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ATIKAN
Published by Minda Masagi Press
ISSN : 20881290     EISSN : -     DOI : -
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
This journal, with ISSN 2088-1290, was firstly published on June 1, 2011, in the context to commemorate the Birthday of Pancasila's Name in Indonesia. Since issue of June 2012 to December 2014, the ATIKAN journal was organized by the Lecturers of FKIP UNSUR (Faculty of Education and Teacher Training, Suryakancana University) in Cianjur; and, since issue of December 2014 to June 2015, by the Lecturers of FPOK UPI (Faculty of Sport and Health Education, Indonesia University of Education) in Bandung; and published by Minda Masagi Press as a publisher owned by ASPENSI (the Association of Indonesian Scholars of History Education) in Bandung, West Java, Indonesia. The articles published in ATIKAN journal are able to be written in English as well as in Indonesian and Malay languages. This journal is published twice a year i.e. every June and December. The ATIKAN journal is devoted, but not limited to, primary education, secondary education, higher education, teacher education, special education, adult education, non-formal education, and any new development and advancement in the field of education. The scope of our journal includes: (1) Language and literature education; (2) Social science education; (3) Sports and health education; (4) Economy and business education; (5) Math and natural science education; (6) Vocational and engineering education; and (7) Visual arts, dance, music, and design education.
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Keberlakuan Sosiologis dalam Pelaksanaan Putusan Pengadilan Negeri dan Berbagai Eksesnya di Indonesia Sumarna, Sumarna
ATIKAN Vol 3, No 1 (2013)
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IKHTISAR: Dalam implementasinya, putusan PN (Pengadilan Negeri) banyak yang tidak dapat dieksekusi karena diaggap tidak sesuai dengan nilai-nilai keadilan yang hidup dalam masyarakat. Hasil kajian ini menunjukkan bahwa secara sosiologis dalam pelaksanaan putusan PN, menurut Teori Pengakuan, merupakan kaidah hukum yang berlaku berdasarkan penerimaan masyarakat tempat hukum itu berlaku, dengan adanya indikator pengakuan masyarakat berdasarkan rasa keadilan yang tumbuh dalam masyarakat. Sebaliknya, menurut Teori Kekuasaan, secara sosiologis kaidah hukum berlaku karena paksaan penguasa, terlepas diterima atau tidak diterima oleh masyarakat, dengan indikator adanya paksaan penguasa tanpa memperdulikan apakah ketaatan itu akibat paksaan atau tidak, dan tidak mempermasalahkan ada atau tidaknya kesadaran hukum masyarakat, serta sesuai atau tidak dengan rasa keadilan masyarakat. Kajian ini juga menunjukkan bahwa di lapangan, berdasarkan pengamatan, adanya ekses-ekses yang muncul akibat pelaksanaan putusan PN yang tidak mencerminkan keberlakuan sosiologis, yaitu: (1) Hilangnya rasa hormat masyarakat kepada lembaga pengadilan; (2) Ketidaktaatan masyarakat kepada hukum; dan (3) Masyarakat mencari jalan sendiri dalam menyelesaikan masalah di luar jalur hukum.KATA KUNCI: Keberlakuan sosiologis, putusan pengadilan, teori pengakuan dan kekuasaan, ketidaktaatan masyarakat, nilai-nilai keadilan, dan kepastian hukum. ABSTRACT: This article entitled “Sociological Validity in Implementation Court Decisions and its Various Excesses in Indonesia”. In a court decisions implementation, there are more things that can not be considered for execution in accordance with values of justice are living in the community. Results of this study showed that sociologically in implementation of court decisions, according to the Theory of Recognition, is applicable law rules of the reception by the laws that apply to recognition as indicators of  community based on growing sense of justice. On the contrary, according to Therory of Power, sociologically rules applicable law under compulsion authority, regardless received or not by the community, with master indicators coercion regardless of whether compliance that was due and or not resulting coercion, did not make any legal or public awareness, and whether or not in accordance with the justice society. Study also shows that, based on the field observations, excesses arise out of court decisions that are not indication of sociological validity, namely: (1) Loss of respect to the court institutions; (2) Community disobedience to law; and (3) People find their own way in resolving issues outside the rules of law.KEY WORD: Sociological validity, court decisions, the power and recognition theories, community disobedience, values of justice, and certainty law.About the Author: Sumarna, M.H., M.Pd. adalah Dosen Tetap pada Pogram Studi PPKn (Pendidikan Pancasila dan Kewarganegaraan), Fakultas Keguruan dan Ilmu Pendidikan UNSUR (Universitas Suryakancana) di Cianjur, Jawa Barat, Indonesia; dan kini sedang melanjutkan Studi S-3 pada UNPAR (Universitas Katholik Parahyangan) di Bandung. Alamat emel: fkip_unsur_cjr@yahoo.comHow to cite this article? Sumarna. (2013). “Keberlakuan Sosiologis dalam Pelaksanaan Putusan Pengadilan Negeri dan Berbagai Eksesnya di Indonesia” in ATIKAN: Jurnal Kajian Pendidikan, Vol.3(1) Juni, pp.83-92. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung and FKIP UNSUR in Cianjur, West Java, ISSN 2088-1290. Chronicle of the article: Accepted (April 5, 2013); Revised (May 15, 2013); and Published (June 15, 2013).
