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All Journal Mimbar Pendidikan: Jurnal Indonesia untuk Kajian Pendidikan SOSIOHUMANIKA ATIKAN
Nerissa S Tantengco, Nerissa S
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Examining Gender Responsiveness of the Philippine Basic Education Reform: An Analysis of the K-12 Araling Panlipunan or Social Studies Curriculum Tantengco, Nerissa S; Maramag, Rodolfo L
MIMBAR PENDIDIKAN Vol 1, No 1 (2016): Volume 1, Number 1, March 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbardik.v1i1.1752

Abstract

ABSTRACT: This study provides an in-depth analysis on how gender issues, concepts, and principles were integrated in the recent K-12 Araling Panlipunan or Social Studies curriculum provided by the Department of Education in the Philippines. The study employed descriptive analysis of the K-12 Araling Panlipunan or Social Studies curriculum content covering grades one to ten. Findings have shown that promoting gender-fair education is a commitment of different educational institutions in the country, both private and public. Social Studies are the curriculum vehicle of the K-12 Basic Education Reform to promote active citizenship and social transformation. The new Social Studies Curriculum of the K-12 Basic Education Reform tries to respond in integrating gender-principles and concepts in the teaching-learning process by providing curriculum content that recognizes women’s significance in the society as product of historical and cultural processes. The school serves as an agent of social transformation by creating curricula that provide learning experiences that will harness social criticism and action towards contemporary issues in the country. KEY WORD: Development, gender-fair education, Social Studies curriculum, and transformative education. ABSTRAKSI: “Mengkaji Ketanggapan Gender dalam Reformasi Pendidikan Dasar di Filipina: Sebuah Analisis terhadap K-12 Araling Panlipunan atau Kurikulum Ilmu Pengetahuan Sosial”. Penelitian ini menganalisis secara mendalam isu-isu gender, konsep, dan prinsip-prinsip yang terintegrasi dalam kurikulum terbaru K-12 Araling Panlipunan atau Kurikulum Ilmu Pengetahuan Sosial, yang diberikan oleh Kementerian Pendidikan di Filipina. Penelitian ini menggunakan analisis deskriptif terhadap isi K-12 Araling Panlipunan atau Kurikulum Ilmu Pengetahuan Sosial yang meliputi kelas satu sampai sepuluh. Temuan menunjukkan bahwa mempromosikan pendidikan gender yang adil merupakan komitmen dari lembaga pendidikan yang beragam di negara ini, baik swasta dan negeri. Ilmu Pengetahuan Sosial adalah wahana bagi kurikulum Reformasi Pendidikan Dasar K-12 untuk mempromosikan warganegara yang aktif dan transformasi sosial. Kurikulum baru Ilmu Pengetahuan Sosial dalam Reformasi Pendidikan Dasar K-12 mencoba merespons persyaratan untuk mengintegrasikan konsep dan prinsip gender dalam proses belajar-mengajar dengan menyediakan materi kurikulum yang mengakui pentingnya perempuan dalam masyarakat sebagai produk dari proses sejarah dan budaya. Sekolah berfungsi sebagai agen transformasi sosial dengan menciptakan kurikulum dan memberikan pengalaman belajar yang akan memanfaatkan kritik sosial dan tindakan nyata terhadap isu-isu kontemporer di negara ini. KATA KUNCI: Pembangunan, pendidikan adil bagi gender, kurikulum Ilmu Pengetahuan Sosial, dan pendidikan transformatif.About the Authors: Nerissa S. Tantengco, Ph.D. is a Professor in Southeast Asian Studies at the (Philippine Normal University). Rodolfo L. Maramag, M.A. is a Lecturer in Philippine Studies at the PNU in Manila, the Philippines. Corresponding authors is: tantengco.ns@pnu.edu.phHow to cite this article? Tantengco, Nerissa S. Rodolfo L. Maramag. (2016). “Examining Gender Responsiveness of the Philippine Basic Education Reform: An Analysis of the K-12 Araling Panlipunan or Social Studies Curriculum” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.1(1) Maret, pp.37-54. Bandung, Indonesia: UPI Press. Chronicle of the article: Accepted (December 15, 2015); Revised (January 15, 2016); and Published (March 11, 2016).
