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Comparative Analysis on the Primary English Curricula of Japan and Indonesia T Tuswadi
TARBIYA: Journal of Education in Muslim Society TARBIYA: Journal of Education in Muslim Society | Vol. 3 No. 1 June 2016
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v3i1.3224

Abstract Primary English education in Indonesia and Japan is developing rapidly nowadays. Children in both countries have started to learn English since they are at least in grade four or five. Although English is not a compulsory subject in primary schools, the interest of schools in the two countries toward English education for children is getting higher. This paper tried to reveal the similarities and differences of primary English curiculum contents in Indonesia and in Japan in order to understand better about the development of English education in primary schools in the two countries. Abstrak Pendidikan bahasa Inggris dasar di Indonesia dan Jepang berkembang pesat saat ini. Anak-anak di kedua negara tersebut sudah mulai belajar bahasa Inggris setidaknya sejak mereka kelas empat atau kelas lima. Meskipun bahasa Inggris bukan mata pelajaran wajib di sekolah dasar, minat sekolah-sekolah di kedua negara terhadap pendidikan bahasa Inggris untuk anak-anak semakin tinggi. Tulisan ini mencoba untuk mengungkapkan persamaan dan perbedaan isi kurikulum bahasa Inggris dasar di Indonesia dan di Jepang untuk memahami lebih baik tentang perkembangan pendidikan bahasa Inggris di tingkat sekolah dasar di kedua negara. How to Cite : Tuswadi. (2016). Comparative Analysis of the Primary English Curricula of Japan and Indonesia. TARBIYA: Journal Of Education In Muslim Society, 3(1), 96-106. doi:10.15408/tjems.v3i1.3224. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i1.3224

University Students' Awareness and Preparedness for Natural Disasters: A Study on Preventing Landslides, Earthquakes, and Volcanic Eruptions in Indonesia Yoshinori, Fujikawa; Tuswadi, Tuswadi; Takehiro, Hayashi; Tetsuo, Isozaki; Subekti, Niken
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 11 NO. 1 2024
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v11i1.40444

AbstractThis study seeks to understand the disaster-prevention consciousness focused on landslide, earthquake, and volcanic eruption among 22 students pursuing a major in Geography in the Social Science Faculty, Semarang State University (UNNES), Indonesia. It analyzed the students’ consciousness through short comments toward questions “What can we do?”, which focused on preventing, defending, reducing, and mitigating the impacts of the three kinds of natural disasters. The average number of the description was 5.7, and the median was 5. More than half of the students mentioned points related to “before disaster and usual life,” “after disaster and restoration,” “hardware/structural,” and “software/non-structural.” All the answers described ideas with reasons. But only four students described ideas based on educational viewpoints, indicating students’ lack of scientific viewpoints in elaborating their ideas about disaster prevention. This finding calls for improving students’ consciousness regarding disaster prevention through education.AbstrakPenelitian ini bertujuan untuk memahami kesadaran pencegahan bencana yang difokuskan pada tanah longsor, gempa bumi, dan letusan gunung berapi di antara 22 mahasiswa yang mengambil jurusan Geografi di Fakultas Ilmu Sosial, Universitas Negeri Semarang (UNNES), Indonesia. Kesadaran mahasiswa dianalisis melalui komentar singkat terhadap pertanyaan "Apa yang bisa kita lakukan?", yang difokuskan pada pencegahan, pertahanan, pengurangan, dan mitigasi dampak dari tiga jenis bencana alam tersebut. Rata-rata jumlah deskripsi adalah 5,7, dan median adalah 5. Lebih dari setengah mahasiswa menyebutkan poin-poin yang terkait dengan "sebelum bencana dan kehidupan biasa," "setelah bencana dan pemulihan," "perangkat keras/struktural," dan "perangkat lunak/non-struktural." Semua jawaban menggambarkan ide-ide dengan alasan yang mendasarinya. Namun, hanya empat mahasiswa yang menguraikan ide-ide berdasarkan sudut pandang pendidikan, yang menunjukkan kurangnya sudut pandang ilmiah dalam mengelaborasi ide-ide mereka tentang pencegahan bencana. Temuan ini menunjukkan perlunya peningkatan kesadaran mahasiswa mengenai pencegahan bencana melalui pendidikan. How to Cite: Yoshinori, F, Tuswadi, Takehiro, H, Tetsuo, I., Subekti, N. (2024). "University Students' Awareness and Preparedness for Natural Disasters: A Study on Preventing Landslides, Earthquakes, and Volcanic Eruptions in Indonesia. TARBIYA: Journal of Education in Muslim Society, 11(1), 81-92. doi:10.15408/tjems.v11i1.40444.