Conflict Resolution and Conflict Transformation: Some Reflections Wani, Hilal Ahmad; Suwirta, Andi; Fayeye, Joseph
ATIKAN Vol 3, No 1 (2013)
Publisher : ASPENSI

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Abstract

ABSTRACT: Human beings engage in conflict, aggression, warfare, and violence seemingly equate with the human condition. Equally, humans have sought, as long as there has been conflict, to handle conflict effectively by containing or reducing its negative consequences. This paper is an effort to understand some of the major theoretical perspectives of conflict resolution and conflict transformation. Since both the concepts are very important for giving us kind of understanding that how can we minimize the level and structures of conflicts and to create new avenues of cooperation and compatibility. This study tried to highlight the basic dichotomy between the two concepts. Any conflict can be resolved and transformed if the structure and relationship of the two conflicting parties are fully taken into consideration. Both theories diagnoses causes and sources of conflict and both can be used as methods for resolving and transforming different conflicts. Finally, this paper is the scholarly work for understanding the major differences as well as simillarities between conflict resolution and conflict transformation. KEY WORD: Conflict resolution, conflict transformation, causes of conflict, and conditions for peaceful resolution of conflict.IKHTISAR: Makalah ini berjudul “Resolusi Konflik dan Transformasi Konflik: Beberapa Refleksi”. Manusia terlibat dalam konflik, agresi, perang, dan kekerasan yang nampaknya berjalan seiring dengan kondisi manusia. Pada saat yang sama, manusia juga telah berusaha, sepanjang konflik itu ada, untuk menangani konflik secara efektif dengan mengisi atau mengurangi konsekuensi negatifnya. Makalah ini merupakan upaya untuk memahami beberapa perspektif teoritis utama tentang resolusi konflik dan transformasi konflik. Kedua konsep itu sangat penting untuk memberikan kita semacam pemahaman tentang bagaimana kita bisa meminimalkan tingkat dan struktur konflik serta menciptakan jalan baru bagi kerjasama dan kesesuaian. Penelitian ini mencoba untuk menyoroti dikotomi dasar antara dua konsep tersebut. Setiap konflik dapat diselesaikan dan diubah jika struktur dan hubungan kedua pihak yang berkonflik sepenuhnya dipertimbangkan. Kedua teori mendiagnosa penyebab dan sumber konflik dan keduanya dapat digunakan sebagai metode untuk menyelesaikan dan mengubah konflik yang berbeda. Akhirnya, makalah ini adalah karya ilmiah untuk memahami perbedaan dan kesamaan utama antara resolusi konflik dan transformasi konflik.KATA KUNCI: Resolusi konflik, transformasi konflik, penyebab konflik, dan kondisi untuk penyelesaian konflik secara damai.    About the Authors: Dr. Hilal Ahmad Wani is a Post Doctoral Fellow at the Centre for Peace & Strategic Studies UOI (University of Ilorin) in Nigeria; Andi Suwitra, M.Hum. is a Senior Lecturer at the Department of History Education UPI (Indonesia University of Education) in Bandung; and Dr. Joseph Fayeye is an Associate Professor at the Centre for Peace & Strategic Studies UOI in Ilorin, Nigeria. They can be reached at: wanihilal@gmail.com, andisuwirta@yahoo.com, and josephfayeye@yahoo.comHow to cite this article? Wani, Hilal Ahmad, Andi Suwitra & Joseph Fayeye. (2013). “Conflict Resolution and Conflict Transformation: Some Reflections” in ATIKAN: Jurnal Kajian Pendidikan, Vol.3(1) Juni, pp.35-44. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung and FKIP UNSUR in Cianjur, West Java, ISSN 2088-1290. Chronicle of the article: Accepted (April 8, 2013); Revised (May 17, 2013); and Published (June 15, 2013).
