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ILMU?
1. MAKNA PENDIDIKAN 2. PENDIDIKAN SEBAGAI ILMU 3. PENDIDIKAN SEBAGAI SISTEM 4. LANDASAN KULTURALANTHROPOLOGIS 5. LANDASAN PSIKOLOGIS 6. LANDASAN SOSIOLOGIS 7. LANDASAN FILOSOFIS-AGAMA
To believe in education is to believe in the future, to believe in what may be accomplished through the disciplined use of intelligence, allied with cooperation and good will. If it seems naively American to put so much stock in schools, colleges, universities, and endless prospect of self-improvement and social improvement, it is an admirable, and perhaps even a noble flaws. (Diane Ravitch, 1983, p. 330)
Education: as deliberate, systematic, and sustained effort to transmit, evoke, or acquire knowledge, attitudes, skills, or sensibilities, as well as any outcomes of that effort.
The definition projects us beyond the schools and colleges to the multiplicity of individuals and institutions that educate-parents, peers, siblings, and friends, as well as families, churches, synagogues, libraries, museums, summer camps, benevolent societies, agricultural fairs, settlement houses, factories, publisher, radio stations, and television networks. (Lawrence A. Cremin, 1977, pp 135-136)
PENDIDIKAN ADALAH USAHA SADAR DAN TERENCANA UNTUK MEWUJUDKAN SUASANA BELAJAR DAN PROSES PEMBELAJARAN AGAR PESERTA DIDIK SECARA AKTIF MENGEMBANGKAN POTENSI DIRINYA UNTUK MEMILIKI KEKUATAN SPIRITUAL KEAGAMAAN, PENGENDALIAN DIRI, KEPRIBADIAN, KECERDASAN, AKHLAK MULIA, SERTA KETERAMPILAN YANG DIPERLUKAN DIRINYA, MASYARAKAT, BANGSA, DAN NEGARA.
KULTUR
PSIKOLOGI ANTROPOLOGI
FILSAFAT
ILMU PENDIDIKAN
HISTORI
ORANG TUA
EKONOMI SOSIOLOGI PAUD
MASYARAKAT PEMERINTAH
DOSEN/GURU
MANEJEMEN
FILSAFAT
ILMU PENDIDIKAN
ORANG DEWASA
SISWA
PROSES
OUTPUT
OUTCOME
POLITIK
KELUARGA
WHAT IS PHILOSOPHY? PHILOSOPHY CAN BE DEFINED AS A SET OF IDEAS ABOUT THE NATURE OF REALITY AND ABOUT THE MEANING OF LIFE. IDEAS ABOUT BEING, KNOWLEDGE, AND CONDUCT HAVE EVOLVED OVER TIME AS PHILOSOPHERS HAVE PONDERED SUCH QUESTIONS AS, WHAT IS BASIC HUMAN NATURE?
PENDIDIKAN
LEMBAGA LAINNYA
MASYARAKAT
PEMERINTAH
PHILOSOPHY
THE ACTIVITY OF DOING PHILOSOPHY AIDS TEACHERS IN UNDERSTANDING TWO VERY IMPORTANT NOTIONS:
REALITY = METAPHISICS KNOWLEDGE = EPISTIMOLOGY VALUES = AXIOLOGY
(1) WHO THEY ARE OR INTEND TO BE , AND (2) WHY THEY DO OR PURPOSE TO DO WHAT THEY DO.
ONTOLOGY COSMOLOGY SCIENTIFIC INQUIRY INTUITION SENSES & FEELINGS INDUCTIVE LOGIC DEDUCTIVE LOGIC ETHICS AESTHETICS
EPISTIMOLOGY
KNOWLEDGE IS OBTAINED WHEN IDEAS ARE BROUGHT INTO CONSCIOUSNESS THROUGH SELF EXAMINATION AND DISCOURSE.
KNOWLEDGE IS OBTAINED WHEN STUDENTS ARE TAUGHT IDEAS THAT CAN BE VERIFIED AND SKILLS THAT ENABLE THEM TO KNOW OBJECTS THEY ENCOUNTER.
ROLE OF TEACHERS MANIPULATE THE LEARNING ENVIRONMENT AND PRESENT STIMULI, USING CONDITIONING AND SOCIAL LEARNING TO SHAPE STUDENT BEHAVIOR.
