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All Journal Journal of Social Politics and Governance (JSPG) PROGRES PENDIDIKAN Jurnal Pendidikan Kewarganegaraan
Samidi, R.
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Education Mathematics Physics Social Sciences Other

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REFLEKSI NILAI KEMANUSIAAN DI ORGANISASI NAHDLATUL WATHAN PANCOR, NTB Purbasari, Verbena Ayuningsih; Samidi, R.; Marsudi, Kenlies Era Rosalina
JURNAL PENDIDIKAN KEWARGANEGARAAN Vol 7 No 1 (2023): Volume 7 Nomor 1 Edisi Juni 2023
Publisher : IKIP PGRI PONTIANAK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/jpkn.v7i1.5479

Abstract

Penelitian ini bertujuan untuk mengetahui bentuk refleksi nilai-nilai kemanusiaan berdasarkan sila ke-2 Pancasila di organisasi Nahdlatul Wathan Pancor, NTB. Masalah difokuskan pada bentuk refleksi nilai kemanusiaan di bidang pendidikan dan sosial. Jenis penelitian yang digunakan adalah penelitian deskriptif dengan pendekatan kualitatif. Subjek penelitian dipilih melalui teknik purposive, yakni Pengurus Besar Organisasi Nahdlatul Wathan Pancor, NTB. Penelitian dilaksanakan di Organisasi Nahdlatul Wathan Pancor, NTB. Data penelitian dikumpulkan berdasarkan hasil dokumentasi, wawancara, dan observasi. Keabsahan data diperiksa melalui teknik triangulasi, sedangkan data dianalisis menggunakan model analisis interaktif Miles dan Huberman, yang diawali dengan pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi. Hasil penelitian menunjukkan bahwa bentuk implementasi nilai-nilai kemanusiaan berdasarkan sila ke-2 Pancasila di Organisasi Nahdlatul Wathan (NW) Pancor NTB dalam bidang pendidikan, yakni melalui pendirian sekolah/madrasah dari jenjang Sekolah Dasar hingga Perguruan Tinggi, serta memberikan program bantuan beasiswa. Sedangkan dalam aspek sosial meliputi pendirian panti asuhan, Pusat Kesehatan Pesantren (Poskestren) dan Koperasi Pondok Pesantren (Kopontren). 
BASIC CURRICULUM ON CONFLICT RESOLUTION Kurniawan, Bekti Galih; Samidi, R.; Purbasari, Verbena Ayuningsih; Marsudi, Kenlies Era Rosalina
PROGRES PENDIDIKAN Vol. 5 No. 1 (2024): January 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/prospek.v5i1.562

Abstract

Material for handling social conflict and preventing it needs to be provided at every level of education, including elementary schools. The hope is that through this material, the teacher's role in teaching can teach learning methods for handling conflicts within the school. This research discusses children's role in handling conflicts around them. The curriculum focuses on conflict resolution with social learning and learning objectives in implementing learning. Social issues strengthen the curriculum's conceptual framework and are used to accept students from diverse backgrounds. Apart from that, social problems are also used to understand the sources of conflict management. The method used in this research is a literature study. The discussion results in this research indicate that students were given material regarding learning from life experience, group learning methods, and material about social and political conflict. Apart from that, students are also actively involved in social education activities. Through this process, it is hoped that students can develop the ability to overcome global political issues, as well as strengthen their ability to handle conflict and improve their academic competence.
DIRECTION OF EDUCATIONAL POLICY IN THE FORMATION OF TEACHER PROFESSIONALISM IN THE SUBJECT OF CIVIC AND CITIZENSHIP EDUCATION IN AUSTRALIA Kusuma, Wahyu Jati; Samidi, R.; Purbasari, Verbena Ayuningsih
Journal of Social Politics and Governance (JSPG) Vol. 7 No. 2 (2025): Journal of Social Politics and Governance (December)
Publisher : Prodi Ilmu Pemerintahan, Universitas AMIKOM Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24076/czdkat78

Abstract

This paper discusses the direction of educational policy in the formation of teacher professionalism in the subject of Civic and Citizenship Education (CCE) in Australia by reviewing teacher qualification standards, learning strategies, and the implementation of citizenship pedagogy in minimal–maximal contexts. This study uses a literature review method through the analysis of policy documents, scientific publications, and institutional reports related to the development of teacher professionalism. The results of the study indicate that teacher professionalism in Australia is built through comprehensive AITSL standards that emphasize professional knowledge, professional practice, and professional engagement. Teachers act as facilitators who encourage student autonomy, democratic learning, and participation in school and community environments through classroom, extracurricular, and community-based approaches. When compared with practices in Hong Kong, Australian teacher professionalism is more inclined toward the maximal context because CCE learning is directed at creating active citizens who are critical, participatory, and sensitive to contemporary socio-political issues. These findings confirm that Australian government policies make a significant contribution to strengthening teacher professionalism and the effectiveness of Civic and Citizenship Education learning.
Co-Authors Bekti Galih Kurniawan Kusuma, Wahyu Jati Marsudi, Kenlies Era Rosalina Purbasari, Verbena Ayuningsih Sucipto, Muhammad Arif Budiman Syamsul Anwar, Syamsul