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Chibuike, Ugbor Cletus, Nweke Prince Onyemaechi, Uwakwe Iro Stephen, Isiaku Wada Bashir, Opara Felicia Nnenna, Isilebo Nwamara Chidiebere, and Madu Chioma Vivian. "Security Awareness as a Panacea for Effective Management of Safe Schools Initiative and Students Academic Achievement in Unity Schools in Nigeria." Journal of Social Sciences Research, no. 68 (August 22, 2020): 755–62. http://dx.doi.org/10.32861/jssr.68.755.762.
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The study examined security awareness as a panacea for effective management of safe school Initiative and students’ academic achievement in unity schools in Nigeria. Three research questions guided the study. The study adopted descriptive survey design. The population of the study comprises 104 principals of unity schools in Nigeria. There was no sampling technique adopted since the entire population was manageable. The instrument for data collection was structured questions developed by the researchers titled: “Safe School Initiative Questionnaire (SSIQ)”. The instrument was validated by three experts, two from the Department of Educational Foundations and one in the Department of Science Education (Measurement and Evaluation Unit), all from the University of Nigeria, Nsukka. The reliability yielded a co-efficient of 0.83 using Cronbach Alpha techniques. Mean and standard deviation were used to answer the research questions. The findings of the study revealed that the rationale for launching safe school initiative was to protect Nigeria students in school from being attacks, to reduce the dropout rate, to enable the students to be conscious of security situation in schools, prevent future attacks on schools, and general protection of education sector in Nigeria. The findings of the study also revealed that school based management strategies can be adopted for safe school initiative implementation in unity schools in Nigeria. Based on the findings of the study, the following recommendation were made, among other that, federal government should provide safety facilities especially perimeter fencing in unity school in Nigeria.
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Et al., Bity Salwana A. "Exploring the Unity Practices of School Leaders in Malaysian Secondary Schools." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (April 5, 2021): 2109–18. http://dx.doi.org/10.17762/turcomat.v12i6.4816.
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This qualitative study was embarked with the aim of exploring school leaders’ practices in enhancing unity among Malaysian secondary school leaders. The instrument used for collecting data involved visiting the participated schools in order to conduct individual face-to-face interviews involving 12 participants who are secondary school leaders (principals and senior assistants). The data were analyzed manually. The findings showed that school leaders have not yet fully played their role to instill the 10 values of unity as proposed in the Model of Unity. The policy on unity emphasized by school leaders is only the usage of Malay Language. However, findings showed that in order to enhance unity, school leaders will remind teachers and students about unity in school gathering and meeting. School leaders will also remind multi-racial teachers and students to celebrate all the festivals, to participate in school activities, to respect each other in terms of cultural and religious differences, to instill unity values during school activities, to avoid sensitive issues and to be fair to all races. The managerial implication is school leaders need to do more practices to enhance unity. Therefore, they need more training to understand better the 10 values of unity, and to get knowledge and skills to inculcate values effectively. The findings of this study could benefit readers on the activities that they could employ to enhance unity in their institution.
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Uthman, Khalil Yusuf, Yahya Bn Don, and Abd Latif Kasim. "Leadership Styles of Principals and Teachers of Nigerian Unity Schools: Using School Environment as a Tool For School Achievement." Journal of Public Administration and Governance 4, no. 4 (January 14, 2016): 98. http://dx.doi.org/10.5296/jpag.v5i4.8865.
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Collaborative, non-traditional leadership practices have attracted little attention in research about sustainable school achievement in Nigerian unity schools. The involvement of teachers in the administration of schools is well justified and arise from the need to boost school environment for the sake of attaining school achievement. The absence of teachers in the administration of unity schools impedes the proper attainment of school achievement. The purpose of this research is to reports on the outcomes of transformational leadership efforts in Nigerian unity schools aimed at enhancing the use of teachers in the administrative set-up. This study was carried out in seven selected unity schools all located in the north-eastern part of Nigeria. The study used Multifactor questionnaire 5x, School level environment questionnaire (SLEQ) and School Improvement questionnaire (SIQ) with 5 Likert-scale that involved the use of 800 questionnaires which were sent in which 790 were returned and 760 found valid for data analysis. Participants were drawn from a wide range of disciplines across the sampled schools. The establishment and operation of these school relied on a transformational leadership methodology by principals that facilitates acts of initiative, innovation, vision and courage through group interaction rather than through designated hierarchical roles. This research used the quantitative approach. The study found out that transformational leadership approach is effective in overcoming problems associated with lack of involvement of teachers in the building of a fruitful environment capable of bringing a good school achievement through cultivating the habit of a transformational leader, the principals of unity schools enabled teachers and other stake holders to engage in peer-led professional learning, collaborative curriculum and pedagogical development, and to facilitate wider institutional change (school achievement). This paper demonstrates that the transformational leadership model for a high school achievement reported here is effective in building capacity for both teachers and students via involvement of teachers in building the environment. The model is flexible enough for a variety of institutional settings, and hence, recommends the use of teachers in secondary school’s administration.
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rapport, jeremy. "Eating for Unity: Vegetarianism in the Early Unity School of Christianity." Gastronomica 9, no. 2 (2009): 35–44. http://dx.doi.org/10.1525/gfc.2009.9.2.35.
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This essay examines the role of vegetarianism during the formative period of the Unity School of Christianity (1895-1938). Unity, based in the Kansas City area, taught that vegetarianism was an integral component of regenerating the body. Scholars studying the New Thought movement have only recently begun to recognize the body's role in salvation in these religious movements. By examining the interaction between the practice of vegetarianism and Unity's belief that the body must be regenerated, I show both how vegetarianism was integral to defining and putting into practice Unity's religious beliefs and how it helped to develop religious identity by marking the behavioral boundaries of a Unity member.
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Shin, Wonkyung. "“Among School Children”: Search for Unity of Being." Yeats Journal of Korea 33 (June 30, 2009): 211–25. http://dx.doi.org/10.14354/yjk.2010.33.211.
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Kusumawati, Intan. "Penanaman Karakter Nasionalisme Cinta Bahasa Indonesia pada Bulan Bahasa dan Sastra." Academy of Education Journal 10, no. 02 (November 18, 2019): 131–41. http://dx.doi.org/10.47200/aoej.v10i02.278.
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The purpose of this study was to determine the implementation of the cultivation of character education in the value of nationalism through loving Indonesian in the language month at Ngoto Sewon Bantul Elementary School. The nationalism character of Indonesian love is a manifestation of love for the motherland and nation through loving the use of Indonesian as the language of instruction in education in schools and as the language of unity. The purpose of inculcating the character of nationalism is that students love and can use Indonesian properly and correctly as a national language and language that can unite unity and unity in the daily lives of students in the family, school and community. In October the Indonesian nation is celebrated as a month of language and literature, which is a form of love for the motherland and refers to the history of the Indonesian nation and state. Ngoto Sewon Bantul Elementary School as a child rights-based cultural krida school held a series of activities in the form of competitions to commemorate the language and literary month. The implementation activities of the inculcation of character education in the value of nationalism were held several kinds of activities in the form of competitions such as listening to stories, writing short stories, reading poetry, creating poetry, writing poetry, storytelling, singing, speeches, coloring and making posters. The purpose of this language and literary month activity is that students have the character to love language and literature which are the noble values of the Indonesian people that need to be preserved and remain preserved.Keywords: Cultivating the character of nationalism; love the motherland; language and literature.
