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All Journal Journal of Education and Learning (EduLearn) International Conference on Education and Language (ICEL) Info Persadha Jurnal Orientasi Baru Widya Dharma Abdimas Altruis: Jurnal Pengabdian Kepada Masyarakat
Eny Winarti
Faculty Of Teacher Training And Education, Sanata Dharma University
Religion Humanities Education Environmental Science Library & Information Science Social Sciences Other

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We provide information to produce knowledge makna dibalik kata-kata Winarti, Eny
Info Persadha Vol 6, No 2 (2008)
Publisher : Universitas Sanata Dharma Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (446.717 KB)

Abstract

"We provide information to produce knowledge" sudah menjadi slogan perpustakaan USD. Sebagaimana kebanyakan slogan, kata-kata tersebut diharapkan mampu memberikan "roh" pada unit tersebut. Akan tetapi, seperti halnya kebanyakan slogan dalam bahasa Inggris yang berkembang di Indonesia saat ini, terlihat adanya pemaknaan kata yang kurang mendapat perhatian, yang kemungkinan disebabkan karena terjemahan langsung kata information, dan knowledge dari bahasa Inggris ke dalam bahasa Indonesia. Apa sebenarnya knowledge itu? Benarkah bahwa knowledge merupakan suatu hal yang bisa di produce?
SCHOOL-BASED MANAGEMENT: THE CHALLENGES OF ITS IMPLEMENTATION IN INDONESIA Winarti, Eny
Jurnal Orientasi Baru VOLUME 20, NOMOR 01, APRIL 2011
Publisher : Jurnal Orientasi Baru

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (191.601 KB)

Abstract

Krisis ekonomi yang melanda Indonesia dan mencapai puncaknya pada tahun1997/ 1998 telah mendorong ditetapkannya Undang-undang tentang OtonomiDaerah. Beranggapan bahwa otonomi daerah dan otonomi pendidikan akan membantu mengatasi masalah tersebut, maka pemerintah menetapkan School-Based Management (SBM) sebagai bentuk sistem pendidikan Indonesia. Penelitian mengenai SBM memunculkan dua pendapat yang berbeda. Temuan positif mengenai penerapan SBM menunjukkan bahwa penerapan SBM dianggapmampu memberdayakan daerah setempat; sementara itu, penelitian yang lainmenunjukkan bahwa penerapan SBM justru dianggap memunculkan masalahbaru. Karena fokus penelitian yang terpisah-pisah, penulis beranggapan bahwapenelitian tersebut kurang dapat memberikan gambaran mengenai fenomenapendidikan di Indonesia secara menyeluruh. Bertolak dari kondisi tersebut,penulis mencoba menyatukan informasi untuk memunculkan konteks yangdapat membantu pembaca dalam memahami dinamika penerapan SBM dan kemudian mengenali tantangan penerapan SBM tersebut.
IDENTIFYING LEARNING AND TEACHING MODELS ACCORDING TO DRIYARKARA Winarti, Eny
Widya Dharma: Jurnal Kependidikan Vol 28, No 2 (2016)
Publisher : Widya Dharma: Jurnal Kependidikan

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Abstract

Driyarkara is recognized as an important person for his contribution to education. He is known to be one of the founders of Sanata Dharma University and was the first rector. He is also considered to be the first modern Indonesian philosopher. Unfortunately, despite his contribution, not many people know much about him. In Sanata Dharma, his name is often mentioned, but few people discuss his philosophy and contributions. For this reason, this study was intended to identifY Driyarkara's models for education and the manifestation of his thought in his teaching. To fulfill this purpose, document studies were implemented. The results of the study revealed that he was the follower of progressive education. His thought was also reflected not only in his teaching, but also in his relation with the people in education field around him who were.
SCHOOL-BASED MANAGEMENT: THE CHALLENGES OF ITS IMPLEMENTATION IN INDONESIA Eny Winarti
Jurnal Orientasi Baru VOLUME 20, NOMOR 01, APRIL 2011
Publisher : Jurnal Orientasi Baru

