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Nengsih, Yanti Karmila. "Studi komparatif pengelolaan pembelajaran pada Homeschooling Primagama dengan Homeschooling Anugrah Bangsa." Jurnal Pendidikan dan Pemberdayaan Masyarakat 4, no. 1 (March 27, 2017): 101. http://dx.doi.org/10.21831/jppm.v4i1.12536.
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Tujuan penelitian ini adalah untuk mendeskripsikan dan membandingkan pengelolaan pembelajaran pada homeschooling mengenai aspek (1) perencanaan pembelajaran, (2) pelaksanaan pembelajaran, (3) evaluasi pembelajaran, dan (4) faktor-faktor pendukung dan penghambatnya. Penelitian ini merupakan penelitian komparatif dengan pendekatakan deskriptif kualitatif yang dilaksanakan di DIY yang berlokasi di Homeschoolinng Primagama dan Homeschooling ANSA. Hasil penelitian ini adalah sebagai berikut. (1) Homeschooling Primagama mengidentifikasi kebutuhan peserta didik dengan menggunakan tes psikologi melalui psikolog, sedangkan Homeschooling ANSA melalui wawancara oleh pihak homeschooling. (2) Pelaksanaan pembelajaran di Homeschooling Primagama lebih bersifat semi formal dan terstruktur, sedangkan Homeschooling ANSA lebih bersifat informal. (3) Evaluasi pembelajaran di Homeschooling Primagama terdiri dari aspek kognitif yang dievaluasi oleh tutor/guru, aspek afektif dievaluasi oleh psikolog, sedangkan di Homeschooling ANSA aspek kognitif dan afektif dievaluasi oleh tutor/guru. (4) Faktor pendorong peserta didik dalam belajar di Homeschooling Primagama yaitu motivasi dalam diri peserta didik dan orangtua, sedangkan faktor penghambat yaitu sakit-sakitan, pengaruh gadget, dan online game, sedangkan di Homeschooling ANSA, faktor pendorongnya yaitu untuk meraih cita-cita dan membanggakan orangtua, sedangkan faktor penghambat yaitu ketika peserta didik banyak kegiatan di luar dan masih kurang lengkapnya fasilitas belajar yang tersedia di homeschooling.Kata Kunci: pengelolaan pembelajaran, homeschooling A Comparative Study of the Teaching Management in Primagama and Anugrah Bangsa Homeschools AbstractThe aims of this study are to describe and compare the teaching management of homeschooling in aspects including: (1) lesson planning, (2) the teaching implementation, (3) teaching evaluation, and (4) the supporting and inhibiting factors of homeschooling. This research was a comparative study, using the descriptive qualitative approach. It was conducted in Primagama and ANSA Homeschools. The results of this study are as follows. (1) Primagama Homeschool identifies learner needs through psychological tests by psychologists, while Homeschool ANSA does it through interviews by the homeschool (2) The implementation of the teaching in Primagama Homeschool is semi formal and structured, while at ANSA Homeschool it is more informal. (3) The evaluation of teaching in Primagama Homeschool consists of cognitive aspects which are evaluated by the teacher, and the are evaluated by a psychologist. At ANSA Homeschool the cognitive and affective aspects are evaluated by the teacher. (4) The supporting factors for learners in learning at Primagama Homeschool include in students and parents, while the inhibiting factors include being sickly, the influence of gadgets, and online games. At ANSA Homeschool the supporting factor is to achieve the ideals and parents pride, while the inhibiting factor is when learners are many outdoor activities and limited incomplete learning facilities.Keywords: learning management, homeschooling
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Anthoneta, Jublina. "Homeschooling." SANCTUM DOMINE: JURNAL TEOLOGI 4, no. 2 (December 19, 2016): 65–82. http://dx.doi.org/10.46495/sdjt.v4i2.27.
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This paper attempts to show that true education does not happen only in a formal school andeducation system. Adequate education for children can be provided in a family or in thehome. School in gerenal is an institution founded on modern values held by modern people.
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Matos, Sandro Conceição de. "Homeschooling." Revista HISTEDBR On-line 22 (December 15, 2022): e022053. http://dx.doi.org/10.20396/rho.v22i00.8664885.
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O debate sobre a implementação do homeschooling no Brasil emerge com bastante efervescência no atual cenário político do país, marcado predominantemente pela extrema direita. Este artigo tem como objetivo fulcral apresentar uma crítica contemporânea à educação domiciliar enquanto modalidade educativa formal e informal que se opõe à educação escolar, oposição essa que remete à metáfora lacaniana sobre muro de linguagem. A pesquisa realiza uma abordagem qualitativa do tipo bibliográfico privilegiando leituras e fichamentos do dossiê Homeschooling e o Direito à Educação da Revista Pro-Posições (2017) e, também, de autores que abordam a problemática em torno da metáfora do muro de linguagem, em especial Jacques Lacan (2011). Os resultados sugerem a forte influência da educação informal no homeschooling, cuja propulsão na contemporaneidade é viabilizada pela política neoliberal, a qual enquadra a educação domiciliar como um elemento de interposição que separa os sujeitos a partir da classe social. Nessa lógica, os mais privilegiados conseguem acessar a educação domiciliar tornando-se indiferentes aos demais que acessam a escola, revelando, portanto, um comportamento narcisista entre os adeptos da educação domiciliar.
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Oliveira, Rannyelly Rodrigues de, David Randerson Rodrigues de Oliveira, and Francisco Régis Vieira Alves. "O enredo histórico e a atual situação jurídica do homeschooling no Brasil." Revista Thema 17, no. 1 (April 29, 2020): 193–209. http://dx.doi.org/10.15536/thema.v17.2020.193-209.1623.
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O homeschooling é uma modalidade educativa que tem sua gênese nos Estados Unidos da América e se expandiu para o Brasil por meio de pregações ministradas por pastores. Essa prática, também conhecida como Educação Domiciliar, é realizada na casa dos estudantes sob a mediação de docentes particulares e dos familiares. A proposta pedagógica seria de substituir a educação ofertada nas instituições regulares de ensino básico. Dessa forma, a educação com enfoque Homeschooliano causa uma repercussão significativa no contexto da educação brasileira, com ênfase, na instância jurídica que trata da sua legalidade. Isso posto, este artigo tem o objetivo de evidenciar que o homeschooling é uma modalidade educativa apresentada numa versão atualizada de um modelo didático-cognitivo já existente há muito tempo e que não é uma prática inconstitucional. Assim, pretende-se possibilitar a compreensão sobre o que é o homeschooling destacando os seus aspectos pedagógicos e suas concepções jurídicas. Para isso, foi realizada uma revisão bibliográfica e uma descrição do enredo histórico sobre o homeschooling, a fim de discutir como está a sua atual situação e suas expectativas no cenário educacional brasileiro atinentes. Portanto, foi possível concluir que a Educação Domiciliar, mesmo não sendo uma prática inconstitucional, enfrenta uma resistência jurídica quanto a sua legalização. Todavia, muitas famílias brasileiras praticam a Educação Domiciliar e a tendência é que aumente a quantidade de lares que aderem essa modalidade pedagógica.
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Fashya, Rika Ramadha. "The Use of Multiple Intelligence Approach in Teaching English for Homeschooling Students Through Meaningful Activities: A Case Study At a Homeschooling in Banjar." Journal of English Education Program (JEEP) 10, no. 1 (January 17, 2023): 11. http://dx.doi.org/10.25157/(jeep).v10i1.9681.