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Frederiks, Martha. "World Christianity: A Training School for Multiculturalism." Exchange 38, no. 1 (2009): 3–20. http://dx.doi.org/10.1163/157254309x381138.
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AbstractChristianity is plural religious tradition: over the centuries and throughout the world's cultures it has taken on a variety of forms and contents. Yet, Christianity also claims to be one tradition, one community. In this article the dialectic relationship between diversity and unity within World Christianity is explored with the view of investigating whether the debate on multiculturalism in Dutch society can benefit from the expertise within the Christian tradition of balancing between diversity and unity.
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Walker, J. C. "School Sport, Ethnicity and Nationality: Dimensions of Male Youth Culture in an Inner-city School." Australian Journal of Education 31, no. 3 (November 1987): 303–16. http://dx.doi.org/10.1177/000494418703100306.
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This report of some aspects of a five-year ethnographic study of the relation between youth cultures, attitudes to school, and the transition from school concentrates on the significance of sport, especially rugby football, in the formation of a youth cultural hierarchy. The top, held by an Anglo-Saxon—Celtic based footballer group, was challenged by Greek boys contesting the dominant definition of Australian nationality, both groups dominating others lower in the hierarchy. To facilitate teacher—student communication and social control, some staff formed a ‘sporting coalition’ with students which, while it promoted school unity by consolidating common cause against other schools, reinforced the hierarchy and tended to compromise liberal and multicultural objectives pursued in the school.
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Kinoshita, Yoshihito, Takahiro Yamanoi, and Masaharu Takemura. "Extracting DNA to Visualize the Unity & Diversity of Life." American Biology Teacher 78, no. 2 (February 1, 2016): 118–26. http://dx.doi.org/10.1525/abt.2016.78.2.118.
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We have developed a new DNA extraction experiment for high schools. It uses the concept “Life possesses not only unity, but also diversity” to teach Japanese and American students that various organisms have DNA in their bodies as a common chemical background. In this experiment, students extract DNA from representative organisms of the five kingdoms Monera, Protista, Fungi, Plantae, and Animalia (although the system of classification into five kingdoms has been replaced by three domains in current taxonomy, Japanese students are familiar with this classification system from their earlier education). After practice experiments with high school students and biology teachers were performed, the educational effects were evaluated by questionnaires. The results suggested that the DNA extraction experiments were effective to a certain extent and that, although several points should be improved, this experiment is adequate for practice in high schools.
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Koutsopoulos, K., and Vassilis Economou. "School on the Cloud: Towards Unity not Uniformity in Education." British Journal of Education, Society & Behavioural Science 16, no. 1 (January 10, 2016): 1–11. http://dx.doi.org/10.9734/bjesbs/2016/25818.
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Simons, Peter. "Linguistic Complexity and Argumentative Unity: A Lvov-Warsaw School Supplement." Studies in Logic, Grammar and Rhetoric 36, no. 1 (March 1, 2014): 101–19. http://dx.doi.org/10.2478/slgr-2014-0005.
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Abstract It is argued that the source of complexity in language is twofold: repetition, and syntactic embedding. The former enables us to return again and again to the same subject across many sentences, and to maintain the coherence of an argument. The latter is governed by two forms of complexification: the functor-argument structure of all languages and the operator-bound-variable mechanism of familiar formal languages. The former is most transparently represented by categorial grammar, and an extension of this can adequately describe the syntax of variable binders. Both developments have roots within the work of the Lvov-Warsaw School.
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Davies, Malcolm. "Agamemnon's apology and the unity of the Iliad." Classical Quarterly 45, no. 1 (May 1995): 1–8. http://dx.doi.org/10.1017/s000983880004163x.
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Agamemnon's apology (Il. 19.95ff.), in particular that portion which relates the story of Zeus and Ate, contains a number of oddities and peculiarities. This was recognised in antiquity, as various remarks in the Homeric scholia testify. Further inconcinnities have been unearthed by more recent scholars, who by and large belonged to the school of Homeric analysts. Although the presuppositions of this school are now generally regarded as outmoded and inappropriate, we should not underestimate the services of the scholars who drew the relevant unique features to the world's attention. Ways of explaining the oddities may have changed, but the oddities themselves are still well worth considering.
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Subando, Joko. "PENGELOLAAN SEKOLAH BERBASIS FILANTROPI (Studi Situs di SMK Gratis Smart Informatika Surakarta)." Wahana Akademika: Jurnal Studi Islam dan Sosial 3, no. 1 (May 31, 2016): 115. http://dx.doi.org/10.21580/wa.v3i1.876.
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<p><strong>Abstract</strong></p><p>Th e purpose of this study is to describe the management of school-based philanthropy on SMK Gratis Smart Informatika Surakarta. Th e study used a qualitative approach to the design of ethnography. Data were collected through observation, documentation and in-depth interviews with a variety of sources, Solopeduli Foundation, Principal, Vice Principal, Teachers, Employees, Students and Parents Students. Th e information collected is around management of schools ranging from school strategic plans, operational plans, school programs, fund management, human resources, learning management, monitoring, evaluation, and so forth. Th e data has been collected and then analyzed with a model Miles-Hubberman. Th e results showed that the presence of Solopeduli foundation as Islamic philanthropic institutions to make the school as a unit management program has a distinctive character that sharia management. Poverty, sincerity and concern used as view point institutions in organizing employees, equalizing step, build unity and establish sincerity in work. Donors, donations, and the mandate of the donors is said lighter so that raises self control and supervision of the divine. Th is is what makes the activities run e? ectively and e? sient. School explore alms, Tah? dz, mentoring and make it as an entry point to build and deliver school Spiritual intelligence to the summit of achievement.</p><p>Keyword: <em>management, schools, philanthropy</em></p>
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Boelen, Charles. "Building a Socially Accountable Health Professions School: Towards Unity For Health." Education for Health: Change in Learning & Practice 17, no. 2 (July 1, 2004): 223–31. http://dx.doi.org/10.1080/13576280410001711049.
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Fouquet, J.-L. "Astronomy as a School Subject." International Astronomical Union Colloquium 162 (1998): 283–85. http://dx.doi.org/10.1017/s0252921100115258.
