Pillars Of Education Research Articles

Konsep Akhlak dalam Islam dan Kontribusinya Terhadap Konseptualisasi Pendidikan Dasar Islam

This paper discusses akhlak concept and it`s conceptualization of Islamic primary school. In Islam akhlak occupy a very vital position because it involves horizontal and vertical relations. Likewise in Islamic primary school akhlak becomes a pillar on other pillars. Akhlak determination is very important in setting educational goals, teaching practices, methods, infrastructure, values that are instilled and all implementation. When akhlak and values of Islam are not contained in education, it is certain that the pillars of education are impossible to realize properly. The akhlak contribution in the conceptualization of Islamic primary school; first, help formulate educational goals. Second, help in formulating the characteristics and content of the curriculum. Third, help formulate the characteristics of professional teachers. Fourth, help formulate a code of ethics and school discipline. Fifth, make teaching and learning activities that produce students have noble character. Sixth, creating a clean, orderly, safe, peaceful, comfortable, and conducive learning environment. Realization of the concept can be started with further teaching followed by habituation education, exemplary, practice, coupled with examples, as well as explanations, coaching to finally become characters

Ævintýralegt jafnrétti. Starfendarannsókn í leikskóla

Grein þessi fjallar um starfendarannsókn sem gerð var á deild fjögurra ára barna í leikskólanum Iðavelli, Akureyri, veturinn 2013–2014. Þá vann skólinn að þróunar verkefninu Ævintýralegt jafnrétti með styrk frá Sprotasjóði mennta- og menninga málaráðuneytisins og var höfundur greinarinnar verkefnisstjóri. Þróunarverkefnið bar heitið Ævintýralegt jafnrétti. Kynjahugmyndir leikskólabarna og miðaði að því að vinna markvisst með börnum að fjölbreyttum verkefnum tengdum kynhlutverkum og jafnrétti. Markmið starfendarannsóknarinnar var að ef la kennara sem fagmenn og auka færni þeirra til að þróa eigin starfshætti með því að fylgjast kerfisbundið með og endur skoða vinnuna við þróunarverkefnið, ekki síst þátttöku og framlag barnanna. Þátttakendur voru kennarar á deild fjögurra ára barna og börnin á deildinni. Gagnaöf lun fór fram með skráningu á fundum og viðtölum við kennara og börnin sjálf, sem og við samanburðarhóp barna. Um skráningar sáu kennarar og verkefnisstjórar með ljósmyndum og upptökum, og gögnum um verkefni barnanna var safnað markvisst. Niðurstöður sýna að kennarar urðu meðvitaðir bæði um eigin hugmyndir tengdar jafnrétti sem og viðfangsefni sem vinna má að með börnunum og það kom skýrt fram að frumkvæði kennara skipti miklu máli. Einnig má ráða af niðurstöðum að hæfni barna til gagnrýninnar umræðu jókst eftir því sem verkefninu f leytti fram en hún dalaði einnig hratt ef henni var ekki haldið við. Hluti af vinnu við verkefnið fólst í að vinna kennsluefni sem leikskólar geta nýtt sér. Kennsluefnið er í þremur hlutum. Einn þeirra er fyrir kennara, annar fyrir vinnu með foreldrum og loks eru verkefni til að vinna með börnum. Skýrslu um framgang þróunarverkefnisins var skilað til Sprotasjóðs og kennsluefnið er aðgengilegt á vef (Anna Elísa Hreiðarsdóttir, 2014; idavollur.is).

Can Education Achieve Social Cohesion? Challenges for Kenya’s Education Sector in Attaining the Social Pillar of Vision 2030

Education is considered critical in the development of a nation towing to its role of transmitting knowledge, skills and competencies. The question of whether education can promote social cohesion has and continues to be debated all over the world. The UNESCO commission (1996), identified one of the critical pillars of education for the 21 st Century as ̳Learning to live together.‘ Indeed the demand to achieve this has been heightened by globalization, which has rendered spatial boundaries void. In Kenya, the quest for social cohesion is bedevilled by political gimmicks that perpetuate ethnocentrism and often times lead to civil strife as was evident during the post-election violence (PEV) in 2007. As a result of this, the National Cohesion and Integration Act of 2008 was passed as part of Agenda IV reforms under the National Accord Reform Agenda. This led to the formation of the National Cohesion and Integration Commission (NCIC) whose mandate is to facilitate and promote equality of opportunity, good relations, harmony and peaceful coexistence between persons of different ethnic and racial backgrounds in Kenya and to advice the government thereof. This paper explores the role education can play in building social cohesion, especially in the period after PEV. Using personal experiences as an educator, I shall challenge the status quo in an attempt to chart the way forward for educators to contemplate as they strive to achieve national cohesion, which is a prerequisite to the attainment of Vision 2030.