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This study reported the implementation and perceptions of EFL homeschooling students in activating the Multiple Intelligences strategy through meaningful activities. This study employed qualitative case study at one of the Homeschoolings in Banjar. The data collection included observation and interview. The sampling was selected purposively. They were two homeschooling students in Banjar. The results of this study showed that multiple intelligences approach through meaningful activities resulted in a positive and good response. Students had different bits of intelligence and they could build their multiple intelligences through meaningful activities. The researcher recommends future researchers, who intend the research about the effect of multiple intelligence approaches and the use of meaningful activities to optimize student intelligence, invite more participants such as students in formal schools that always have more students.
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Khairi, Alfin Miftahul, and Dewi Sri Rahayu. "Anak Homeschooling: Studi Pada Keluarga Pelaku Homeschooling." SHAHIH: Journal of Islamicate Multidisciplinary 3, no. 2 (December 31, 2018): 203–12. http://dx.doi.org/10.22515/shahih.v3i2.1379.
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Homeschooling can be an alternative to education in addition to existing formal education. Because of children learn everything, they must be controled and supervised by parents. Family must have a strong commitment in carrying out them. This research is a phenomenological approach focused on discussing the phenomenon of homeschooling. The purpose of this study was to find out the learning methods used in the learning process and the results obtained from the learning process through homeschooling. Data collection uses the method of observation, interviews and documentation. Data analysis used descriptive qualitative method and data validity was done by triangulation. The results are in the behavioristic approach, children love the learning process because it is fun and can be anywhere. Cognitively, children can adjust their ability to learn. In humanistic children they are aware of the conditions and environment around them. 2) Learning Outcomes show children's progress in cognitive, affective and psychomotor.
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Harmani, Yuniasri Sadewi. "Manajemen Pembelajaran Homeschooling Di Homeschooling Primagama Yogyakarta." Media Manajemen Pendidikan 1, no. 1 (August 10, 2018): 1. http://dx.doi.org/10.30738/mmp.v1i1.2809.
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Risnandini, Yunita, and Sri Muliati Abdullah. "KEMANDIRIAN ANAK DITINJAU DARI JENIS HOMESCHOOLING." Insight: Jurnal Ilmiah Psikologi 17, no. 1 (February 23, 2017): 39. http://dx.doi.org/10.26486/psikologi.v17i1.683.
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Penelitian ini bertujuan untuk mengetahui kemandirian anak ditinjau dari jenis homeschooling. Hipotesis yang diajukan dalam penelitian ini adalah ada perbedaan kemandirian anak ditinjau dari jenis homeschooling. Kemandirian anak dengan homeschooling tunggal lebih tinggi dari pada anak dengan homeschooling komunitas. Subjek penelitian adalah anak duduk di kelas 4, 5, dan 6 SD, sebanyak 26 orang yang terdiri dari 14 orang anak homeschooling komunitas dan 12 orang anak homeschooling tunggal , yang berada di lembaga belajar homeschooling primagam dan homeschooling Kak Seto. Alat pengumpul data menggunakan skala yaitu skala Kemandirian Anak. Teknik analisis data yang digunakan adalah statistik kompratif dengan menggunakan independent sampel t-tes. Berdasarkan hasil analisis data, diperoleh koefisien perbedaan kemandirian antara anak dengan homeschooling tunggal dan anak dengan homeschooling komunitas sebesar 2,505; p < 0,05 dengan rerata kemandirian anak homeschooling tunggal sebesar 105,58 dan rerata anak homeschooling komunitas sebesar 94, artinya kemandirian pada anak homeshooling tunggal lebih tinggi di pandingkan anak yang homeschooling komunitas.
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Giawa, Hasan Nadir, and Desi Sianipar. "PENGGUNAAN MODEL HOMESCHOOLING DALAM PEMBELAJARAN PAK DI PKBM WESLEY PELITA BANGSA SCHOOL (WPBS)." Jurnal Shanan 2, no. 2 (October 1, 2018): 91–105. http://dx.doi.org/10.33541/shanan.v2i2.1537.
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Tujuan penelitian ini adalah untuk mengetahui apa yang dimaksud dengan homeschooling, model homeschooling dan penggunaan model homeschooling dalam pembelajaran PAK di Pusat Kegiatan Belajar Masyarakat (PKBM) Wesley Pelita Bangsa School (WPBS) Pluit-Jakarta. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah wawancara, observasi dan dokumentasi. Jumlah populasi dalam penelitian ini 67 orang informan, sedangkan yang menjadi sampel penelitian berjumlah 16 orang yang terdiri dari 4 orang guru, 6 orang tua dan 6 orang siswa/i dengan kriteria mereka terlibat secara langsung dalam kegiatan homeschooling. Penentuan sampel ini berdasarkan pada tujuan penelitian.Hasil penelitian menunjukkan bahwa guru, orang tua dan siswa/i memahami homeschooling sebagai sekolah rumah tetapi pemahaman mereka tentang model-model homeschooling kurang memadai, rata-rata mengenal dua model homeschooling. Ini membuktikan bahwa kurangnya informasi tentang homeschooling ini membuat banyak orang tidak memahaminya. Selanjutnya penggunaan model homeschooling dalam pembelajaran PAK menunjukkan hal yang positif di mana dalam setiap anak sebelum memulai pembelajaran setiap hari diwajibkan untuk menghafal ayat-ayat Alkitab, saatteduh dan doa bersama di dalam kelas.Mengingat pentingnya homeschooling, maka perlu ada solusi yang segera dilakukan yaitu mengadakan seminar dan pelatihan kepada guru dan orang tua supaya lebih memahami pentingnya homeschooling dan model-model homeschooling. Dengan demikian homeschooling menjadi sebuah pilihan alternatif dan pertimbangan bagi orang tua untuk kebutuhan pendidikan anak.Kata kunci: Model homeschooling, pembelajaran PAK
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DesRoches, Danika I., S. Hélène Deacon, Lindsey M. Rodriguez, Simon B. Sherry, Raquel Nogueira-Arjona, Mariam M. Elgendi, Sandra Meier, Allan Abbass, Fiona E. King, and Sherry H. Stewart. "Homeschooling during COVID-19: Gender Differences in Work–Family Conflict and Alcohol Use Behaviour among Romantic Couples." Social Sciences 10, no. 7 (June 23, 2021): 240. http://dx.doi.org/10.3390/socsci10070240.
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Homeschooling due to COVID-19 school closures is likely to increase conflict between work and family demands, potentially leading to adverse substance-use effects. We conducted a survey with 758 couples focusing on homeschooling, work–family conflict, and alcohol use (April 2020). The 211 homeschooling couples reported more work–family conflict than the 547 non-homeschooling couples; there also were stronger effects on family interference with work in women. Among the homeschooling couples, homeschooling hours were associated with greater partner drinking. In distinguishable dyad analyses by gender, women’s hours homeschooling were associated with greater drinking frequency by both parents. Men’s hours homeschooling were associated with lower drinking frequency in their partners. Increased work–family conflict in homeschooling couples is particularly worrisome given its link to increased stress and poor mental health. Moreover, women’s increased drinking may impede their ability to support their families during the pandemic. Men’s increased drinking could put homeschooling mothers at risk for escalating conflict/domestic violence, given links of male drinking to intimate partner violence. Finally, the protective-partner effects of men’s homeschooling hours on women’s drinking frequency suggests that more egalitarian division of homeschooling labor may have protective cross-over effects.
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Zul Afiat. "HOMESCHOOLING; PENDIDIKAN ALTERNATIF DI INDONESIA." Visipena Journal 10, no. 1 (June 30, 2019): 50–65. http://dx.doi.org/10.46244/visipena.v10i1.490.