Kepemimpinan Kepala Sekolah dalam Manajemen Kinerja Guru dan Peningkatan Mutu Pembelajaran: Studi Deskriptif pada Sekolah Menengah Kejuruan Swasta di Kota Bandung Rosdianti, Sri R
ATIKAN Vol 3, No 1 (2013)
Publisher : ASPENSI

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Abstract

IKHTISAR: Permasalahan penelitian yang dikaji adalah kepemimpinan Kepala Sekolah dalam manajemen kinerja guru dan peningkatan mutu pembelajaran pada SMKS (Sekolah Menengah Kejuruan Swasta) di Kota Bandung. Metode penelitian yang ditetapkan yaitu penelitian yang bersifat deskriptif-analitis dengan menggunakan pendekatan kualitif. Lokasi yang dipilih sebagai tempat penelitian adalah SMKS Kartini dan SMKS BPP (Balai Perguruan Puteri) di Kota Bandung. Sedangkan subjek yang dijadikan sampel penelitian ialah Kepala Sekolah dan beberapa orang guru. Kepemimpinan Kepala Sekolah dinilai sangat efektif dalam manajemen peningkatan kinerja guru pada SMKS di Kota Bandung. Strategi kepemimpinan Kepala Sekolah dalam peningkatan mutu pembelajaran pada SMKS di Kota Bandung secara umum dapat dikelompokkan melalui langkah-langkah: (1) Kepala Sekolah selalu menumbuhkan komitmen seluruh guru agar memegang teguh semangat dan nilai-nilai yang telah ditetapkan bersama; (2) Kepala Sekolah bersama seluruh guru terkait mengevaluasi sejauh mana keseluruhan komponen sistem sekolah; serta (3) Mengembangkan budaya sekolah sebagai implementasi dan pelembagaan yang mengarah pada kebiasaan bekerja di dalam dan di luar sekolah.KATA KUNCI: Manajemen kinerja guru, mutu pembelajaran, peran Kepala Sekolah, Sekolah Menengah Kejuruan Swasta, dan komitmen bersama untuk kemajuan sekolah.ABSTRACT: This article entitled “Principals’ Leadership in Managing Teachers’ Performance and Improving Learning Quality: A Descriptive Study at the Private Vocational Senior High Schools in Bandung City”. This study investigates principals’ leadership in managing teachers’ performace and in improving learning quality in private vocational schools in Bandung. This study is a qualitative research using descriptive analytical method. It took place at SMKS Kartini dan SMKS BPP in Bandung City. Subjects of the research were Principals and some teachers who were selected using population sampling. In general, the Principals’ strategies in improving the learning quality in private vocational schools can be categorized into the following steps: (1) the Principals together with all stakeholders uphold the spirit and values that have been agreed mutually; (2) Principals along with the all stakeholders evaluate technical policies of each system components reflecting the spirits and basic values which are functional for the growth and development of the school; and (3) Developing school culture as the implementation and institutionalization that lead to making it work habbits inside and outside school.KEY WORD: Managing teachers’ performace, learning quality, principals’ role, private vocational schools, and common commitment to develop the school.About the Author: Sri R. Rosdianti, M.M.Pd. adalah Guru Pendidikan IPS (Ilmu Pengetahuan Sosial) di SMKN (Sekolah Menengah Kejuruan Negeri) 9 Bandung; dan SMP (Sekolah Menengah Pertama) Labschool UPI (Universitas Pendidikan Indonesia) Kampus Cibiru, Bandung. Alamat emel: aspensi@yahoo.comHow to cite this article? Rosdianti, Sri R. (2013). “Kepemimpinan Kepala Sekolah dalam Manajemen Kinerja Guru dan Peningkatan Mutu Pembelajaran: Studi Deskriptif pada Sekolah Menengah Kejuruan Swasta di Kota Bandung” in ATIKAN: Jurnal Kajian Pendidikan, Vol.3(1) Juni, pp.93-106. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung and FKIP UNSUR in Cianjur, West Java, ISSN 2088-1290. Chronicle of the article: Accepted (April 15, 2013); Revised (May 25, 2013); and Published (June 15, 2013).
