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VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal

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Published by Universitas Negeri Jakarta

ISSN : 19079176 EISSN : 26205254 DOI : -

Core Subject : Education, Social,

Education Social Sciences

Jurnal VISI is published on Juni and December every year which published by Fakultas Ilmu Pendidikan (FIP) Universitas Negeri Jakarta. This journal focuses on Early Childhood Education and Society Education. This journal warmly welcomes to articles contributions from scholars of related disciplines.

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Articles 370 Documents

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PEMBENTUKAN DAN TRANSFORMASI CORE VALUES DI SEKOLAH ALAM Fauzi Fauzi
Jurnal Ilmiah Visi Vol 13 No 1 (2018): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Publisher : Direktorat Pembinaan Guru dan Tenaga Kependidikan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan bekerjasama dengan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Research background by the phenomenon of the success of the School of Nature in realizing its existence as one of the alternative educational institutions in Indonesia. The success is based on its ability to form and transform its core values. This study aims to describe the process of formation and transformation of core values based on environmental peculiarities and local wisdom in the School of Nature Baturraden (SABar). The study was conducted in February - August 2017 at SABar located within the Damar forest of Baturraden campground. This research used a qualitative approach and collected data by observation, interview, and documentation technique. The data were analyzed by the interactive model of qualitative analysis technique, including data collection, data reduction, data presentation, and conclusion drawing. This research showed that all education and learning activities are conducted by the integrative holistic approach by making the forest to a place, source, and learning media in the process of awareness, enlightenment, empowerment, character and behavior building of the children. Core values developed by Baturraden Nature School are based on five SABar values that are soulful, morals, beyond, achieve, and responsible. These values become distinctive values and differentiator with other nature schools and become a brand of Baturraden nature school. In addition, the school embodies four dimensions of core values agreed upon in the national network of nature school, which are curriculum, method, environment, physical, and community. References Baharudin. (2014). Gagasan Ivan Illich tentang pendidikan dalam buku deschooling society. Terampil, 2(2), 118-151. https://anzdoc.com/gagasan-ivan-illich-tentang-pendidikan-dalam-buku-deschoolin.html Collins, J. (2014). Good to great. Jakarta: Gramedia Pustaka Utama. Dewey, J. (2009). Pendidikan dasar berbasis pengalaman. Yogyakarta: I Publishing. Freire, P. (1984). Pendidikan sebagai praktek pembebasan, terjemahan Alois A. Nugroho. Jakarta: Gramedia. Freire, P. (2000). Pendidikan kaum tertindas. Jakarta: LP3ES. Diakses dari http://sekolahalam.id/alam. Illich, In. (2005). Bebaskan masyarakat dari belenggu sekolah. Jakarta: Yayasan Obor Indonesia. Pella, D.A. (2008). Semuanya bermula dari core values. Diakses melalui https://darminpella.wordpress.com Reimer, E. (1987). Sekitar eksistensi sekolah: Sebuah essay tentang alternatif-alternatif pendidikan. Yogyakarta: Hanindita. Sadulloh, U. (2015). Pengantar filsafat pendidikan. Bandung: Alfabeta. Safar, M. (2015). Sekolah di atas awan. Bandung: Thabiâ€™ Press. Strauss, A., dan Corbin, J. (2003). Dasar-dasar penelitian kualitatif. Yogyakarta: Pustaka Pelajar. Sugiono. (2014). Metode penelitian. Bandung: Alfabeta. Tilaar, H.A.R. (2009). Kekuasaan dan pendidikan: Manajemen pendidikan nasional dalam pusaran kekuasaan. Jakarta: Rineka Cipta. Tilaar, H.A.R. (2012). Perubahan sosial dan pendidikan: Pengantar pedagogik transformatif untuk Indonesia. Jakarta: Rineka Cipta. Wardani, IG.A.K., dkk. (2014). Perspektif pendidikan SD. Jakarta: UT Press. Yahya, A. (2003). Great spirit, grand strategy corporate philosophy, leadership architecture, and corporate culture for sustainable growth. Jakarta: Gramedia.