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This article aims to examine the theoretical concept, classification, models, supporting factor, types of homeschooling and the implementation of homeschooling in Indonesia. The discussion of homeschooling was in the perspective of child development. The conclusion based on the theoretical concept describes that it was an educational form which was done independently by family, and the learning materials were choosen in accordance with the children need. The homeschooling classification forms was divided into two forms namely single home schooling which was conducted independently by parents in one family withought collaborating with aothers.Compound homeschooling was conducted by two or more families for certain activities, but the main activities remain to be implemented by the respective parents. Homeschooling was an education for the children who performed at home and was specifically provided by a parent or a professional tutor. Homeschooling in practice was to move the school from the public area to a more private area, which was home.
Abstrak
Tulisan ini bertujuan untuk mengkaji konsep teoritik, klasifikasi, model, faktor-faktor pendukung, jenis homeschooling dan pelaksanaan homeschooling di Indonesia. Pembahasan Homeschooling ini adalah dalam perspektif perkembangan anak. Kesimpulan hasil kajian secara teoritik adalah bahwa Homeschooling adalah pendidikan yang dilakukan secara mandiri oleh keluarga, yang materi pembelajarannya dipilih dan disesuaikan dengan kebutuhan anak. Klasifikasi format homeschooling terbagi dua yaitu homeschooling tunggal yang dilaksanakan oleh orangtua dalam satu keluarga tanpa bergabung dengan lainnya, dan homeschooling majemuk dilaksanakan oleh dua atau lebih keluarga untuk kegiatan tertentu sementara kegiatan pokok tetap dilaksanakan oleh orangtua masing-masing. Homeschooling merupakan pendidikan bagi anak-anak yang dilaksanakan di rumah dan secara khusus diberikan oleh orang tua atau seorang tutor profesional. Homeschooling dalam praktiknya memindahkan sekolah dari area umum ke area yang lebih privat, yakni ke rumah.
Kata Kunci: Home schooling, Pendidikan Alternatif
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Dalila, Aghnia, Euis Kurniati, and I. Gusti Komang. "IMPLEMENTASI PROGRAM HOMESCHOOLING UNTUK ANAK USIA DINI DI SABUMI–HOMESCHOOLING MUSLIM NUSANTARA BANDUNG." Edukid 14, no. 2 (September 18, 2019): 300–316. http://dx.doi.org/10.17509/edukid.v14i2.20018.
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Implementasi Program Homeschooling Untuk Anak Usia Dini di SABUMI –Homeschooling Muslim Nusantara (HSMN) Bandung. Homeschooling kini menjadi pilihan bagi orang tua untuk mendidik anak. Penyebabnya karena berita negatif yang diakses mengenai pendidikan formal, hal ini mengurangi kepercayaan orang tua terhadap pendidikan formal. Homeschooling terdapat keunggulan dan kelemahan. Komunitas adalah salah satu solusi mengatasi kelemahan tersebut, namun isu negatif homeschooling muncul dikarenakan kurangnya mencari informasi mengenai program homeschooling yang dibentuk oleh komunitas. Penelitian ini bertujuan untuk mengetahui implementasi program homeschooling untuk anak usia dini di SABUMI-Homeschooling Muslim Nusantara (HSMN) Bandung. Metode yang digunakan dalam penelitian ini menggunakan studi kasus. Teknik pengumpulan data dilakukan dengan dengan wawancara, observasi dan studi dokumentasi. Hasil penelitian menunjukkan bahwa program homeschooling untuk anak usia dini di SABUMI-HSMN Bandung dapat mengatasi isu negatif homeschooling dengan rancangan program homeschooling untuk anak yang terdiri dari perencanaan, pelaksanaan dan evaluasi. Implementasi program homeschooling untuk anak usia dini di SABUMI-HSMN Bandung menggunakan media sosial yaitu whatsApp untuk program online dan program offline sebagai pelengkap agar menjadi kesatuan yang utuh. Kendala condong terdapat dari internal yang sangat membutuhkan komitmen dari anggota dalam mengimplementasikan program homeschooling. Rekomendasi bagi pengelola SABUMI-HSMN Bandung membuat SOP kinerja dan evaluasi setiap program online–offline,membuka pendaftaran serta peraturan dengan syarat ketentuan yang berlaku untuk anggota terdaftar menjadi pengurus SABUMI-HSMN Bandung. Bagi peneliti selanjutnya untuk memperluas subjek penelitian dengan lingkup keluarga.
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Dwyer, James G. "Homeschooling Reconsidered." Philosophical Inquiry in Education 29, no. 1 (2022): 36. http://dx.doi.org/10.7202/1088379ar.
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Hanna, Linda G. "Homeschooling Education." Education and Urban Society 44, no. 5 (May 11, 2011): 609–31. http://dx.doi.org/10.1177/0013124511404886.
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Kunzman, Robert. "Understanding homeschooling." Theory and Research in Education 7, no. 3 (October 30, 2009): 311–30. http://dx.doi.org/10.1177/1477878509343740.
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Drawing from six years of qualitative research, this article analyzes the broad range of proposed and existing homeschool regulations throughout the United States. It argues that current homeschool regulations — and most proposals for how to improve them — misjudge the complexity of such an endeavor; state resources are misused and the basic interests of children are not protected. Theoretical arguments about the relative interests of parents, children and the state are important to consider, but our policies must also recognize the limits of what we can and should demand of this unique form of nonpublic schooling. A more modest approach to regulation that focuses on basic skills testing would ultimately be more effective at helping the students who need it most.
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Majid, Dewi Yulia Nurul, and Dinie Ratri Desiningrum. "PENGALAMAN MENJADI HOMESCHOOLER-MOM Sebuah Studi Kualitatif dengan Pendekatan Interpretative Phenomenological Analysis (IPA)." Jurnal EMPATI 6, no. 1 (January 16, 2017): 86–96. http://dx.doi.org/10.14710/empati.2017.15137.
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Penelitian ini bertujuan untuk mengeksplorasi dan memahami pengalaman ibu yang melaksanakan homeschooling (homeschooler-mom). Penelitian ini menggunakan metode kualitatif fenomenologi dengan pendekatan Interpretative Phenomenological Analysis (IPA).Partisipan penelitian ini didapat dengan metode non-probability sampling dengan salah satu strategisnowball sampling.Partisipan berjumlah 3 orang dengan karakteristik: (1) Ibu yang melaksanakan praktik homeschooling pada anak, tidak terbatas jenjang pendidikan, (2) Pelaksanaan homeschooling tanpa adanya keterlibatan lembaga serta, (3) Ibu yang mengaktualisasi aktivitas homeschooling-nya di media sosial. Hasil penelitian menunjukkan bahwa pengalaman homeschooler-mom melaksanakan homeschooling mampu mencapai target-target belajar anak dan menerapkan parental control pada anak. Pengalaman homeschooler-mom berawal dari pengambilan keputusan yang dipengaruhi oleh pengalaman pendidikan homeschooler-mom, kondisi pendidikan anak serta kehidupan pernikahan homeschooler-mom. Faktor-faktor pengambilan keputusan tersebut selanjutnya melahirkan pemaknaan homeschooler-mom pada pendidikan yang dianggap baik yaitu pemaknaan cenderung pada filosofi pendidikan homeschooling. Homeschooler-mom juga dihadapkan pada dinamika pelaksanaan homeschooling yang meliputi fase homeschooling, kendala-kendala serta kepuasan terhadap pelaksanaan homeschooling. Selain itu, penelitian ini mempunyai temuan pada peran ibu dalam homeschooling yang meliputi pengasuhan, peran ganda yang disandang homeschooler-mom serta keterlibatan ayah dalam pendidikan. Temuan-temuan tersebut berkaitan dengan dinamika pelaksanaan homeschooling yang dialami homeschooler-mom.
