Policy implementation within the frame of school-based curriculum: a comparison of public school and Islamic private school teachers in East Java, Indonesia

Qoyyimah, Uswatun

doi:10.1080/03057925.2017.1334536

Cited by 23 publications

(31 citation statements)

References 27 publications

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“…Based on such a curriculum, the environmental education can be implemented in accordance with the curriculum developed. Furthermore, this curriculum also requires schools to infuse environmental education values into school life using their own approaches and designs (Qoyyimah, 2018). The curriculum model would also determine the instructional style of teachers (Hepworth, Scheper, & Mandana, 2017).…”

Section: Aspects In Environmental Cultured Educationmentioning

confidence: 99%

Environmental Cultured Education and Its Implication on the Student’s Competencies in an Adiwiyata School

Siswanto

Karimullah

Prasetyawati

et al. 2019

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Destructive behavior towards nature adversely affects environmental damage. The root of this crisis lies in the structure of the value of human life in interacting with nature. This research aims at studying a philosophical foundation, model, aspect of environmental cultured education, and it’s implication on the student’s competencies in three schools. It employes phenomenology. Data were gained from deep-interview, observation, and document analysis. The information is determined with a purposive sampling technique. While data were analyzed descriptive-exploratively, involving data reduction, data display, and conclusions. This research finds that the vision and mission of the school become the main foundation in growing awareness of environmental cultured education. The model of environmental cultured education is developed integratively through all subjects. The aspect of education was formulated in the Adiwiyata programs dan Educotourism with participatory and sustainable principles. The implications for student competencies including demonstrating environmental cultured attitudes and behavior, the cognitive understanding of environmental education, and developing in own students’ skills, creativity, and productivity.

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Section: Aspects In Environmental Cultured Educationmentioning

confidence: 99%

Environmental Cultured Education and Its Implication on the Student’s Competencies in an Adiwiyata School

Siswanto

Karimullah

Prasetyawati

et al. 2019

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“…The school-based management policy has designed the autonomous school governance where principals have primary responsibilities to work and collaborate with other school stakeholders, such as teachers, parents, local communities under the establishment of school committee (Leer, 2016). In ensuring the better and more heterogenous education delivery to diverse students across the country, the curriculum that based on competency occurred in 2004, and finally the School-Based Curriculum was legalized in 2006 with features of decentralized curriculum were emphasized on development of localized curriculum with more autonomies given to teachers in doing so (Qoyyimah, 2018;Rahman, 2019;Yeom et al, 2002).…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, curriculum reforms were part of the undergoing changes in Indonesian education, and it has strong relation with the dynamics of national level students' assessment in the country, as can be seen in Table 1. Curriculum reform is also a main part of the decentralization policy instrument, where in 2006, the school-based curriculum was introduced (Qoyyimah, 2018;Rahman, 2019). In 2006 School-based Curriculum, teachers are given more freedoms to plan the teaching and learning that is based on the condition of students also the school condition and environment (Wahyuni, 2015).…”

Section: Introductionmentioning

confidence: 99%

Curriculum Reform in the Decentralization of Education in Indonesia: Effect on Students’ Achievements

Dewi

2021

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This study examines the estimated effect of curriculum reform in the Indonesian secondary education after the implementation of the decentralization policy in 2001. Whilst decentralization reform is argued to be positive for the improvement of school quality and efficiency due to more autonomy given for provincial and local governments, the empirical evidence on such reform towards the improvement of students’ learning outcomes is very limited. Using the propensity score analysis, this study shows that the curriculum reform has not produced a substantial return in the aspect of improved learning outcomes. This finding resonates with the evidence from previous studies on the impact of decentralization on the education quality in Indonesia. Additionally, other findings present a positive effect of pre-school attendance on students’ performance and the crucial issue of persisting gap on the education quality between regions even after almost twenty years of decentralization in the country.

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“…Hence, teachers in this study wanted the government to announce the violence-free school climate policy so that all teachers would understand what they should do to anticipate and prevent violence in schools. The government initiative to assist teachers to implement the policy is pivotal for enhancing teachers' professionalism (Qoyyimah, 2018) in preventing school violence.…”

Section: Discussionmentioning

confidence: 99%

Exploring Teachers’ Understanding of Psychological Violence in Responding to Indonesia’s Violence-free School Climate Policy

Qoyyimah¹,

Maisarah²,

Agustiawan³

et al. 2019

Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018)

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In 2015, the violence-free school climate policy of Permedikbud RI No. 82/2015 was issued by the Indonesian Ministry of Education and Culture. This policy requires schools to provide a violence-free school climate so that school is an ideal place for nurturing peace and social harmony and a safe place for the school population. This policy outlines that any violent conduct such as physical and verbal bullying, sexual harassment, and other psychological violence should be prevented and banned. However, research on how the violence-free school climate policy has been understood and put in place by educators in schools remains absent. This present study reports on how this official policy informed teachers' understanding of school violence and its prevention. Teachers' conceptual understanding of what is meant by violence at school is explored to assess whether the policy has been effective in terms of its objectives. Literature concerning types of school violence from many different contexts and cultures were reviewed in this paper to illustrate the broader theoretical argument. Four teachers working in two different secondary schools in Medan participated in this study. Semi-structured interview questions were prepared for collecting the data. The interview data were then analyzed deductively based on the themes derived from theories regarding types of violence. The findings indicated that while the policy is aimed at invoking educators' awareness of violent conduct, both physical and nonphysical, teachers participating in this study reported more understanding of physical violence but reported less understanding of non-physical violence. This study contributes to the development of knowledge regarding the different types of violence in the literature and in Indonesian schools as well as giving insight on how an official policy should be introduced at school level to make the whole policy effective.

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Policy implementation within the frame of school-based curriculum: a comparison of public school and Islamic private school teachers in East Java, Indonesia

Cited by 23 publications

References 27 publications

Environmental Cultured Education and Its Implication on the Student’s Competencies in an Adiwiyata School

Environmental Cultured Education and Its Implication on the Student’s Competencies in an Adiwiyata School

Curriculum Reform in the Decentralization of Education in Indonesia: Effect on Students’ Achievements

Exploring Teachers’ Understanding of Psychological Violence in Responding to Indonesia’s Violence-free School Climate Policy

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