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All Journal Indonesian Journal of Applied Linguistics (IJAL) Equilibrium: Jurnal Pendidikan
Sulfasyah Sulfasyah, Sulfasyah
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Education Languange, Linguistic, Communication & Media

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Diskriminasi Pendidikan Masyarakat Terpencil Sulfasyah, Sulfasyah; Nur, Hanis
EQUILIBRIUM: JURNAL PENDIDIKAN SOSIOLOGI Vol 4, No 2 (2016): PENDIDIKAN
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (28.448 KB)

Abstract

Penelitian dengan judul “Diskriminasi pendidikan masyarakat terpencil (Study kasus masyarakat desa Buntu Mondong Kecamatan Buntu Batu Kabupaten Enrekang” ini bertujuan untuk mengetahui terjadinya diskriminasi pendidikan masyarakat terpencil di desa Buntu Mondong Kecamatan Buntu Batu Kabupaten Enrekang, dengan metode penelitian Kualitatif. Penelitian ini dilakukan dengan mengamati Kondisi Sekolah yang meliputi keadaan siswa, guru dan sarana prasarana serta keadaan di lingkungan sekitar yang turut mempengaruhi kualitas pendidikan. Data yang telah dikumpulkan, kemudian dianalisa secara deskriftif. Hasil penelitian menggambarkan tentang terjadinya diskriminasi pendidikan di SDN NO. 79 Gura, yaitu diskriminasi tenaga pendidik dan sarana prasaran yang menyebabkan Pendidikan di daerah tersebut tidak maksimal. Tenaga pendidik yang tersedia kurang memiliki keunggulan di bidannya dan memiliki kualitas yang rendah sehingga apa yang diberikan untuk anak didiknya juga pas-pasan. Selain Tenaga Pendidik yang kurang berkualitas, Sarana Prasarana yang menunjang proses belajar mengajar sangat sedikit, sehingga proses belajar mengajar seringkali mengalami hambatan. Olehnya itu, Khusunya bagi pemerintah dan pelaksana pendidikan harus lebih meningkatkan perhatian terhadap Pendidikan di daerah Terpencil, khusunya di SDN NO 79 Gura. Kata Kunci : Diskriminasi, Pendidikan, Masyarakat Terpencil          
WRITING LESSONS IN GRADE 1 INDONESIAN THEMATIC TEXTBOOKS: A CONTENT ANALYSIS Sulfasyah, Sulfasyah; Bahri, Aliem; Saleh, Sitti Fithriani
Indonesian Journal of Applied Linguistics Vol 7, No 3 (2018): Vol. 7 No. 3, January 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i3.9789

Abstract

The Ministry of Education and Culture of Indonesia has launched a new curriculum, the 2013 Curriculum. It promotes a transition from a traditional learning approach to a more progressive one that appears to reflect a constructivist approach. To ensure the successful implementation of the new curriculum, the Ministry produced compulsory textbooks for teachers and students. This study is aimed at revealing the presentation of writing lessons in the compulsory textbooks for Grade 1 that reflects the underlying theory of the 2013 Curriculum. The study analysed the frequency of writing lessons in the textbooks. It also analysed the types and the focus of writing activities in the lessons by using a content analysis. The sample consisted of eight textbooks of Grade 1. Each book consists of 24 lessons. Therefore, 192 lessons were analysed in this study. The results of the content analysis show that writing lessons in the textbooks, to a great degree, are still influenced by a traditional view of learning, especially those in the first two books used in Semester 1. In fact, the new curriculum appears to promote a constructivist approach. The findings suggest that there was inconsistency between the theory underpinning the writing lessons in the textbooks and the theory required by the 2013 Curriculum. In light of these findings, the study considers practical implications to increase the teaching of writing in Grade 1 based on the 2013 Curriculum Framework.
Co-Authors Aliem Bahri, Aliem Nur, Hanis Sitti Fithriani Saleh