Students’ Environmental Awareness and Practices: Basis for Development of Advocacy Program Cruz, Jenny Perez; Tantengco, Nerissa S
MIMBAR PENDIDIKAN Vol 2, No 1 (2017)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbardik.v2i1.6022

Abstract

ABSTRACT: The descriptive study was used to identify the environmental awareness and practices of the selected students at the Sta. Elena High School in the Philippines. Findings revealed that based on the responses in the modified Environmental Awareness Scale, the respondents were moderately aware of the environmental concepts. In the participation in environmental programs, the respondents sometimes do the tasks of recycling; water and energy conservation; non-use of harmful products; creative possible solution; and social media solution. They seldom do the tasks of participating in tree planting and joining in school’s environmental clubs. Students’ interview revealed that in spite of the almost the same programs about environmental care cited by the officers of the different school clubs, not all of their schoolmates had initiatives in keeping the school campus clean. Through the guidance of their parents, the students participate in environmental practices at home. Accordingly, the teachers should strengthen the integration of environmental concepts, principles, and practices in various subjects in the school. KEY WORD: Awareness; Environmental Awareness Scale; Environmental Advocacy Program; Environmental Problems; Social Media. ABSTRAKSI: “Kesadaran dan Pengamalan Siswa tentang Lingkungan: Dasar untuk Pengembangan Program Advokasi”. Kajian deskriptif ini digunakan untuk mengidentifikasi kesadaran dan praktek siswa terpilih di SMA (Sekolah Menengah Atas) Sta. Elena, Filipina. Temuan mengungkapkan bahwa berdasarkan tanggapan dalam Skala Kesadaran Lingkungan yang dimodifikasi, para responden cukup sadar akan konsep lingkungan. Dalam partisipasi program lingkungan, para responden kadang-kadang melakukan tugas-tugas daur ulang; konservasi air dan energi; tidak menggunakan produk yang berbahaya; solusi sekreatif mungkin; dan solusi media sosial. Mereka jarang melakukan tugas partisipatif dalam penanaman pohon dan bergabung di klub lingkungan sekolah. Para siswa mengungkapkan bahwa meskipun ada program yang hampir sama tentang perawatan lingkungan yang ditekankan oleh petugas dari klub sekolah yang berbeda-beda, tidak semua siswa sekolah memiliki inisiatif dalam menjaga lingkungan sekolah yang bersih. Melalui bimbingan orang tua, para siswa berpartisipasi dalam praktek menjaga lingkungan di rumah. Karena itu, guru harus memperkuat integrasi konsep lingkungan, prinsip, dan praktek dalam berbagai mata pelajaran di sekolah. KATA KUNCI: Kesadaran; Skala Kesadaran Lingkungan; Program Advokasi Lingkungan; Masalah Lingkungan; Media Sosial.  About the Authors: Jenny Perez Cruz is the Araling Panlipunan (Social Studies) Department Coordinator of Sta. Elena High School at present in the Philippines. Nerissa S. Tantengco, Ph.D. is a Full Professor VI in the College of Teacher Development, Faculty of Behavioral and Social Sciences PNU (Philippine Normal University) in Manila, Philippines. Corresponding authors: tantengco.ns@pnu.edu.phHow to cite this article? Cruz, Jenny Perez Nerissa S. Tantengco. (2017). “Students’ Environmental Awareness and Practices: Basis for Development of Advocacy Program” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.2(1) March, pp.43-64. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online).Chronicle of the article: Accepted (September 19, 2016); Revised (January 19, 2017); and Published (March 30, 2017).