University Students' Awareness and Preparedness for Natural Disasters: A Study on Preventing Landslides, Earthquakes, and Volcanic Eruptions in Indonesia Yoshinori, Fujikawa; Tuswadi, Tuswadi; Takehiro, Hayashi; Tetsuo, Isozaki; Subekti, Niken
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 11 NO. 1 2024
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v11i1.40444

AbstractThis study seeks to understand the disaster-prevention consciousness focused on landslide, earthquake, and volcanic eruption among 22 students pursuing a major in Geography in the Social Science Faculty, Semarang State University (UNNES), Indonesia. It analyzed the students’ consciousness through short comments toward questions “What can we do?”, which focused on preventing, defending, reducing, and mitigating the impacts of the three kinds of natural disasters. The average number of the description was 5.7, and the median was 5. More than half of the students mentioned points related to “before disaster and usual life,” “after disaster and restoration,” “hardware/structural,” and “software/non-structural.” All the answers described ideas with reasons. But only four students described ideas based on educational viewpoints, indicating students’ lack of scientific viewpoints in elaborating their ideas about disaster prevention. This finding calls for improving students’ consciousness regarding disaster prevention through education.AbstrakPenelitian ini bertujuan untuk memahami kesadaran pencegahan bencana yang difokuskan pada tanah longsor, gempa bumi, dan letusan gunung berapi di antara 22 mahasiswa yang mengambil jurusan Geografi di Fakultas Ilmu Sosial, Universitas Negeri Semarang (UNNES), Indonesia. Kesadaran mahasiswa dianalisis melalui komentar singkat terhadap pertanyaan "Apa yang bisa kita lakukan?", yang difokuskan pada pencegahan, pertahanan, pengurangan, dan mitigasi dampak dari tiga jenis bencana alam tersebut. Rata-rata jumlah deskripsi adalah 5,7, dan median adalah 5. Lebih dari setengah mahasiswa menyebutkan poin-poin yang terkait dengan "sebelum bencana dan kehidupan biasa," "setelah bencana dan pemulihan," "perangkat keras/struktural," dan "perangkat lunak/non-struktural." Semua jawaban menggambarkan ide-ide dengan alasan yang mendasarinya. Namun, hanya empat mahasiswa yang menguraikan ide-ide berdasarkan sudut pandang pendidikan, yang menunjukkan kurangnya sudut pandang ilmiah dalam mengelaborasi ide-ide mereka tentang pencegahan bencana. Temuan ini menunjukkan perlunya peningkatan kesadaran mahasiswa mengenai pencegahan bencana melalui pendidikan. How to Cite: Yoshinori, F, Tuswadi, Takehiro, H, Tetsuo, I., Subekti, N. (2024). "University Students' Awareness and Preparedness for Natural Disasters: A Study on Preventing Landslides, Earthquakes, and Volcanic Eruptions in Indonesia. TARBIYA: Journal of Education in Muslim Society, 11(1), 81-92. doi:10.15408/tjems.v11i1.40444.

RECONCEPTUALIZING CLASSROOM ECOLOGY: SPATIAL SEATING DYNAMICS AND STUDENT ENGAGEMENT IN THE EFL TEACHING OF INDONESIAN SENIOR HIGH SCHOOL Nugroho, Agung; Kariadi, Mustasyfa Thabib; Albusaidi, Saud; Rahayu, Trikarti; Booth, Nicholas; Tuswadi, Tuswadi
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 7 No. 2 (2026): Vol7 No.2 September 2026
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v7i2.5817

Student engagement is globally known as one of the crucial indicators of effective language learning, especially in English as a Foreign Language (EFL) classrooms, in which interaction and communication are the core pedagogical processes. While many studies have thoroughly examined teaching strategies for enhancing engagement, limited focus has been given to the role of classroom spatial organization in developing student engagement. Particularly, the pedagogical implications of seating arrangements are underexplored within the Indonesian high school EFL context. This conceptual paper develops a theoretical framework which links interactive seating arrangements and student engagement in Indonesian high school EFL classrooms. Drawing on Sociocultural and Ecological Theories, the paper utilizes the methodology of conceptual synthesis and integrative literature review to study the influence of classroom spaces on classroom engagement, collaborative learning, and participatory teaching and learning activities. The findings show that interactive seating arrangements should be seen not merely as physical classroom layouts but as pedagogical and ecological structures facilitating classroom interaction, collaboration, communication, and active participation. The review also recognizes contextual and theoretical gaps in existing research, especially the limited attention to classroom ecology in high school EFL education in the Indonesian context. According to the findings, the paper proposes a framework providing the reconceptualization of seating arrangements as a crucial component of language learning ecology. Furthermore, the paper contributes to the growing literature on student engagement by incorporating ecological perspectives into Indonesian EFL education and offers practical implications for educators and school stakeholders to design more interactive and student-centred language learning

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