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a) From 9 to 11, a “Science and Technology” curriculum is extensively provided by primary schools :“Pupils, through some aspects of the scientific approach, are encouraged to develop their abilities to formulate questions and logical answers through a wide scope of investigative and practical observations and other scientific activities such as collecting measures, linking data, interpreting documents“ - extract from the official syllabus which includes the following chapters :1. Unity and Diversity of the Living World :•the development of living creatures,•animal reproduction,•human sexuality,•ecology,•nutrition.
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Chew, Fong Peng. "Fostering integration through Malay literature teaching among the Malaysian secondary school students." New Trends and Issues Proceedings on Humanities and Social Sciences 7, no. 3 (December 1, 2020): 83–93. http://dx.doi.org/10.18844/prosoc.v7i3.5237.
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In the context of a multi-ethnic and multicultural country such as Malaysia, national integration is the fundamental pillar of the country’s harmony and stability. Accordingly, this study aimed to investigate the extent to which the Malay Literature education enhances the integration among the students. On the basis of Weiner’s theory, the study employed the questionnaire survey method. The respondents consisted of 310 secondary school form two students in Kuala Lumpur. The findings show that the Malay Literature textbooks do not reflect the multi-ethnic society in Malaysia. Furthermore, the teachers were struggling to stimulate the interests among the students, and the interest of the latter to learn Malay literature was low. Inferential analysis indicated significant differences in unity literature education based on the ethnicities [F (2.307) = 34.573; p < 0.05] and SES [F (3.306) = 5.109; p < 0.05]. In conclusion, Malay literature education plays its unique role to instil the sentiment of unity among the students in the school setting. Therefore, teachers should come up with interesting teaching methods to cultivate students’ interest in learning the unity-themed literature and grant them a better understanding of other ethics in the effort to boost national integration.
Keywords: Malay language, Malay literature, national integration, unity literature.
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Auzai, Burhanuddin, Pawito Pawito, and Andrik Purwasito. "Communication Building between Islamic Boarding School in Surakarta: A De-radicalization Strategy." International Journal of Multicultural and Multireligious Understanding 6, no. 3 (August 2, 2019): 1001. http://dx.doi.org/10.18415/ijmmu.v6i3.955.
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The radical stigma among Islamic boarding schools still becomes a negative opinion among the people. This is reinforced by a press released by National Counter Terrorism Agency, called BNPT, in which there are nineteen Islamic boarding schools indicated radicalism in Indonesia. For this reason, deradicalization needs to be applied. Based on the problem, this research aimed at finding out how to deradicalize among Islamic boarding schools. This was a kind of qualitative research using an in-depth interview to collect the data. The research was conducted in Al-Muayyad Boarding School, Assalam Boarding School, and Al-Mukmin Boarding School. The findings revealed that Al-Muayyad Boarding School had communication between leaders and Islamic boarding schools, and also there was the spirit of maintaining unity. From Assalam Boarding School, it revealed that it implemented the curriculum of the religious department and work a lot by writing ideas about radicalism in the media. While the representative of Al-Mukmin explained that there were many discussions with individuals or groups that were considered radical, increasing the source of reference so that not to believe in only one media but must compare to other media.
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Чугаева, Ирина Григорьевна. "VALUE-BASED FOUNDATIONS OF INTERACTION BETWEEN FAMILY AND SCHOOL." Pedagogical Review, no. 4(32) (August 31, 2020): 37–46. http://dx.doi.org/10.23951/2307-6127-2020-4-37-46.
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Обосновывается актуальность определения духовных сущностей взаимодействия семьи и школы в условиях ценностного плюрализма современного общества. Подчеркивается возрастание образовательных потребностей родителей в процессе воспитания детей, стремление к диалогу с педагогами. В исследовании используется экзистенциальный подход, позволяющий описать взаимодействие семьи и школы в целостности их со-существования. В результате исследования выявлены духовные экзистенциалы взаимодействия семьи и школы: любовь, свобода и ответственность, соборность. Взаимодействие семьи и школы характеризуется как социальный союз, строящийся на любви, задача которого состоит в том, чтобы развить в ребенке коммуникативные способности и индивидуальные особенности, необходимые в социальной коммуникации. Взаимодействие требует единства в принятии и родителями, и педагогами ценности свободы и ответственности в непрерывном образовании детей, способствующих активизации процессов самопозна ния, саморазвития и самоопределения, формирующих умение осуществлять свободный выбор и нести ответственность за него. Отношения семьи и школы характеризуются как соборность, то есть духовная связь, основанная на чувствах любви, уважения, солидарности. Школа при этом является устроителем «встречи» взрослых и детей, позволяющей обнажить ценности и смыслы разных поколений. Делается вывод о том, что взаимодействие семьи и школы – это творческий процесс обретения смысла в педагогической деятельности и педагогов, и родителей, где модус их со-бытия строится на ответственности за судьбоносный период в жизни детей, их личностного становления. Отношения педагогов и родителей основываются на значимости для них общих ценностей: любви как принятия ребенка в его уникальности, ценности и неповторимости, развиваемых в ситуации социальной коммуникации; свободы и ответственности через осмысление историчности и неповторимости образовательной ситуации, соборности как переживания единения, основанного на общности судьбы, бескорыстности и всеобщности «добра» как регуляторов взаимодействия. The importance of identifying spiritual foundations of interaction between a family and a school in the reality of value-based pluralism in contemporary society is explained. The growing demand on education among parents to provide proper upbringing is emphasized, as well as their desire to communicate with the teachers. The research is based on the existential approach that makes it possible to describe interaction between a family and a school in the unity of their co-existence. The research results revealed the following spiritual existential units of interaction between a family and a school: love, freedom and responsibility and spiritual unity and cooperation. Interaction between a family and a school may be treated as a social unity based on love, the goal of which is to develop communicative skills and individual features necessary in social interaction. Such interaction requires understanding of the value of freedom and responsibility in continuous education by both parents and teachers. It will stimulate self-cognition, self-development and self-identification that contribute to the skills of independent choice and form the ability to bear responsibility for the choice. The relations between a family and a school are characterized by spiritual unity, in other words it is an inner link based on the feelings of love, respect and solidarity. A school in this case provides a “meeting” between adults and children that allows revealing the values and spirit of different generations. The following conclusion about interaction between a family and a school is made: it is a creative process of finding the meaning of teaching by both pedagogues and parents, where the modus of their co-existence is based on responsibility for the crucial period in children’s lives and for the process and result of their personalities shaping. Relations between teachers and parents are based on the role of common values: love in the form of acceptance of the child and his/her unique features, his/ her importance and individuality developed during social communication; freedom and responsibility via comprehension of educational situation, and spiritual unity and cooperation as togetherness based on similarity of fate, unselfishness and universality of “the good” as regulators of interaction.
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Widodo, Hendro. "Sketsa Kebudayaan Lembaga Pendidikan Islam." At-Tarbawi: Jurnal Kajian Kependidikan Islam 2, no. 2 (December 15, 2017): 157. http://dx.doi.org/10.22515/attarbawi.v2i2.977.