The Role of Universities in Sustainable Economic Development In Pivotal

The Role of Universities in Sustainable Economic Development In Pivotal

REKONSTRUKSI PENDIDIKAN KARAKTER DALAM RISĀLAH “ḤAYY BIN YAQẒĀN” KARYA IBN ṬUFAIL (Analisis Resepsi Sastra)

In the middle of seeking the concept of character education recently, risālah “Ḥayy bin Yaqẓān” offers an inclusive and holistic alternative in literature perspective. The risālah describes the life of the main character, Ḥayy, whose life is full of knowledge, wisdom, and values from chilhood to death. This research aims to show the reconstruction of character education pillars and the process of character education building. The material object of this research is a risālah entitled Ḥayy bin Yaqẓān written by Ibn Ṭufayl. The formal object is the reconstruction of character education. The theory applied here is a reception by Iser, using a content analysis method. The results of this analysis reveals that the risālah consist of reconstruction of education pillars reflected on the character of Ḥayy. They are a willingness to learn, proactive and has a positive contribution to his neigborhood, emphaty and compassionate, cognitive intelligence combined with a strength of soul, and be faithful in God. The reconstruction of the process of character education building is the internal factors (family), the external factors (millieu), and the principle of character education is a life long education.

Exame Nacional de Desempenho dos Estudantes – ENADE e o desenvolvimento de competências no ensino superior

Por meio deste estudo objetiva-se compreender o processo avaliativo do Exame Nacional de Desempenho dos Estudantes (ENADE) no contexto de desenvolvimento de competências na formação profissional do ensino superior. Trata-se de uma reflexão proposta onde se relaciona o processo avaliativo do ensino superior, ENADE em relação à formação de competências e habilidades por meio dos quatro pilares da educação propostos por Delors. A compreensão do ENADE enquanto instrumento avaliativo transformador na escola contemporânea, bem como os desafios na construção de competências no ensino superior e a necessidade de integração entre os processos de avaliação e construção de competências a partir dos quatro pilares da educação versam este texto. Com base na reflexão proposta considera-se que a formação de competências trazida por Perrenoud juntamente com a proposta dos quatro pilares da educação do século XXI redigidos por Delors formam a base da sociedade contemporânea cidadã, inferindo a necessidade de métodos avaliativos ao ensino superior, no caso o ENADE.

Fostering Students’ Creativity Through Innovative Learning Tools

For the last two decades, creativity continued to occupy a prominent position in public as well as academic discourses in many parts of the world. As creativity depends on knowledge, curiosity, imagination, and evaluation, so focusing on these four pillars in education will increase its development. Fostering students’ creativity and innovation capabilities has always been at the heart of universities’ endeavor and engagement. The aim of this study is to illustrate the links between innovating learning tools and students’ creativity. Media-reinforced cooperative studying domains may assist foster creative and critical thinking in net-generation business students; there are obstacles to the acceptation of these instruments both from the viewpoint of teachers and students. Regardless of these rejections, most students liked the non-linear, multi-media feature of the innovative learning domain and wanted more such actions to be advanced hereafter.

The Relationship between Anxiety and Aggression with Burnout among Teachers

Introduction: Education is one of the important educational pillars of the country and teachers have an important role in this organization. Examining the causes associated with burnout is one of the factors that can be considered in preventing and preventing this phenomenon in planning.Materials and methods: The statistical population of all Takestan teachers in the study year was 1969-97. Of this population, 302 subjects were selected based on random sampling and Morgan table. The research data were analyzed by means of the Maslach Burnout Questionnaire (1985), the AGQ questionnaire, and the Kettle anxiety inventory questionnaire.Results: The main objective of this study is to investigate the relationship between anxiety and aggression with burnout among teachers in the city of Takestan using the regression analysis assay with spss23, showed that both variables of anxiety and aggression can significantly predict Burnout variables.Discussion: the beta anxiety variable was more likely to predict the burnout variable than the aggression variable, and also between the three components of aggression, could significantly predict the burnout variable in teachers in the Takestan city.Conclusion: Helping teachers to prevent burnout and reduce the burden on them has contributed to the development of education in the country. Thus it is a crucial issue. both variables of anxiety and aggression can significantly predict Burnout variables.