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Krisis ekonomi yang melanda Indonesia dan mencapai puncaknya pada tahun1997/ 1998 telah mendorong ditetapkannya Undang-undang tentang OtonomiDaerah. Beranggapan bahwa otonomi daerah dan otonomi pendidikan akan membantu mengatasi masalah tersebut, maka pemerintah menetapkan School-Based Management (SBM) sebagai bentuk sistem pendidikan Indonesia. Penelitian mengenai SBM memunculkan dua pendapat yang berbeda. Temuan positif mengenai penerapan SBM menunjukkan bahwa penerapan SBM dianggapmampu memberdayakan daerah setempat; sementara itu, penelitian yang lainmenunjukkan bahwa penerapan SBM justru dianggap memunculkan masalahbaru. Karena fokus penelitian yang terpisah-pisah, penulis beranggapan bahwapenelitian tersebut kurang dapat memberikan gambaran mengenai fenomenapendidikan di Indonesia secara menyeluruh. Bertolak dari kondisi tersebut,penulis mencoba menyatukan informasi untuk memunculkan konteks yangdapat membantu pembaca dalam memahami dinamika penerapan SBM dan kemudian mengenali tantangan penerapan SBM tersebut.
IDENTIFYING LEARNING AND TEACHING MODELS ACCORDING TO DRIYARKARA Eny Winarti
Widya Dharma: Jurnal Kependidikan Vol 28, No 2 (2016)
Publisher : Widya Dharma: Jurnal Kependidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Driyarkara is recognized as an important person for his contribution to education. He is known to be one of the founders of Sanata Dharma University and was the first rector. He is also considered to be the first modern Indonesian philosopher. Unfortunately, despite his contribution, not many people know much about him. In Sanata Dharma, his name is often mentioned, but few people discuss his philosophy and contributions. For this reason, this study was intended to identifY Driyarkara's models for education and the manifestation of his thought in his teaching. To fulfill this purpose, document studies were implemented. The results of the study revealed that he was the follower of progressive education. His thought was also reflected not only in his teaching, but also in his relation with the people in education field around him who were.
Study on Related Courses to Help Undergraduate Students Write Research Reports: A Curriculum Evaluation Eny Winarti
Journal of Education and Learning (EduLearn) Vol 8, No 1: February 2014
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (88.342 KB) | DOI: 10.11591/edulearn.v8i1.209

Abstract

From the experience of joining the boards in the students’ research report defence, teaching education research methodology, and classroom action research, the researcher indicated that students had challenges related with the logic of research methods and academic research writing.  These findings encouraged the researcher to study the courses that have potential in helping students writing their research reports.  To study the courses, the researcher analysed related documents, such as syllabi and lesson plans.  The researcher also interviewed teachers and students to clarify the relevance of the syllabi and the classroom learning.  The results of the study indicated that logic, academic writing, statistics, research methodology, and classroom action research had the potential of helping the students write their research report.  The researcher also indicated that the content of the courses should have been more helpful.  The fact, however, was that the students still had challenges understanding the materials after taking the courses.  Further study about this fact is then recommended.
The School-Level Curriculum Policy Transfer Process: Learning From A Rural School in Indonesia Eny Winarti
International Conference on Education and Language (ICEL) Vol 2 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (655.794 KB)

Abstract

Public tends to assume that high scores achievements in a National Exam are strongly related with the success of education. This study was an exploration of this phenomenon. Using grounded theory, a rural school in Indonesia in which the students could achieve relatively high scores in National exam in three academic years was studied. The study focused on how the School-Level Curriculum (SLC, Kurikulum Tingkat SatuanPendidikan, KTSP) policy was interpreted and transferred from the National Education Board to the related school. The study indicated that during the curriculum policy transfer process, a number of significant ideas were adjusted and left out. Based on the findings, this study suggested that educational practitioners should be able to pin down the terms of reference in the SLC policy transfer process in order to reduce misunderstanding, and to do so, they should be equipped with strategies to implement ideas into practice, including the strategies to embed pedagogical theories within the curriculum.
PENGENALAN PERTANYAAN ESENSIAL UNTUK PENGEMBANGAN BAHAN AJAR YANG HOTS KEPADA GURU SEKOLAH DASAR Eny Winarti; Irine Kurniastuti
ABDIMAS ALTRUIS: Jurnal Pengabdian Kepada Masyarakat Vol 6, No 1 (2023): April 2023
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/aa.v6i1.5391

Abstract

In 21st-century learning, life skills are indicated to be essential. Basic literacy is known to be one of them. Unfortunately, Indonesia is indicated to be low in literacy. Despite the Gerakan Literasi Sekolah [School Literacy Movement] offered by the government, literacy results are still low. This analysis indicated that improvement in Higher Order Thinking Skills (HOTS) is needed. This condition encouraged us to introduce essential questions as a part of language literacy to teachers to develop basic literacy skills. Reviews indicated that essential questions were effective to stimulate HOTS. Adopting educational design research, the researcher provided a diagnostic test to identify teachers’ literacy levels. The diagnostic was then followed by a short workshop to assist teachers to develop learning scenarios with essential questions in it. The learning scenarios developed by teachers suggested the requirement for teachers to have more practice in developing essential questions. Therefore, a module with step-by-step ways to develop essential questions followed by thorough workshops and training needs to be proposed as the follow-up. 
Co-Authors Irine Kurniastuti