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Rasyid, Harun Al. "MENYAMBUT SEKOLAH RUMAH (HOMESCHOOLING) DALAM SISTEM PENDIDIKAN NASIONAL DI INDONESIA." JIV 2, no. 2 (December 31, 2007): 65–72. http://dx.doi.org/10.21009/jiv.0202.9.
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Homeschooling practice in Indonesia has just started in 2006. There are many reasons and philosophies in the presence of home schooling, both internally such as family and students, and externally such as educational considerations. In at least, there are three types of homeschooling, they are: (1) homeschooling for pre-school children, (2) homeschooling as the substitution and complementation to formal school and (3) homeschooling as a sustainable education program. As a new category in the formal education practice in Indonesia, the presence of homeschooling should immediately be set up its connectivity model with national education system within its holistic view. It will need a comprehensively conceptual, theoretical, and philosophical consideration being the foundation of homeschooling practice so that homeschooling may run in the normative path of education. In the other hand, there is a necessity for supporting regulations, policies and action plan, which would guarantee the continuity and development of homeschooling in Indonesia. Therefore, homeschooling contributions within national education system may soon be used effectively in the efforts of promoting the intellectual life of the nation.
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Purnamasari, Iin, S. Suyata, and Siti Irene Astuti Dwiningrum. "Homeschooling dalam masyarakat: Studi etnografi pendidikan." Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi 5, no. 1 (September 5, 2017): 14. http://dx.doi.org/10.21831/jppfa.v5i1.15082.
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Tujuan penelitian ini adalah menganalisis: (a) homeschooling sebagai alternatif pada sebagian masyarakat, (b) peranan keluarga dalam pelaksanaan pendidikan homeschooling, (c) mengeksplorasi aspek-aspek kultur dalam pendidikan homeschooling, (d) mengeksplorasi nilai-nilai dalam pendidikan homeschooling, (e) menganalisis tantangan, harapan, dan pengembangan pendidikan homeschooling. Penelitian menggunakan metode kualitatif dengan pendekatan etnografi yang berusaha mendapatkan informasi selengkap mungkin untuk mengkaji dan menganalisis homeschooling dalam masyarakat, sebagai salah satu alternatif pendidikan, dalam situasi yang ilmiah. Subyek dalam penelitian ini adalah dua homeschooling tunggal, dua homeschooling majemuk dan dua homeschooling komunitas. Data penelitian dikumpulkan melalui observasi partisipan, analisis dokumen, wawancara mendalam, dan Focus Group Discussion (FGD). Penelitian etnografis dilaksanakan dengan mengikuti tahapan dan proses penelitian kualitatif yang bersifat induktif, yang terdiri dari tahapan alur penelitian maju bertahap (the Developmental Research Sequence/DRS). Penelitian menemukan lima hal pokok yaitu; (a) pilihan terhadap homeschooling sebagai pendidikan alternatif dengan model praktik tunggal, majemuk dan komunitas memiliki alasan, motivasi, metode dan pendekatan serta pengembangan minat bakat anak serta upaya membangun masa depan anak. (b) peran keluarga pada homeschooling tunggal dominan, majemuk diberdayakan, dan komunitas sebagai pendekatan, dimana masing-masing terpengaruh oleh penanaman nilai-nilai dalam budaya keluarga. (c) formula model pendidikan homeschooling berbasis kultur yang meliputi penguatan keyakinan, toleransi, mandiri, kejujuran, tanggung jawab, percaya diri, disiplin, kompetitif, solidaritas, sosialisasi lintas usia, dan berpikir kritis, sesuai dengan kebutuhan pendidikan anak. (d) Nilai-nilai positif homeschooling antara lain: (a) anak terbentuk sebagai pembelajar mandiri dan terbiasa berpikir mendalam (critical thinking). (b) peran orangtua/keluarga sebagai pengelola pendidikan dan proses belajar. (c) pola pembelajaran customized, (d) penanaman nilai sosial budaya terbangun dari interaksi antara anak dengan orangtua/keluarga, para homeschooler dalam komunitas belajar. (e) terdapat tantangan, harapan dan kemungkinan pengembangan pendidikan homeschooling dalam masyarakat.
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Sarajlic, Eldar. "Homeschooling and authenticity." Theory and Research in Education 17, no. 3 (November 2019): 280–96. http://dx.doi.org/10.1177/1477878519885360.
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In this article, I address the relation between children’s authentic identity development and homeschooling. I show the limitations of claims that homeschooling protects children’s authenticity. I argue that the aim of homeschooling is the reproduction of parental beliefs and culture, which is inimical to the development of authentic children’s identities. Thus, I consider homeschooling prima facie unjustified. However, I do not advocate for a prohibition of homeschooling. Instead, I argue that parents could justify their homeschooling practices by satisfying specific authenticity-based requirements. I develop the outline of these requirements in the second part of the article.
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Schumm, Walter R. "Homeschooling in Kansas: A Further Exploratory Study." Psychological Reports 74, no. 3 (June 1994): 923–26. http://dx.doi.org/10.2466/pr0.1994.74.3.923.
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In a previous exploratory study of homeschooling in Kansas by McGraw, Bergen, and Schumm (1993), it was observed that homeschooling families had large numbers of children ( M = 3.8). Based on a list of homeschooling families from a community homeschooling organization within the state of Kansas, homeschooling families had a large number of children ( M = 3.5) and were associated with a variety of Protestant denominations. It appears that perceptions of homeschooling as a threat to public education are probably misplaced as the over-all percentage of children being homeschooled in Kansas relative to those in public and private schools probably does not exceed two percent. However, homeschooling may represent a less financially expensive alternative to private schooling for large families and may compete more directly with religious private schools than with public schools.
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Rochovská, Ivana, Piotr Mazur, and Eva Dolinská. "HOMESCHOOLING IN POLAND, THE CZECH REPUBLIC AND SLOVAKIA." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 11, no. 2 (December 5, 2019): 64–76. http://dx.doi.org/10.48127/spvk-epmq/19.11.64.
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This research reveals the issue of homeschooling. It deals with homeschooling in post-communist countries with a similar tradition of the education system – Poland, the Czech Republic, and Slovakia. It defined the basic concepts associated with homeschooling and, through both quantitative and qualitative research, a questionnaire with 78 parents of homeschooled children and a document review compared the homeschooling system in these countries. On the basis of the research findings, it could be stated similar homeschooling conditions provided in each country, differing mainly in the student´s age aimed to. Unschooling, one of homeschooling types, a curriculum-free philosophy, has not been applied and recognized as a legitimate form of education in any of these countries yet. Many parents have been experimenting with educating their children at home though and would welcome it to be legal. Keywords: homeschooling, individual education, qualitative research, unschooling.
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Khair, Alfin Miftahul, and Galih Fajar Fadillah. "Gaya Belajar Anak Homeschooling (Studi pada Keluarga Pelaku Homeschooling)." Konselor 6, no. 2 (August 15, 2017): 54. http://dx.doi.org/10.24036/02017627563-0-00.
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Homeschooling could be an education alternatives, the substance of activities of the school. The child is learns everything under control and supervise of parent. Families must have a strong commitment within the practice. This study is a qualitative phenomenological approach focused discusses a phenomenon about homeschooling. The aim of this research is to know the methods of study used in the process of teaching and learning results gained from the learning process through homeschooling. Collecting data is using the method of observation, interview and documentation. Data analysis using qualitative descriptive method and the validity of data is done by triangulation. The results are: 1) in behavioristic kids are love learning because fun and can be anywhere. Cognitively, kids can customize his ability to learn. In humanistic kids are aware to the conditions and environments around them. 2) Learning Outcome demonstrate the kids progress in cognitive, affective and psychomotor.