Using quality educational approaches to implement new skills

Everyone is involved into the process of education, but the approachesand methods of each individual depend on the nature of their work,needs, capabilities and abilities. The primary socialization has an influenceon how much of skills and knowledge we bring into further lifewhich we then continuously upgrade and update.I will carry out a survey using the survey method and statistical processingof the data collected within the management staff from educationalorganizations.New knowledge to the individual can also be provided throughDelores’ four pillars of education:- Learn to know.- Learn to be able to know.- Learn to know how to live in the community and among others.- Learning to be.We educate ourselves all our live. Depending on our own skills, abilities,support of primary and secondary environmental interdependence,of financial ability, will, Elan and needs to upgrade its ownknowledge, as well as those that occur in the workplace. LifelongLearning knows no age limit, not industries, is still only an aspirationto something new, different. The society, based on Lifelong learning,can provide a brighter future and better quality of life.

BELAJAR DARI MONYET

The Monkey Training Academy indirectly implements progressive paedagogic principles. The Monkey Training Academy also applies the four pillars of education according to UNESCO (learning to know, learning to do, learning to live with others, and learning to be someone). This literature research can inspire educators to be creative. Sources of research data in the form of books "Learning from Monkey" by Rung Kaewdang, 2002. Education is implemented with cheap and applicable able to print skilled learners. However, in this era not only skills are targeted, but also creative and innovative learners. Privileges in APM are the patience of a teacher facing various learners' character and can turn it into a better direction.

Lectura y educación en España: análisis longitudinal de las leyes educativas generales

Reading has emerged as one of the fundamental pillars of education in recent years, gaining a notorious relevance in consideration with other materials. Thus, the reading habit or reading skills are two of the most studied in recent decades and its social projection elements inevitably passes through the general education laws.In the present study, a comparative analysis of all the laws that emerged in Spain in the era of democracy, a spectrum that occupies nearly fifty years of history of the country, intending to trace how it is treated is made the subject of reading, reading habits and reading skills from the legal basis of education.For this purpose, a thorough search of the most important to narrow that field and tracking the results in terms of appointments to the chosen terms are analyzed keywords is performed. The findings are compelling because, for example, the keyword "read" not even once appear in any of the texts consulted, nor the term "reading literacy" that although it is morerecent, and it was used from the 2000, so that from 2002 to LOCE (although not enter into force because it was not his approach and results evaluated) and the following laws could have been raised. Perhaps if the legal basis from which the rights and duties of society are consolidated argument fails on the field of reading is normal, systematically, the Spanish students rate below average in international tests PISA and PIRLS.

Lectura y educación en España: análisis longitudinal de las leyes educativas generales

Reading has emerged as one of the fundamental pillars of education in recent years, gaining a notorious relevance in consideration with other materials. Thus, the reading habit or reading skills are two of the most studied in recent decades and its social projection elements inevitably passes through the general education laws.In the present study, a comparative analysis of all the laws that emerged in Spain in the era of democracy, a spectrum that occupies nearly fifty years of history of the country, intending to trace how it is treated is made the subject of reading, reading habits and reading skills from the legal basis of education.For this purpose, a thorough search of the most important to narrow that field and tracking the results in terms of appointments to the chosen terms are analyzed keywords is performed. The findings are compelling because, for example, the keyword "read" not even once appear in any of the texts consulted, nor the term "reading literacy" that although it is morerecent, and it was used from the 2000, so that from 2002 to LOCE (although not enter into force because it was not his approach and results evaluated) and the following laws could have been raised. Perhaps if the legal basis from which the rights and duties of society are consolidated argument fails on the field of reading is normal, systematically, the Spanish students rate below average in international tests PISA and PIRLS.

