, a sector that does not cover the “street” space, this time completely ignoring the right the education of street children. It is in this context that our article fits, which aims to reflect on the situation of street education and its impact on the promotion of cultural diversity in Mozambique. For this purpose, we use hermeneutic methods, supported by bibliographic review techniques. Therefore, the article concludes that there is little concern to promote cultural diversity through education in children from and on the street, so the “street” space is seen as a space for beggars and that the right to protection and education has been denied through public policies that are unclear, which is why we urge those entitled to their sensitivity.Keywords: Street education. Inclusion. Cultural diversity. Mozambique. 

scholarly journals Concept of Educational Values for Tauhid Nation Education System Perspective

2019 ◽  
Vol 2 (1) ◽  
pp. 1-16
Author(s):  
Nur Hadi
Keyword(s):  
Religious Education ◽  
Education System ◽  
Primary Source ◽  
Literature Study ◽  
System Perspective ◽  
National Education ◽  
Religious Educators ◽  
National Education System ◽  
The Republic ◽  
The Right

This study aims to 1) know the values ​​of Tawhid Education in the National Education System. 2) knowing the relevance of the National Education System Law No. 20 of 2003 in strengthening the values ​​of Tawhid Education. This type of research is a literature study literature (library research). The primary source of this research uses Law No. 20 of 2003 concerning the National Education System. The research results obtained 1) Tawhid education values ​​contained in Chapter II Article 3, Chapter V Article 12 paragraph 1 point A, Chapter X Article 36 paragraph 3 point A, and 2) Relevance of the National Education System Law No 20 of 2003 to strengthening the values ​​of Tawheed education that the main purpose is: "Faithful and devoted to the Almighty God". Then the right of the first student is to get religious education in accordance with a religion that is followed and taught by religious educators. And the curriculum is arranged in accordance with the level of education within the framework of the Unitary State of the Republic of Indonesia with the first increase, namely faith and piety.

scholarly journals Character Education Based on Local Cultural Wisdom

2021 ◽  
Author(s):  
Felta Felta
Keyword(s):  
Human Resources ◽  
Character Education ◽  
Education System ◽  
Education Quality ◽  
Early Age ◽  
Cognitive Level ◽  
National Education ◽  
Formal Institution ◽  
National Education System ◽  
The Right

Efforts to build youth character based on local cultural wisdom from an early age through education are considered as the right step. School is a formal institution that is the foundation for education. Education in schools is part of the national education system which has a very important role in increasing human resources. Through education in schools, it is hoped that it will produce quality Indonesian human resources. If you look at the goals of national education, quality humans are not only limited to the cognitive level, but also affective and psychomotor. In practice, local content subjects are seen as second-class lessons and are only considered as a complement.

scholarly journals Implementasi Program Pendidikan Inklusif di Kabupaten Bireuen

2020 ◽  
Vol 6 (2) ◽  
pp. 150-160
Author(s):  
Ferizaldi Ferizaldi ◽  
Fazlina Fazlina
Keyword(s):  
Human Resources ◽  
Inclusive Education ◽  
Teaching Staff ◽  
Right To Education ◽  
National Education ◽  
National Education System ◽  
Inclusive Schools ◽  
The Right ◽  
Almost All ◽  
Social Disabilities

The aim of National Education as stated in Law No. 20 of 2003 concerning the National Education System is to give all citizens the right to education, including those with physical, emotional, intellectual, mental, and/or social disabilities entitled to special education. This is also regulated in the Permendiknas R.I. Number 70 of 2009 concerning inclusive education. In this regard, the phenomenon of inclusive education in the Bireuen Regency is still not optimal. The results of this study indicate that the implementation of inclusive education in the Bireuen District encountered numerous barriers. From the aspect of human resources (i.e., teachers), almost all of them are not from an inclusive education background. Most teachers taught in inclusive schools are from the regular honorary teachers. Therefore, special teaching staff with a background in inclusive education are urgently required. Besides, the implementation of inclusive education programs in this region is not well-supported by the stakeholders. From the aspect of facilities and infrastructure, it is not sufficient or inadequate to support the implementation of inclusive education in this district.

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