Diah Susanti
Darul Falah Senior High School, Ministry of Religion affair of Indonesia

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PEDAGOGICAL USE OF DRAMATIC PERFORMANCE THROUGH SCIENCE SUBJECT FOR PEACE EDUCATION IN PARAGUAY Martinez David; Diah Susanti; Ranti Kurniasih
INSECTA: Integrative Science Education and Teaching Activity Journal Vol 1, No 2 (2020)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (314.321 KB) | DOI: 10.21154/insecta.v1i2.2182

Abstract

This research aims to change the effective learning process and encourage students to be more active and creative. As the main objective of MEC (2005), to educate students to become competent members of society as a product of one of the dimensions of science. Research focuses on drama as a method for teaching values and attitudes in education in Paraguay, where values and attitudes must be taught in science subjects because values and attitude are part of basic training every student and schools have a responsibility to achieve these goals as the main goal of the entire education system. Values and attitudes can be represented such as awareness-raising, tolerance, inclusion, and community sustainability. The studies analyzed relate to ways to make drama performances, as a pedagogic practice, that teachers can use in enlarging students’ science abilities such as student behavior and attitudes to become promoters of peace education. In this case, explicitly focusing on Dramatic Performance (DP) as a pedagogic tool to emphasize the teaching of values in science lessons. This study sees drama as an artistic expression that can be developed easily by teachers of various levels and can be applied in all subjects as a fun learning strategy.  Through interviews, strong evidence is found that learning with drama helps teachers make the classroom more dynamic, fun, and participatory. In addition, this kind of method increases students’ curiosity, motivating them to participate actively in the learning process.
GLOBAL TRENDS IN EDUCATIONAL POLICY IMPLEMENTATION AND THE COMPLEXITY OF QUALITY IN EDUCATION: A CAMEROONIAN PERSPECTIVE Primus Demboh; Diah Susanti
INSECTA: Integrative Science Education and Teaching Activity Journal Vol 2, No 1 (2021)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (498.442 KB) | DOI: 10.21154/insecta.v2i1.2671

Abstract

This article argues that effective policy implementation strategies based on the concepts of equity, flexibility, accountability, creativity and innovation can raise students’ learning and bring about a significant economic and social development. Cameroon is an example of an education system that has over the years developed very important policies in the hope of raising the quality of knowledge that students learn in schools. The country’s education sector strategy for 2020/2030 has a good number of policies which are aimed at developing skills and promoting the spirit of entrepreneurship in the learners from the primary through the secondary to higher levels. However, most of these policies have either failed or have taken a far longer time to attain their set objectives. Cameroon like many other countries in Africa, Asia, and the rest of the world seem to present a mismatch between their educational policy objectives and what is implemented in the field. This situation is very much unlike the case in many other countries where effective educational reforms have brought about measurable growth in their economies. As a result of the numerous and diverse challenges involved in this process, very few systems attain a significant level of success in these policies. Thus, they fail because of their inability to handle the various challenges that come with the struggle for quality in education reform. This study focuses on some of those challenges that are likely to be faced by any educational system, in their struggle to achieve quality in their education; why these challenges arise and how some systems have overcome them to attain their objectives. Based on the case study of Cameroon, the study comes up with a number of factors of failures in most systems. It is built on the idea that challenges are always part of the process of education, and success can only be achieved by braving them