Optimalisasi Penggunaan Bahasa Indonesia dan Bahasa Daerah sebagai Modal Sosial dalam Pembangunan Masyarakat Pedesaan Maryam, Siti
ATIKAN Vol 3, No 1 (2013)
Publisher : ASPENSI

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Abstract

IKHTISAR: Dalam kehidupan sehari-hari, masyarakat menggunakan bahasa yang beragam. Secara garis besar, ragam bahasa dapat diklasifikasikan berdasarkan pengguna dan penggunaannya. Dalam hal ini, penting memahami tiga kriteria berkenaan dengan ragam bahasa, yakni: media yang digunakan, latar belakang penutur, dan pokok persoalan yang dibicarakan. Berdasarkan tiga kriteria tersebut biasanya kajian sosio-linguistik dilakukan. Pada umumnya pula, bangsa Indonesia merupakan dwibahasawan, yakni berbahasa Indonesia dan berbahasa daerah, meskipun salah satunya minim. Potensi bahasa Indonesia dan bahasa daerah bagi pemberdayaan masyarakat dapat dikaji melalui pendekatan sosio-linguistik. Data penggunaan bahasa masyarakat di pedesaan dapat deskripsikan berdasarkan struktur, konteks, fungsi, dan maknanya sehingga diketahui pokok-pokok pembicaraan, pandangan hidup, inspirasi, serta harapan hidupnya. Berdasarkan aspek-aspek itu, para katalisator pemberdaya masyarakat desa dapat memilih penggunaan bahasa yang tepat kepada masyarakat dwibahasawan agar masyarakat termotivasi untuk dapat hidup mandiri sesuai dengan kapasitasnya. KATA KUNCI: Potensi bahasa, sosio-linguistik, dwibahasawan, masyarakat Indonesia, pokok-pokok pembicaraan, dan hidup mandiri.ABSTRACT: This article entitled the “Optimalization of Using the Indonesian and the Vernacular Languages as Social Capital in Developing the Rural Community”. In everyday life, people use diverse languages. Broadly speaking, language variations can be classified based on users and usage. In this case, it is important to understand the three criteria with respect to diversity of languages, namely: the media used, background speakers, and the subject matter discussed. Based on the three criteria above, socio-linguistic studies have usually done. In general, Indonesian people is also bilingual, namely they can speak the Indonesian language as well as vernacular language, though one of them is minimum. The potency of Indonesian and vernacular languages for empowering society can be studied by socio-linguistics approach. The usage data of society language in rural people can be described based on structure, context, function, and its meaning so that knowning the talking specifics, way of life, inspiration, and its hope of life. Based those aspects, the catalysts society countryside can select the usage of properly language to bilangual society in order to society are motivated to be able to self-determination life in accordance with its capacities.KEY WORD: Language potency, socio-linguistics, bilingual, Indonesian society, talking specifics, and self-determination life.About the Author: Dr. Hajah Siti Maryam adalah Dosen Senior di Jurusan Pendidian Bahasa dan Sastra Indonesia, Fakultas Keguruan dan Ilmu Pendidikan UNSUR (Universitas Suryakancana) di Cianjur, Jawa Barat, Indonesia. Untuk kepentingan akademik, penulis bisa dihubungi dengan alamat emel: yams1964@yahoo.comHow to cite this article? Maryam, Siti. (2013). “Optimalisasi Penggunaan Bahasa Indonesia dan Bahasa Daerah sebagai Modal Sosial dalam Pembangunan Masyarakat Pedesaan” in ATIKAN: Jurnal Kajian Pendidikan, Vol.3(1) Juni, pp.45-58. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung and FKIP UNSUR in Cianjur, West Java, ISSN 2088-1290. Chronicle of the article: Accepted (April 25, 2013); Revised (May 27, 2013); and Published (June 15, 2013).
Full text in PDF of the ATIKAN journal, issue of June 2013 ATIKAN, Editor Journal
ATIKAN Vol 3, No 1 (2013)
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Abstract

This journal was firstly published on June 1, 2011. Since June 2012 edition, it has been organized by Faculty of Education and Teacher Training UNSUR (University of Suryakancana) in Cianjur, West Java, Indonesia and published by Minda Masagi Press as one of the publishers owned ASPENSI (Association of Indonesian Scholars of History Education) in Bandung. The ATIKAN journal is published twice a year i.e. every June and December. 
