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All Journal Academic Journal of Educational Sciences (Jurnal Akademik bidang Ilmu-Ilmu Pendidikan)
ajes, editor
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Education

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AN OVERVIEW 0F WRITING TEACHING APPROACHES ajes, editor; Felix, Tans
Academic Journal of Educational Sciences Vol 7 No 2 (2023): December
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v1i1.14065

Abstract

In this essay, five major writing teaching approaches are described. The first is the controlled-composition approach. In this approach, writing is taught to improve students’ non-writing skills, that is, speaking, listening, reading, and other language aspects such as vocabulary and grammar. The second is the current-traditional rhetoric approach. In this approach, the aim is to improve students' writing by focusing on language components that are important to becoming a writer, including vocabulary, sentence structures, paragraph structures, and essay development. The third approach is the process approach, which views writing as an individual process. In that sense, the intervention of writing teachers in the teaching of writing should be minimal, if not absent altogether, unless student writers want their teachers' help in writing. The fourth approach is the genre approach. In this approach, writing is seen as a social phenomenon in which certain models of writing must be well-mastered by student writers so that they can later produce them within their society. The last is a contextual approach which combines both process and genre approaches. In this approach, the teaching and learning of writing are based on the writing teachers' analysis of their students' potentials, interests, and needs in writing. It is suggested that the contextual approach be applied in our schools because it is more relevant along our students' journey to becoming great writers.
On LIBERATING EDUCATION AND THE CREATION OF GOLDEN INDONESIA BY 2045 ajes, editor; Tans, Felix
Academic Journal of Educational Sciences Vol 8 No 1 (2024): June
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v8i1.16965

Abstract

This article focusses on education. Here, the writers argue that liberating education, widely known as “Program Merdeka Belajar” in Indonesia, be used consistently as a means to successfully create golden Indonesia by 2045. To make its implementation more effective, however, the following ideas be seriously taken into account. First, it is necessary to implement an educational system, from primary to tertiary institutions, based on each single student’s talents, interests, and learning needs. Second, in relation to the first, it is urgent that Indonesian Government stops creating a national curriculum to be nationally applied throughout Indonesia; the Government instead allows each educational institute in this country to have its own “Merdeka Belajar Curriculum,” that is, a school curriculum based on each single student’s talents/potentials, interests, and learning needs. It is, therefore, suggested that a curriculum for each educational institution may no longer be created by Jakarta/Nusantara. Third, to implement “Program Merdeka Belajar” successfully, having great teachers who teach based on their students’ talents, interests, and learning needs is necessary. To achieve this, we suggest, among other things, that the teachers be freely allowed to have further education and/or proper training and that their salary be increased significantly. This, in turn, will lead to the successful creation of Golden Indonesia in 2045 and beyond.
TEACHING AIDS AND PLAYING TOOLS AS LEARNING MEDIA FOR KINDERGARTEN AND PRE-SCHOOL STUDENTS ajes, editor
Academic Journal of Educational Sciences Vol 8 No 1 (2024): June
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v8i1.17153

Abstract

Teaching aids and playground equipment are important for PAUD and TK students. This is important because PAUD and kindergarten age children are still in the stage of growth and development, Physical growth will affect physical, physicological, cognitive, personality and social development. This development will affect the maturity of students. With props and playground equipment, students can develop their imagination. By playing, they can dovarious things with the tools. There is a critical and creative thinking process in constructing props and playground equipment for cognitive, motor and psychomotor development. In addition, they feel happy and joyful.
Co-Authors FELIX, TANS Tans, Felix