Implementation Of Education Policy Research Articles

Pengembangan Potensi Kawasan Hutan dengan Tujuan Khusus (KHDTK) Gunung Bromo UNS Menjadi Destinasi Wisata Edukasi di Kabupaten Karanganyar

KHDTK Mount Bromo is a forest area that has a variety of rare trees and some kinds of animals, so it is often visited by tourists.The condition exists as an area of education, research and dedication to society manifestations of the development of science and technology, as well as providing well-being and income to the surrounding communities. Several activities are being carried out, including conservation efforts through reforestation and organizations: Kelompok Tani Hutan (KTH), Masayarakat Peduli Api (MPA) as well as cooperation with other units and agencies. The educational tourism education policy implementation programme has been developed effectively in increasing the number of visitors. The research method used is qualitative descriptive. Tourism activities are carried out through the development strategy of nature tourism for educational tourism. Educational tourism activities through outbond that have an impact such as introduction of flora and fauna, honey harvesting for SD and SMP children. The highrope available is one of the promoters of educational tourism that aims to train balance, concentration, and strength. The area also provides MICE facilities for cultural tourism performances and also special interests such as special offroad trails. The strategic area is close to the city and its easy accessibility can be developed integrated educational tourism.

Eğitim Yönetiminde Yönetimin Merkeziyetçi Yapısı Bağlamında Eğitim Politikalarının İncelenmesi

With the birth and development of nation-states in recent centuries, education has started to be considered as a policy issue and the creation and implementation of national education policies have gained importance. Education has always taken its place on the social and political agenda in our country, and the socio-economic role of education has always been important. While education is considered as an important tool of development on the one hand, on the other hand, it is hoped that education will help solve all the problems that occur in social life. It has always been a subject that should be focused on, especially since it is one of the important tools of the state in the modernization process in line with the goal of shaping society and giving it new forms. In this context, care has been taken to ensure that education is carried out by the state. Our country has a highly centralized supervision structure in education. Education-related policies are generally created and implemented by states and governments with a centralized approach. This situation causes the management process to slow down, the decisions taken at the center to deviate from the target at the implementation stage and incorrect applications. Despite all the controversies and criticisms, the centralized structure of the system continues to be partially. Although managers of educational institutions do not have a direct impact on learning, managers can facilitate the functioning of educational processes, improve learning products and outputs, and enable improvements to be made. In this context, education managers play an important role in providing the necessary support to improve the quality of teaching, in identifying efficient and effective solutions both in the teaching processes and in the nature of school and education, such as human resources and school climate, through the effective use of resources. However, the selection criteria that will allow educational leaders with managerial characteristics to become managers within the educational community in Turkey have not been fully established. With the amendments made to the regulation on the appointment and relocation of school and institution administrators of the Ministry of Education, the written exam requirement and other changes that will be considered objective have been canceled, and arrangements have been made to allow school administrators to be elected with different approaches. With the changes made in the recent period, it has been aimed to increase the quality of education by introducing a written exam requirement for education management again. Key Words: Education Management, Centralized Management, Schooling, Education Policies

Life Skill Education Policy Implementation and Vocational Education Extracurricular Management and Its Impact on Student Independence

One of the targets of graduates from educational institutions or schools is student independence. Especially for special schools, student independence is a necessity. Many factors can encourage student independence, including implementing life skills education policies and managing extracurricular vocational education. This research aims to analyze the magnitude of the impact of implementing life skills education policies and managing extracurricular vocational education on student independence. The method used in this research is a survey method with a quantitative approach, as well as correlational and regression techniques. Data collection techniques were through questionnaires with a Likert scale for 47 respondents. The results of data analysis show that first, there is a positive and significant influence of the implementation of life skills education policies on student independence. Second, there is a positive and considerable influence of extracurricular management of vocational education on student independence. Third, there is a positive and significant implementation of life skills education policies and the direction of extracurricular vocational education on student independence. To increase the effectiveness of managing extracurricular vocational education, it is recommended that school principals provide challenges with the hope that teachers will become more enthusiastic about working on extracurricular vocational education because there are exciting things to achieve. If the management of extracurricular programs is excellent, they will be included in achievement events, or their work will be patented.