Prediction Levels of Teacher-Made Tests: A Case of Ordinary Level Geography in Highfield, Zimbabwe Edmore, Mbokochena; Taruvinga, Mushoriwa D; Hamilton, Mudzengerere F
ATIKAN Vol 3, No 1 (2013)
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ABSTRACT: The study sought to establish prediction levels of teacher-made tests in final ordinary level examinations as a way of assessing the predictive validity of teacher-made tests. Specifically, the investigation focused on the extent to which teacher-made tests in Geography predict pupil performance in final examinations. Data was collected from six Geography teachers and mark records of sixty pupils selected from two secondary schools using stratified random sampling. This survey research design was used in this study for having a true representative sample. Positive and significant relationship between teacher made test results and final examination results were found in all cases. Significant differences in performance were also observed among the four streamed classes. Among the recommendations was the need to ensure that teachers are well-grounded in measurement theory in order to help them not only set valid tests, but also know how to reduced “error of measurement” when scoring tests.KEY WORD: Final examination, prediction levels, secondary schools, teacher–made tests, geography, scores, and tests.IKHTISAR: Artikel ini berjudul “Tingkatan Prediksi Tes Buatan Guru: Sebuah Kasus Tingkatan Biasa pada Bidang Geografi di Wilayah Highfield, Zimbabwe”. Penelitian ini berusaha untuk menetapkan tingkatan prediksi tes buatan guru dalam ujian akhir tingkatan biasa sebagai cara untuk menilai validitas prediktif terhadap tes buatan guru. Secara khusus, penyelidikan difokuskan pada sejauh mana tes buatan guru dalam bidang Geografi dapat memprediksi kinerja murid dalam ujian akhir. Data dikumpulkan dari enam guru Geografi dan catatan buatan enam puluh murid terpilih dari dua sekolah menengah dengan menggunakan sampel acak bertingkat. Desain penelitian survei yang digunakan dalam penelitian ini dimaksudkan untuk memiliki sampel yang benar-benar representatif. Hubungan positif dan signifikan antara hasil tes buatan guru dan hasil ujian akhir ditemukan dalam semua kasus. Perbedaan yang signifikan dalam kinerja juga diamati antara empat kelas secara berurutan. Diantara rekomendasinya adalah perlu untuk memastikan bahwa guru cukup beralasan untuk melaksanakan teori pengukuran dalam rangka membantu mereka tidak hanya menata tes yang valid, tetapi juga mengetahui bagaimana mengurangi “kesalahan pengukuran” ketika menskor tes.KATA KUNCI: Ujian akhir, tingkatan prediksi, sekolah menengah, tes buatan guru, pelajaran geografi, skor, dan tes.    About the Authors: Mbokochena Edmore, Ph.D. is a Lecturer at the Department of Sociology WUA (Women’s University in Africa), Harare, Zimbabwe; Mushoriwa D. Taruvinga, Ph.D. is a Lecturer at the Department of Educational Foundations and Management UNISWA (University of Swaziland), Swaziland; and Mudzengerere F. Hamilton, Ph.D. is Research Fellow at the Faculty of the Built Environment NUST (National University of Science and Technology), Bulawayo, Zimbabwe. Corresponding author is: eddiembok@gmail.comHow to cite this article? Edmore, Mbokochena, Mushoriwa D. Taruvinga & Mudzengerere F. Hamilton. (2013). “Prediction Levels of Teacher-Made Tests: A Case of Ordinary Level Geography in Highfield, Zimbabwe” in ATIKAN: Jurnal Kajian Pendidikan, Vol.3(1) Juni, pp.1-8. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung and FKIP UNSUR in Cianjur, West Java, ISSN 2088-1290. Chronicle of the article: Accepted (April 21, 2013); Revised (May 20, 2013); and Published (June 15, 2013).
Pendemokrasian Sistem Pendidikan Islam di Malaysia: Satu Tinjauan Azhar, Alias
ATIKAN Vol 3, No 1 (2013)
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IKHTISAR: Program pembangunan pendidikan bergantung bukan sahaja kepada pembangunan material semata-mata, tetapi memerlukan keprihatinan para pendidik Islam dalam membangunkan kerangka kurikulum dan metodologi pendidikan Islam yang progresif dan berdaya maju. Kertas kerja ini bakal mengupas berkaitan pendemokrasian sistem pendidikan Islam di Malaysia secara umum. Perbincangan meliputi beberapa perkara utama, iaitu: konsep dan falsafah pendidikan Islam, falsafah pendidikan Islam negara Malaysia, dan perbincangan khusus pendekatan-pendekatan yang perlu dalam rangka pendemokrasian sistem pendidikan Islam di Malaysia. Pendemokrasian sistem pendidikan adalah suatu budaya ilmu yang pernah dipraktekkan dalam sistem zaman kegemilangan awal Islam. Semakan dan penambahbaikan kurikulum pengajian Islam di Malaysia harus dilakukan bagi merealisasikan hasrat dan matlamat pendidikan Islam yang selari dengan Falsafah Pendidikan Negara dan Dasar Pembangunan Negara. Pernyataan Falsafah Pendidikan Islam yang menekankan aspek menyampaikan ilmu, kemahiran, dan penghayatan Islam berdasarkan Al-Qur’an dan Al-Sunnah perlu direalisasi secara sistematik. Sistem dan bentuk pendidikan Islam harus mampu mengimplementasikan “khaira ummah” atau sebaik-baik umat dan “ummatan wasatan” atau umat rujukan bagi insan lain.KATA KUNCI: Pembangunan pendidikan, falsafah pendidikan Islam, pendemokrasian, dasar pembangunan negara Malaysia, dan khaira ummah.ABSTRACT: This article entitled “Democratization of the Islamic Education System in Malaysia: An Over Review”. Education development program depends not only on material development alone, but requires a concern to Muslim educators develop curriculum framework and methodology for Islamic education is progressive and viable. This paper will peel related democratization Islamic education system in