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The development of pesantren, schools and madrasah is a form of culture. They have dynamism in the society development. Pesantren, schools, and madrasah are also a manifestation of the lives of people or groups of people in the educational environment. The development of pesantren, school and madrasah as a unity of the development of educational institutions in Indonesia are interconnected with each other, so the cultural development of the three educational institutions can be seen from the cultural model proposed by van Peursen, covering mythological, ontological and functional phases. This article reveal and explore the development of pesantren, schools, and madrasah in cultural reviews. The researcher used cultural theories of van Peursen and Auguste Comte. Keywords: Pesantren, School, Madrasah, Culture
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Hoon, Chang-Yau. "Multicultural citizenship education in Indonesia: The case of a Chinese Christian school." Journal of Southeast Asian Studies 44, no. 3 (October 2013): 490–510. http://dx.doi.org/10.1017/s0022463413000349.
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This study investigates how multicultural citizenship education is taught in a Chinese Christian school in Jakarta, where multiculturalism is not a natural experience. Schoolyard ethnographic research was deployed to explore the reality of a ‘double minority’ — Chinese Christians — and how the citizenship of this marginal group is constructed and contested in national, school, and familial discourses. The article argues that it is necessary for schools to actively implement multicultural citizenship education in order to create a new generation of young adults who are empowered, tolerant, active, participatory citizens of Indonesia. As schools are a microcosm of the nation-state, successful multicultural citizenship education can have real societal implications for it has the potential to render the idealism enshrined in the national motto of ‘Unity in Diversity’ a lived reality.
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Caesar, Tiffany. "PAN-AFRICANISM AND EDUCATION : AN EXPLORATORY STUDY OF AFRICAN CENTERED SCHOOLS IN CAMEROON AND SOUTH AFRICA." Commonwealth Youth and Development 14, no. 2 (March 28, 2017): 92–108. http://dx.doi.org/10.25159/1727-7140/1922.
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“Umuntu Ngumuntu Ngabantu” translates into a person is a person because of people. There is an idea of unity in this frequently used Zulu proverb that is posted boldly next to the Afrocentric logo on the African Union International School (AUIS) website in Midrand South, Africa. All these words are factors within Pan-Africanism, and AUIS is more than an international school in South Africa, but it is one of two schools created by the African Centered Educational Foundation (ACE). The other school is called the African American Academy in Douala, Cameroon. Under the auspice of ACE, both schools share a very special mission implied within its vision that includes an education for the African Renaissance. Through a content analysis, this paper will illustrate how the African Centered Education Foundation represents Pan-Africanism through the institutionalization of African Centered Education illustrated by their technological media (school websites, facebook, online articles), educational tools (brochures, teacher evaluations, lesson plans, teacher’s introduction package), and their African diaspora volunteer teacher program.
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Putra, Willy Permana, Widi Indriyani, Fachrul Pralienka Bani Muhammaduthor, and Damar Nurcahyon. "Aplikasi 3D Virtual Reality Menggunakan Unity Berbasis Mobile Sebagai Media Pengenalan Lingkungan di SMK Negeri 1 Indramayu." Jurnal MIPA 8, no. 3 (October 14, 2019): 99. http://dx.doi.org/10.35799/jmuo.8.3.2019.25584.
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Dalam pengenalan lingkungan sekolah pada siswa baru, umumnya siswa diajak untuk berkeliling sekolah sehingga calon siswa dapat memahami suasana lingkungan sekolah. SMKN 1 INDRAMAYU sendiri masih menggunakan brosur atau spanduk dalam pengenalan sekolah, oleh karena itu bagaimana mengenalkan SMKN 1 INDRAMAYU kepada calon siswa baru tanpa harus mengajak berkeliling. Dari permasalahan tersebut muncul sebuah gagasan untuk membuat aplikasi yang bisa memperkenalkan lingkungan dan memberi informasi serta bisa dijadikan sebagai media promosi SMKN 1 INDRAMAYU yakni menggunakan teknologi virtual reality untuk memvisualisasikan tempat di dunia nyata ke dalam tampilan 3 Dimensi (3D)In introducing the school environment to new students, students are generally invited to tour the school so prospective students can understand the atmosphere of the school environment. SMK 1 INDRAMAYU itself still uses brochures or banners in the introduction of schools, therefore how to introduce SMK 1 INDRAMAYU to prospective new students without having to take a tour. From this problem emerged an idea to create an application that can introduce the environment and provide information and can be used as a promotional medium for SMKN 1 INDRAMAYU, namely using virtual reality technology to visualize places in the real world into a 3 Dimensional (3D) display
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Alfiah, Alfiah. "PROBLEMATIKA PENERAPAN PENDIDIKAN KARAKTER DI PONDOK PESANTREN KOTA PEKANBARU." POTENSIA: Jurnal Kependidikan Islam 2, no. 1 (June 15, 2016): 105. http://dx.doi.org/10.24014/potensia.v2i1.2534.
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The implementation of character building at Islamic Boarding School in Pekanbaru; Darel Hikmah Islamic Boarding School, Babussalam Islamic Boarding School, and Al-Kautsar Modern Islamic Boarding School is proceeded through 3 integrated ways, namely; through the subject courses, through local contents, and through students’ self development. Based on the preliminary study, writer found a discrepancy which indicates the implementation of character building in Islamic Boarding School Darel Hikmah, Babussalam and Al-Kautsar is not optimally applied. The discrepancy indicated that the character building in the schools does not have positive effect on students’ characters; to adore God Al mighty and all His creature; respectful and well-mannered, generous, mutual cooperation, self-confidence and hardworker, leadership and equitable, humble, tolerance, peaceful and unity. The application of character building at these schools has been investigated through 26 indicators. The research shows that the indicators are in good level; 73.16%. The first factor that support and barrier the application of character building in these Islamic Boarding Schools is funding; there is no specific fund to support the education character building implementation. The second is human resources; headmaster and teacher. Then, facilities and the last is teachers’ welfare.
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Yakymchuk, Oksana. "PHILOSOPHY OF THE UNITY OF KNOWLEDGE, COMPETENCIES, AND VALUES OF THE NEW UKRAINIAN SCHOOL." Educational Discourse: collection of scientific papers, no. 29(12) (January 22, 2021): 36–46. http://dx.doi.org/10.33930/ed.2019.5007.29(12)-4.
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The formation of a powerful, active, and dynamic axiological foundation of personality is one of the essential tasks of the competency approach because even a high level of knowledge and skills acquired in the process of learning and education cannot ensure the integrity and progressively oriented unity of personal and professional competencies for future successful life, socio-cultural and professional self-realization. Given this, within the competence paradigm of education, qualitatively new content is the unity of learning and education. If before a significant amount of theoretical knowledge, detached from real life, had a shallow educational potential, now any pedagogical action, even focused on the cognitive assimilation of basic scientific knowledge, will have a worldview. An essential characteristic of the competency approach in education is that it can ensure each student’s unique structure the unity of knowledge, competencies, and values.