Civic Competencies in Teacher Development among Normal Schools Tantengco, Nerissa S; Martin, Evangeline L
SOSIOHUMANIKA Vol 10, No 1 (2017)
Publisher : ASPENSI in Bandung, Indonesia

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ABSTRACT: Schools, which cater for children from different cultural backgrounds and cultural heterogeneity, should be regarded as an opportunity venue to emphasize citizenship education. In the context of nation-state in a regional and to contribute to shaping the discourse on emerging ASEAN (Association of South East Asian Nations) identity, a research on competencies in Civic Education is being proposed. With the advent of ASEAN Integration in 2015, South East Asian nations, specially the Philippines, must develop and prepare policy based curriculums and pedagogical approaches appropriate to the level of competencies of students. The research, using the qualitative method, focuses on how competencies of teachers in selected Normal Schools in Civic Education are being developed. This article shows that Civic Education, as a subject, should integrate human rights and peace education, so as to determine how to blend together the particular and the universal, the national and the international, and the individual and the society. A need to support youth-led initiatives and partnerships with civil society is also needed. A need in maintaining stakeholders and actors to be open to different, but effective venues and solutions. Refocusing the minds of the students by stressing that citizens must be aware of their rights and they must also exercise them responsibly to a self-governing, free, and just society.KEW WORD: Citizenship Education; Civic Competencies; Teacher Development; Normal Schools; Civil Society. RESUME: “Kompetensi Kewarganegaraan dalam Pengembangan Guru di Sekolah-sekolah Keguruan”. Sekolah, yang diperuntukkan bagi anak-anak dari berbagai latar belakang budaya dan heterogenitas budaya, harus dianggap sebagai wahana untuk menekankan pendidikan kewarganegaraan. Dalam konteks negara-bangsa di suatu kawasan dan untuk berkontribusi dalam membentuk wacana tentang identitas ASEAN (Perhimpunan Negara-negara Asia Tenggara) yang baru, sebuah penelitian tentang kompetensi dalam Pendidikan Kewarganegaraan telah dan sedang diajukan. Dengan dimulainya Integrasi ASEAN pada tahun 2015, negara-negara Asia Tenggara, khususnya Filipina, harus mengembangkan dan menyiapkan kurikulum berbasis kebijakan dan pendekatan pedagogis yang sesuai dengan tingkat kompetensi siswa. Penelitian ini, dengan menggunakan metode kualitatif, berfokus pada bagaimana kompetensi guru di Sekolah Keguruan yang dipilih dalam Pendidikan Kewarganegaraan sedang dikembangkan. Artikel ini menunjukan bahwa Pendidikan Kewarganegaraan, sebagai subjek, harus mengintegrasikan pendidikan hak asasi manusia dan perdamaian, untuk menentukan bagaimana memadukan antara yang khusus dan yang universal, nasional dan internasional, serta individu dan masyarakat. Kebutuhan untuk mendukung prakarsa dan kemitraan yang dipimpin pemuda dengan masyarakat sipil juga dibutuhkan. Kebutuhan untuk mempertahankan pemangku kepentingan dan individu agar terbuka terhadap berbagai tempat dan solusi yang berbeda namun efektif. Memfokuskan kembali pikiran para siswa yang menekankan bahwa warga negara harus menyadari hak-hak mereka sendiri dan mereka harus menjalankannya secara bertanggung jawab dalam sebuah pemerintahan yang mandiri, bebas, dan adil.KATA KUNCI: Pendidikan Kewarganegaraan; Kompetensi Warganegara; Pengembangan Guru; Sekolah Keguruan; Masyarakat Madani.  About the Authors: Nerissa S. Tantengco, Ph.D. is a Full Professor VI in the College of Teacher Development, Faculty of Behavioral and Social Sciences PNU (Philippine Normal University) in Manila, Philippines. Evangeline L. Martin, Ed.D. is currently an Associate Professor IV in the College of Teacher Development, Faculty of Behavioral and Social Sciences PNU in Manila, Philippines. Corresponding authors: tantengco.ns@pnu.edu.phHow to cite this article? Tantengco, Nerissa S. & Evangeline L. Martin. (2017). “Civic Competencies in Teacher Development among Normal Schools” in SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan, Vol.10(1) May, pp.1-18. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-0112. Chronicle of the article: Accepted (August 15, 2016); Revised (December 30, 2016); and Published (May 30, 2017).