TEACHING METHODS PROGRAMMED INSTRUCTION THAT PROVIDED FEEDBACK ON PERFORMANCE BEHAVIOR CONTRACTS, REINFORCEME NT.
SUBJECTS STUDIED LEARNING TASKS IN WHICH BEHAVIOR CAN BE DIRECTLY OBSERVED, MEASURE, AND EVALUATE.
EXISTENT IALISM
BEHAVIO RISM
MARXISM
SHAPE PEOPLE AND INSTITUTIONS; CHANGE MATERIAL CONDITIONS OF SOCIETY, PRODUCING CLASSLESS SOCIETY
LIVE AND WORK HARMONIOUSLY WITH OTHERS, ACQUIRE AND USE KNOWLEDGE THAT WILL ENABLE THEM TO TRANSFORM NATURAL AND SOCIAL WORLD.
COGNITIV ISM
STIMULATE COGNITIVE DEVELOPMENT; MEDIATE STUDENT LEARNING AND MONITOR THOUGHT PROCESS.
USE OF MANIPULATIVE S AND REALLIFE LEARNING OPPORTUNITIE S RELEVANT TO STUDENTS PRIOR EXPERIENCES.
INTEGRATED CURRICULA; EMPHASIS ON THINKING AND CRITICAL SKILLS, STUDY SKILLS, AND PROBLEM SOLVING SKILLS.
GOAL OF EDUCATION GOAL OF EDUCATION DEVELOP AND APPLY PRACTICAL KONWLEDGE AND SKILLS FOR LIFE IN A PROGRESSIVE DEMOCRATIC SOCIETY. ROLE OF STUDENTS ACTIVE LEARNING AND PARTISIPATION. ROLE OF TEACHERS TEACH INDUCTIVE AND DEDUCTIVE REASONING, THE SCIENTIFIC METHOD, AND THE POWERS OF OBSERVATION AND PRACTICE. TEACHING METHODS HANDS-ON CURRICULA; GROUP WORK; EXPERIMENTATI ON. SUBJECTS STUDIED EMPHSIS ON CITIZENSHIP, KNOWLEDGE AND SKILLS APPLICABLE TO DAILY LIFE, AND CAREER OF JOB PREPARATIO N. EMPHASIS ON GREAT BOOKS AND CORE CURRICULA IN THE ARTS AND SCIENCES. ACQUITION OF CULTURE; CULTURAL LITERACY FOR PERSONAL BENEFIT.
SUBJECTS STUDIED UNIFORM CURRICULUM FOR ALL STUDENTS THAT EMPHASIS THE ESSENCE OF TRADITIONAL INDONESIAN CULTURE.
PRAGMA TISM
ESSENTI ALISM
PERENIA LISM
ACQUITIONS OF TIMELESS PRINCIPALS OF REALITY, TRUTH, AND VALUE; LEARNING FOR THE SAKE OF LEARNING.
ASK QUESTIONS; PRESENT SOCIAL ISSUES AND PROBLEM SOLVING CHALLENGES; SERVE AS OR GANIZER AND INFORMATION RESOURCE.
EMPHASIS ON SOCIAL STUDIES, SOCIAL PROBLEMS, GLOBAL EDUCATION, AND ENVIRONMENT AL ISSUES.