Malaysia in general. Discussion covers some of the main topics: concept and philosophy of Islamic education, the national Islamic educational philosophy in Malaysia, and specific discussion of approaches to the framework of the democratization of the Islamic education system in Malaysia. Democratization of the education system is a knowledge-based culture system practiced in the golden age of Islam. Review and improvement of the curriculum of Islamic studies in Malaysia have to be done to realize the aspirations and objectives of Islamic education in line with the National Education Policy and the National Development Policy. Statement of Educational Philosophy of Islam which emphasizes the knowledge, skills, and appreciation of Islam based on the Al-Quran and Al-Sunnah should be systematically realized. System and form of Islamic education should be able to implement the “khaira ummah” or the best of peoples and “ummatan wasatan” or reference for other people.KEY WORD: Education development, philosophy of Islamic education, democratization, Malaysian national development policy, and the best of peoples.About the Author: Dr. Alias Azhar ialah Pensyarah Kanan di Pusat Pengajian Undang-Undang, Kolej Undang-Undang, Kerajaan, dan Pengajian Antarabangsa UUM (Universiti Utara Malaysia), 06010 Sintok, Kedah Darul Aman, Malaysia. Bagi urusan sebarang akademik dan penyelidikan, penulis boleh dihubungi secara terus melalui talian emel di: az.alias@uum.edu.myHow to cite this article? Azhar, Alias. (2013). “Pendemokrasian Sistem Pendidikan Islam di Malaysia: Satu Tinjauan” in ATIKAN: Jurnal Kajian Pendidikan, Vol.3(1) Juni, pp.59-72. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung and FKIP UNSUR in Cianjur, West Java, ISSN 2088-1290. Chronicle of the article: Accepted (April 10, 2013); Revised (May 20, 2013); and Published (June 15, 2013).
Revitalisasi Pendidikan Politik dalam Pendidikan Kewarganegaraan di Indonesia Hermawan, Iyep Candra
ATIKAN Vol 3, No 1 (2013)
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Abstract

IKHTISAR: Masalah pendidikan politik dan pendidikan kewarganegaraan bagi suatu negara-bangsa merupakan proses pembinaan, penanaman, dan pewarisan nilai-nilai kebangsaan dan kenegaraan yang diselenggarakan dalam lingkungan pendidikan, karena pendidikan dipandang memiliki peranan penting dan strategis dalam pembangunan bangsa. Dalam perkembangannya di Indonesia, Pendidikan Kewarganegaraan mengalami perubahan dan penyempurnaan sejak zaman Orde Lama (1959-1966), Orde Baru (1966-1998), dan Orde Reformasi (1998 – sekarang). Artikel ini membicarakan pentingnya dilakukan revitalisasi pendidikan politik dalam Pendidikan Kewarganegaraan (PKn). Dalam konteks ini, pembelajaran pembentukan karakter bangsa melalui mata pelajaran PKn, atau Civic Education, perlu diarahkan agar mereka dapat mengembangkan kecerdasan warga negara (civic intelligence) dalam dimensi spiritual, rasional, emosional, dan sosial; tanggung jawab warga negara (civic responsibility); serta partisipasi warga negara (civic participation). Konsepsi yang termuat dalam kurikulum PKn perlu dipelajari, ditanamkan, dan diwariskan kepada peserta didik agar terbentuk warga negara yang baik. Melalui pembelajaran PKn berbasis pendidikan politik diharapkan memupuk kedisiplinan, kepekaan sosial, melatih berpikir kritis, kemampuan memecahkan masalah secara jernih, serta budaya demokratis dapat ditegakkan.KATA KUNCI: Revitalisasi pendidikan politik, pendidikan kewarganegaraan, warga negara yang baik, dan budaya demokrasi di Indonesia.ABSTRACT: This article entitled “Revitalization of Political Education in Indonesia’s Civics Education”. Problem of political education and citizenship education for a nation-state is the coaching process, planting, and inheritance of national values and the statehood were maintained in environmental education, due to education is seen to have an important and strategic role in the development of the nation. Civic education in Indonesia has changed and developed since the era of Old Order (1959-1966), New Order (1966-1998), and Reform Order (1998 to date). This article discussed the importance of political education conducted revitalization in Citizenship (Civics) Education. In this context, the formation of character, through learning subjects Civics Education, should be directed so that they can develop the intelligence of the citizens (civics intelligence) in the spiritual dimension, rational, emotional, and social responsibilities of citizens as well as participation citizenship. Conception contained in the Civics curriculum needs to be studied and instilled bequeathed to the students, in order to form good citizens. Civics education, through learning-based politics, is expected to faster self-discipline, social sensitivity, critical thinking, problem solving skills are clear, and democratic culture can be enforced.KEY WORD: Revitalization of political education, civics education, good citizen, and culture of democracy in Indonesia.About the Author: Haji Iyep Candra Hermawan, M.Pd. adalah Dosen Senior dan Dekan Fakultas Keguruan dan Ilmu Pendidikan UNSUR (Universitas Suryakancana) di Cianjur, Jawa Barat, Indonesia. Bagi kepentingan akademik, penulis dapat dihibungi dengan alamat emel: s2bi_unsur_cjr@yahoo.comHow to cite this article? Hermawan, Iyep Candra. (2013). “Revitalisasi Pendidikan Politik dalam Pendidikan Kewarganegaraan di Indonesia” in ATIKAN: Jurnal Kajian Pendidikan, Vol.3(1) Juni, pp.9-26. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung and FKIP UNSUR in Cianjur, West Java, ISSN 2088-1290. Chronicle of the article: Accepted (April 8, 2013); Revised (May 10, 2013); and Published (June 15, 2013).