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Pourjabali, Nazanin, and Najjad Ali Almasi. "A Comparative Study of Post-Marriage Nationality of Women in Legal Systems of Different Countries." International Journal of Multicultural and Multireligious Understanding 2, no. 2 (April 1, 2015): 14. http://dx.doi.org/10.18415/ijmmu.v2i2.3.
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In the nineteenth century a school known as “The Unity System of Couples Nationality” stated the idea that women should acquire the nationality of their husbands after marriage. In other words, the nationality of men should be imposed on women. However, in the 20th century, a movement known as feminism emerged which led to the formation of a school named “System of Nationality Independence”. This school advocated the separation of marriage and nationality and believed that women’s nationality should not change following marriage. The aforementioned legal schools have had different manifestations in the positive laws of different countries and sometimes it is hard to classify them into a single legal school. The legal systems of countries can be classified into two groups: legal systems advocating the imposition of husbands’ nationality on wives; legal systems opposing the imposition of husbands’ nationality on wives.
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Yamguchi, Zentralarchiv, and Gigi Quetelet. "A Comparative Study of Post-Marriage Nationality of Women in Legal Systems of Different Countries." International Journal of Social Science Research and Review 3, no. 3 (September 12, 2020): 1–8. http://dx.doi.org/10.47814/ijssrr.v3i3.41.
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In the nineteenth century, a school known as “The Unity System of Couples Nationality” stated the idea that women should acquire the nationality of their husbands after marriage. In other words, the nationality of men should be imposed on women. However, in the 20th century, a movement known as feminism emerged which led to the formation of a school named “System of Nationality Independence”. This school advocated the separation of marriage and nationality and believed that women’s nationality should not change the following marriage. The aforementioned legal schools have had different manifestations in the positive laws of different countries and sometimes it is hard to classify them into a single legal school. The legal systems of countries can be classified into two groups: legal systems advocating the imposition of husbands’ nationality on wives; legal systems opposing the imposition of husbands’ nationality on wives.
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Othman, Muhammad Fuad, Zaheruddin Othman, Mohamad Ainuddin Iskandar Lee Abdullah, Fairol Halim, Abdul Rahman Abdul Aziz, R. Sivaperegasam P. Rajanthiran, and Nik Fauziliana Mohd Tamizi. "STRATEGIES IN INCULCATING UNITY VALUES AMONG HIGHER EDUCATION INSTITUTIONS STUDENTS." International Journal of Modern Trends in Social Sciences 3, no. 12 (June 15, 2020): 89–102. http://dx.doi.org/10.35631/ijmtss.312009.
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Unity in a society is the backbone of a nation's productivity and harmony. Therefore, in order to keep the country in a peaceful state, unity among races must be nurtured and maintained. Therefore, this study was conducted to assess the strategy for enhancing the level of integration among (IPT) students. The methods of this study are quantitative research and the research question is to assess strategy for enhancing the level of integration among (IPT) students. This study was conducted through the dissemination of questionnaires and the sample consisted of local (IPT) students. A total of 1000 manuscripts were distributed and from that 478 manuscripts were returned and analyzed. This research found that most (IPT) students are on a medium level of understanding of the unity concept. In addition, this study found that these students lack the will to assimilate among them in totality which is the chief objective of the unity concept. Therefore, it is recommended that the cultivation of the spirit of unity must begin from as early as the family unit and also at the pre-school level. In addition, emphasis should also be given to the usage of the Malay language as the official language of unity and learning in the universities. It is also recommended that reforms must be made and that elements of national unity must be embedded in all university programs so that it will inculcate openness and acceptance among all citizens towards true national unity. This research was funded under the Ministry of Higher Education Fundamental Research Grant Scheme (FRGS).
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Muhaimin, Muhaimin, Nur Ali, and Sutiah Sutiah. "Model-model Penciptaan Suasana Religius pada SMUN Kodia Malang." ULUL ALBAB Jurnal Studi Islam 3, no. 1 (December 26, 2018): 33–51. http://dx.doi.org/10.18860/ua.v3i1.6078.
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This study aims to examine how educational models create religious atmosphere in schools. This research is a concrete effort to find the right pattern to realize a religious environment in an academic context. This study uses a qualitative research approach with case study design. While the subjects in this study included a number of school principals, former principals, deputy principals, teachers and students of 4th State High School of Malang. The techniques used in data collection in this study include observations to obtain data about various teaching and learning activities, and religious activities as well as the religious atmosphere in schools as well as in-depth interviews. The implementation of religious activities in the school, which was originally "top down", was then developed to "bottom up". Through this approach, it turns out that it can bring peace, peace and increase brotherhood, unity, and friendship between leaders, employees, teachers and students. Besides, the religious atmosphere in the school is running dynamically. How to create a religious atmosphere, among others, through various types of progammed religious activities, both of Islamic and non-Islamic. In addition, school leaders use a personal approach both to students and to students' families.
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Ahangaran, Sentot, and Fitriani Pitoyo. "Comparative Analysis of Women's Rights and Post-Marriage Nationality." International Journal of Social Science Research and Review 2, no. 2 (June 1, 2019): 8–15. http://dx.doi.org/10.47814/ijssrr.v2i2.20.
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In the nineteenth century, a school known as "The Unity System of Couples Nationality" expressed that women ought to obtain the nationality of their spouses after marriage. In different words, the nationality of men ought to be forced on women. In any case, in the twentieth century, a development known as woman's rights developed which prompted the arrangement of a school named "Arrangement of Nationality Independence".
This school supported the partition of marriage and nationality and accepted that women’s nationality ought not to change following marriage. The previously mentioned legitimate schools have had various indications in the positive laws of various nations and some of the time it is difficult to order them into a single lawful school. The lawful frameworks of nations can be ordered into two gatherings: lawful frameworks upholding the burden of spouses' nationality on spouses; lawful frameworks restricting the inconvenience of spouses' nationality on wives.
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Bonnette, Kathleen. "Partnership as a Model for Mission." Praxis: An Interdisciplinary Journal of Faith and Justice 2, no. 1 (2019): 3–22. http://dx.doi.org/10.5840/praxis20191297.
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This paper highlights the partnership approach to mission adopted by the Atlantic-Midwest Province of the School Sisters of Notre Dame (AMSSND), which is working to empower the people of Haiti through collaboration with Beyond Borders, an established NGO in the region. I explore this approach in light of the spirituality of St. Augustine that grounds the charism of unity of the School Sisters of Notre Dame (SSND). Examining the connections between Augustine and the mission and ministry of the SSND community, through reflecting on the ways partnership has been an effective means of engaging the SSND mission of facilitating unity, or “oneness,” illuminates helpful ways to conceive of solidarity.
