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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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Pendidikan Antikorupsi Perspektif Pedagogi Kritis Subkhan, Edi
Integritas : Jurnal Antikorupsi Vol. 6 No. 1 (2020): INTEGRITAS: Jurnal Antikorupsi
Publisher : Komisi Pemberantasan Korupsi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (752.136 KB) | DOI: 10.32697/integritas.v6i1.649

Abstract

At schools, campuses, or class-based courses, anti-corruption education seems to focus mainly on transferring theoretical knowledge that is included into various subjects. As such, anti-corruption contents and behaviors might not be substantially addressed across courses. Consequently, student acquisition of anti-corruption knowledge and behaviors are not properly assessed. Drawing on literature review method, this article examines such reports that are based on critical pedagogy. It found that critical pedagogy is relevant to bring anti-corruption learning practices into real action against corruption. Therefore, by employing critical pedagogy perspective, the learning practice will build students’ critical consciousness about the disadvantages and losses caused by corruption and how they should take into action against it properly. Based on the principles of stand-point theory, democratic attitude, contextuality, and action-oriented outlook, critical pedagogy can work as a guide for the anti-corruption education program and it could be organized collaboratively by engaging many stakeholders (inside and outside the schools) and using a cross-curricular approach.
Alternatif Perangkat Lunak Pendukung Belajar Di Rumah dan Pembelajaran Jarak Jauh Di Indonesia Narendra, Alfa; Subkhan, Edi; Mukhibad, Hasan; Salam, Syukron; Purwinarko, Aji
widiyanto Vol 7, No 1 (2021): JPK, Jurnal Profesi Keguruan
Publisher : LP3 Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpk.v7i1.27453

Abstract

Sejak Maret 2020 sebagian besar siswa mengalami perubahan pola belajar akibat wabah covid19. Pengaturan sistem kerja selama wabah tetap memperhatikan dan tidak mengganggu kelancaran penyelenggaraan pemerintahan dan pelayanan kepada masyarakat, dengan pertimbangan kesehatan siswa, guru, kepala sekolah dan seluruh warga sekolah (Kumolo, 2020, Anwar Makarim, 2020). Dalam pelaksanaan Belajar Dari Rumah (BDR)-Pembelajaran Jarak Jauh (PJJ), satuan pendidikan dapat memilih pendekatan daring dan atau luring sesuai dengan ketersediaan dan kesiapan sarana dan prasarana (Na’im, 2020). Penelitian ini mengkaji pustaka terkait, secara deskriptif  kualitatif. Peneliti mencermati perangkat lunak yang digunakan dalam BDR-PJJ serta tantangannya. Dalam berbagai pola pelaksanaan BDR-PJJ, di berbagai kota / kabupaten di Indonesia. Penelitian ini juga mencakup berbagai tingkat pendidikan. Didapati bahwa 93.10% hambatan terkait jaringan internet, 95.24% terkait kuota internet, namun hanya 69.44% yang menyatakan hambatan dalam memahami materi. WhatsApp menjadi perangkat lunak utama dalam  BDR-PJJ, mendampingi Google Classroom, Zoom, Google Forms, adalah 3 yang paling banyak disebut.Since March 2020, most students are experiencing changes in learning patterns due to the Covid19 outbreak. The management of the work system during the outbreak must pays attention to and does not interfere with the running of government and services to the community, with consideration of the health of all school members (Kumolo, 2020, Anwar Makarim, 2020). In the implementation of Learning From Home (BDR) - Distance Learning (PJJ), educational units can choose an online and / or offline approach according to the availability and readiness of facilities and infrastructure (Na'im, 2020). This research examines the related literature, descriptively qualitatively. Researcher were looking at the software used in the BDR-PJJ and its challenges. In various patterns of BDR-PJJ implementation, in various cities / districts in Indonesia. This research also covers various levels of education. It was found that 93.10% of barriers were related to internet networks, 95.24% were related to internet quotas, but only 69.44% stated obstacles in understanding the material. WhatsApp is the main software in BDR-PJJ, alongside Google Classroom, Zoom, Google Forms, are the 3 most mentioned.
Social Realism Project on Brings Back Knowledge into Curriculum Policy Making Subkhan, Edi
Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 2 (2020): November 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v8i2.46023

Abstract

The significant change in curriculum policy shifts the orientation of how to develop the curriculum no longer based on subject-matter but prioritizes competency as a basis. In Indonesia, for example, in 2004 the government officially issued a new curriculum policy called Competency-based Curriculum in which emphasizes competency or skills as the most important things that the students should gain. According to Priestley and Biesta (2013), this phenomenon is common throughout the world, not only in Indonesia but also in Scotland, UK, Australia, New Zealand, and many more. Curriculum that emphasizes more on skills or competencies than knowledge gained much criticism from many scholars. One of the most prominent criticisms comes from scholars’ groups who hold strongly social realism as an epistemological foundation. They have a vision to bring back the knowledge into curriculum policy making, because the imbalance of the curriculum more on skills will lead the students to lose the aims, purposes, and direction of education they got involved in. Amidst this issue, Barrett and Rata (2014) published an edited book comprising several articles under the spirit of bringing back knowledge into the curriculum.
Index & Acknowledgement Subkhan, Edi
Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 2 (2020): November 2020
Publisher : Universitas Negeri Semarang