Assessment of Gender Equity in the Secondary Social Studies Curriculum: Basis for a Proposed Guide in Preparing Gender Fair Instructional Materials Tantengco, Nerissa S
ATIKAN Vol 3, No 1 (2013)
Publisher : ASPENSI

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ABSTRACT: The study assessed gender equity in the secondary Social Studies curriculum that served as a basis for a proposed guide in preparing gender fair instructional materials. A descriptive analysis of Secondary Social Studies curriculum was the primary method used in this study. The participants’ perceptions on gender were compared and analyzed. Gender-fair education indicators served as criteria for comparison. The data gathered were processed qualitatively and quantitatively. The findings revealed that: (1) Indicators of gender biases in the learning environment were manifested in the learning environment, curriculum, and instructional processes; (2) Hidden curriculum plays an important role in informally transmitting values and attitudes in schools; (3) Leadership skill and tasks formerly given to male students were checked at present by female assertiveness; (4) Private and public school teachers and students differed in their perceptions on the learning environment; and (5) Gender-fair curriculum in Social Studies is a vital instrument in achieving equality, development, and peace.KEY WORD: Gender equity assessment, Social Studies curriculum, secondary school, gender-fair education, and learning environment.IKHTISAR: Penelitian ini berjudul “Penilaian Kesetaraan Gender dalam Kurikulum Ilmu Pengetahuan Sosial di Sekolah Menengah: Dasar untuk Panduan Pengusulan bagi Mempersiapkan Bahan Ajar Gender yang Adil”. Ianya menilai kesetaraan gender dalam kurikulum Ilmu Pengetahuan Sosial di sekolah menengah yang berfungsi sebagai dasar panduan yang diusulkan dalam mempersiapkan bahan ajar gender yang adil. Analisis deskriptif terhadap kurikulum Ilmu Pengetahuan Sosial sekolah menengah adalah metode utama yang digunakan dalam penelitian ini. Persepsi peserta tentang gender dibandingkan dan dianalisis. Indikator pendidikan gender yang adil menjadi kriteria untuk diperbandingkan. Data yang dikumpulkan diolah secara kualitatif dan kuantitatif. Temuan menunjukkan bahwa: (1) Indikator bias gender dalam lingkungan belajar dimanifestasikan dalam lingkungan pembelajaran, kurikulum, dan proses pembelajaran; (2) Kurikulum tersembunyi memainkan peran penting dalam transmisi nilai-nilai dan sikap di sekolah secara informal; (3) Keterampilan kepemimpinan dan tugas yang sebelumnya diberikan kepada siswa laki-laki dikaji ulang saat ini oleh ketegasan sikap perempuan; (4) Guru sekolah swasta dan negeri serta para siswa berbeda dalam persepsi mereka terhadap lingkungan pembelajaran; dan (5) Gender yang adil dalam kurikulum Ilmu Pengetahuan Sosial merupakan instrumen penting dalam mencapai kesetaraan, pembangunan, dan perdamaian.KATA KUNCI: Penilaian kesetaraan gender, kurikulum Ilmu Pengetahuan Sosial, sekolah menengah, pendidikan gender yang adil, dan lingkungan pembelajaran.About the Author: Nerissa S. Tantengco, Ph.D. is a Lecturer and Head of the Department of Social Science, College of Arts and Social Sciences PNU (Philippine Normal University), Taft Avenue, Manila, Philippines. For academic purposes, she can be contacted via e-mail at: nstantengco@yahoo.comHow to cite this article? Tantengco, Nerissa S. (2013). “Assessment of Gender Equity in the Secondary Social Studies Curriculum: Basis for a Proposed Guide in Preparing Gender Fair Instructional Materials” in ATIKAN: Jurnal Kajian Pendidikan, Vol.3(1) Juni, pp.73-82. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung and FKIP UNSUR in Cianjur, West Java, ISSN 2088-1290. Chronicle of the article: Accepted (April 19, 2013); Revised (May 25, 2013); and Published (June 15, 2013).
