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All Journal Jurnal Studi Pemerintahan Journal of Psychological Perspective Mamangan Social Science Journal Jurnal Pendidikan Progresif
Ancho, Inero Valbuena
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Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : Jurnal Pendidikan Progresif

 1 
Experiences, Issues, and Challenges in Curriculum Implementation of a Music Training Institution in China Ancho, Inero Valbuena; Sun, Yang Hong
Jurnal Pendidikan Progresif Vol 10, No 1 (2020): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Experiences, Issues, and Challenges in Curriculum Implementation of a Music Training Institution in China. Objectives: The study described the curriculum of Music Training Institution in Beijing, China in terms of goals, objectives, learning outcomes, content, instructional, and strategies. Likewise, it identified the existing issues and concerns of the institution to propose a management improvement plan. Methods: Data were gathered by retrieving the documents of the institution and interviewing purposively selected music education teachers. Findings: Documentary and thematic analyses revealed that teachers use discovery, performance, passive, and differentiated approaches in teaching music. Conclusion: Individual differences, parental involvement, and interest of the students emerged as issues and challenges which led to the development of a proposed management improvement plan. Recommendations were provided to further improve the curriculum implementation of the institution.Keywords: curriculum implementation, improvement plan, training institution, music education.DOI: 10.23960/jpp.v10.i1.202003
How Do I Learn You? Towards Designing an Approach in Unlearning Negative Habits Ancho, Inero Valbuena; Jazmines, Jose Miguel Cruz
Jurnal Pendidikan Progresif Vol 9, No 2 (2019): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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How Do I Unlearn You? Towards Designing an Approach in Unlearning Negative Habits. Objectives: The study intends to explore and understand the unlearning process, as grounded from the experiences of teachers and students of Edukasyon sa Pagpapakatao (Values Education in the Philippines) towards developing a new approach in teaching the aforementioned subject area. Methods: Interviews were conducted to 33 respondents from a private Catholic school, and transcripts were analyzed through the techniques of thematic analysis and grounded theory. Findings: The adolescents’ negative habits, as well as teachers’ facilitation practices generated substantial themes such as: (1) need for a strong sense of self; (2) difficulty of unlearning due to various “blocks”; (3) instruments to unlearn; and (4) role of teachers as empathic individuals. These codes then led to the final product of the study as E.L.S.A.’s approach to unlearn (Empowering the Self, Letting Go, Starting a New Life, and Action), which may be utilized as schools’ pedagogical framework in producing classroom-based materials in facilitating values formation. Conclusion: The idea of unlearning is not an experimental process or behavioral modification. It only explored the concept and process of unlearning, but did not necessarily aim to make unlearning take place on the psyche of the students. Keywords: Unlearning negative habits, edukasyon sa pagpapakatao (values education), teaching approaches, adolescence, thematic analysis. DOI: http://dx.doi.org/10.23960/jpp.v9.i2.201902
Co-Authors CALIMBAHIN, GENEVIE-ABI M. Dina Ruslanjari Dy, Marison Felicidad Ranit Jazmines, Jose Miguel Cruz Juhadi Juhadi Mahat, Hanifah Mendres, Mark Yvanne Alcantara NUR HAMID RIVERA, JAESSER Sun, Yang Hong TINA, JANREY C. Vergara, Helga Payawal