Model to Implement Virtual Computing Labs via Cloud Computing Services

In recent years, we have seen a significant number of new technological ideas appearing in literature discussing the future of education. For example, E-learning, cloud computing, social networking, virtual laboratories, virtual realities, virtual worlds, massive open online courses (MOOCs), and bring your own device (BYOD) are all new concepts of immersive and global education that have emerged in educational literature. One of the greatest challenges presented to e-learning solutions is the reproduction of the benefits of an educational institution’s physical laboratory. For a university without a computing lab, to obtain hands-on IT training with software, operating systems, networks, servers, storage, and cloud computing similar to that which could be received on a university campus computing lab, it is necessary to use a combination of technological tools. Such teaching tools must promote the transmission of knowledge, encourage interaction and collaboration, and ensure students obtain valuable hands-on experience. That, in turn, allows the universities to focus more on teaching and research activities than on the implementation and configuration of complex physical systems. In this article, we present a model for implementing ecosystems which allow universities to teach practical Information Technology (IT) skills. The model utilizes what is called a “social cloud”, which utilizes all cloud computing services, such as Software as a Service (SaaS), Platform as a Service (PaaS), and Infrastructure as a Service (IaaS). Additionally, it integrates the cloud learning aspects of a MOOC and several aspects of social networking and support. Social clouds have striking benefits such as centrality, ease of use, scalability, and ubiquity, providing a superior learning environment when compared to that of a simple physical lab. The proposed model allows students to foster all the educational pillars such as learning to know, learning to be, learning to live together, and, primarily, learning to do, through hands-on IT training from a MOOCs. An aspect of the model has been verified experimentally and statistically through a course of computer operating systems.

Turkey on the path of establishing knowledge economy: innovation, ICTS and education

Knowledge-based economy is re-defining enterprises, re-formatting working styles, empowering individuals and re-shaping the links between education and business tasks in today’s globalized world. Emerged communication and information technologies especially invented in six decades ago is still changing the nature of business and the economy dramatically. It is obvious that transition to knowledge-intensive business models become popular since late 1950s. Also it is clear that advent of the knowledge economy shapes and changes the rules for enterprises that organize their activities in the global market places. Additionally intellectual capabilities become more important than physical inputs which was very important for the first machine age. The application of knowledge is one of the main sources of growth in the global economy and it becomes the strategic factor for the success. Having sufficient national production, sustainable growth, strong economy and modern technologies to create a welfare society is crucial for any modern nation. This study presents the concept of the knowledge economy and it's framework in this respect. Developed by World Bank “Knowledge Assessment Methodology” is one of the important methodologies in order to measure the progress of countries towards having a knowledge based economy. It has 4 pillars including 83 structural and qualitative variables and 12 knowledge indicators. World Bank's four Knowledge Economy pillars are economic and institutional regime, education, innovation, and Information and Communication Technologies (ICTs) developed for countries to do fundamental assessment of countries’ readiness for the knowledge economy and help them the transition to a Knowledge-based Economy. Also in this paper the analysis of knowledge economy for Turkey especially the role of innovation, ICTs and education pillars are examined.

„Uczyć się, aby żyć wspólnie” w koncepcji Międzynarodowej Komisji do spraw Edukacji dla XXI wieku

Celem artykułu jest zaprezentowanie założeń dotyczących podstawowych filarów edukacji, określonych przez Międzynarodową Komisję do spraw Edukacji dla XXI wieku, która pracowała pod kierunkiem Jacques’a Delorsa (przewodniczącego Komisji Europejskiej w latach 1985–1995). Pokłosiem obrad Komisji jest Raport dla UNESCO „Edukacja: jest w niej ukryty skarb” („L’Éducation: Un trésor est caché dedans”, UNESCO 1996). W artykule zastosowano kryterium problemowe, odniesione do poszczególnych części raportu i kategorii postaw dotyczących: zrównoważonego rozwoju, procesu wychowania, kształcenia do współżycia z innymi, odkrywania Innego.