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Ratu, B., Misnah Misnah, and M. Amirullah. "Peace Education Based on Local Wisdom Nosarara Nosabatutu." JOMSIGN: Journal of Multicultural Studies in Guidance and Counseling 3, no. 2 (October 1, 2019): 106–18. http://dx.doi.org/10.17509/jomsign.v3i2.20958.
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This article aims to discuss the development of a culture of peace through a local wisdom-based peace education program Nosarara Nosabatutu. Nosarara Nosabatu is a Kaili ethnic local wisdom, in the city of Palu, Central Sulawesi, with the main concept being peacein society through a spirit of brotherhood, togetherness, unity and unity, family, and peace. Nosarara Nosabatu needs to be implemented in educational programs for young people, especially for students in schools, in order to build a culture of peace in the people of Palu. This article uses the library research method. The research findings are: 1) the values of peace in the local wisdom of Nosarara Nosabatutu; and 2) the prospect of developing guidance and counseling based on local wisdom Nosarara Nosabatutu to develop a culture of peace in the School.
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Selimović, Sead. "In the service of the idea of “National and State unity”: School in Bosnia and Herzegovina from 1918 to 1929." Historijski pogledi 2, no. 2 (October 28, 2019): 213–29. http://dx.doi.org/10.52259/historijskipogledi.2019.2.2.213.
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The school system represents one of the most important segments for each state and society. For this reason, and for a number of other reasons, the authorities are trying to put schools under their control. Through the education of Bosnia and Herzegovina, political, economic, cultural, national and other goals of the ruling political elites were achieved. The curricula removed contents whose educational goals were in line with the interests of the Austro-Hungarian regime. The ruling elite was spreading the idea of a "three-nation nation", seeking to create a unique political, economic, educational and cultural space. Schools were given the task of developing the idea of a common fold and the idea of '' national and national unity ''. The idea, in the view of the ruling elite, could have been realized by schools, not by the army and officials. Teachers who had to respond to the '' spirit of the times '', as well as curricula and textbooks, played an important role in achieving the goals. Significant changes were made in the group of national subjects (history, geography, Serbian or Croatian language), with an emphasis on the history and geography of Serbs, Croats and Slovenes, and works on Serbian, Croatian or Slovenian literature were prescribed for the school textbook. Most of the textbooks were written by authors from Croatia and Serbia, while only a small number were from Bosnia and Herzegovina.
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Balboni, Michael. "A Practical Church Unity within Secular Hospitals." Ecclesiology 3, no. 3 (2007): 343–62. http://dx.doi.org/10.1177/1744136607077157.
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AbstractEcclesial unity among Christian physicians is jeopardized by the culture of secular medicine. The medical context, rather than being a neutral sphere, has increasingly become a context that cuts loose and reshapes church members into a secular ecclesia. This thesis is demonstrated through focus groups composed of Christian physician-residents within Harvard Medical School residency programs. The interviews describe how many Christian physicians are psychologically isolated and spiritually endangered because of compliance to secular expectations within academic teaching hospitals. In contrast, the key to undoing secular atomization stems from the nature of the church as a people gathered in the presence of Christ. Thus, the essay develops an ecclesiology that focuses on the manifestation of unity in its local relationships and embodied practices. Despite severe time constraints, Christian physicians have the opportunity to reconstitute a unified church within the secular by pursuing one another in love and offering tangible signs of solidarity.
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Barzegarkouchaksaraei, Saeid. "Nationality, Migration and Post-Marriage in Legal Systems of Different Countries." International Journal of Multicultural and Multireligious Understanding 4, no. 6 (December 2, 2017): 16. http://dx.doi.org/10.18415/ijmmu.v4i6.120.
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Inside the eighteenth century a school known as "Unity System of Nationality" specified the hypothesis that ladies should discover the nationality with their spouses after marriage. Also, the nationality of men ought to be authorized on ladies. In any case, in the twentieth century, a development distinguished as women's liberation surfaced which brought about the framing of a school called known as "Arrangement of Nationality Independence". This school upheld the separating of marriage and nationality and accepted that ladies' nationality ought not change following marriage. These legitimate schools experienced distinctive signs in the positive laws and directions of various nations and it is some of the time hard to characterize them into an individual lawful school. The legitimate frameworks of nations can be classified into two groups: lawful frameworks pushing the burden of spouses' nationality on wives; lawful frameworks restricting the inconvenience of husbands' nationality on wives. This paper tries to involve distinctive frameworks of connection amongst marriage and nationality.
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Engebretson, Kath. "The Catholic school called to dialogue: a reflection on some consequences of the ecclesial unity of the Catholic school." Journal of Beliefs & Values 29, no. 2 (August 2008): 151–60. http://dx.doi.org/10.1080/13617670802289551.
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Davis-Alldritt, Linda. "California School Nurses Organization Annual Conference "Unity in Diversity: Health is the Connection"." NASNewsletter 20, no. 3 (May 2005): 8. http://dx.doi.org/10.1177/104747570502000304.
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Simmons, John K. "The Forgotten Contribution of Annie Rix Militz to the Unity School of Christianity." Nova Religio 2, no. 1 (October 1, 1998): 76–92. http://dx.doi.org/10.1525/nr.1998.2.1.76.
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Balasingam, Usharani, Azmawaty Mohamad Nor, and Shanina Sharatol Ahmad Shah. "CORPORAL PUNISHMENT IN MALAYSIAN PUBLIC SCHOOLS: LEGAL AND EDUCATIONAL PERSPECTIVES." IIUM Law Journal 27, no. 2 (December 18, 2019): 525–48. http://dx.doi.org/10.31436/iiumlj.v27i2.462.
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There is a need to consider whether the current school environment cum climate and punishment for indiscipline or behaviour management in Malaysia is relevant and effective in the current age. Foundational values primarily begins at home and in schools. In this regard the school is viewed not only as a place of learning but as a community of relationships where bonds are built where characters and values are shaped. It needs to be a conducive environment for the successful realisation of the Malaysian Education Blueprint (2013-2025) to develop value driven, tolerant and responsible Malaysians. It is a place to nurture inclusivity, respect for the person, consideration, cooperation, respect for diversity, unity, trust and other values desired under the Education Ministry. In this regard, this paper argues that Malaysia Education (School Discipline) Regulations 1959 which was made under a repealed Act need to be reconsidered for its effectiveness. The impact of corporal punishment and violence on children is covered in this paper in addition to relevant court decisions involving teachers and schools. Malaysia has acceded to the Convention for the Rights of the Children, this paper explores the compatibility of the convention with the School discipline Regulation 1959.
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Crawford, Renée. "Creating unity through celebrating diversity: A case study that explores the impact of music education on refugee background students." International Journal of Music Education 35, no. 3 (July 21, 2016): 343–56. http://dx.doi.org/10.1177/0255761416659511.