Amalan Pembelajaran Kolektif dalam Kalangan Guru Sekolah Berprestasi Tinggi di Malaysia Ishak, Rosnah binti; Ghani, Muhammad Faizal A
ATIKAN Vol 3, No 1 (2013)
Publisher : ASPENSI

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Abstract

IKHTISAR: Sekolah adalah tempat untuk belajar. Pembelajaran di sekolah selalu difokuskan kepada murid. Pembelajaran guru jarang diberi tumpuan, menyebabkan ilmu guru menjadi jumud. Guru yang sentiasa menambah ilmu dengan pembelajaran kendiri dan kemudian berkongsi ilmu dengan rakan sejawatan akan menghasilkan pembelajaran kolektif. Usaha ini akan dapat meningkatkan lagi keberkesanan pengajaran dan pembelajaran. Kertas ini membincangkan tentang amalan pembelajaran kolektif dalam kalangan guru di sekolah dalam rangka membina sekolah sebagai organisasi pembelajaran. Konsep tersebut memerlukan semua warga sekolah belajar secara berterusan dan meningkatkan pengetahuan mereka secara formal atau tidak formal. Kajian dijalankan secara tinjauan menggunakan borang soal selidik yang diedarkan kepada 321 orang guru di 14 buah Sekolah Berprestasi Tinggi (SBT) di Malaysia. Dapatan kajian menunjukkan bahawa amalan pembelajaran kolektif guru dipraktikkan pada tahap tinggi oleh semua guru SBT (skor min antara 4.06 hingga 4.65). Implikasi kajian ini mencadangkan agar pembelajaran secara kolektif diaplikasikan sebagai penyelesaian kepada banyak masalah guru.KATA KUNCI: Pembelajaran kolektif, pembelajaran guru, organisasi pembelajaran, dan amalan pembelajaran kolektif guru.ABSTRACT: This paper entitled “Collective Learning Practices among Teachers in High Performance School in Malaysia”. School is a place to learn. In schools, the focus of learning is the students. Teachers’ learning was not given priority, causing their knowledge become irrelevant. Teachers are constantly adding knowledge with self-learning and then share their knowledge with colleagues will produce collective learning. This effort will further enhance the effectiveness of teaching and learning.This paper discusses about teachers’ collective learning practices in order to develop school as learning organization. According to the concept, teachers must learn continuously, formally or informally, to increase their knowledge. The survey research was conducted using questionnaires. Three hundred and twenty-one teachers in fourteen High Performance School in Malaysia involved in this study. The results showed that collective learning was practiced at high level by the teachers (the mean score is between 4.06 to 4.65). The implication of study has recommended that collective learning should be practiced as solutions for more teachers’ problems.KEY WORD: Collective learning, teachers’ learning, learning organization, and teachers’ collective learning practices.  About the Authors: Rosnah binti Ishak ialah Pelajar Ijazah Doktor Falsafah di Jabatan Pengurusan, Perancangan, dan Dasar Pendidikan, Fakulti Pendidikan UM (Universiti Malaya), 50603 Kuala Lumpur, Malaysia; dan Dr. Muhammad Faizal A. Ghani ialah Pensyarah Kanan di Jabatan Pengurusan, Perancangan, dan Dasar Pendidikan, Fakulti Pendidikan UM (Universiti Malaya), 50603 Kuala Lumpur, Malaysia. Mereka boleh dihubungi melalui alamat e-mail: rosnery.rosnah@gmail.com dan mdfaizal@um.edu.my  How to cite this article? Ishak, Rosnah binti & Muhammad Faizal A. Ghani. (2013). “Amalan Pembelajaran Kolektif dalam Kalangan Guru Sekolah Berprestasi Tinggi di Malaysia” in ATIKAN: Jurnal Kajian Pendidikan, Vol.3(1) Juni, pp.27-34. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung and FKIP UNSUR in Cianjur, West Java, ISSN 2088-1290. Chronicle of the article: Accepted (April 17, 2013); Revised (May 27, 2013); and Published (June 15, 2013).

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