Analyzing the impact of education policy on the quality of education in disadvantaged areas in Bongan sub-district, Kutai Barat district

This research aims to analyze the impact of education policy on the quality of education in disadvantaged areas, particularly in the Bongan sub-district, Kutai Barat district. Using qualitative research methods, this study collected data through in-depth interviews and observations of education policy implementation in the field. The research found that despite policies designed to improve access and quality of education, challenges such as lack of infrastructure, inadequate human resources, and low community participation still hinder the achievement of the expected quality of education. The research indicators used include 1) education accessibility and infrastructure, 2) Learning outcomes 3) Community participation, and 4) Community welfare in the education process. The research results are expected to provide recommendations for policymakers to formulate more effective strategies for improving the quality of education in disadvantaged areas.

PREDICTING SITUATIONAL INTEREST BY INDIVIDUAL INTEREST AND INSTRUCTIONAL ACTIVITIES IN PHYSICS LESSONS: AN EXPERIENCE SAMPLING APPROACH

Enhancing interest in physics learning has been an important component of education policy and policy implementation for decades. However, in many countries, student interest in physics has not increased. The aim of this study was to predict situational interest using individual interest and the instructional activities students engaged in. Also, the suitability of the data collection approach to measure situational interest was assessed. A teaching module about real-world oscillations was implemented to 179 Estonian lower secondary school students. Data about situational interest were collected using the experience sampling method (ESM), which was measured three times during the module. The results indicated that gender, grade, and instructional activities did not predict situational interest. Individual interest was a significant predictor and correlation with situational interest increased with time, contrary to previous findings. The ESM approach used in this study was considered to be effective in disturbing students’ study flow minimally but may have affected the amount of missing data. This study contributes to the research done on student interest in a classroom setting by indicating a more complex relationship between situational and individual interest than previously suggested. Keywords: situational interest, instructional activities, lower secondary school physics, physics education, experience sampling method

The Shifting of Special Education Orthodoxy in Implementing Inclusive Education Policies in Indonesia

This study aims to portray the implementation of inclusive education policies organized by two different educational institutions for students with disabilities, namely Special School Angkasa Lambeyan and Primary School Bintang Poncol in Magetan Jawa Timur. A qualitative multiple case study was selected as the research method by involving school principals, support teachers, and student guardians as participants. Data were collected through unstructured interviews, observation, and analysis of policy documents implemented by the two schools. All data collected from the two cases were analyzed using an explanation technique and the credibility of the data was guaranteed through method triangulation techniques. The results of this study showed that the implementation of inclusive education policies in each school positively impacts the ability of students with disabilities to obtain an equal education. The readiness of those schools to implement inclusive education programs is also reflected in this study. Communication, interaction, and collaboration between local governments and educational institutions need to be improved to guarantee and realize accessibility for inclusive education.

Implementasi Kebijakan Pendidikan di MTs PAB 2 Sampali

This research discusses the planning, implementation and evaluation of educational policies at MTs PAB 2 Sampali as an integral part of efforts to improve the quality of secondary education. Qualitative methods were used with interviews, observation and document analysis. Madrasa heads were the main respondents, ensuring an in-depth understanding of the dynamics of policy implementation. 1) Policy planning begins with identifying needs and challenges involving analysis of student achievement, facilities and curriculum development. Consultation and participation of stakeholders, including teachers, parents and students, is the next step. Goals and objectives are set with a focus on improving achievement, strengthening the curriculum, and student participation. 2) The implementation process begins with careful planning, communication and socialization of policies to stakeholders, training and professional development for teachers, full implementation of policies, and ongoing evaluation. Positive impacts can be seen in increasing student achievement, student participation in extracurricular activities, and parental involvement. However, limited resources and resistance to change are challenges that need to be overcome. 3) This research provides a positive picture of MTs PAB 2 Sampali's efforts to improve the quality of education through policy planning, implementation and evaluation. Even though challenges exist, a commitment to continuous improvement can make this institution an inspiring example in planning education policies that have a positive impact.