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This article reports the findings of a case study that investigated the impact of music education on students in an F-12 school in Victoria, Australia that is considered as having a high percentage of young people with a refugee background. Key findings from this research indicated that music education had a positive impact on this group of young refugee students, which related to three primary themes: fostering a sense of wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. While some of these impacts were not always clearly distinguished from the more general experience of school, the students did identify some best practice elements of music learning and teaching that link to these three themes in a number of interrelated contexts. This research raises important questions about the ways in which education might be approached in schools with a high percentage of refugee background students and reaffirms the necessity of music and the arts as an important component.
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Putrayasa, Ida Bagus. "Syntactical analysis of essays." International journal of social sciences and humanities 3, no. 2 (August 6, 2019): 156–64. http://dx.doi.org/10.29332/ijssh.v3n2.307.
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The main purpose of this research is to describe: (1) sentence type; (2) Unity sentence; and (3) sentence structure found in the class VI students elementary school in Buleleng Regency, Bali Province. The data source used to be the subject in this study is a class VI elementary school student in Buleleng Regency, Bali province. Meanwhile, the object is (1) sentence type; (2) unity sentence; and (3) sentence structure found in the class VI students elementary School in Buleleng Regency, Bali Province. The method used in collecting data is a document recording method. Collected data is analyzed with descriptive analysis. The results showed that: (1) The type of sentence found in the class VI elementary school students in Buleleng Regency, Bali Province can be divided according to (a) the contents, there are 219 sentences; (b) The number of the clauses, there are 74 single sentences, 145 compound sentences; (c) The predicate of the establishment, there are 216 verbal sentences and 3 nominal sentences; and (d) the nature of the actor's relationship, there are 201 active sentences and 18 passive sentences.
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Nashihin, Husna. "Character Internalization Based School Culture of Karangmloko 2 Elementary School." Abjadia 3, no. 2 (March 20, 2019): 81. http://dx.doi.org/10.18860/abj.v3i2.6031.
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<p>Character education based school culture is very important to be developed at this time. Of the many schools that have implemented it, one of them is Karangmloko 2 Elementary School in Yogyakarta. This Field Research uses a Phenomenology approach which aims to describe the phenomenon of school culture as a basis for character education in Karangmloko 2. The results of this study indicate that character education based school culture of Karangmloko 2 done in three stages, namely; moral knowing, moral feeling, and moral action. The school culture of Karangmloko 2 is programmed (willed) consisting of 7 school cultures namely Lost and Found Box, Friday Action (AJUBER), Islamic Wall Magazine (MADIGAIS), My Dhuha Board, Honesty Cafeteria, Friday Gymnastics, and Friday Cleaning. The seven school cultures are capable to produce values of characters including Religion, Social Responsibility, Helping Each Other, Love Literacy, Learning Spirit, Discipline, Honesty, Responsibility, Caring for Health, Unity, and Caring for the Environment.</p><p dir="RTL">تربية الشخصية القائمة على ثقافة المدرسة من المهم جدا أن يتم تطويرها في هذا الوقت. من بين العديد من المدارس التي نفذتها، واحدة منها هي مدرسة Karangmloko 2 الابتدائية في يوجياكرتا. يستخدم هذا البحث الميداني منهجًا لعلم الظواهر يهدف إلى وصف ظاهرة الثقافة المدرسية كأساس لتعليم الشخصية في Karangmloko 2. تشير نتائج هذه الدراسة إلى أن الثقافة المدرسية القائمة على تعليم الشخصية في Karangmloko 2 تتم على ثلاث مراحل، وهي: المعرفة الأخلاقية، والشعور الأخلاقي، والعمل الأخلاقي. تمت برمجة (إرادة) ثقافة مدرسة Karangmloko 2 وتتكون من 7 ثقافات مدرسية وهي: صندوق المفقودات والموجودات، جمعة الحركة (أجوبر)، مجلة الجدار الإسلامي (MADIGAIS)، بلدي مجلس الضحى، كافتيريا الصدق، جمباز الجمعة، و تنظيف الجمعة. إن الثقافات المدرسية السبعة قادرة على إنتاج قيم من الشخصيات ، بما في ذلك الدين والمسؤولية الاجتماعية ومساعدة بعضنا البعض ومحو الأمية وروح التعلم والانضباط والصدق والمسؤولية ورعاية الصحة والوحدة ورعاية البيئة.</p>
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Balakrishnan, Balamuralithara. "A novel module for cultivate unity and harmony in multicultural society through arts education." Journal for Multicultural Education 11, no. 4 (November 13, 2017): 306–22. http://dx.doi.org/10.1108/jme-03-2015-0009.
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Purpose Promoting unity in multicultural society among Malaysians should start from school education since young age. Art through its own variety of approaches could show possibilities in addressing diversity in a community that consists of multiple ranges of racial and cultural backgrounds such as Malaysian community. Arts education is essential for each child because arts cover the entire learning domain – cognitive, psychomotor and affective. Using the advantages of arts in a child’s learning process and its possibilities to create harmony among communities from different races. Design/methodology/approach The participants were interviewed using a qualitative approach, which consisted of two main questions: What is your perception on this module through participating in this programme? How the module of this programme has influenced you as a Malaysian? Findings The proposed module was implemented, and the findings showed that through arts education, the unity and harmony among children in multicultural society could be flourished and strengthened. Practical implications It shows that the proposed arts education module could be used among students from different schooling systems and different races to cultivate unity and harmony among them. At the same time, strengthening the unity among children in multicultural society could bring harmony and peace in future. Originality/value This paper is a novel approach that uses arts education as a tool in achieving national agenda to strengthen the unity and harmony among primary school children in Malaysia who are from different races and schooling system.
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Darmadi, Hamid. "Environmental Based IPS Learning Model Based 0n Concepts School-Based Management (MBS)." JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN 1, no. 1 (May 19, 2018): 63. http://dx.doi.org/10.26418/jp2d.v1i2.25.
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The result of the research shows: (1) environmentally oriented IPS learning model can foster the love of regional cultural values as the basis of national cultural development, (2) community participation, and government participation in implementing the environment-based IPS learning model positively impact the improvement of management (3) learning model of environment-based IPS effectively creates a peaceful way of life, peacefully enhancing the intensity of togetherness and mutual respect (4) learning model of environment-based IPS can improve student learning outcomes, (5) there are differences in attitude and outcome expression learning between students residing in conflict areas with students outside the conflict area (6) attitude scale analysis between junior high school and high school students gained from the achievement of junior high and senior high school students towards the values of unity and unity of prestige, respect for diversity and peaceful coexistence . It is recommended that the authority of Dinas Pendidikan as an institution for fostering and developing socio-cultural values in the province can apply an environment-based IPS learning model.
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Schnürer, Raimund, Cédric Dind, Stefan Schalcher, Pascal Tschudi, and Lorenz Hurni. "Augmenting Printed School Atlases with Thematic 3D Maps." Multimodal Technologies and Interaction 4, no. 2 (May 27, 2020): 23. http://dx.doi.org/10.3390/mti4020023.
