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All Journal Historia: Jurnal Pendidik dan Peneliti Sejarah Abdimas JURNAL PROFESI KEGURUAN Indonesian Journal of Early Childhood Education Studies Indonesian Journal of Curriculum and Educational Technology Studies Journal of Indonesian History Integritas: Jurnal Antikorupsi Masyarakat Telematika Dan Informasi : Jurnal Penelitian Teknologi Informasi dan Komunikasi Jurnal Masyarakat Madani Indonesia
Edi Subkhan, Edi
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Arts Humanities Computer Science & IT Education Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences

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TOWARD CRITICAL EDUCATIONAL TECHNOLOGY FOR EARLY CHILDHOOD EDUCATION Subkhan, Edi
Indonesian Journal of Early Childhood Education Studies Vol 2 No 1 (2013): June 2013
Publisher : Indonesian Journal of Early Childhood Education Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijeces.v2i1.9216

Abstract

This article as a theoretical overview explains and introduces the basic concept of the critical perspective on educational technology for early childhood education, especially for the Indonesian audience. The critical perspective derived from the critical pedagogy notions is very important as a critical tool of analysis on examines the creating, using, and managing of the learning media and method for early childhood education. The critical analysis result would be the prominent consideration on educational technology activities (creating, using, managing) and the critical pedagogy notions itself become the reference paradigm and foundation for those activities. The subtantial objectives of the early childhood education from the critical pedagogy perspective are tend to bring the learning practice more democratic, emancipatory, dialogic, participatory, andtransformative for the childs cognitive, afective and psychomotoric development. The concern of the critical pedagogy for early childhood education is not insist to build the childs critical consciousness, but to nurture the childs need for critical inquiry, in this case the teachers position is important to develop and practicing the learning practice based on the critical pedagogy notions and also examine critically the early childhood education policy, its curriculum, and etc.
REPOSISI TREN ICT BIDANG KAJIAN TEKNOLOGI PENDIDIKAN Subkhan, Edi
Masyarakat Telematika Dan Informasi : Jurnal Penelitian Teknologi Informasi dan Komunikasi Vol 2, No 2 (2011): Masyarakat Telematika Dan Informasi : Jurnal Penelitian Teknologi Informasi dan
Publisher : Kementerian Komunikasi dan Informatika R.I.

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Abstract

Educational technology facing lots of problems of misunderstanding, over expectation and reductionism in Indonesia today. It is caused by the less paradigmatic comprehension of the educational technology scholars, so they are . insist to build the educational technology as a discipline, not only as a field of studies. Secondly, the problems come from the reductionism of the educational technology into information and communication technology (JCT), it had been influenced by the JCT trend in education realm today. Thereby most of the people conceived that educational technology is the JCT itself. Based on those facts, educational technology needs to reorient itself by repositioning the JCT as a part of educational technology, not on the contrary. Then, it is important to re-assert that educational technology shouldnt follow the JCT market pragmatism, but to facilitate the social transformative actions trough improving the learning processes in educational practices.
IDEOLOGI, KEKUASAAN, DAN PENGARUHNYA PADA ARAH SISTEM PENDIDIKAN NASIONAL INDONESIA (1950-1965) Subkhan, Edi
Journal of Indonesian History Vol 7 No 1 (2018): Journal of Indonesian History (JIH)
Publisher : Journal of Indonesian History

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Abstract

Pedagogi kritis memandang bahwa pendidikan tidak lepas dari kekuasaan dan kepentingan politik. Oleh karena itu banyak pedagog kritis mengatakan bahwapendidikan tidak netral bagi siswa yang sedang belajar dan mengasah kompetensinya di lembaga-lembaga pendidikan. Pendidikan merupakan arena pertarungan banyak kekuatan, kepentingan politik, dan ideologi. Berdasarkan asumsi tersebut artikel ini menggambarkan sejarah bagaimana ideologi-ideologi dalam wujud kekuasaan dan kepentingan politik mengarahkan sistem pendidikan nasional Indonesia. Dengan menggunakan pendekatan sejarah artikel ini fokus pada periode 1950 hingga 1965 dan menyimpulkan bahwa rezim yang berkuasa waktu itu dan perubahan orientasi ideologis dari masa demokrasi liberal menuju demokrasi terpimpin sangat memengaruhi visi dan arah pendidikan, terutama pada kebijakan pendidikan, perubahan kurikulum, dan pendekatan pembelajaran. Dengan kata lain, pada waktu itu banyak kepentingan politik, kekuasaan, dan basis ideologis berperan sangat besar dalam mengarahkan ulang tujuan sistem pendidikan nasional Indonesia dari Kanan ke Kiri dan sebaliknya dari atas ke bawah.
WEBSITE UNTUK PENGUATAN ORGANISASI DAN MEDIA PERJUANGAN ASPIRASI PERSATUAN GURU NAHDLATUL ULAMA Subkhan, Edi; Widhanarto, Ghanis Putra; Surahmat, Surahmat
Jurnal Abdimas Vol 22, No 2 (2018): Desember 2018
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M), Universitas Negeri Semarang