Awareness on universal basic education policy and out of school children phenomenon in Nigeria

Basic education policy in Nigeria is free, universal and compulsory for the first nine years of schooling. The policy envisaged a drastic reduction in the reluctance of parents/guardians towards basic education in parts of Nigeria where the pursuit of qur’anic education remained predominant. So far, the free education programme had yielded less than desirable results as the number of Out of School Children (OOSC) remain largely and increasingly unacceptable, thus necessitating a study that investigated stakeholders’ perspectives on the extent to which awareness and the participation in schooling amongst school age children has been achieved. Hence, the level of awareness and how stakeholders’ perspectives may be impacting on universal basic education policy implementation vis-à-vis out of school children phenomenon in Nigeria were examined. In fulfilling the objective of the study, the respondents’ perspectives were obtained through a multi-stage sampling technique. The selection of the state was purpose driven; hence purposive sampling of Kano State, and within Kano metropolis, North-western Nigeria, all the four Local government within the metropolis namely: Taurani, Fegge, Nasarawa and Kano Municipal Council were Local Education Authorities -LEAs were purposively selected. Further, 30 facilitators of qur’anic schools who were selected from each of the 4 LEAs in Kano metropolis amounting to 120 facilitators (respondents) that were sampled, and a structured questionnaire was administered to them. Findings revealed a high level of awareness of stakeholders on the consequences of non-schooling. However, it was inferred that the aged facilitators of the qur’anic schools could affect the effort and process of integrating basic education programmes into the qur’anic schools thus exacerbating the exclusion of children from the formal education worsening OOSC phenomenon. Recommendations were made as follows: that qur’anic school, class-size, class-management and facilitations processes should be standardized, to enhance curriculum integration and inclusiveness. Moreover, enlightenment of stakeholders be intensified

Measuring student and educator digital competence beyond self-assessment: Developing and validating two rubric-based frameworks

Over the past decade, self-assessment tools have garnered significant attention in the interest of measuring the skillset required by educators and students to function productively and ethically in digitally mediated environments, particularly in relation to education policy implementation. Since stated beliefs do not always align with actual practice, gaps have been shown to occur between self-reporting and performance in practice. Having an external assessor can counteract this imbalance; however, both perspectives should be taken into consideration as both are equally important. Against this background, this study develops and validates two rubric-based frameworks that supplement self perceived student and educator digital competence with classroom observation and task performance analysis. The DigComp and DigCompEdu self-assessment frameworks were used as a starting point to develop a student rubric and an educator rubric, respectively, underpinned by criteria validated in previous frameworks. The expert technique, which is the base for the Delphi Method, was used to validate each rubric, after which the rubrics were implemented at a Spanish university to test their reliability. The results indicated that the force of agreement across raters was consistent and both rubrics had a high degree of internal consistency, therefore both instruments are reliable.

Development and validation of an instrument for assessing scientific literacy from junior to senior high school

Assessing students' scientific literacy is necessary for science education policy, accountability and curriculum design and implementation, and there is a need for a valid, reliable and easy to use measurement instrument by local education authorities. Based on the definition and assessment framework of scientific literacy of PISA, a scientific literacy assessment instrument for junior high school and senior high school students was developed. The Rasch model was used to establish evidence for the validity and reliability of measures of the instrument. The results showed that the instrument measures met the validity and reliability expectations. Student scientific achievement levels were defined into four levels of Excellent, Advanced, Proficient and Basic using the Bookmarking method. The instrument can be used to assess student scientific literacy change from junior high school through high school to inform science education policy, accountability as well as curriculum design and implementation at local education levels.

Peran Guru dalam Suksesnya Implementasi Kebijakan Pendidikan Inklusif di Sekolah Dasar

This study explores the role of teachers in the context of successful implementation of inclusive education policies in primary schools. Using a descriptive method with Literature Review technique to present a complete and up-to-date picture of empirical studies published in the last 15 years that identify factors that influence the role of teachers and their impact on the effectiveness of inclusion policies. The results highlight that teachers' deep understanding of student diversity, implementation of inclusive learning strategies, and active collaboration with peers and parents play an important role in achieving policy goals. Teachers' roles are not only limited to academic learning, but also involve fostering positive social relationships in the classroom. In addition, there is a need for additional training in inclusion and an understanding of students' special needs. Continuous evaluation of teachers' roles in implementing this policy is key to continuous improvement

Accommodating Students with Special Needs in Puntland, Somalia: An Examination of the Current State, Existing Legal Frameworks, and Adaptable Accommodation Strategies

