Dynamization of the Reprimand Model in the Independent Curriculum for Children 6-12 Years of Age in Primary Schools in Indonesia

Abstract

Reprimands generally carry multiple perceptions. These perceptions frame the subject and can become a habit. The habit of the large portion of reprimands compared to rewards should bring students to a psychological pressure. The author looks at the understanding of this reprimand model in the location of students in one of the Palangka Raya Cities. The purpose of this study is to explore the reprimand model in the current curriculum for students aged 6-12 years in one of the elementary schools in Palangka Raya city. This research approach is qualitative research with interview techniques. The results of recording interviews, the author poured in transcripts and factual solids. The results showed that punishment and reward are in accordance with their portions. As a result, teachers and students are free to find their own potential. Teachers are free to choose teaching tools that are suitable for students. Students—In the context of the curriculum—develop according to their capacity in the learning process.

Fluktuasi Pembelajaran-Peziarahan-Profesionalitas-Kode Etik Guru di Indonesia

“…Tantangan dan peluang tersebut kemudian merembes tidak hanya dalam tataran pendidikan anak dini, dasar, menengah, bahkan hingga pada pendidikan tinggi. Peluang dan tantangan pendidikan di sekitar Kalimantan Tengah misalnya, dalam konteks pengembangan kurikulum merdeka, disiplin dalam ruang keagamaan (Ariaini & Sanaya, 2023); (Awak et al, 2023;Loheni et al, 2023;Mayleta et al, 2022;Nopitri & Irdayani, 2023;Siburian et al, 2023). Selain itu, penulis memperlihatkan perjuangan dalam pengembangan dan aktivitas kebebasan peserta didik di wilayah sekitaran Palangka Raya (Chiristina et al, 2023;Desti, 2023;Eksely et al, 2023;Istiniah et al, 2023).…”

Partisipasi Guru Musik Berbasis Potensi Siswa Pendidikan Musik: Kajian Studi di Sekolah Musik

“…Keragaman dentuman musik selain mampu menghasrati jiwa, ia juga mampu menggeser ketimpangan tanpa perlu kekerasan sebagai perlawanan atas kekerasan. Keberadaannya bahkan berada sejauh mana bumi berada dalam jejak-jejak rekan alam semesta (Ariaini & Sanaya, 2023;Desti, 2023;Monica, 2023;D. A. Saputra et al, 2023;Valentino et al, 2023).…”

Social Action Youth Church of Central Kalimantan through Churches, Educational institutions and Civil Societies

“…Karena ada beberapa gereja yang tidak sembarang memberikan doa pada orang kalau bukan pendoanya.. bagaimana ya kalau pendapat saya kebebasan dalam beribadah keluarga itu sebenarnya tidak dilarang bagi kaum manapun yang ingin beribadah apalagi ibadah keluarga yanga mana setiap orang akan berkumpul untuk memuji Tuhan itu sih pendapat saya" Kheisyat/wwcr/educationalinstitutionsandsocialaction/14022023 Ihnsost Wtarhptur (not his real name) signaled, ".. untuk kebebasan dalam mengajar sekolah minggu ini justru paling besar di butuhkan bantu dari orangorang yang ingin mengajar sekolah minggu, karena apa tak jarak ada orang yang ingin mengajar sekolah minggu karena mereka punya banyak sekali alasan, maka itu diperuntukan bagi yang ingin mengajar sekolah minggu" Wtarhptur/wwcr/educationalinstitutionsandsocialaction/14022023 Regarding the teachings in Christian Religious Education and Church Music Education, education is not only located within the school circle, but also extends to the circle of the church. Church circles are not only located in adult teaching spaces, but also reach into Sunday School children's circles [53], [54], [81], [110], [125]- [143]. Wtarhptur skillfully narrates as a young man concerned with young children as God's favorite subject, alluding to Sunday School as a playroom as well as a space for teaching the Good News to the whole world [144]- [149].…”