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Munna, Afzal Sayed, Duratul Ain Tholibon, Denok Sunarsi, Dodi Ilham, and Muh Rizal. "Performance of The Head of Homeschooling: The Influence of Transformational Leadership, Motivation and Self-Efficacy." JENIUS (Jurnal Ilmiah Manajemen Sumber Daya Manusia) 6, no. 1 (September 5, 2022): 1. http://dx.doi.org/10.32493/jjsdm.v6i1.24129.
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This study aims to analyze the relationship of transformational leadership, motivation and self-efficacy to the Head of homeschooling performance. This research method is quantitative with data processing tools using SPSS software. Data were obtained through the distribution of online questionnaires to 212 homeschooling teachers in Tangerang who were selected using the simple random sampling method. Based on data analysis, it can be concluded that transformational leadership has a positive effect on the head of homeschooling performance, motivation has a positive effect on the head of homeschooling performance, self-efficacy has a positive effect on the head of homeschooling performance and transformational leadership, motivation and self-efficacy simultaneously have a positive and significant effect on head of homeschooling performance.
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Forrester, Amy Seto. "Encouraging Educational Diversity: Depictions of Homeschoolers in Middle-Grade Fiction." Children and Libraries 14, no. 2 (June 22, 2016): 13. http://dx.doi.org/10.5860/cal.14n2.13.
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In this article, depictions of homeschooling in middle-grade fiction—defined here as fiction for children in grades three to six—will be examined. Factors considered while completing this literature review include: the homeschooling motivation, homeschooling as the problem or solution, and the homeschooling style. Titles were chosen based on quality, availability, and age appropriateness.
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Wu, Kejing. "Understanding African Americans Homeschooling Movement in the United States through Social Justice and Equity, Postcolonialism and Critical Theory." Journal of Education and Educational Research 1, no. 1 (November 8, 2022): 72–77. http://dx.doi.org/10.54097/jeer.v1i1.2477.
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A growing number of African Americans are homeschooling their children, which has drawn the attention of an increasing number of researchers and academics. Based on social justice and equity, Postcolonialism, and Critical Theory, this study examines the social connotations and implications of African American families' homeschooling movement. Previously, homeschooling was criticized as a tactic of neoliberal privatization that perpetuates social inequity. However, this study indicates that the homeschooling movement has a distinct significance for African American families. It combines Postcolonialism and Freirean Critical Theory to offer a more comprehensive analysis of the African American homeschooling movement in light of previous research on racial educational inequality. While the homeschooling movement as a whole can potentially lead to social injustice and inequity, the African American homeschooling movement thrusts them into dialogues about educational reform and the struggle of African American families for cultural identity and racial equity.
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Sintapertiwi, Dhian. "Homeschooling Policy and Practitioners’ Criticism in Indonesia." International Journal of Education, Language, and Religion 4, no. 2 (November 21, 2022): 106. http://dx.doi.org/10.35308/ijelr.v4i2.5890.
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Homeschooling in Indonesia is included as informal education. Unfortunately, many people still misunderstand the essence of homeschooling. It is often mistaken for non-formal education, conducted under the name of institutions. Homeschooling in this study only focuses on parents who directly educate their children at home. This qualitative study aims to reveal how the legal umbrellas that theoretically regulate homeschooling are based on the responses of four participants as practitioners in Indonesia. Constitution No. 20 in 2003 and Regulation of the Minister of Education and Culture (Permendikbud) No. 129 in 2014 are written evidence regarding the legality of homeschooling. This study found that collaborative homeschooling is the most doable choice for the participants, some community learning activities centers in certain areas tend to complicate the procedures for registration as well as equivalence examination, and the participants’ dilemma whether or not the government’s attention is needed for homeschooling in the future.
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Hairus. "KONSEP HOMESCHOOLING DALAM PRESPEKTIF PENDIDIKAN ISLAM." Jurnal Kariman 8, no. 1 (June 28, 2020): 25–40. http://dx.doi.org/10.52185/kariman.v8i1.135.
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Homeschooling pada hakekatnya merupakan proses pendidikan terarah yang dilakukan oleh orang tua atau keluarga terhadap anak-anaknya dengan proses belajar mengajar yang kondusif. Baik dengan menggunakan jenis homeschooling tunggal, homeschooling majemuk, dan homeschooling komunitas. Dalam Islam, proses pembelajaran model homeschooling yang dilakukan oleh orang tua atau keluarga sudah biasa dilakukan. Bahkan, Islam dengansangat tegas memberikan tanggung jawab pendidikan Islam kepada orang tua. Orang tualah yang paling pertama dan utama memberikan pendidikan pada putra-putrinya ke arah yang baik agar mereka terbimbing menjadi anak-anak yang dapat dibanggakan kelak di hadapan Allah SWT.
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P, Gururaj. "HOME SCHOOLING: INDIAN PERSPECTIVE." International Journal of Research -GRANTHAALAYAH 9, no. 5 (May 31, 2021): 1–7. http://dx.doi.org/10.29121/granthaalayah.v9.i5.2021.3897.
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Homeschooling is a subject of great fascination, but little solid knowledge. Despite its importance, it has received less research attention than some other recent changes in the educational system, such as the growth of charter schools. It could be argued that home schooling may have a much larger impact on educational system, both in the short and long run. Despite the fact that some people are against the homeschooling scheme, most developing nations have introduced it and made it legal. In this study a small attempt has been made to understand the concept of homeschooling and its view in Indian perspective. Homeschooling is not commonly used in India, but it has increased in popularity in recent years. Homeschooling is often confused with online education in India. Homeschooling is not connected with e-learning or online learning. As per the RTE Act there is no scope for Homeschooling in India, so there is a need of certain amendments in the Act.
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McCabe, Marta, Andrea Beláňová, and Kateřina Machovcová. "The gift of homeschooling: Adult homeschool graduates and their parents conceptualize homeschooling in North Carolina." Journal of Pedagogy 12, no. 1 (June 1, 2021): 119–40. http://dx.doi.org/10.2478/jped-2021-0006.
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Abstract Although still a marginalized practice, homeschooling is on the rise internationally and across socio-economic groups. Moreover, the current Covid-19 pandemic has shifted additional attention to homeschooling. However, much of the available research is primarily concerned with the current day-to-day practice of homeschooling and little attention is paid to adult homeschool graduates. This exploratory study, based on qualitative interviews with mothers and adult children from 12 families, examines young adults’ overall evaluation of their past homeschooling experience and aims to understand how parents and children view the pros and cons of homeschooling in hindsight. The data analysis revealed that homeschoolers approach education more broadly than focusing strictly on the academic side and it identified the common theme of “gifting,” which challenges the prevailing conceptualization that homeschooling is a “sacrifice.” Respondents viewed their homeschooling experience as a mutually beneficial process of giving and receiving rather than a unidirectional act of “sacrifice.”
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Yıkmış, Ahmet, Özlem Toprak, and Seniha Kurtoğlu. "EXAMINATION OF TEACHERS’ OPINIONS ABOUT HOMESCHOOLING SERVICE." Near East University Online Journal of Education 3, no. 1 (January 29, 2020): 01–11. http://dx.doi.org/10.32955/neuje.v3i1.186.
