Jurnal Ilmiah Peuradeun

281-294

Authors: Warul Walidin

Technologies of vocational training play an important role in the concept of informal education and they can be implemented as in higher education, and organizational learning. In the modern understanding of education the two sides are emphasized - the communion of each person to the society and the development of individual personality features. If formal education is moving towards these goals systematically and purposefully at certain training sessions, the place and time of informal education is in no way limited. Informal education can be characterized not only by independent, human progress in cultural development, but also directed and projected improvement of professional and personal skills of employees of organizations. The purpose of this papers to examine informal education not only as an independent, but also as a guide and the projected improvement of the professional and personal skills of employees of organizations. The leading approaches to the study of this problem are social-pedagogical and managerial approaches to substantiate the essence of the process and the role of leaders of organizations trained in the management of such education.

309-320

Authors: Nufiar & Saifullah

This study aims at examining the readiness of the Diploma-II holders of Primary Teachers Education of STIT AL-Hilal Sigli in drawing up the Lesson Plan and implementing the teaching and learning interactions in the classroom. In particular, the study attempts to figure out whether the teaching and learning interaction meet the methods listed in the Lesson Plan (RPP) and the assessment system of learner’s performance in Islamic Primary schools throughout Pidie regency. The sample of this study is nineteen Islamic Primary schools throughout Pidie regency. While to collect data from the research field, the researchers used observation, interviews, and documents. The result indicates that: (1) in general, the teachers have good and considerate preparation in drawing up the Lesson Plan within a sufficient time instead having an extemporaneous teaching. They commonly conducted the Lesson Plan preparation through the discussion with other fellow teachers which avoids them from having a significant obstacle. The only considerable stumbling blocks are the learning source, learning media, and psychological factors. All the written Lesson Plans will be accounted to the principal, superintendent, and the education department. Otherwise, the teachers will be penalized for not making one. (2) The method specified in the Lesson Plan does not correspond to the methods used in teaching and learning in general. (3) The respondents generally do not apply taxonomic Bloom in the grading system in schools where they are in charge.

333-346

Authors: Monica Steinbach and Shahrzad Afroozeh

This paper is to consider the term “comparative” in its more restricted sense, in the way the term is used in various comparative fields of study. It is somewhat curious that scholars in our field of comparative education have never attempted to sort out the various meanings of the term “comparative.” I do not plan to draw a firm distinction between the two spheres, though it might be helpful to suggest that “comparative education” is generally regarded as the more academic or scientific aspect of the field, while international education is related to “cooperation, understanding, and exchange” elements of the field. I feel we must reject the hegemonic claims of science. We recall, for example, that Comte believed society traversed through various stages, from religion, to philosophy, then to science. His mistake, from my vantage point, was to place these ways of knowing in a hierarchical framework, which makes philosophy a second-rate means of knowing, and religion a third-rate means of knowing. My own orientation is to place them parallel with each other. There is a place for the spiritual, a place for the philosophical, and a place for the scientific, and any attempt to place one exclusively over the other is inappropriate.

357-368

Authors: A Hadian Pratama, Budi Gunawan, and Budi Cahya

Mangrove ecosystem is an important part of the coastal environment. One of the problems in almost all coastal areas in Indonesia is the degradation of mangrove area. In the coastal areas of Langkat Regency, precisely in the Tapak Kuda Village is also facing the same thing. In the last 15 years, mangrove area has reduced quite high. One of them is caused by the conversion of mangrove land into ponds. The existence of mangrove ecosystems is related to socio-economic life of society that causes the decline of mangrove area and the changing environmental conditions of social life. The results showed that the conversion of mangrove land brought the social impact on residents’ lives. Changes in the types of jobs are fishermen decreased 24%, the percentage of farmers rose 19% and fish farmers also rose 10%. Income-related conditions, 24% of people feel steady and have sufficient income to meet the families’ needs, 43% of people feel sometimes high income is not enough to meet families’ needs and 33% of people feel low income that make the families’ needs are not fulfilled. The condition of public education level has increased, the percentage of people completing primary school rose 7%, junior high was up 21%, and high school 16%. Regarding the use of natural resources, there were only 35% of the natural resources that could be managed by the community. Community land use patterns are 10% of ponds, 30% of fields, 20% of fishing areas and 40% of conservation areas.

383-394

Authors: Rinat Suzanne and Liana Nathalie

Multiculturalism occurs naturally when a society is willing to accept the culture of immigrants. Multiculturalism has been defined as a method whereby culturally diverse groups are accorded status and recognition, not just at the individual level, but in the institutional structures of the society. Multiculturalists’ perspectives have had a deep influence in the social sciences, and particularly in the field of education. Although it aims to improve society, multiculturalism has been criticized for adopting an essentialist approach to culture, because the calling for the appreciation and recognition of cultural variety. To achieve a situation in which culture has no exclusive value requires reevaluation of the concepts of culture and identity as accepted in the West over the past few centuries, examining epistemological and ontological conceptions and how they shape political and social organizations reflected in the nation-state. Just as culture is soft, permeable and dynamic, so too is the cultural self and its identity. If multiculturalism seeks a solution to distinctions that engender problems in a modern world in which many cultures are situated in one social space, we maintain that such distinctions are problematic and even erroneous. Modernity did not give rise to a multiplicity of cultures but rather to extensive cultural and social variation.