The right to education is one of the critical human rights, and all governments have obligations and commitments to ensure every child has access to and enjoys the right to quality education. In Somalia, children with disabilities have minimal access to education and are disproportionately affected. This qualitative study aimed to explore the current state, access constraints, and accommodation strategies of students with special needs and disabilities in the education system in Garowe, Somalia. Seventeen key informant interviews have been conducted with parents, school headteachers, students with special needs, community members, officials from the Ministry of Education, and education experts. Nine themes have emerged from the interviews through an inductive approach. The study identified several constraints faced by students with special needs. These included academic difficulties, limited teacher training on special needs, teaching and learning materials shortage, financial constraints, inadequate inclusive school infrastructure, and negative social-cultural attitudes. The study emphasized the importance of school support, parental and community involvement, and inclusive strategies to promote the inclusion and well-being of students with special needs. Further efforts are needed to address the identified constraints and improve the implementation of inclusive education policies in Somalia

Relevance of School Facilities and Infrastructure Towards Implementing Education Policies

The purpose of this research is to investigate the relevance of school facilities and infrastructure to sustainable education policy implementation. This has become necessary due to the high global demand for a conducive learning atmosphere for effective knowledge dissemination. Indeed, this could be achieved in a learning environment with adequate school facilities and infrastructure. Using a qualitative research approach with 15 research participants purposely selected among the Sokoto state education stakeholders and analyzed using Nvivo 10 software, it was discovered that the availability of facilities and infrastructure leads to the development of a school system as it facilitates effective teaching and learning and the effective implementation of education policies. The findings also showed that most public schools, especially in Sokoto State, do not have adequate school facilities and infrastructure; hence, they produce substandard graduates. It is therefore recommended that the government intensify efforts to make the required facilities and infrastructure available in schools and judiciously utilize them. The government should also join hands with education stakeholders to collaboratively provide these vital educational ingredients in schools. This is believed to ensure effective teaching and learning, sustainable implementation of the school’s policies, and further guarantee academic excellence for the benefit of present and future generations.

Universalization, Sustainability and “Justiceness” of Primary Education: Perspectives and Lessons from Uganda

Abstract It is through education that communities and governments can tackle political, economic, social and geographic inequalities and ills in the continent of Africa. It is for this reason that policies like the Universal Primary Education were adopted. Children have the right to basic quality education as espoused in several agreements such as the Convention of Childrens Rights of 1989 and the Sustainable Development goals. Access to quality education for success is a social justice trajectory and promotes social justice principles. This article was intended to examine the impediments in the effective implementation of Universal Primary Education policy in Uganda. The authors view the identified impediments as social injustice practices. In exploring the phenomenon, this study deployed a qualitative research approach within a constructivist paradigm. The authors located their thesis within Rawl’s perspective of social justice. This theoretical lens is fundamental and apposite in education in that social justice theorists believe that schools as social systems should create opportunities for inclusive and enabling schooling environments, and in addition provide quality education for students. This study is of great significance in that it contributes to the epistemology in the discipline of the management of universal primary education. The study yielded critical findings which can be summarized as follows: limited capitation grants, demotivated teachers, challenges related to stakeholder collaboration and coordination, communication, cooperation, engagement and consultation.

Assessment of permanent education by the team of the expanded center for family health and primary care

Introduction: the National Policy for Permanent Health Education is a strategy for training workers in the Brazilian Unified Health System. Objective: we sought to evaluate the implementation of the Permanent Health Education Policy from the perspective of professionals from the Expanded Center for Family Health and Primary Care in the city of Vitória, Espírito Santo. Methods: this is a case study, quantitative and qualitative research, with triangulation of methods. A Logic Model and an Analysis and Judgment Matrix were prepared based on document analysis and scientific literature. Results: 49 questionnaires were applied and 28 interviews were conducted with health professionals with at least one year of experience in the position. A descriptive analysis of the quantitative data (absolute and relative frequencies) was performed using SPSS version 21.0, and thematic content analysis of the interviews was conducted using MAXQDA (22.0.1), with the results being applied to the matrix, following the score for each classification level of the criteria provided for in the Governance, Technical Quality, and Sustainability dimensions. Conclusion: the full degree of implementation of the policy was obtained in the view of the teams, with facilitating factors such as the good performance of the Technical School of Health.

Implementasi Kebijakan Pendidikan Umum dan Pendidikan Karakter di Perguruan Tinggi

This study aims to analyze the implementation of general education and character policies in universities and the urgency of establishing general education and character study programs for universities. This study uses a qualitative approach with literature study techniques. The implementation of general education and character policies in higher education can be carried out by the technical implementation unit of compulsory curriculum courses and carried out in the form of study programs that specifically overshadow general education and character. The urgency of establishing a general education and character study program for universities is related to strengthening the superior character of students as well as strengthening institutional identity, especially for educational institutions of education personnel that have the status of state universities as legal entities.