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The goal of this research is to determine teachers’ opinions about the homeschooling service. Teachers participated in the research are the ones provided the homeschooling services in Sakarya City Centre within 2018-2019 school year. Qualitative research method has been used for the research and data has been collected via focus group discussion. Descriptive analysis technique has been used for analysing the obtained data. When the findings of the research are examined, participants who have been providing homeschooling services in a range of one to three years, stated that they had no prior information about homeschooling services, and they enhanced their knowledge level within the process of the education. Every single one of the participants specified that they all practiced observation and evaluation to determine educational performance and the needings of the students during the early weeks of homeschooling service, and afterwards they created individualized education plan (IEP) and figured the educational process according to this plan for their students. The lack of awareness about homeschooling, the families’ behaviours and experiencing insufficiency about the supplies are expressed as encountered problems within the homeschooling process. It is emphasized that the homeschooling service increases academic skills of the students while students’ distance from their peers and the social environment is a disadvantage.
Keywords: homeschooling, focus group discussion, persistent diseaseete
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Al Mufti, Alex Yusron. "KOMPARASI HASIL PRESTASI BELAJAR SISWA SEKOLAH DASAR INKLUSI DAN HOMESCHOOLING." Journal Educative : Journal of Educational Studies 3, no. 2 (December 30, 2018): 188. http://dx.doi.org/10.30983/educative.v3i2.547.
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This study aims to describe the comparation of student achievement results of Primary School Semai Jepara with Homeschooling Primagama Semarang. Because both institutions have similarities in the category of inclusive schools, which accept all children as students based on quotas. In this study, the learning achievement studied is only the value of the main subjects namely Indonesian, Mathematics, and Natural Sciences. The result of research shows that Indonesian and Mathematics score from Semai Primary School students is superior to Homeschooling Primagama Semarang. However, in the subjects of Natural Sciences, students of Homeschooling Primagama Semarang are superior. In general, the average value of learning achievement of the main subjects obtained the conclusion of SD Semai Jepara is superior to Homeschooling Primagama Semarang. Keywords: achievement, primary school, Homeschooling. Penelitian ini bertujuan untuk mendeskripsikan komparasi hasil prestasi siswa Sekolah Dasar Semai Jepara dengan Homeschooling Primagama Semarang. Karena kedua lembaga tersebut memiliki kesamaan dalam hal kategori sekolah inklusi, yang menerima semua anak sebagai siswa berdasarkan kuota. Dalam penelitian ini, prestasi belajar yang diteliti hanya nilai dari mata pelajaran utama yaitu Bahasa Indonesia, Matematika, dan Ilmu Pengetahuan Alam. Hasil penelitian menunjukkan nilai Bahasa Indonesia rata-rata 91,3 dan Matematika 82 dari siswa Sekolah Dasar Semai lebih unggul dibandingkan Homeschooling Primagama Semarang. Namun pada mata pelajaran Ilmu Pengetahuan Alam, nilai siswa Homeschooling Primagama Semarang lebih unggul dengan rata-rata 83,31. Secara umum nilai rata-rata prestasi belajar mata pelajaran utama diperoleh kesimpulan SD Semai Jepara lebih unggul dibandingkan Homeschooling Primagama Semarang. Kata-kata kunci: prestasi, Sekolah Dasar, Homeschooling.
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Sodik, Hairus. "Konsep Homeschooling Dalam Perspektif Pendidikan Islam." Al-Irfan : Journal of Arabic Literature and Islamic Studies 3, no. 1 (March 29, 2020): 125–42. http://dx.doi.org/10.36835/al-irfan.v3i1.3707.
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Homeschooling is essentially a directed educational process carried out by parents or families of their children with a conducive teaching and learning process. Either by using a single type of homeschooling, compound homeschooling, and community homeschooling. In Islam, the learning process of the homeschooling model carried out by parents or family is common. In fact, Islam very firmly gives the responsibility of Islamic education to parents. Parents are first and foremost giving education to their children in a good direction so that they are guided into children who can be proud of in the future before God
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Komasara, David M. "Thoughts on Homeschooling." Emergency Medicine News 29, no. 2 (February 2007): 3. http://dx.doi.org/10.1097/01.eem.0000264903.98698.54.
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&NA;. "Thoughts on Homeschooling." Emergency Medicine News 29, no. 2 (February 2007): 3. http://dx.doi.org/10.1097/01.eem.0000264904.75827.65.
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Levy, Tal. "Homeschooling and Racism." Journal of Black Studies 39, no. 6 (November 26, 2007): 905–23. http://dx.doi.org/10.1177/0021934707305393.
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WANG, LINDA. "SCIENCE OF HOMESCHOOLING." Chemical & Engineering News 85, no. 16 (April 16, 2007): 49–51. http://dx.doi.org/10.1021/cen-v085n016.p049.
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Jolly, Jennifer L., Michael S. Matthews, and Jonathan Nester. "Homeschooling the Gifted." Gifted Child Quarterly 57, no. 2 (December 27, 2012): 121–34. http://dx.doi.org/10.1177/0016986212469999.
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Hardt, Wolfgang. "Hautärzte im Homeschooling." Der Deutsche Dermatologe 68, no. 8 (August 2020): 568–77. http://dx.doi.org/10.1007/s15011-020-3266-y.
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Svyrydova, Tetiana. "Present-Day Challenges in Homeschooling Specialists’ Training in Canada." Educational Challenges 26, no. 1 (March 31, 2021): 121–31. http://dx.doi.org/10.34142/2709-7986.2021.26.1.11.
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The article deals with the results of the recent scientific research concerning training of experts for homeschooling in general and its today’s challenges in particular. Canada has been chosen as a target country due to its specific attitude towards homeschooling and its significant experience in specialist and/or teacher training for homeschooling. The urgency of the problem has recently aggravated because of the present-day situation with covid-19 worldwide restrictions in education and subsequent increase in the number of homeschooling families that need expert advice from certified specialists.
The purpose of the article is to highlight the actual state of homeschooling specialist training in Canada in order to decide on a possibility to apply the experience of Canada in those counties which face similar challenges.
To conduct the scientific results such methods as a continuous sampling method and a data classification method were used.
The present research resulted into revealing current challenges in the realm of teacher training for homeschooling in Canada along with possible ways of overcoming of all the revealed difficulties with the help of various institutions that provide pedagogical education or practical support within the process of specialist training for homeschooling. The article considers acquiring skills and knowledge necessary for organizing family (home) education from colleges, institutes, universities, teacher training courses, associations, homeschooling support groups, etc. Some relevant educational programs provided by these establishments are under consideration as well.
Thus, the following conclusions were inferred from the results of the research: the system of Homeschooling Specialists’ Training in Canada is highly-developed and well-prepared to cope with the difficulties connected with the Present-day Challenges.
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Hakim, Aji Zul, Hanny Hafiar, and Lilis Puspitasari. "PENGALAMAN KOMUNIKASI GURU HOMESCHOOLING." EDUTECH 16, no. 2 (August 1, 2017): 189. http://dx.doi.org/10.17509/e.v16i2.4125.