EVALUASI REAKSI PESERTA PADA PENYELENGGARAAN DIKLAT DASAR JABATAN FUNGSIONAL PENYULUH PERIKANAN DI BALAI DIKLAT APARATUR KEMENTERIAN KELAUTAN DAN PERIKANAN Yudistira Adi Nugroho
Jurnal Ilmiah Visi Vol 13 No 1 (2018): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Publisher : Direktorat Pembinaan Guru dan Tenaga Kependidikan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan bekerjasama dengan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

The purpose of this study is to explain the participants reactions with Kirkpatrick model on the implementation of Basic Training of Functional Position of Fisheries Extension Workers at the Training Office for Apparatus of the Ministry of Marine Affairs and Fisheries. For research purposes, the method used in this research is the qualitative descriptive method. Instrument data collection used is the result of observation and questionnaires distributed to respondents. Data analysis using comparative techniques with scale range, that is the comparing the quality of implementation Basic Training of Functional Position Fishery`s Extension workers in expert level with Basic Training of Functional Position of Fisheries Extension Worker in proficient level. The results showed the reaction of participants using the Kirkpatrick model known that the curriculum, place of study, and dormitory in the implementation of Basic Training ofFunctional Position of Fisheries extension Workers in Expert Level have been very good while service of the committee, food menu, and time management still needs to be improved. For the curriculum, place of study, dormitory, service of the committee, food menu, and time management in the implementation of Basic Training of Functional Position of Fisheryâ€™s extension workers in Proficient Level still needed to be improved. References Darwin. (2017). Efektivitas kediklatan. Jakarta: Badan Pendidikan dan Pelatihan Keuangan. Febriyanti, A. (2014). Hubungan suasana lingkungan belajar dengan motivasi belajar siswa kelas V SD Negeri Gugus III Kota Bengkulu. Tesis. Bengkulu: Universitas Bengkulu. Firdaus, R, dkk. (2016). Pengaruh penataan ruang kelas terhadap hasil belajar siswa kelas V (Study eksperimen di SDN 4 Kuripan Utara) tahun 2016. Skripsi. Mataram: Universitas Mataram. Hardani, R. (2002). Pola makan sehat. Makalah Seminar Online Kharisma ke-2. Yogyakarta: RS dr. Sardjito. Ismerisa. (2013). Pengaruh pelayanan terhadap kepuasan pelanggan. Yogyakarta: UIN Sunan Kalijaga. Kirkpatrick, D. L & J.D., Kirkpatrick (2005). Evaluating training program. San Francisco, USA: Berret-Koehler Publisher, Inc. Lestari, Indah. (2013). Pengaruh waktu belajar dan minat belajar terhadap hasil belajar matematika. Jakarta: Universitas Indraprasta PGRI. Peraturan Menteri Negara Pendayagunaan AparaturNegara Nomor 19 tahun 2008 tentang Jabatan Fungsional Penyuluh Perikanan dan Angka Kreditnya. Peraturan Pemerintah Nomor 101 tahun 2000 tentang Diklat Bagi PNS. Slamet, M. (2000). Memantapkan posisi dan meningkatkan peran penyuluhan pembangunan dalam pembangunan. Prosiding Seminar IPB Bogor: Pemberdayaan Sumber Daya Manusia Menuju Terwujudnya Masyarakat Madani. Pustaka Wira Usaha Muda. Sugiarti, L. (2013). Pengaruh bahan ajar terhadap kualitas hasil belajar materi konstruksi pola pada prodi PKK tata busana. Fashion and Fashion Education Journal, 2(1), 48-54. https://journal.unnes.ac.id/sju/index.php/ffe/article/view/2317 Undang-Undang Nomor 16 tahun 2006 tentang Sistem Penyuluhan Pertanian, Perikanan dan Kehutanan.

ANALISIS TIPIKAL KEKERASAN PADA ANAK DAN FAKTOR YANG MELATARBELAKANGINYA Mubiar Agustin; Ipah Saripah; Asep Deni Gustiana
Jurnal Ilmiah Visi Vol 13 No 1 (2018): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Publisher : Direktorat Pembinaan Guru dan Tenaga Kependidikan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan bekerjasama dengan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

