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All Journal International Journal for Educational and Vocational Studies TOFEDU: The Future of Education Journal
BP, Silvia Anggreni
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Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The comparative study on Indonesian and Japanese basic education BP, Silvia Anggreni; Ekasyafutra, Ekasyafutra; Rusdinal, Rusdinal; Ananda, Azwar; Gistituati, Nurhizrah; Yuhasnil, Yuhasnil
International Journal for Educational and Vocational Studies Vol 3, No 6 (2021)
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v3i6.5239

Abstract

This study aims at know the comparison of Basic Education Indonesia and Japan by using five indicators, namely the objectives of Education, education management, education budget, education personnel and salaries, and the process of evaluation of learning. The method used in this research is the study of literature with a qualitative descriptive approach to see the comparison of basic education in Indonesia and Japan, the study of literature using a qualitative descriptive approach is to gather a number of references relevant to the topic of this study. The reference is taken from national journals and international journals which are then reviewed according to the needs in this study. The results of the study shows that the comparison of Basic Education Indonesia can be seen from four aspects, namely This is due to several indicators, namely (1) differences in education objectives, (2) education management; (3) Japan Education budget; (4) his education and salary; and (5) learning processes and evaluations. This study only emphasizes on five indicators of Basic Education of Indonesia and Japan. there are gaps that can be filled by subsequent research, namely curriculum, political system, character education, and so forth. This research should contribute to the policy makers of the Indonesian Education system in order to apply the five indicators of Japanese basic education to the Indonesian basic education system.
The comparative study on Indonesian and Japanese basic education BP, Silvia Anggreni; Ekasyafutra, Ekasyafutra; Rusdinal, Rusdinal; Ananda, Azwar; Gistituati, Nurhizrah; Yuhasnil, Yuhasnil
International Journal for Educational and Vocational Studies Vol. 3 No. 6 (2021)
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v3i6.5239

Abstract

This study aims at know the comparison of Basic Education Indonesia and Japan by using five indicators, namely the objectives of Education, education management, education budget, education personnel and salaries, and the process of evaluation of learning. The method used in this research is the study of literature with a qualitative descriptive approach to see the comparison of basic education in Indonesia and Japan, the study of literature using a qualitative descriptive approach is to gather a number of references relevant to the topic of this study. The reference is taken from national journals and international journals which are then reviewed according to the needs in this study. The results of the study shows that the comparison of Basic Education Indonesia can be seen from four aspects, namely This is due to several indicators, namely (1) differences in education objectives, (2) education management; (3) Japan Education budget; (4) his education and salary; and (5) learning processes and evaluations. This study only emphasizes on five indicators of Basic Education of Indonesia and Japan. there are gaps that can be filled by subsequent research, namely curriculum, political system, character education, and so forth. This research should contribute to the policy makers of the Indonesian Education system in order to apply the five indicators of Japanese basic education to the Indonesian basic education system.
Educators’ Attitudinal Shift toward Effective Differentiated Learning Practices: A Transformational Perspective Angelia, Inge; Raid, Naufal; Isnaini, Isnaini; BP, Silvia Anggreni
The Future of Education Journal Vol 4 No 8 (2025): #2
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i8.780

Abstract

The concept of education in the Merdeka Curriculum, based on the philosophy of K.H. Dewantara, emphasizes that all inherent potentials in children should be nurtured to achieve the highest safety and happiness as human beings. Education must accommodate all the diverse needs of children through a learning process known as differentiated instruction. The research problem addressed in this article is the attitude of educators towards differentiated instruction. Therefore, the aim of this article is to explore educators' attitudes regarding differentiated instruction. The research method employed includes in-depth interviews with educators from various backgrounds and direct observations in the classroom, involving 26 teacher respondents. Data analysis was conducted using Miles and Huberman's techniques, which include: Data Reduction, Data Display, and Conclusion/Verification. Data validity was ensured through Source Triangulation. The research findings indicate that a transformation in attitude occurs through educators' deep understanding of the diverse learning needs of children, acceptance of differences, and the ability to adapt to teaching strategies. Survey results reveal that 46% of respondents do not yet understand students' learning styles, 57.1% do not comprehend the interests of students they teach, and 78.6% of educators do not understand students' readiness to learn. Based on these findings, it can be concluded that many teachers have not yet implemented differentiated instruction and believe that uniform teaching methods are more effective than differentiated instruction.The implications of this study suggest the need for ongoing support for educators' professional development and systematic training related to changes in curriculum paradigms. In conclusion, transforming educators' attitudes is a crucial foundation for creating a learning environment that significantly supports the advancement of all students.
Co-Authors Angelia, Inge Azwar Ananda Ekasyafutra, Ekasyafutra Herman Nirwana Isnaini Isnaini Mudjiran Naufal Raid Nurhizrah Gistituati Rusdinal, Rusdinal Suhaili, Neviyarni Yuhasnil, Yuhasnil