Assessment of Women Studies Specialization in Philippine Normal University: Basis for a New Gender Education Program Tantengco, Nerissa S; Simeon, Florisa B
ATIKAN Vol 5, No 2 (2015)
Publisher : ASPENSI

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ABSTRACT: The study assesses the existing Women Studies Specialization courses offered by the College of Teacher Development thru the Faculty of Behavioral and Social Sciences PNU (Philippine Normal University). This courses will help the university to track down effectively the relevance of subjects taught in Women Studies Specialization as to the number of graduates and employability of graduates. It will also help motivate and transform graduates to be involved in other community advocacies. A descriptive research method was used thru interviews, focused group discussions, and questionnaires. The study used data gathering tools and procedure, such as the questionnaire developed by CHED (Commission on Higher Education), specifically for Tracer Study research. The survey questionnaire was made available to the respondents through the web and the researchers also employed a number of strategies to track the graduates like the use of graduate directory, telephone, mobile phone, social networking sites, look for them in graduate classes during Saturdays, and attending various activities and gathering of the graduates. The study revealed that the graduates of Women Studies Specialization of the Faculty of Behavioral and Social Sciences PNU, from 2003 to 2013, are highly satisfied in the service and learning environment provided by the university; and their acquired skills and competencies during their pre-service were extremely adequate and relevant in current employment.KEY WORD: Women Studies Specialization; Extension Services; Community Advocacies; Undergraduate Courses; Service and Learning Environment. RINGKASAN: “Penilaian terhadap Spesialisasi Studi Wanita di Universitas Pendidikan Filipina: Anjakan untuk Program Pendidikan Gender yang Baru”. Penelitian ini menilai keberadaan kursus Spesialisasi Studi Wanita yang ditawarkan oleh Bagian Pengembangan Guru melalui Fakultas Perilaku dan Ilmu Sosial PNU (Universitas Pendidikan Filipina). Kursus ini membantu universitas untuk melacak secara efektif relevansi kursus yang diajarkan di Spesialisasi Studi Wanita bagi sejumlah lulusan dan pekerjaan lulusan. Ia juga membantu memotivasi dan mengubah lulusan untuk terlibat dalam advokasi masyarakat lainnya. Metode penelitian deskriptif digunakan melalui wawancara, diskusi kelompok terbatas, dan kuesioner. Penelitian menggunakan prosedur alat pengumpulan data, seperti kuesioner yang dikembangkan oleh CHED (Komisi Pendidikan Tinggi), khususnya untuk penelitian karier alumni. Survei kuesioner tersedia bagi responden melalui web dan peneliti juga menggunakan sejumlah strategi untuk melacak lulusan seperti penggunaan direktori lulusan, telepon, ponsel, situs jejaring sosial, mencari mereka di kelas pascasarjana setiap hari Sabtu, dan menghadiri berbagai kegiatan dan pertemuan dengan para lulusan. Studi mengungkapkan bahwa lulusan Spesialisasi Studi Wanita dari Fakultas Perilaku dan Ilmu Sosial PNU, dari tahun 2003 hingga 2013, sangat puas dengan pelayanan dan pembelajaran yang disediakan oleh universitas; serta keterampilan dan kompetensi yang diperoleh mereka selama pra-layanan sangat memadai dan relevan bagi pekerjaan mereka saat ini.KATA KUNCI: Spesialisasi Studi Wanita; Penyuluhan; Advokasi Masyarakat; Sarjana; Layanan dan Lingkungan Belajar.  About the Authors: Prof. Nerissa S. Tantengco, Ph.D. and Assoc. Prof. Florisa B. Simeon, M.A. are the Lecturers at the College of Teacher Development, Faculty of Behavioral and Social Sciences PNU (Philippine Normal University) in Manila, the Philippines. Corresponding authors is: tantengco.ns@pnu.edu.phHow to cite this article? Tantengco, Nerissa S. & Florisa B. Simeon. (2015). “Assessment of Women Studies Specialization in Philippine Normal University: Basis for a New Gender Education Program” in ATIKAN: Jurnal Kajian Pendidikan, Vol.5(2) December, pp.169-178. Bandung, Indonesia: Minda Masagi Press, ISSN 2088-1290. Chronicle of the article: Accepted (November 28, 2015); Revised (December 12, 2015); and Published (December 30, 2015).