DIREITO À EDUCAÇÃO DOS ESTUDANTES COM DEFICIÊNCIA INTELECTUAL

This study aims to understand the conception of inclusive education and how educational policies are interpreted and translated by professional political actors responsible for Special Education (PSEs) in the Regional Education Coordination Offices (RECOs) that operate in different contexts within the Education State Network of Santa Catarina (ESN/SC), ensuring the right to education for students with Intellectual Disabilities (ID). The data come from the analysis of an open-ended questionnaire applied to the PSEs of the 36 RECOs, as well as interviews carried out with a portion of these professionals. The data were analyzed based on the Theory of Political Action and linked to the political documents that guide the perspective of inclusive education in SC. It is revealed that ESN/SC has made significant progress concerning guiding documents and services provided, ensuring school access. However, there are concerns about the insufficiency and fragility of initial and ongoing training for the political actors involved in the process. Furthermore, it is considered that the implementation of educational policies is not effectively guaranteeing the right to education for students with ID, leading to processes of exclusion within the school due to imposed barriers.

Equality in education, synchronous enrolment policy and housing prices of school districts: Based on the experience of Hangzhou

Housing is the major way for Hangzhou residents to access public primary and secondary education resources. The implementation of educational equalization policies will impact housing prices, especially school district housing prices. This paper focuses on the synchronous enrollment policy, which requires both public and private schools to enroll students simultaneously, thus changing the enrollment strategies for students and parents. Using the 2019 implementation of the synchronous enrollment policy in Hangzhou primary schools as a natural experiment, the difference-in-differences and quantile regression models were employed to estimate the capitalization of this policy and its heterogeneity. The results indicate that the policy leads to an appreciation of school district housing prices, with a stronger effect on the housing prices of elite public school districts. To achieve educational equalization, the government must formulate supporting policies to ensure internal balance in public schools and simultaneously create sufficient high-quality educational resources.

The Challenges and Factors Facilitating the Inclusive Education Policy Implementation in Ghana: Policy Stakeholders’ Perspectives

ABSTRACT Research has shown that people with disabilities (PWDs) are significantly disadvantaged within the areas of school enrolment, educational attainment, and learning, particularly in developing countries. In Ghana, the Inclusive Education (IE) Policy was established in 2006 to ensure the full participation of all PWDs in schools. The purpose of this study was to document the barriers and facilitators to the implementation of the IE Policy of Ghana. The research employed a case study in which eight education professionals and leaders (major stakeholders) were selected for their key roles in forming and implementing the IE Policy of Ghana and individually interviewed. The transcript of each participant’s interview was coded and thematically analysed, after which a cross-case analysis was conducted to identify common themes. The findings of this study point to a number of implications for future policy and practice, including the critical need for accurate data on PWDs in the Ghanaian school system that policymakers, faculty, and administrators can use to better support PWDs.

ANALISIS KEPUASAN MAHASISWA TERHADAP SISTEM PEMBELAJARAN ONLINE PADA MASA PANDEMIC COVID 19 DI STMIK AKAKOM DENGAN METODE NAIVE BAYES

In accordance with the circular of the Minister of Education and Culture of the Republic of Indonesia regarding Circular Letter Number 4 of 2020 concerning the Implementation of Educational Policies in the Emergency Period for the Spread of Corona Virus Disease (COVID-19), the learning system implemented is online. 
 STMIK AKAKOM is one of the universities that has also implemented online lectures since the government's policy for the home learning system was established. Various efforts have been made by STMIK AKAKOM to carry out the online learning process during this covid-19 pandemic. 
 Therefore, researchers conducted a study that aims to analyze the success of the online learning system for students conducted at STMIK AKAKOM with the Naive Bayes method approach, using 4 (four) criteria, namely Communication, Building a Learning Atmosphere, Assessment of Students, and Delivery of Lecture Materials. The level of satisfaction assessment using a Likert scale (likert scale) 5 points with the same interval. starting from point 1 (one) which states very less, to point 5 (five) which states very well. Based on the results of calculations that have been carried out, it can be seen that the classification of testing data from respondents numbered R89 to R93 for online learning systems during the Covid 19 pandemic is satisfied.