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Digitalization in schools requires a rethinking of teaching materials and methods in all subjects. This upheaval also concerns traditional print media, like school atlases used in geography classes. In this work, we examine the cartographic technological feasibility of extending a printed school atlas with digital content by augmented reality (AR). While previous research rather focused on topographic three-dimensional (3D) maps, our prototypical application for Android tablets complements map sheets of the Swiss World Atlas with thematically related data. We follow a natural marker approach using the AR engine Vuforia and the game engine Unity. We compare two workflows to insert geo-data, being correctly aligned with the map images, into the game engine. Next, the imported data are transformed into partly animated 3D visualizations, such as a dot distribution map, curved lines, pie chart billboards, stacked cuboids, extruded bars, and polygons. Additionally, we implemented legends, elements for temporal and thematic navigation, a screen capture function, and a touch-based feature query for the user interface. We evaluated our prototype in a usability experiment, which showed that secondary school students are as effective, interested, and sustainable with printed as with augmented maps when solving geographic tasks.
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Kartvelishvili, N. "Continuity of Preschool and Primary School Education (to the Problem Statement)." Primary Education 8, no. 2 (April 20, 2020): 14–18. http://dx.doi.org/10.12737/1998-0728-2020-14-18.
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The article explores the problem of ensuring continuity between preschool education and primary school education. The approaches to the
interpretation of the concept of “continuity” are considered. The main directions for the implementation of continuity are identified, which relate
to the content, forms and methods of organizing the educational activities of preschoolers and elementary school students. The continuity of
preschool and primary school education is presented as a unity of its components such as target, substantive and organizational-activity
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Ahmad, Yasmin, Mohd Kasturi Nor Abd Aziz, Suzana Sulaiman, Suhana Abdul Mutalib, and Nurul Naimah Rose. "Cross Ethnic Friendship among Multi-ethnic Students and Teacher’s Role in Supporting Cultural Diversity in School." MATEC Web of Conferences 150 (2018): 05057. http://dx.doi.org/10.1051/matecconf/201815005057.
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This article presents an in-depth discussion about cross ethnic friendship among students and teacher's role in supporting the cultural diversity that exists in school. The school which consist of students from various ethnic groups provide space and opportunities for students to interact socially with peers either from the same or other ethnic groups. On the other hand, the school that consists of only one ethnic group limits the opportunity for students to interact with friends from different ethnic groups. Students who have attended the schools that are not diverse in terms of ethnicity were reported having more friends from the same ethnic group. A positive relationship between individuals from different ethnic groups led to the reduction in prejudice, enhance the sense of common identity and closeness among individuals. Teachers as agents of unity should play an important role in assisting students to acquire the necessary social skills that enables them to interact effectively with students from different ethnic, cultural and languages which consequently create a harmony cross ethnic friendships among multi-ethnic students in school.
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Widodo, Hendro, Sutrisno Sutrisno, and Farida Hanum. "The Urgency of Holistic Education in Muhammadiyah Schools." Al-Ta lim Journal 26, no. 2 (July 29, 2019): 160–74. http://dx.doi.org/10.15548/jt.v26i2.549.
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This article focuses on the importance of implementing holistic education in Muhammadiyah schools. The essence of education is to develop the full potentials of humanity covering the potentials of cognitive, emotional, social, spiritual, creativity, and physical. The six potential humanities are a unity, which means a potential can be developed through another potential. Partial views of teachers on the potential of students have implications for non-intact practice of education in schools that make split personality on students. Muhammadiyah education as a part of the national education system is the mandate of the constitution to produce holistic man through education in Muhammadiyah schools. This article is based on research results at Muhammadyah Sleman Yogyakarta Elementary School.
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Hussin, Husairi, Nor hasimah Ismail, and Mohd Isha Awang. "Keupayaan Novel Komsas Menerapkan Nilai Perpaduan Bersikap Terbuka dalam Kalangan Murid." Malay Literature 33, no. 2 (December 1, 2020): 295–317. http://dx.doi.org/10.37052/ml33(2)no7.
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Ethnic harmony has existed for a long time in this country. The multi-ethnic nature of our society remains unchanged even if there are occasional disputes in the economic sector and political or social spheres. To ensure the continuance of ethnic harmony, the Standard National Secondary School Curriculum (Kurikulum Standard Sekolah Menengah or KSSM) was introduced by the Ministry of Education. In this curriculum, the principles of national unity are to be inculcated through literary works taught in the literature component (KOMSAS) in schools. One of these principles is open-mindedness. This study aims to employ Lukac’s Reflection Theory to examine the extent to which KOMSAS novels can be used to inculcate unity among students by analysing, discussing and clarifying the principle of open-mindedness, as specified in the KSSM. This is a qualitative study analysing the contents of the novel Jendela Mengadap Jalan using the Reflective Theory of Lukacs adapted according to the open-mindedness principle in the KSSM. The findings of this research show that the novel Jendela Mengadap Jalan is infused with the principle of open-mindedness as outlined in the KSSM. To examine the principles of unity in the novel, the researcher approached two aspects, namely dialogue and portrayal. It is found that the principles of unity conveyed in this novel should be applied and practiced by students in their daily lives. Teachers should convey open-mindedness to their students wisely using persuasion and warning. The implications of this research are that KOMSAS novels can be used to foster unity and ethnic harmony in this country.
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Panda, Herman P. "KEKATOLIKAN SEKOLAH KATOLIK MENURUT PANDANGAN GEREJA." Lumen Veritatis: Jurnal Filsafat dan Teologi 10, no. 1 (October 1, 2019): 1–12. http://dx.doi.org/10.30822/lumenveritatis.v10i1.205.
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In this article the author presents the views of the Catholic Church herself about the identity of Catholic schools. This view is spread in a number of Church documents both issued by the Vatican II and by the Pope and Roman Dicasteries. According to this view, Catholic schools have a basic call to educate children and young people to become individuals who have integrity, wisdom and firm faith. For this reason, every Catholic School must continue to maintain a supernatural vision, a strong anthropological foundation, an integral education, the spirit of unity and togetherness of all those involved in the educational process and sustained by the living testimony of the teachers.
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Орехова, Е., E. Orehova, И. Данилова, and I. Danilova. "The Professional Orientation in Schools Abroad. Who’s “Calling the Tune”?" Profession-Oriented School 6, no. 4 (September 26, 2018): 50–54. http://dx.doi.org/10.12737/article_5b9a1d1649c712.52281240.
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The article examines the phenomenon of parental participation in the professional guidance of schoolchildren, which is an actual problem for modern European education. The example of France shows the main stages and areas of possible interaction between schools, families and students in the process of developing the only correct decision in choosing a professional training. The unity and struggle of the family and school in the fi eld of professionalization in France allows us to rethink the pressing problems of the domestic professional education, which are more detailed in the mirror of the “other”.