This research based upon the rise of violence at children either physical, social, emotional, sexual, and ignorance form. Ironically, the early-childhood institutions that must be saved from violence action, showing symptom of this behavior. Based on that problem, this research analyzes the type of violence on children and the underlying factors, especially in early-childhood institutions. This research using a study case method and the subject of this research are two teachers and four student of early-childhood institutions in Bandung and East Bandung. The time to this research began at July until September 2016. The result from this research expected to generate the valid data that can be useful to prevent or handle the problem of violence at early-childhood institutions or the next level of educations. Besides that, this result can be used by the academics-practitioners in build a model or guidance of educations that can reduce the violence against children. For institution, this research can be used for developing the training or workshop in order to help institutions of educations or the government to prevent violence actions against children. References Agustin, M. (2008). Mengenali dan memahami dunia anak. Bandung: Lotus. Alwasilah, A. C. (2015). Pokoknya studi kasus pendekatan kualitatif. Bandung: Kiblat Buku Utama. Banks, R. (1997). Bullying in school. Diakses dari http://www.eric.ed/educational_researchjournal_article/downloads.pdf pada tanggal 27 Oktober 2008. Bureau of Exceptional Education & Students Services. (2011). Child abuse prevention sourcebook for florida school personnel: A tool for reporting abuse and supporting the child. Florida: Florida Department of Education. Coloroso, B. (2006). Penindas, tertindas, dan penonton: Resep memutus rantai kekerasan anak dari prasekolah hingga SMU. Jakarta: Serambi Ilmu Pustaka. Elliot, M. (ed). (2008). Bullying, a practical guide to coping for schools, 3rd edition. London: Pearson Education in association with Kidscape. Espelage, D.L. (2002). Bullying in early adolescense. Diakses dari http://www.athealth.com/Consumer/disorders/bullying.html pada tanggal 15 Juni 2007. Gunawan, H. (2007). Tindakan kekerasan di lingkungan sekolah. Pikiran Rakyat. Diakses dari http://www.pikiran-rakyat.com pada tanggal 5 Juli 2007. Hyman, I. A., & Snook, P.A. (1999). Dangerous schools: What we can do about physical & emotional abuse of our children. Philadelphia: Jossey-Bass. Komite Perlindungan Anak Indonesia. (2015). Pelaku kekerasan anak tiap tahun meningkat. Diakses dari http://www.kpai.go.id pada tanggal 3 Maret 2016. National Youth Violence Prevention Resource Center. (2002). Facts for teens: Bullying. Diakses dari http://www.safeyouth.org pada tanggal 5 Mei 2007. Olweus, D. (1993). Bullying at school: what we know and what we can do. Malde, MA: Blackwell Publishing. Saripah, I. (2010). Model konseling kognitif perilaku untuk memanggulangi bullying siswa. Disertasi tidak diterbitkan. Bandung: Sekolah Pascasarjana Universitas Pendidikan Indonesia. Tower, C.C. (2003). The role of educators in preventing and responding to child abuse and neglect. US: Department of Health and Human Services Administration for Children and Families. Whitney, I. & Smith, P.K.(1993). A survey of the nature and extent of bully/victim problemsin junior/middle and secondary schools. Education Research, 35(1), 3-25. doi:10.1080/0013188930350101 Yayasan Semai Jiwa Amini. (2008). Mengatasi kekerasan dari sekolah dan lingkungan anak. Jakarta: Grasindo. Yunita. (2015). Gaya mengajar guru laki-laki di taman kanak-kanak. Tesis tidak diterbitkan. Bandung: Sekolah Pascasarjana Universitas Pendidikan Indonesia.

MENINGKATKAN KEMAMPUAN BEREMPATI ANAK USIA 5-6 TAHUN MELALUI COOPERATIVE LEARNING Fitri Wulandari S; Laily Rosidah; Kristiana Maryani
Jurnal Ilmiah Visi Vol 12 No 2 (2017): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Publisher : Direktorat Pembinaan Guru dan Tenaga Kependidikan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan bekerjasama dengan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Emphatic abilities are abilities to understand other peopleâ€™s feelings. Emphatic is built based on their own awareness, the more open children are to their emotions, the better they are in understanding othersâ€™ feelings. Low emphatic abilities are found in 5-6 years old children at PAUD Bina Bangsa Islamic School, they can be seen from childrenâ€™s daily habit at schools which cannot show understanding of their friendsâ€™ feelings and how to act to others. Due to that reason, cooperative learning implementation is needed to stimulate cooperation and interaction in children so that they can escalate their emphatic abilities well. This research was conducted on 13-10 April 2017 at PAUD Bina Islamic School using action research method conducted in two cycles with success criteria of 70%. The objective is to find out how learning cooperative processes escalate 5-6 years old childrenâ€™s emphatic abilities. Based on research results obtained, their emphatic abilities can be escalated through cooperative learning with 22% on preaction, then the emphatic abilities are getting higher in the first cycle to 50.43%, and in the second cycle it is increasing as well to 96.42%. Based on data acquired, it can be inferred that 5-6 years old childrenâ€™s abilities can be escalated through cooperative learning.