Assessment of Gender Equity in the Secondary Social Studies Curriculum: Basis for a Proposed Guide in Preparing Gender Fair Instructional Materials Tantengco, Nerissa S
ATIKAN Vol 3, No 1 (2013)
Publisher : ASPENSI

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Abstract

ABSTRACT: The study assessed gender equity in the secondary Social Studies curriculum that served as a basis for a proposed guide in preparing gender fair instructional materials. A descriptive analysis of Secondary Social Studies curriculum was the primary method used in this study. The participants’ perceptions on gender were compared and analyzed. Gender-fair education indicators served as criteria for comparison. The data gathered were processed qualitatively and quantitatively. The findings revealed that: (1) Indicators of gender biases in the learning environment were manifested in the learning environment, curriculum, and instructional processes; (2) Hidden curriculum plays an important role in informally transmitting values and attitudes in schools; (3) Leadership skill and tasks formerly given to male students were checked at present by female assertiveness; (4) Private and public school teachers and students differed in their perceptions on the learning environment; and (5) Gender-fair curriculum in Social Studies is a vital instrument in achieving equality, development, and peace.KEY WORD: Gender equity assessment, Social Studies curriculum, secondary school, gender-fair education, and learning environment.IKHTISAR: Penelitian ini berjudul “Penilaian Kesetaraan Gender dalam Kurikulum Ilmu Pengetahuan Sosial di Sekolah Menengah: Dasar untuk Panduan Pengusulan bagi Mempersiapkan Bahan Ajar Gender yang Adil”. Ianya menilai kesetaraan gender dalam kurikulum Ilmu Pengetahuan Sosial di sekolah menengah yang berfungsi sebagai dasar panduan yang diusulkan dalam mempersiapkan bahan ajar gender yang adil. Analisis deskriptif terhadap kurikulum Ilmu Pengetahuan Sosial sekolah menengah adalah metode utama yang digunakan dalam penelitian ini. Persepsi peserta tentang gender dibandingkan dan dianalisis. Indikator pendidikan gender yang adil menjadi kriteria untuk diperbandingkan. Data yang dikumpulkan diolah secara kualitatif dan kuantitatif. Temuan menunjukkan bahwa: (1) Indikator bias gender dalam lingkungan belajar dimanifestasikan dalam lingkungan pembelajaran, kurikulum, dan proses pembelajaran; (2) Kurikulum tersembunyi memainkan peran penting dalam transmisi nilai-nilai dan sikap di sekolah secara informal; (3) Keterampilan kepemimpinan dan tugas yang sebelumnya diberikan kepada siswa laki-laki dikaji ulang saat ini oleh ketegasan sikap perempuan; (4) Guru sekolah swasta dan negeri serta para siswa berbeda dalam persepsi mereka terhadap lingkungan pembelajaran; dan (5) Gender yang adil dalam kurikulum Ilmu Pengetahuan Sosial merupakan instrumen penting dalam mencapai kesetaraan, pembangunan, dan perdamaian.KATA KUNCI: Penilaian kesetaraan gender, kurikulum Ilmu Pengetahuan Sosial, sekolah menengah, pendidikan gender yang adil, dan lingkungan pembelajaran.About the Author: Nerissa S. Tantengco, Ph.D. is a Lecturer and Head of the Department of Social Science, College of Arts and Social Sciences PNU (Philippine Normal University), Taft Avenue, Manila, Philippines. For academic purposes, she can be contacted via e-mail at: nstantengco@yahoo.comHow to cite this article? Tantengco, Nerissa S. (2013). “Assessment of Gender Equity in the Secondary Social Studies Curriculum: Basis for a Proposed Guide in Preparing Gender Fair Instructional Materials” in ATIKAN: Jurnal Kajian Pendidikan, Vol.3(1) Juni, pp.73-82. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung and FKIP UNSUR in Cianjur, West Java, ISSN 2088-1290. Chronicle of the article: Accepted (April 19, 2013); Revised (May 25, 2013); and Published (June 15, 2013).
Co-Authors Cruz, Jenny Perez Martin, Evangeline L Rodolfo L Maramag, Rodolfo L Simeon, Florisa B