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Mislaini Mislaini
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Journal : Reflection: Islamic Education Journal

 1 
Perbandingan Sistem Pendidikan Amerika Serikat dengan Indonesia Zikri Gusnita; Mislaini Mislaini; Nidaul Lathifah Suhelmi
Reflection : Islamic Education Journal Vol. 2 No. 1 (2025): Reflection : Islamic Education Journal
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/reflection.v2i1.423

Abstract

Education is a place where initially people who don't know anything can find out and education is very important for all human beings, both in Indonesia and other countries. Basic education is an important part of the education system. Through basic education, students are provided with scientific concepts, moral cultivation, character formation and other basic knowledge needed in social life. The aim of writing this article is to examine the comparison of Indonesia's basic education system with that of the United States. The research approach used is a literature study by reviewing several previous research studies and by analyzing learning videos in each country that are viewed on YouTube. Data analysis uses qualitative descriptive methods. The results obtained are that there are differences in basic education policies in Indonesia and the United States. These differences can be seen from the curriculum system and structure used. However, both Indonesia and the United States have tried to implement the best basic education system according to the capabilities of their respective countries. Keywords: Education system, United States, Indonesia
Perbandingan Pendidikan di Negara Maju (Negara Amerika Serikat dengan Negara Jerman) Rossa Zetria Idallah; Mislaini Mislaini; Rossi Zetria Idallah
Reflection : Islamic Education Journal Vol. 2 No. 1 (2025): Reflection : Islamic Education Journal
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/reflection.v2i1.443

Abstract

Education is an important foundation for individual and societal development. Education systems in various countries have unique characteristics that reflect their values, history and socio-economic needs. In a global context, the education systems in the United States and Germany are examples of two very different but equally influential approaches in shaping the future of their young generation. Education in the United States is known for its diverse and flexible system. The country has adopted a decentralized model, in which educational responsibility rests largely with states and school districts. Curriculum often varies from region to region, giving freedom to adapt course material to local needs. This system also prioritizes the principle of inclusion, with various programs that support diversity and access to education for all students, including those with special needs. High schools offer a variety of educational pathways, including academic, vocational, and arts pathways, giving students the freedom to choose according to their interests and talents. Education in Germany is famous for its structured system and focus on early specialization. After completing basic education, students in Germany follow different educational paths according to their abilities and interests, through a system known as, Realschule or Gymnasium. Vocational education is also receiving great attention in Germany, with many students following a dual system that combines practical training in the workplace with theoretical education at school. This system aims to ensure that students gain skills relevant to the needs of the job market and facilitate a smooth transition from education to the world of work. With these differences in approach, each country offers valuable insight into how education can be organized to meet social and economic goals. Comparative analysis between these two systems can provide insight into the strengths and challenges of each model, as well as the potential for implementing best practices in a global educational context.
Co-Authors Ade Khadijatul Z. Hrp Adinda Deswita Putri Ahmad Zainiansyah Aida Rahmi Aidil Rahman Aini Mardiah Ainun Sakiah Aisyah Qurotul Sabila Alkautsar Taufiq Astri Azani Atika Atika Ayu Firdaus Baidah Baidah Chandra Ali Hanapiah Lubis Damilsi Hijaya Delita Marni Devi Rosvianto Dewi Sartika Hasibuan Ekaputra, Eri Gas Elvira Darmawanti Fadli Irsyad Faizah Fitrah Fatya Ayuni Fika Aulia Putri Hadit Pratama Halimatul Fijriah Hanifa Zahara Harisma Juliani Hayatul Mardhiyah HUSNUL KHOTIMAH Imal Latul Khaira Intan Lestari Intan Maharani Jefriman Akmal Khairul Anisa khairul fajri Khairuna Fitri Lubis Khandra Fahmy Laila Saqila Putri Laras Yulia Sari Liola Sinta Lisa Silvia Ningsih Liza Amelia Miftahul Husnah Mirna Kurnia Tanjung Muarrif Sani Muhammad Abel Afif Nada Ranjani Nadia Nauli Nadiatulkhairiyah Nadiatulkhairiyah Natasya Nurul Lathifa Nidaul Lathifah Suhelmi Nila Komala Bintang Nur Adilah Nur Sakinah Siregar Nur Salwa Harahap Oktaviana Imroatun Cahyati Omil Charmyn Chatib Putri Salehah Siregar Renny Eka Putri, Renny Eka Rian Azhari Siregar Rossa Zetria Idallah Rossi Zetria Idallah Rozy Wulandari Sahronia Rambe Salsabila Faruza Nasution Santosa Santosa Sarmila Sarmila Septia Yulia Ningsih Sila Angraini Siti kholijah Harahap Sri Gina Miranti Sri Handayani Sulthoni Alfathon Sus Rahma Yuni Susi Eka Ningsih Syakinatul Jannah Syarifah Rahmayani Syaza Sahira Thifa Ramadhani Ulfa Aulia Ummul Rahmah Widya Febriani Witta Perdana Putri Yanti, Delvi Yola Putri Julian Yusra Ramadhana Zikri Gusnita