TEA C H E RP P LA R E P N A O C N S T IG TH T I V A E& N O C U T IV G H E TS
CL AS TE SR AC OO H MBERS EH AV IOR
TEACHERS TEACHERS ACTION ACTIONS AND AND THEIR THEIR OBSERVABLE EFFECTS OBSERVABLE EFFECTS
ST UD EN BETS C HA LA VIO SS R RO OM
FAMILIES DISTRESS POVERTY AND HOMELESSNESS VIOLENCE AND CRIME HEALTH AND SAFETY ISSUES OF CHILDREN & YOUTH: AFTER-SCHOOL CARE CHILD ABUSE AND NEGLECT SUBSTANCE ABUSE TEEN PREGNANCY AIDS AND OTHER DISEASES
STUDENT ACHIEVEMENT
LANDASAN SOSIOLOGIS
SOSIOLOGI
SOSIOLOGI MEMBAHAS:
PRANATA
LEMBAGA
BIDANG KAJIAN:
1. SOCIALIZATION
2. STRATIFICATION
3. SOCIAL MOBILITY
4. EQUALITY OF OPPORTUNITY
STRUCTURAL FUNCTIONALISM
1. CULTURAL SYSTEM
MICROSOCIOLOGY: INTERPRETIVE: - INTERACTIONISM - PHENOMENOLOGISM - ETHNOMETHODOLOGISM
2. SOCIAL SYSTEM
CULTURAL SYSTEM/CULTURE
SOCIAL SYSTEM/SOCIAL STRUCTURE = A STRUCTURE OF SOCIAL ROLES. ROLES = ROLES EXPECTATIONS = SHARED EXPECTATION OF BEHAVIOR
INDIVIDUALS -- NEEDS
CONTEST NORM THE METHOD OF ACQUIRING ELITE STATUS IS LIKE A RACE IN WHICH ALL START EQUAL THE RULES OF THE RACE ARE WELL KNOWN TO ALL ELITE STATUS IS SHOWN BY THE POSSESSION OF WEALTH THERE ARE SHOULD BE NO EARLY ELIMINATION. NO SPECIAL HELP BE GIVEN TO THE TALENTED. MOST COMMONLY FOUND IN A SOCIETY WITH MANY ELITE GROUPS IN COMPETATION. HOPE OF ELITE STATUS IS KEPT ALIVE UNTIL LOYALTY TO THE SOCIETY IS WELL ESTABLISHED. ELITES ARE CONTROLLED BY THE RECOGNATION THAT THEY CAN BE DISPLACED BY OTHER ELITE GROUPS.
SPONSORED NORM FUTURE ELITES SHOULD BE ASSIGNED THEIR POSITIONS BY THE PRESENT ELITE OR THEIR AGENTS ONLY THE ELITE CAN RECOGNISE THE HIDDEN TALENTS OF INTELLEGENCE OR VISION.
THERE SHOULD BE EARLY SELECTION AND SPECIALIST TRAINING FOR ELITE STATUS. FUTURE ELITES SHOULD BE GIVEN THE BEST TRAINING. MOST COMMONLY FOUND IN A SOCIETY WITH AN ESTABLISHED ELITE GROUP. MASSES ARE TRAINED TO SEE THEMSELVES AS INCOMPETENT AND TO VIEW THE ELITE WITH A SENSE OF MYSTERY. ELITES ARE SOCIALISED INTO BENEVOLENT PATERNALISM AND SENSIVITY TO THE OPINION OF FELLOW ELITES,
HOPPERS TYPOLOGY
QUESTION ANSWER STANDARDISED UNSTANDARDISED EARLY LATE DIFFUSE SKILLS TECHNICAL SKILLS DIFFUSE SKILLS AND SOCIETYS NEED DIFFUSE SKILLS AND INDIVIDUALS RIGHT TECHNICAL SKILLS AND SOCIETYS NEEDS TECHNICAL SKILLS AND INDIVIDUALS RIGHT IDEOLOGY SPONSORED IDEOLOGY OF IMPLEMENTATION CONTEST IDEOLOGY OF IMPLEMENTATION ELITIST IDEOLOGY OF IMPLEMENTATION EGALITARIAN IDEOLOGY OF IMPLEMENTATION PARTICULARISTIC IDEOLOGY OF LEGITIMATION UNIVERSALITIC IDEOLOGY OF LEGITIMATION PATERNALISTIC IDEOLOGY OF LEGITIMATION
HOW
WHEN
1. SOCIALIZATION
WHO
WHY
SOCIETAL LEVEL
ISTITUTIONAL LEVEL
INTERPSYCHIC LEVEL