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Homeschooling is an alternative education model for child who find it less suited to formal school. In the development of this model reap the pros and cons in the society. Various attemps were made by institutions and association to change the paradigm of society, on of them by optimizing the role of teacher. Research with phenomenological approach is sought to know the communications behavior of homeschooling teacher. Eight teacher from four homeschooling institutions are involved through some in-depth interviews. In addition, data collection is done through participant obersvation and study of literature. The result showed the meaning of homeschooling affected by their experience in teaching, which affects their act in the form of personal branding, including their communications behaviour in contributing to the socialization of homeschooling.Homeschooling merupakan model pendidikan alternative bagi anak yang merasa kurang cocok dengan sekolah formal. Dalam perkembangannya model pendidikan ini menuai pro dan kontra di masyarakat. Berbagai upaya dilakukan oleh lembaga dan asosiasi untuk merubah paradigma masyarakat, salah satunya dengan optimalisasi peran guru. Penelitian dengan pendekatan fenomenologis ini berupaya mengetahui perilaku komunikasi Guru Homeschooling. Delapan orang Guru Homeschooling dari empat lembaga di Kota Bandung dilibatkan melalui wawancara mendalam. Selain itu, pengumpulan data dilakukan melalui observasi partisipatif dan studi kepustakaan. Hasil penelitian menunjukan pemaknaan homeschooling oleh guru dipengaruhi pengalaman mereka selama mengajar, yang mempengaruhi tindak lanjut mereka dalam membentuk personal branding, termasuk perilaku komunikasi mereka dalam berkontribusi pada sosialisasi homeschooling.
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Fakiha, Ila, and Alfian Khuswaidinsyah Ahmadi. "HOMESCHOOLING SEBAGAI PENDIDIKAN ALTERNATIF DI ERA MODERN." Publicio: Jurnal Ilmiah Politik, Kebijakan dan Sosial 2, no. 2 (July 8, 2020): 23–33. http://dx.doi.org/10.51747/publicio.v2i2.602.
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In the modern era, competition among educational institutions is getting tougher because it is demanded to be able to appreciate and develop students' abilities in the cognitive, affective, and psychomotor domains. These demands are not easy to actualize due to various factors in the learning process. Thus, there are some students and parents who lack confidence in formal institutions which are in fact favorite and trusted educational institutions. The emergence of the phenomenon of homeschooling is a choice in producing better quality. Homeschooling is informal education which is a choice for parents who want to actualize developments in aspects of cognition, psychomotor and even more flexible social aspects and conducive learning so that parents can monitor it directly and parents can know the child's development continuously. The act of selecting homeschooling as an alternative educational institution in the modern era is based on the motives and meaning of homeschooling.
This research method uses a qualitative approach to the type of case studies, using a phenomenological perspective. While collecting data obtained by observation and interview methods. After the data is obtained, the next step is to analyze the data. The results of this study are: The meaning of homeschooling for students: 1) learning more 2) learning environment is more conducive and effective. While the meaning of homeschooling for parents: the freedom to choose lessons and talents that children want to pursue. The motives for choosing homeschooling: 1) there is a mismatch with previous formal schools, 2) accustomed to homeschooling since childhood, 3) learning difficulties in large classes, 4) difficulty controlling child development, 5) avoiding bulliying, 6) the cost of education can adjust the ability parents, 7) have a lot of time with family, 8) theoretical learning as well as practice, 9) the potential that exists in children is explored.
Keywords: Homeschooling, Alternative Education, Rationality Actions, Modern
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Dmytriv, Yuliia. "SOCIAL-HISTORICAL AND PEDAGOGICAL PRECONDITIONS FOR THE FORMATION OF HOMESCHOOLING IN THE USA (1970-1990s)." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(51) (October 25, 2022): 42–45. http://dx.doi.org/10.24144/2524-0609.2022.51.42-45.
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The article describes the process of homeschooling as one of the alternative forms of education in the USA. The historical and social preconditions for the development of the supporters of homeschooling movement are analyzed. The purpose of the article is to study the socio-historical and pedagogical preconditions for the emergence and development of homeschooling in the USA. Research methods: systematisation of the results of psychological and pedagogical research, analysis and synthesis of information from scientific, pedagogical and historical literature on the issue of the formation and development of home education in the USA, generalization for the formulation of research conclusions. The views of supporters and critics of home education, their main arguments and considerations are highlighted. As a result of the analysis of scientific and pedagogical literature, the views of pedagogical and philosophical figures who made a significant contribution to the establishment of homeschooling in the USA were analyzed. In addition, the peculiarities of the formation of homeschooling and the increase of interest in homeschooling in the historical context are considered step by step. The peculiarities of the formation and essence of the regulatory and legal framework of homeschooling have been clarified. The conclusions state the absence of uniform educational standards and the presence of significant autonomy of the states in the formation of requirements for the organization of homeschooling. An analysis of research actively carried out at the end of the 20th century, the results of which revealed the reasons for the introduction of homeschooling in the USA, was conducted. The levels of high, moderate and low legislative regulation of educational issues in different states are established depending on the availability and compliance with regulatory and legal documentation.
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Ariefianto, Lutfi. "Homeschooling : Persepsi, Latar Belakang dan Problematikanya (Studi Kasus pada Peserta Didik di Homeschooling Kabupaten Jember)." Jurnal Edukasi 4, no. 2 (August 14, 2017): 21. http://dx.doi.org/10.19184/jukasi.v4i2.5205.
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Homeschooling merupakan model pendidikan alternative yang fenomenal yang ramai diperbincangkan oleh kalangan masyarakat, orang tua, dan praktisi pendidikan, diantaranya berkaitan dengan sosialisasi anak jika belajar di rumah. Orang tua Bertanggung jawab dan terlibat secara langsung dalam proses penyelenggaraan pendidikan dan PDCA (Plan, Do, Check and Actions). Homeschooling berkembang di Indonesia terjadi akibat dari rasa ketidakpercayaan terhadap sekolah formal karena kurikulum terus berubah (ganti menteri ganti kurikulum) dan dirasakan memberatkan peserta didik, anak sebagai objek bukan subjek, memasung kreatifitas dan kecerdasan anak, baik segi emosional, moral, maupun spiritual dan kekhawatiran orang tua terhadap dari lingkungan luar yang negatif serta adanya ketidakpuasan orang tua terhadap sistem sekolah formal.Namun kelemahan dalam homeschooling yaitu sosialisasi dengan teman sebaya (horizontal socialization) relatif lebih rendah. Peserta didik homeschooling relatif tidak terekspos dengan pergaulan yang heterogen dan majemuk baik secara sosial dan memungkinkan untuk terisolasi dari lingkungan sosial, Jenis penelitian ini adalah Studi kasus dan sesuai dengan tujuan yang ingin dicapai, yakni mendiskripsikan dan mengetahui persepsi latar belakang peserta didik yang mengikuti dan problematika yang ada di Homeschooling.
Kata Kunci : Homeschooling, Problematik, Pendidikan Luar Sekolah.
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Nasution, Sri Mulyani, and Ifham Choli. "HOMESCHOOLING AND ISLAMIC EDUCATION IN INDONESIA." Al-Risalah 13, no. 2 (June 3, 2022): 248–64. http://dx.doi.org/10.34005/alrisalah.v13i2.1878.
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Homeschooling which is also called home education is education for children that is carried out at home and is specifically given by a teacher or a professional tutor. Homeschooling in the modern sense is an alternative to formal education in developed countries. In other words, the practice of homeschooling moves schools from a public area to a more private area, namely to the home. There are many pros and cons regarding this issue. To understand more about the problems surrounding home schooling, through library research, it is tried to be traced. From the results of the library search, it is concluded that homeschooling seems to be more recommended for developed countries or parents who understand and control the world of education. This concerns teaching and learning facilities and infrastructure that must be truly adequate for the success of this program.