SPIRIT â€œMA TOP MA FITâ€ DALAM MENGEMBANGKAN LEMBAGA KURSUS DAN PELATIHAN OTOMOTIF RODA DUA H.Y. Mintarningsih
Jurnal Ilmiah Visi Vol 13 No 1 (2018): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Publisher : Direktorat Pembinaan Guru dan Tenaga Kependidikan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan bekerjasama dengan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

North Central Timor District has two courses and training institutions run by the community. This amount has not changed from since 2007. Whereas according to Central Bureau of Statistics of East Nusa Tenggara, North Central Timor District Regency until 2015 has 22,450 units of motorcycles. That means North Central Timor District requires more than two courses and training institutions to overcome the problem of motor. In addition, from the observation, the existing condition of courses and training institutions also does not qualify as an educational institution. Though the district is famous for the spirit of â€œTogethernessâ€ which put together, in the same lightweight principle carried, the same weight be borne in various activities. However in reality, the business activities of the community die. What exactly is the designation of â€œTogethernessâ€ spirit in North Central District of Timor? To answer that question, in May 2017 was conducted research using an open questionnaire data-collection tool. Questionnaires were distributed to 25 respondents. From the results of the analysis of respondentsâ€™ answers found the answer that, open a new business, only a priority to six after the needs of marriage, education, garden cleaning, harvest, and death. The reason, opening a business can take advantage of government facilities. In addition, opening new business direct profits is limited to certain people only. Results not necessarily can be enjoyed together. Moreover, the priority tendency above it is an important priority. Although not all of them, for the community. Despite some objections to the issue, in fact, opening a new business is not a priority to the â€œMa Top Ma Fitâ€ spirit, in the district of North Central Timor. References Arikunto, Suharsimi. (2013). Managemen penelitian. Jakarta: Renika Cipta. Badan Pusat Statistik Kabupaten Timor Tengah Utara. (2015). Kabupaten Timor Tengah dalam angka 2015. Diakses dari https://timortengahutarakab.bps.go.id/ Blog Suku-suku Dunia. (2015). Ragam suku di Nusa Tenggara Timur. Diakses dari http://suku-dunia.blogspot.co.id/2015/06/ragamsuku-di-nusa-tenggara-timur.html Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Wahana Visi Indonesia. (2015). Pengembangan kurikulum pendidikan karakter kontekstual ma top ma fit berbasis mata pelajaran. Diakses dari https://wahanavisi.org/id/.

MODEL SUPERVISI PEMBELAJARAN MOLITâ€™O PAUD Usman Modjo
Jurnal Ilmiah Visi Vol 13 No 1 (2018): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Publisher : Direktorat Pembinaan Guru dan Tenaga Kependidikan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan bekerjasama dengan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Supervision is seen as important to be developed after taking into account the facts, problems, and stakeholders of PAUD in the exploration study in May 2017. The Moleconomic Instructional Supervision Model aims to (1) solve the problems faced by PAUD educators regarding PAUD education standards, (2) concepts that underlie the supervision of Molitiâ€™O instructional become one of the problems faced by PAUD educators regarding PAUD education standards, and (3) Finding a model of supervision of Molitiâ€™O instructional that can foster the imagination of learners. The results of the discussion show a model of supervision of instructional needs to consider the characteristics of the subject studied. Early-age children who are still in the preoperational stage require a model of instructional supervision that can foster the imagination within the learners as well as the deepening of a model of supervision of instructional Molitiâ€™O as well as guidelines for supervision of instructional Molitiâ€™O. References Arikunto, S. (2006). Dasar-dasar supervisi. Jakarta: PT Rineka Cipta. Mulyasa, E. (2007). Menjadi kepala sekolah profesional. Bandung: Remaja Rosdakarya. Prasojo, D.L. & Sudiyono. (2011). Supervisi pendidikan. Bandung: Remaja Rosdakarya. Purwanto, N. (2005). Administrasi dan supervisi pendidikan. Bandung: Remaja Rosdakarya. Pusat Pengembangan Tenaga Kependidikan. (2014). Supervisi akademik implementasi kurikulum 2013. Jakarta: Kemdikbud. Sahertian, A.P. (2008). Konsep dasar dan teknik supervisi pendidikan. Jakarta: Rineka Cipta. Sudjana, N., dkk. (2011). Buku kerja pengawas sekolah. Jakarta: Pusat Pengembangan Tenaga Kependidikan, Badan PSDM dan PMP Kemendiknas.

