April 2008

GAGNE, THE CONDITION OF LEARNING SERTA BEBERAPA CONTOH PENERAPANNYA DI BINTANG BANGSAKU

 Menarik Perhatian (Gaining attention)

Perlunya menimbulkan minat dan perhatian siswa dengan mengemukakan sesuatu yang baru, aneh kontradiksi atau kompleks. Diharapkan siswa memiliki kepekaan indera untuk merespon dengan cepat stimulus yang diberikan. Ketika menarik perhatian siswa, pembimbing atau guru dapat memberikan gerakan isyarat atau merubah mimik muka dan suara tiba-tiba.

Contoh :
Mengenalkan hutan dengan cara mengajak siswa TKA seolah-olah kemping.

Oleh Yanti Depe (Sab, 04/05/2008 - 09:20)

Landasan Dasar Pendidikan Anak Usia Dini

Ada tiga hal yang dijadikan landasan PAUD, yaitu :
1. Landasan Yuridis
2. landasan Empiris
3. Landasan Keilmuan

Landasan Yuridis

Landasan hukum terkait dengan pentingnya PAUD tersirat dalam :

  • Amandemen UUD pasal 28b ayat 2, yaitu : negara menjamin kelangsungan hidup, pengembangan dan perlindungan anak terhadap eksploitasi dan kekerasan.
  • Keppres No. 36 tahun 1990, Konvensi Hak Anak, kewajiban negara untuk pemenuhan hak anak.
  • UU No.
Oleh Yanti Depe (Sab, 04/05/2008 - 09:25)

E d u c a t i o n : t h e n e c e s s a r y U t o p i a (Jacques Delors) - Part 1

In confronting the many challenges that the future holds in store,
humankind sees in education an indispensable asset in its attempt to attain
the ideals of peace, freedom and social justice. As it concludes its work, the
Commission affirms its belief that education has a fundamental role to play
in personal and social development.

Oleh Yanti Depe (Sab, 04/05/2008 - 13:35)

Looking ahead - ETNU Part 2 (Jacques Delors)

Some remarkable scientific discoveries and breakthroughs have been
made during the last twenty-five years. Many countries have emerged
from underdevelopment, and standards of living have continued to rise,
albeit at rates differing considerably from country to country. Despite
this, the prevailing mood of disenchantment forms a sharp contrast with
the hopes born in the years just after the Second World War.
It may therefore be said that, in economic and social terms, progress
has brought with it disillusionment.

Oleh Yanti Depe (Sab, 04/05/2008 - 13:38)

Tensions to be overcome - ETNU Part 3 (Jacques Delors)

To this end, we have to confront, the better to overcome them,
the main tensions that, although they are not new, will be
c e n t ral to the problems of the twenty-first century, namely:
• The tension between the global and the local: people need gradually
to become world citizens without losing their roots and while
continuing to play an active part in the life of their nation and their
local community.
• The tension between the universal and the individual: culture is steadily being globalized, but as yet only partially.

Oleh Yanti Depe (Sab, 04/05/2008 - 13:40)

Designing and building our common future - ETNU Part 4 (Jacques Delors)

People today have a dizzying feeling of being torn between a globalization
whose manifestations they can see and sometimes have to endure, and
their search for roots, reference points and a sense of belonging.
Education has to face up to this problem now more than ever as a
world society struggles painfully to be born: education is at the heart of
both personal and community development; its mission is to enable each
of us, without exception, to develop all our talents to the full and to
realize our creative potential, including responsibility for our own lives
and achievement of our personal

Oleh Yanti Depe (Sab, 04/05/2008 - 13:44)

Learning throughout life: the heartbeat of society (Jacques Delors)

The concept of learning throughout life thus emerges as one of the keys
to the twenty-first century. It goes beyond the traditional distinction
between initial and continuing education. It meets the challenges posed
by a rapidly changing world. This is not a new insight, since previous
reports on education have emphasized the need for people to return to
education in order to deal with new situations arising in their personal
and working lives.

Oleh Yanti Depe (Sab, 04/05/2008 - 13:46)

The stages and bridges of learning: a fresh approach (Jacques Delors)

By focusing its recommendations on the concept of learning
throughout life, the Commission did not intend to convey the idea
that by such a qualitative leap one could avoid reflecting on the
different levels of education. On the contrary, it has set out to
reassert some of the major principles advanced by UNESCO, such as
the vital need for basic education, to urge a review of the role of
secondary education and to examine the issues raised by developments
in higher education, particularly the phenomenon of mass higher
education.

Oleh Yanti Depe (Sab, 04/05/2008 - 13:55)

Getting the reform strategies right (Jacques Delors)

While neither underestimating the need to manage short-term
constraints nor disregarding the need to adapt existing systems, the Commission wishes to emphasize the necessity of a more long-term
approach if the reforms required are to succeed. By the same token, it
stresses the fact that too many reforms one after another can be the
death of reform, since they do not allow the system the time needed
either to absorb change or to get all the parties concerned involved in
the process.

Oleh Yanti Depe (Sab, 04/05/2008 - 14:08)

Designing and building our common future - ETNU Part 4 (Jacques Delors)

People today have a dizzying feeling of being torn between a globalization
whose manifestations they can see and sometimes have to endure, and
their search for roots, reference points and a sense of belonging.
Education has to face up to this problem now more than ever as a
world society struggles painfully to be born: education is at the heart of
both personal and community development; its mission is to enable each
of us, without exception, to develop all our talents to the full and to
realize our creative potential, including responsibility for our own lives
and achievement of our personal

Oleh Yanti Depe (Sab, 04/05/2008 - 14:09)