Homeschooling yang juga disebut pendidikan di rumah merupakan pendidikan bagi anak-anak yang dilaksanakan di rumah dan secara khusus diberikan oleh guru atau seorang tutor professional. Homeschooling dalam pengertian modern, merupakan alternatif pendidikan formal di negara-negara maju. Dengan kata lain, praktek homeschooling memindahkan sekolah dari area umum ke area yang lebih privat, yakni ke rumah. Pro-kontra banyak bermunculan berkenaan dengan isu ini. Untuk memahami lebih lanjut mengenai permasalahan seputar home schooling, melalui penelitian kepustakaan dicoba ditelusuri. Dari hasil penelusuran Pustaka, disimpulkan bahwa homeschooling tampaknya lebih direkomendasikan bagi negara yang sudah maju atau orangtua yang memahami dan menguasai dunia Pendidikan. Hal ini menyangkut sarana dan prasarana belajar-mengajar yang harus benar-benar memadai demi suksesnya program ini.
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McGraw, Jennifer, M. Betsy Bergen, and Walter R. Schumm. "An Exploratory Study of Homeschooling in Kansas." Psychological Reports 73, no. 1 (August 1993): 79–82. http://dx.doi.org/10.2466/pr0.1993.73.1.79.
Full textAbstract:
Personal interviews with a nonrandom sample of four current or former homeschooling mothers indicated that these mothers were homeschooling to avoid what they perceived as negative social or academic aspects of public schools and to promote closer family interaction. While the families appeared to be divided along traditional gender-role assignments, fathers were responsible for at least one of the children's subjects, usually science, religion, or physical education. While all the mothers saw time management and household organization as a stressful challenge, support from their husbands and homeschooling-support groups was critical in dealing effectively with the stresses of homeschooling.
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Dias, Sesya. "Alternatif Pengembangan Diri Anak Melalui Layanan BK di Homeschooling." JCOSE Jurnal Bimbingan dan Konseling 2, no. 02 (July 14, 2020): 28–35. http://dx.doi.org/10.24905/jcose.v2i02.57.
Full textAbstract:
Beberapa sekolah di Indonesia sudah memiliki alternatif sekolah yang dapat membantu anak belajar sesuai dengan dirinya. Salah satunya yaitu melalui homeschooling. Penelitian ini dilakukan dengan metode mixed method yaitu dengan perpaduan data kuantitatif dan kualitatif. Data kuantitatif diperoleh dari responden yang mengetahui adanya homeschooling dan perlunya layanan Bimbingan dan Konseling (BK) pada anak homeschooling. Sample responden berjumlah 20 orang yang mewakili dari keseluruhan responden yaitu masyarakat laki-laki dan perempuan dalam rentang usia 20 – 50 tahun yang berlokasi di Kota Tegal dan sekitarnya yang mengetahui keberadaan homeschooling. Pengambilan data dilakukan dalam rentang waktu dua bulan. Dari skala yang digunakan adalah jenis skala Lickert yang dianalisis menggunakan product moment dan Alpha Krombultz. Data kualitatif diperoleh dari keterangan yang disampaikan secara langsung oleh salah satu responden mengenai keberadaan layanan BK di homeschooling. Data kualitatif diperoleh dari deep interview. Dengan r Tabel 0,367 < dari r Hitung ada 26 butir item valid. Reliabilitas 0,871 dari 50 item. Hasil layanan BK di homeschooling sangat penting dilakukan mengingat anak-anak yang berada di homeschooling membutuhkan layanan untuk dapat menjadi pengembangan diri anak. Layanan BK yang dapat diberikan dapat berupa keterampilan, bakat dan minat dan akademik. Layanan BK disesuaikan dengan kondisi anak, dari cara penyampaian, metode dan teknik layanan dan tetap menedepankan asas kerahasiaan. Layanan BK yang diberikan pada segi keterampilan 34%, bakat dan minat 35% dan akademik 31%.
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Hardiansyah, Fadhil. "PROGRAM BIMBINGAN PRIBADI SOSIAL UNTUK MENGEMBANGKAN KETERAMPILAN SOSIAL PESERTA DIDIK HOMESCHOOLING." Jurnal Bimbingan Penyuluhan Islam 2, no. 1 (June 24, 2020): 129. http://dx.doi.org/10.32332/jbpi.v2i1.2048.
Full textAbstract:
Current education is not only in the form of formal education in schools. In its development, there is a Homeschooling Institution which is a school solution for students who have limited time, or have difficulty socializing with people. No different from formal schools in general, in homeschooling is also felt to require a special service program to develop students' social skills. The program referred to in this case is the Social Personal Guidance Program. In formal schools, this program becomes part of the Guidance and Counseling Program which is carried out by the Guidance and Counseling Teacher. In this study, researchers used a qualitative approach with the Case Study method conducted at the Homeschooling Institute. This research was conducted to see the Social Personal Guidance Program that is run to develop the Social Skills of Homeschooling Students. The results of this study, researchers see the Social Personal Guidance Program is run by Homeschooling institutions with several methods in the form of activities. The social tutoring program that has been run by a Homeschooling institution also looks very helpful to students developing their social skills.
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Santoso, Hajar Ahmad, and Rizqi Maulidiyah. "POLA PRAKTISI BIMBINGAN DAN KONSELING TERHADAP SISWA HOMESCHOOLING DALAM MENGEMBANGKAN POTENSI DIRI." Bikotetik (Bimbingan dan Konseling: Teori dan Praktik) 2, no. 2 (April 15, 2019): 155. http://dx.doi.org/10.26740/bikotetik.v2n2.p155-158.
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Homeschooling practices still generate a variety of contrasting responses to their relevance and effectiveness. This study aims to map the relationship patterns of homeschooling students with the development of self potential that has been through the analysis phase. The analysis conducted focuses on mapping relationships: a) research arrangements; b) target sample; c) methods and instruments used; d) general focus or issues discussed; and e) patterns in findings from student development. It was found that this study focused more on evaluating the effectiveness and relevance of homeschooling as an alternative to traditional schools, especially in the field of effective learning experiences and developments in the social media world. Apart from the advantages of homeschooling practice, this article also finds harmony from the importance of guidance and counseling conducted by the teacher in improving students' self-potential. So that this research provides recommendations for further effective homeschooling practices
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Ladenthin, Volker. "Homeschooling – vom natürlichen Recht zur Rechtswidrigkeit." Vierteljahrsschrift für wissenschaftliche Pädagogik 97, no. 1 (March 16, 2021): 19–35. http://dx.doi.org/10.30965/25890581-09701003.
Full textAbstract:
Abstract Homeschooling – Common and Unlawful. Comments on a Re-Evaluation of a Way of Organizing Schooling As a result of the Corona crisis, the term homeschooling, reserved before for lawyers and scientists in Germany, suddenly became an omnipresent catchphrase. In a very special sense, of course. In the following, concepts and argumentation figures of homeschooling are to be explained in order to initiate a scientifically fruitful discussion.
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Morse, Mary L., and Sherry Mee Bell. "Homeschooling: A Growing School Choice Option for Meeting Special Educational Needs." International Journal of Educational Reform 27, no. 2 (April 2018): 156–72. http://dx.doi.org/10.1177/105678791802700203.
Full textAbstract:
The unexplained, rapid growth of homeschooling over the past two decades provides the context for this quantitative study. The relation between parental involvement in education, special educational needs, and the school choice option of homeschooling is examined via completion of an online survey. Of the 309 homeschooling families that responded to the survey, more than half (50.8%) had a child who attended public or private school before they made the decision to homeschool, and 60.6% of these families indicated they were currently homeschooling a child who had special educational needs (SEN). Results suggest that when parents perceive needs of a child with SEN are not being met in a public or private school, the child's SEN is an important factor in their decision to homeschool. Furthermore, for all participating homeschooling parents (those with and without children with special educational needs) in this sample, the desire to be more involved in their children's education was rated as the most important factor in the decision to homeschool.