EMPAT PILAR PENDIDIKAN DALAM MENCIPTAKAN MUTU PENDIDIKAN YANG BERBUDAYA

<span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em>The problems of education in Indonesia is quite compleks and greatly affect</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> learning outcomes and outputs produced a school. problems of education in</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> Indonesia was impressed throwing responsibility. As if the government is guilty,</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> guilty schools and so on. Advancing whereas education is a joint responsibility.</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> Bring our determination together so that educational goals can be achieved</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> through a process of cooperation and good communication between the family,</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> pemeritah, school and community as the four pillars that support the</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> implementation of education in Indonesia to deliver qualified individuals and</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> competitiveness, as well as the four pillars of education has a role which is</em><br /><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em>very important in improving the quality of education in Indonesia that can</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> make climate or condition of an educational institution that is more secure.</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> Education Quality cultured based curriculum in 2013 through the religious</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> aspects, social aspects, aspects of knowledge and skills aspects, so as to realize</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> the man who is faithful and devoted to God Almighty, noble, healthy, berilmum,</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> capable, creative, independent, and become citizens democratic, and</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> accountable.</em></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br style="font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;" /></span>

INTEGRASI EMPAT PILAR PENDIDIKAN (UNESCO) DAN TIGA PILAR PENDIDIKAN ISLAM

Education cannot be discharged in human life. All requiring education to realize what have been created. Education which have been woke up and designed have to be sturdy and do not be groggy easy to, education building have to tighten with strong pillars. UNESCO as institute of PBB which active in education, science, and culture have formulated four education pillar, this matter is meant to be target of education earn form. In education of Islam also have education foundation which also strength which is often referred as by three education pillar. Integrate between both the pillar building can make education in indonesia specially education of Islam can walk better and as according to teachings of Islam and nation aspiration. Keywords: integration, four education pillars, three pillars of Islamic education

COMPETÊNCIAS NECESSÁRIAS À FORMAÇÃO DO GESTOR HOSPITALAR: CONTRIBUIÇÃO DOS 4 PILARES DA EDUCAÇÃO DE DELORS

aim of this study was identify the competences for the professional practice of hospital managers. Thus, we used The 4 Pillars of Education from educative practice based on competencies. It was used mixed methods with quantitative and qualitative approach. This study identify the competence´s hospital manager, which has the potential to contribute to the work of higher. This highlights the importance of this topic for the training of hospital managers, so that they meet the expectations of hospital organizations and thus reflect in better care and management practices to those who use these services.

OPTIMALISASI UJIAN SEKOLAH PRAKTIK BERBASIS LINGKUNGAN UNTUK MENANAMKAN JIWA KEWIRAUSAHAAN PESERTA DIDIK SMP NEGERI 8 BONTANG

This study is aimed at promoting school environment to teaching practice for enterpreneurship. Home industries are promoted for teaching practice objects. The study used School Action Research whose objectives are to review and evaluate school policy. Subjects of the study were 69 students of grade IX at SMPN 8 Bontang and 18 teachers three of them are science teachers. The study was conducted in January to February 2014. The findings of the study referred to UNESCO Pillars in education: learning to know, learning to do, learning to be, and learning to live together in peace and harmony. Products of the study that is “terasi-- was processed by students through discovery and problem based project learning starting from finding information (learning to know), trying to make on suervisory, making by themselves (learning to be), and sale the product with school community (learning to live together). The finding probes that PAIKEM is applicable and environment is worth for teaching sources.

OPTIMALISASI UJIAN SEKOLAH PRAKTIK BERBASIS LINGKUNGAN UNTUK MENANAMKAN JIWA KEWIRAUSAHAAN PESERTA DIDIK SMP NEGERI 8 BONTANG

This study is aimed at promoting school environment to teaching practice for enterpreneurship. Home industries are promoted for teaching practice objects. The study used School Action Research whose objectives are to review and evaluate school policy. Subjects of the study were 69 students of grade IX at SMPN 8 Bontang and 18 teachers three of them are science teachers. The study was conducted in January to February 2014. The findings of the study referred to UNESCO Pillars in education: learning to know, learning to do, learning to be, and learning to live together in peace and harmony. Products of the study that is “terasi” was processed by students through discovery and problem based project learning starting from finding information (learning to know), trying to make on suervisory, making by themselves (learning to be), and sale the product with school community (learning to live together). The finding probes that PAIKEM is applicable and environment is worth for teaching sources.