Article Per Year (5 Year)
p-Index From 2020 - 2025
0
P-Index
This Author published in this journals
All Journal Ilmu Pendidikan
Made Pidarta
Universitas Negeri Surabaya
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Pengembangan Pendidikan Informal Made Pidarta
Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 32, No 1 (2005)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The informal education has not yet been developed as much as the formal and non formal education. This education plays an important role in developing children’s and youths personalities. Most of the time spent in their life is in informal education, especially through television program, daily life relationship and communication in the community and their family life. Cooperation between the Educational Department and other institutions related to television programs, communities and families is urgently needed. In the autonomy system, these three kinds of educations should be handled by Dinas Pendidikan, Dewan Pendidikan, and the board of mass education in kabupaten/kota. So, these kinds of education can equally be developed. On the lowest level, the informal education must be managed by Komite Sekolah which collaborates with other community organizations.
Perencanaan dan Pelaksanaan Pendidikan Kecakapan Hidup di SMP Sri Wahyuni; Made Pidarta
Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 31, No 1 (2004)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study was conducted to investigate the planning and implementation of life-skill education at SMP Negeri 2 Selong, East Lombok. In this descriptive study, the researcher’s role was both as a subject and as the main instrument. The data were obtained from in-depth interviews, observation, and documentation. The results revealed that the planning of life-skill education was strategically and operationally running well through the school vision, mission, and programs. The implementation of life-skill education consisted of personal skills or self awareness, thinking skills, social skills, academic skills and vocational skills which were integrated in the teaching learning process and in all the school activities. Life-skill education, which cannot be separated from the three aspects of education (cognition, affection and psychomotor), enabled the students to prepare themselves for possible life problems and to solve them.
Co-Authors Sri Wahyuni