Membangun Budaya Kerja Dalam Meningkatkan Mutu PTK-PNF Syamsuddin, Erman
VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Vol 1 No 1 (2006): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Publisher : Direktorat Pembinaan Guru dan Tenaga Kependidikan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan bekerjasama dengan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Directorate of Teachers and Education Personnel as one of Directorates, Directorate General of Quality Improvement for Teachers and Education Personnel for Nonformal Education raises an issue on â€œworking spiritâ€ onf the personnel competencies. It discusses some requirements to enable the Directorate to do its tasks and programs. Commitment to organization, leadership, and empowerment of the personnel are necessary to strengthen the Directorate in performing its missions and programs. In addition, continous improvement in all management aspects are needed to enable the Directorate sustain and develop for the sake of stakeholder satisfaction.

PERANAN LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN DALAM PENGEMBANGAN KUALITAS PENDIDIK DAN TENAGA KEPENDIDIKAN PENDIDIKAN NON FORMAL D. Sudjana
Jurnal Ilmiah Visi Vol 1 No 1 (2006): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Publisher : Direktorat Pembinaan Guru dan Tenaga Kependidikan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan bekerjasama dengan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

To provide access to education for all Indonesians, the government develops both formal and nonformal education both of which are to produce qualified man power as stated in the Acts of No. 20, 2003. However, to do this non-formal education should have teachers and education personnel fulfilling the requirements of quality and quantity. This article discusses a number of problems in providing teachers and education personnel for non formal education. It invites the universities organizing teachers training to develop programs for the teachers of nonformal education. Due to the big number of the teachers with the variety of specialties needed at present and in the future, this article suggests developing and strengthening the existing teacher training program at the university to become a Faculty of Non Formal Teachers.

POLA PEMBINAAN PENDIDIK DAN TENAGA KEPENDIDIKAN PENDIDIKAN NONFORMAL Ade Kusmiadi
Jurnal Ilmiah Visi Vol 1 No 1 (2006): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Publisher : Direktorat Pembinaan Guru dan Tenaga Kependidikan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan bekerjasama dengan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Three factors determining the success of nonformal education are organization, human resources, and relevancy of programs to the needs of society. The programs has its own target, that is human resources of nonformal education personnel. Among them are supervisors, facilitator, and other personnel served by the Directorate. On the other hand, their roles balance the needs of the General Directorate and Quality Improvement Eduational Teachers as well as the society. Therefore, itâ€™s necesary for them to improve their knowledge and skills continously. In return, the productivity ot the organization of nonformal education is to be improved simultanneosly. There should be trainings for them to improve their knowledge and skills as well as to be professional. The success of trainigs is proven through their skill knowledge improvement in the work place.

PEMETAAN PERKEMBANGAN PENDIDIK DAN TENAGA KEPENDIDIKAN PENDIDIKAN NON FORMAL Muktiono Waspodo
Jurnal Ilmiah Visi Vol 1 No 1 (2006): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Publisher : Direktorat Pembinaan Guru dan Tenaga Kependidikan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan bekerjasama dengan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

This article is a review on the existence and the role of teachers and education personnel for nonformal education. The role of teachers and education personnel is under supervision of The Directorate General of Quality Improvement for Teachers and Education Personnel, through regulation No.8 2005, issued by Minister National Education. This article adopts the strategic planning of Directorate of Teachers and Education Personnel as the main reference. Critical reviews on the existence of teachers and education personnel for nonformal is very scarce. This is the mjhor cause of why many people tend to think â€œlearning is schoolingâ€. As a results, the term â€œschool teachers is more familiar to us than is nonformal education teachers. Though they function the same role as school teachers do. Even, they have to work harder . The article below discusses the development of functional education teachers, the organization and the strategic policies.

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