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

Abstract

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The Importance of Paradigm in Understanding the Foundations of Curriculum Subkhan, Edi
Indonesian Journal of Curriculum and Educational Technology Studies Vol 9 No 1 (2021): April 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v9i1.50164

Abstract

Studying curriculum is challenging, especially for the undergraduate students. Moreover, in Indonesian context, in which curriculum is underdeveloped as a discipline or field of studies, looking for the comprehensive book to encounter the students to comprehend the broad range of curriculum as a field of studies and practice of policy making is difficult. According to my experience as lecturer who teach curriculum theory for undergraduate students, I found that most local publications on curriculum were lack of foundational explanation. Of course, this situation disadvantaging the students, because to be curriculum experts or practitioners, they need comprehensive understanding about the very foundation of the curriculum as a field of studies and policy making practices. Through this book review I propose the work of Ornstein and Hunkins (2018) as one of the must-read books for the novice students who eager to study curriculum. Their work encompassing many topics, ranging from its foundations, theories, practices, and current issues of the curriculum. This magnificent book divided into three parts. First part focusing on the foundations of curriculum, such as its philosophical, historical, psychological, and social foundations. Second part elucidating several principles of curriculum, for instances about curriculum design, curriculum development, curriculum implementation, and curriculum evaluation principles. Third part discussing the current issues on curriculum, especially in terms of international relation and unstoppable move of the globalization.
Alternatif Perangkat Lunak Pendukung Belajar Di Rumah dan Pembelajaran Jarak Jauh Di Indonesia Narendra, Alfa; Subkhan, Edi; Mukhibad, Hasan; Salam, Syukron; Purwinarko, Aji
widiyanto Vol 7, No 1 (2021): JPK, Jurnal Profesi Keguruan
Publisher : LP3 Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpk.v7i1.27453

Abstract

Sejak Maret 2020 sebagian besar siswa mengalami perubahan pola belajar akibat wabah covid19. Pengaturan sistem kerja selama wabah tetap memperhatikan dan tidak mengganggu kelancaran penyelenggaraan pemerintahan dan pelayanan kepada masyarakat, dengan pertimbangan kesehatan siswa, guru, kepala sekolah dan seluruh warga sekolah (Kumolo, 2020, Anwar Makarim, 2020). Dalam pelaksanaan Belajar Dari Rumah (BDR)-Pembelajaran Jarak Jauh (PJJ), satuan pendidikan dapat memilih pendekatan daring dan atau luring sesuai dengan ketersediaan dan kesiapan sarana dan prasarana (Na’im, 2020). Penelitian ini mengkaji pustaka terkait, secara deskriptif  kualitatif. Peneliti mencermati perangkat lunak yang digunakan dalam BDR-PJJ serta tantangannya. Dalam berbagai pola pelaksanaan BDR-PJJ, di berbagai kota / kabupaten di Indonesia. Penelitian ini juga mencakup berbagai tingkat pendidikan. Didapati bahwa 93.10% hambatan terkait jaringan internet, 95.24% terkait kuota internet, namun hanya 69.44% yang menyatakan hambatan dalam memahami materi. WhatsApp menjadi perangkat lunak utama dalam  BDR-PJJ, mendampingi Google Classroom, Zoom, Google Forms, adalah 3 yang paling banyak disebut.Since March 2020, most students are experiencing changes in learning patterns due to the Covid19 outbreak. The management of the work system during the outbreak must pays attention to and does not interfere with the running of government and services to the community, with consideration of the health of all school members (Kumolo, 2020, Anwar Makarim, 2020). In the implementation of Learning From Home (BDR) - Distance Learning (PJJ), educational units can choose an online and / or offline approach according to the availability and readiness of facilities and infrastructure (Na'im, 2020). This research examines the related literature, descriptively qualitatively. Researcher were looking at the software used in the BDR-PJJ and its challenges. In various patterns of BDR-PJJ implementation, in various cities / districts in Indonesia. This research also covers various levels of education. It was found that 93.10% of barriers were related to internet networks, 95.24% were related to internet quotas, but only 69.44% stated obstacles in understanding the material. WhatsApp is the main software in BDR-PJJ, alongside Google Classroom, Zoom, Google Forms, are the 3 most mentioned.
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 : Universitas Negeri Semarang

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.
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 : Universitas Negeri Semarang

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 : Universitas Negeri Semarang

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.
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