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Abstract

Organisasi guru pada dasarnya merupakan sarana untuk memperkuat solidaritas guru dalam meningkatkan kualifikasi diri dan menghadapi beberapa tantangan. Persatuan Guru Nahdlatul Ulama (Pergunu) adalah salah satu organisasi guru yang telah berdiri lama, namun karena kebijakan monopoli organisasi guru pada masa Orde Baru. Pasca reformasi 1998 Pergunu bangkit lagi dan sekarang dalam proses konsolidasi sebagai organisasi guru yang berupaya untuk meningkatkan kualitas guru di lingkungan Nahdlatul Ulama (NU). Dalam hal ini upaya awal untuk membuat Pergunu lebih berdaya dilakukan melalui pengembangan website organisasi yang diharapkan dapat menjadi sarana komunikasi, belajar, dan memperjuangkan aspirasi guru yang dinaungi Pergunu. Website organisasi memiliki peran vital di era internet sekarang. Agar betul-betul berkembang, maka pengembangan website organisasi ini didukung oleh pelatihan jurnalistik dan tata kelola media online. Upaya ini dilakukan tim program pengabdian kepada masyarakat Universitas Negeri Semarang (UNNES) dengan pendekatan partisipatoris dan diupayakan pada penguatan lembaga Pergunu.
Sosiologi Kurikulum Membuka Mata Mengenai Relasi Pengetahuan dan Kekuasaan Subkhan, Edi
Indonesian Journal of Curriculum and Educational Technology Studies Vol 6 No 2 (2018): November 2018
Publisher : Curriculum and Educational Technology Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v6i2.29577

Abstract

Kaitan antara kurikulum dan berbagai kepentingan yang berasal dari masyarakat, dunia kerja, dan negara yang menimbulkan beberapa masalah dan kontroversi tersebut sejatinya menunjukkan bahwa kurikulum tidak dapat hanya dipahami sebagai hal teknis belaka. Terdapat dimensi lain, yakni dimensi sosial yang akan lebih memberikan gambaran utuh mengenai kurikulum sebagai ruang pertarungan banyak kepentingan. Di titik inilah, kehadiran perspektif sosial terhadap kurikulum sangat penting. Buku karya Rakhmat Hidayat (2011) berjudul “Pengantar Sosiologi Kurikulum” terbitan RajaGrafndo Persada jadi relevan kehadirannya. Buku yang diberi pengantar oleh dua sosiolog dan pedagog kritis, yakni Jean Louis Derouet dan Peter McLaren ini terhitung lengkap membahas pengertian dasar dan tema-tema sosiologi kurikulum bagi pembaca pemula.
Index & Acknowledgement Subkhan, Edi
Indonesian Journal of Curriculum and Educational Technology Studies Vol 6 No 2 (2018): November 2018
Publisher : Curriculum and Educational Technology Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v6i2.29739

Abstract

The Urgency of Philosophical and Sociological Perspective on Educational Technology Subkhan, Edi
Indonesian Journal of Curriculum and Educational Technology Studies Vol 7 No 1 (2019): April 2019
Publisher : Curriculum and Educational Technology Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v7i1.34100

Abstract

In Indonesian context educational technology has been developed for years as a field of studies and profession (Subkhan, 2016). In many teacher colleges such as Universitas Negeri Jakarta (UNJ), Universitas Negeri Semarang (UNNES), Universitas Negeri Malang (UM) and Universitas Negeri Surabaya (Unesa) there were educational technology study programs, but until now the development of educational technology seems entrapped on its methodological and practical tendency. For instances how educational technology?s curricula?especially for bachelor degree?should meet with market demand, how practically and professionally facilitating learning process within and outside the schooling system, and how to strengthen the profession of educational technologist (see Haryono, Budisantoso, Subkhan, & Utanto, 2018).
RESTORING THE CRITICAL POWER OF CURRICULUM STUDIES TO TRANSFORM THE SOCIETY Subkhan, Edi
Indonesian Journal of Curriculum and Educational Technology Studies Vol 7 No 2 (2019): November 2019
Publisher : Curriculum and Educational Technology Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v7i2.36673

Abstract

Curriculum Studies has evolved for years and already gain its very honorable place in the heart of education studies. Most education scholars said that curriculum is important, curriculum is the heart of education (Priestley & Philippou, 2019), as does curriculum studies. But, how this very important field of studies survive and evolve in this vulnerable and unpredictable era which neoliberal agendas dominating almost educational field around the world? We are witnessing how the culture of positivism, competition ideology, New Managerialism, and even racism and hatred, poisoning and deflect the aims of education. On the other hand, there also a crisis in curriculum studies in which curriculum seems only struggling and focusing on theoretical discourse without any significant influences on the material world. Right in this very difficult position of curriculum studies, the work of Wayne Au is significant. He wrote very important book entitled ?Critical Curriculum Studies: Education, Consciousness, and the Politics of Knowing? in 2012. Which Michael Apple in the series editor introduction said that this work is ambitious and provocative, because it seeks theoretical and epistemological foundation of critical curriculum studies that challenges many basic assumptions about curriculum (Au, 2012, p. xv). I am agree with what has Apple said and through this review book article I would say that Au?s work has huge contribution to the development of curriculum studies in this contemporary era, especially in order to become a tool to change or transform the society to be more democratic and just.
Sebaran dan Dominasi Pemikir Ilmu Pendidikan di Lembaga Pendidikan Tenaga Kependidikan (LPTK): 1954-1999 Subkhan, Edi
Historia: Jurnal Pendidik dan Peneliti Sejarah Vol 3, No 1 (2020): Pendidikan Sejarah dan Sejarah Pendidikan
Publisher : Prodi. Pendidikan Sejarah FPIPS UPI dan APPS (Asosiasi peneliti dan Pendidik Sejarah)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (151.95 KB) | DOI: 10.17509/historia.v3i1.17107