EARLY SELECTION LATE SELECTION STANDARDISED SELECTION UNSTANDARDISED SELECTION SPONSORD/ELITIST IDEOLOGY CONTEST/EGALITARIAN IDEOLOGY PARTERNALISTIC IDEOLOGY ARISTOCRATIC IDEOLOGY COMMUNISTIC IDEOLOGY MERITOCRATIC IDEOLOGY
EASY EQUAL EQUAL EASY EASY EQUAL EASY EASY HARD HARD
HARD EQUAL EQUAL HARD HARD EQUAL HARD HARD EASY EASY
HARD EASY HARD EQUAL HARD EQUAL HARD HARD HARD HARD
EASY HARD EASY EQUAL EASY RQUAL EASY EASY EASY EASY SOCIETAL IDEOLOGY EDUCATIONAL IDEOLOGIES, CONCEPTS
EDUCATIONAL STRUCTURE
EDUCATIONAL OUTCOMES:
TIAP-TIAP MASYARAKAT MERUPAKAN STRUKTUR YANG TERDIRI DARI UNSUR-UNSUR YANG RELATIF KUAT DAN MANTAP
TIAP-TIAP MASYARAKAT MERUPAKAN STRUKTUR YANG UNSUR-UNSURNYA BERINTEGRASI SATU SAMA LAIN DENGAN BAIK
TIAP-TIAP UNSUR MASYARAKAT MEMPUNYAI FUNGSI YANG MENYUMBANG KEPADA KETAHANAN SISTEM
TIAP-TIAP STRUKTUR SOSIAL YANG FUNGSIONAL DIALAS OLEH KONSENSUS ANTARA ANGGOTA MENGENAI NILAI TERTENTU
FIRST LEVEL
SECOND LEVEL:
THIRD LEVEL:
SELECTION AND ALLOCATION PLUS INSTRUCTION AND CERTIFICATION PLUS RECRUITMENT TO AN OCCUPATION
VILDERO PARETO: PERGOLAKAN POLITIK AKIBAT MEKANIS PERTENTANGAN ANTARA DUA TIPE INDIVIDU: THE LIONS AND THE FOXES
PERTENTANGAN DUA KELAS SOSIAL YANG TERLIBAT DALAM PROSES PRODUKSI INDUSTRIWAN YANG MENGONTROL ALAT PRODUKSI DAN PROLETARIAT YANG HANYA DAPAT MELAHIRKAN KETURUNAN
LEWIS A. COSER: KONFLIK ADALAH PERSELISIHAN MENGENAI NILAI-NILAI ATAU TUNTUNANTUNTUNAN BERKENAAN DENGAN STATUS, KUASA, DAN SUMBER-SUMBER KEKAYAAN YANG PERSEDIAANNYA TIDAK MENCUKUPI. PIHAK-PIHAK YANG BERSELESIH TIDAK HANYA BERMAKSUD UNTUK MEMPEROLEH BARANG YANG DIINGINKAN, TETAPI JUGA MEMOJOKKAN, MERUGIKAN, MENINDAS, ATAU MENGHANCURKAN LAWAN .
KONFLIK: MEMBEDAKAN ANTARA PERASAAN SUBYEKTIF DENGAN RELASI PERTENTANGAN OBYEKTIF DAN STRUKTURAL
KONFLIK ATAU PAKSAAN MENDASARKAN DIRI PADA: 1. MASYARAKAT MENGALAMI PERUBAHAN 2. TIAP-TIAP MASYARAKAT MEMPERLIHATKAN PERBANTAHAN DAN KONFLIK DALAM SEMUA BIDANG 3. TIAP-TIAP MASYARAKAT MENYUMBANG TERJADINYA DISINTEGRASI DAN PERUBAHANNYA 4. TIAP-TIAP MASYARAKAT BERDIRI ATAS DASAR PAKSAAN OLEH SEKELOMPOK ANGGOTA ATAS SESAMA ANGGOTA
PERAN PENDIDIKAN:
2. ATASAN MENGOTROL BAWAHAN 3. PENGONTROLAN DIANGGAP OLEH ATASAN SEBAGAI KEWAJIBAN DAN SAH 4. MENGETAHUI BATAS KEWENANGAN MASINGMASING 5. PELANGGARAN DIKENAKAN SANKSI HUKUM ATAU TINDAKAN TIDAK MEMENUHI KETENTUAN
b c
LAMA MENGIKUTI PENDIDIKAN
d e j
a f
g
IQ MASA ANAK-ANAK
i h
IQ GENOTIPE
IQ DEWASA
VARIATIONS WITHIN MICRO THEORIES SYMBOLIC INTERACTION 1. SYMBOLIC INTERACTION 1. THE SELF 2. PHENOMENOLOGY 2. PERCEIVING PEOPLE 3. ROLES 3. ETHNOMETHODOLOGY
PHENOMENOLOGY ETHNOMETHODOLOGY 1. ELICITING ACTOR 1. PROCEDURE 2. SITUATION 2. WORLD INTELLIGIBLE 3. CATEGORIES 3. PROCESS 4. BEHAVIOR OTHER PEOPLE
3.
EXPERIENCE 3 CONCEQUENCES
IMPLICIT