PENDIDIKAN NONGRADASI: PENGAKUANPERBEDAAN INDIVIDU
| Main Author: | Sunardi, Sunardi |
|---|---|
| Format: | Article info application/pdf eJournal |
| Bahasa: | eng |
| Terbitan: |
LPPMP Universitas Negeri Yogyakarta
, 2016
|
| Online Access: |
http://journal.uny.ac.id/index.php/cp/article/view/8511 http://journal.uny.ac.id/index.php/cp/article/view/8511/pdf |
| ctrlnum |
article-8511 |
|---|---|
| fullrecord |
<?xml version="1.0"?>
<dc schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd"><title lang="en-US">PENDIDIKAN NONGRADASI: PENGAKUANPERBEDAAN INDIVIDU</title><creator>Sunardi, Sunardi</creator><subject lang="en-US"/><subject lang="en-US"/><subject lang="en-US"/><description lang="en-US">The objective of this researchis to develop a non-graded education model Inthis model, curriculum materials are adapted into sequentially arranged materials.Students aregrouped on the bases of their ages, it is possible to have a variety oflearning materialsand a variety of learning activities within one classroom at thesame time. An individual mastery learning approach is implemented. The locationof researchwas in the town of Surakarta. The initial activity was adapting theexisting curriculum materials into sequential learning units.The non~gradedmodelwas tried out in grade 1 of SO Al Firdaus with 62 students (parallel classes).Research results indicate: I)The initial levelsof competence of students in aclassroom are heterogeneous.2) In terms of language and sequence of materials,theadapted curriculum package was rated as excellent, but in appropriateness tothe levels of development, a few materials for lower gradesneed to be revised. 3)Teachers and parents agreed on the heterogeneity of classes in schools, butdisagreed on the feasibility of multilevel curriculum materials and multi-modalityof learning. Thetwo groups also agreed on the low competence of teachers inteaching non-graded classrooms. 4) After one year in progress, the non-gradedmodel showed beneficial for fast and slow learners</description><publisher lang="en-US">LPPMP Universitas Negeri Yogyakarta</publisher><contributor lang="en-US"/><date>2016-04-19</date><type>Journal:Article</type><type>Other:info:eu-repo/semantics/publishedVersion</type><type>Journal:Article</type><type>Other:</type><type>File:application/pdf</type><identifier>http://journal.uny.ac.id/index.php/cp/article/view/8511</identifier><source lang="en-US">Jurnal Cakrawala Pendidikan; Vol 2, No 2 (2008): Cakrawala Pendidikan, Juni 2008, Th. XXVII, No. 2</source><source>2442-8620</source><source>0216-1370</source><language>eng</language><relation>http://journal.uny.ac.id/index.php/cp/article/view/8511/pdf</relation><coverage lang="en-US"/><coverage lang="en-US"/><coverage lang="en-US"/><rights lang="en-US">Copyright (c) 2016 Jurnal Cakrawala Pendidikan</rights><recordID>article-8511</recordID></dc>
|
| language |
eng |
| format |
Journal:Article Journal Other:info:eu-repo/semantics/publishedVersion Other Other: File:application/pdf File Journal:eJournal |
| author |
Sunardi, Sunardi |
| title |
PENDIDIKAN NONGRADASI: PENGAKUANPERBEDAAN INDIVIDU |
| publisher |
LPPMP Universitas Negeri Yogyakarta |
| publishDate |
2016 |
| url |
http://journal.uny.ac.id/index.php/cp/article/view/8511 http://journal.uny.ac.id/index.php/cp/article/view/8511/pdf |
| contents |
The objective of this researchis to develop a non-graded education model Inthis model, curriculum materials are adapted into sequentially arranged materials.Students aregrouped on the bases of their ages, it is possible to have a variety oflearning materialsand a variety of learning activities within one classroom at thesame time. An individual mastery learning approach is implemented. The locationof researchwas in the town of Surakarta. The initial activity was adapting theexisting curriculum materials into sequential learning units.The non~gradedmodelwas tried out in grade 1 of SO Al Firdaus with 62 students (parallel classes).Research results indicate: I)The initial levelsof competence of students in aclassroom are heterogeneous.2) In terms of language and sequence of materials,theadapted curriculum package was rated as excellent, but in appropriateness tothe levels of development, a few materials for lower gradesneed to be revised. 3)Teachers and parents agreed on the heterogeneity of classes in schools, butdisagreed on the feasibility of multilevel curriculum materials and multi-modalityof learning. Thetwo groups also agreed on the low competence of teachers inteaching non-graded classrooms. 4) After one year in progress, the non-gradedmodel showed beneficial for fast and slow learners |
| id |
IOS173.article-8511 |
| institution |
Universitas Negeri Yogyakarta |
| institution_id |
75 |
| institution_type |
library:university library |
| library |
Perpustakaan Universitas Negeri Yogyakarta |
| library_id |
569 |
| collection |
Cakrawala Pendidikan |
| repository_id |
173 |
| subject_area |
Pendidikan |
| city |
KOTA YOGYAKARTA |
| province |
DAERAH ISTIMEWA YOGYAKARTA |
| repoId |
IOS173 |
| first_indexed |
2016-09-22T19:12:59Z |
| last_indexed |
2016-09-26T01:30:54Z |
| recordtype |
dc |
| merged_child_boolean |
1 |
| _version_ |
1722438961357389824 |
| score |
17.609766 |