The Implementation of National Curriculum 2013 and International Baccalaureate (Study at Sampoerna Academy Medan)

This study aims to determine the implementation of National Curriculum 2013 and the International Baccalaureate curriculum and to compare student learning outcomes, especially in the field of Indonesian language studies at Sampoerna Academy Medan. The results shows that there are differences in learning outcomes in the field of Indonesian language studies using National Curriculum 2013 and the International Baccalaureate. The difference in the level of ability of students in the field of Indonesian language studies is indicated by the average learning outcomes of Indonesian language studies with National Curriculum 2013 which is lower than the International Baccalaureate curriculum. The findings of this study indicate that the use of both National Curriculum 2013and the International Baccalaureate has an impact on student learning outcomes at Sampoerna Academy Medan. This difference is due to differences in assessment standards, learning activities, communication both oral and written as well as the values ​​of cultural and character development of each curriculum applied in schools.

Indigeneity versus diversity

The article deals with the representation of the Sámi in the new national curriculum for primary and lower secondary education in Norway. More precisely, it focuses on a specific formulation in the fourth core element of the curriculum for religious education, in which an awareness of Sámi perspectives is presented as part of the diversity competence which pupils are supposed to acquire. Based on a critical analysis of governmental documents dealing with education it is argued that the term ‘diversity’ as it is used in the fourth core element addresses Sámi perspectives in a way that may induce readers to think of the Sámi as one of an increasing number of minorities in an originally Norwegian society. This implication, even if unintended, is highly problematic. It can be interpreted as a violation of both ILO 169, Article 31 and CRC, Article 29 (1), especially since the Sámi are a people indigenous to Norway.

Pendidikan Kaum Tertindas: Perjumpaan Gagasan Pendidikan Paulo Freire dan Ki Hadjar Dewantara dan Harapan Bagi Pendidikan Di Indonesia

The true education is education that is capable of humanizing humans beings. It will also continue to be an effective means to educate the nation's life in accordance with the objectives of the Indonesian state. However, in reality, this goal has not been achieved until now. The reality of oppression through the world of education is still happened now. we can see it in government policies on education, such as: the problem concerns the issue quality of education, equity of educational and management of education. First, this obscure direction of education is very visible from the national curriculum of education which is always changing which is not only aimed at improving the quality of education, but also full of ideology, politic, economic interests. Second, the problem of equity of education, which is related to the condition of Indonesian children who cannot get good quality education. Third, management of education issues include government policies, bureaucracy and transparency of education. The ideological and capitalistic situations in education like this has become a field criticized by Paulo Freire and Ki Hadjar Dewantara. These two figures see that human beings must reach their humanity. In other words, they must be free: free from injustice, oppression and even duping. These two figures outline the philosophical ideas of education based on knowledge and life experiences that come into contact with oppression, human suffering both those they experience themselves and those around them. Some parts of their educational views can be recommended in the educational context in Indonesia.

Implementation of Games in Primary School Social Studies Lessons

This chapter presents the implementation of games in teaching social studies in primary schools. In Slovenia, social studies lessons combine educational goals from the fields of geography, sociology, history, ethnology, psychology, economy, politics, ethics, and ecology with the national curriculum based on the constructivist approach. Game-based learning enables an optimal learning environment for students. This chapter researches games in social studies. Results show teachers rarely use didactic games in social studies and that games are most commonly used at the beginning of lessons to achieve greater motivation and concentration of students and for more diversified classes. Most respondents' students like game-based learning in social studies and also estimate that games are not played often enough.

Thematic learning during the pandemic: CIPP evaluation study

This research is an evaluative study to evaluate thematic learning during the Covid-19 pandemic in elementary schools based on the components of context, input, process and product. The subjects of this study were principals, teachers, parents, and students. The data collection of this research was done by interview, documentation, and questionnaire. The data analysis technique used in this research is qualitative analysis. The results of the study indicate that the context in thematic learning is carried out so that students can master and develop various subject competencies in one particular theme. The thematic learning input component during the pandemic is applied on the basis of a simplified national curriculum by selecting essential competencies. Teachers, students, and parents collaborate in the success of thematic learning. The learning process is carried out synchronously and asynchronously. The learning outcomes obtained have been in the good category. Keywords: CIPP evaluation, pandemic, thematic learning;