Abstract

This article tracing the existence of the pedagogic thinkers and their works in several teacher colleges in Indonesia in the period of 1950 to the late of 1990, among others in teacher training institute and pedagogy (IKIP) in Yogyakarta, Bandung, Jakarta, Semarang, Malang, Surabaya, Padang, and Ujung Pandang. This research employing qualitative approach by analyzing several classical references on pedagogy and find out that the pedagogic thinkers in IKIP Bandung and Yogyakarta are very prominent than others. For examples Imam Barnadib and Noeng Muhadjir from Yogyakarta, and Kartini Kartono, Sikun Pribadi, Redja Mudyahardja, Ngalim Purwanto dan others from Bandung. Several pedagogic thinker from another teacher college also prominent, but they are still less productive than pedagogic thinkers from IKIP Bandung and Yogyakarta. It is just Mochtar Buchori and Soegarda Poerbakawatja who could offset the pedagogic thinker’s productivity from IKIP Bandung and Yogyakarta. Artikel ini menelusuri keberadaan para tokoh pemikir ilmu pendidikan dan karya-karyanya di beberapa LPTK di Indonesia dalam kurun waktu 1950-an hingga 1990-an akhir, antara lain IKIP Yogyakarta, IKIP Bandung, IKIP Jakarta, IKIP Semarang, IKIP Malang, IKIP Surabaya, IKIP Padang, IKIP Ujung Pandang, dan juga beberapa institusi lain. Dengan menggunakan pendekatan penelitian kualitatif melalui penelusuran terhadap referensi-referensi klasik mengenai ilmu pendidikan, terlihat bahwa para penulis ilmu pendidikan di IKIP Bandung dan IKIP Yogya­karta sangat menonjol dibanding lainnya. Sebut saja Imam Barnadib dan Noeng Muhadjir dari IKIP Yogyakarta, kemudian Kartini Kartono, Sikun Pribadi, Redja Mudyahardja, Ngalim Purwanto dan lainnya dari IKIP Bandung. Beberapa penulis dari LPTK lain juga cukup diperhitungkan, namun masih kalah produktif dari IKIP Bandung dan IKIP Yogyakarta. Kiranya hanya Mochtar Buchori dan Soegarda Poerbakawatja yang dapat mengimbangi produktivitas dari para penulis ilmu pendidikan IKIP Bandung dan Yogyakarta tersebut.
What is New on Curriculum Policy and How it Affects Curriculum Studies? Subkhan, Edi
Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 1 (2020): April 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v8i1.38298

Abstract

In many countries the development of curriculum always in relation to the politic and the intervention of the government. Furthermore, it brings complexities in practices when the teachers try to implement the national-official curriculum in schools’ context, because there are many tensions among the interest of the government, the teachers’ ability to perceive and develop the curriculum on a contextual way, the slow and conservative bureaucracy in the district level, and the empirical social phenomenon and changes in the field. For instance in Indonesia, the rise of the national curriculum of 2013 is not academic in nature, but more political and we could see how the government takes many issues from the international trend to enrich the content of the curriculum and it implementation (see i.e. Alhamuddin, 2019; Mitra & Purnawarman, 2019; Perdana, 2013). The government role on developing the national curriculum is interesting, especially because it has a power and system to force the schooling system to accept and implement the official curriculum by enacting several policies. For me it is also interesting to questioning whether the government perceived the curriculum as a field of studies or only as a public policy? In Indonesian context this understanding is important, because could be the important cause of the stagnation of the development of Curriculum Studies in general (Subkhan, 2019). According to the this issue, the edited book by Priestly and Biesta (2013) is important, because it elucidates the recent development of curriculum policy and how it has been practiced and developed in many ways in many countries throughout the world. It is relevant to know the position and role of curriculum policy in the development of curriculum at national level and its affects to Curriculum Studies as well.
Co-Authors Aji Purwinarko, Aji Alfa Narendra Budiyono Budiyono Haryono Haryono Hasan Mukhibad Heri Triluqman Budisantoso Johan, Riche Chyntia Kusumawardani, Seftia Sulistio, Basuki Surahmat Surahmat, Surahmat Syukron Salam, Syukron Widhanarto, Ghanis Putra Yuli Utanto