INTERNATIONAL CURRICULUM

FOR INDONESIAN REMOTE EDUCATIONLaili Fauziah || 13110008 || Islamic Education 2nd term ||

ICP Eng. || Tarbiyah Science and Teaching Faculty || State Islamic University of Maliki Malang

Superior Matter

Based on a news, Indonesia ranked below over 120

countries in term education. The main reason is

The widespread of the teacher aint fair enough!

concerning in that case I think we need to do

something in the education system of Indonesia.

People tend to teach in the central area

Teacher in remote region hasn’t educated well

Our ExpectationsWhen we think of innovation, we have come to know, where we are able to dream about what might be possible without limitation or constraint. A key concern for us is how remote education systems can be respond not only to Aboriginal and Torres Strait Islander, but also to remote region in Indonesia.

We hope to identify models and strategies that can improve learning outcomes for students.

Meaningful livelihoods

employment

Social and community engagement

WHAT NEED TO BE FIXED?

Education | Teacher | SupervisionSalah satu usaha untuk meningkatkan kualitas sumber daya manusia ialah melalui proses pengajaran/pembelajaran di sekolah/madrasah. Masyarakat saat ini telah mempercayai, mengakui dan menyerahkan sepenuhnya kepada guru untuk mendidik anak-anak mereka. Namun seringkali tak sebanding lurus dengan apa yang diharapkan. Karena sudah terlanjur seperti itu, maka implikasinya adalah guru harus memiliki kualitas / kompetensi sebagai berikut:

Supervisi berorientasi menciptakan sebuah kondisi belajar yang

efektif dan efisien sesuai dengan cita-

cita dan tujuan program pengajaran.

menguasai bahan

mengelola program belajar

mengajar

Menguasai landasan-landasan pendidikan

yang dibutuhkan dalam pelaksanaan

pengajaran

mengelola interaksi-interaksi belajar-

mengajar yang dapat menyentuh aspek kognitif, afektif dan psikomotorik

mengevaluasi hasil belajar dan

pengajaran yang menjadi bahan pertimbangan

mengenal fungsi layanan bimbingan

dan konseling di sekolah

mengenal dan menyelenggarakan

administrasi sekolah dan memahami prinsip-prinsip dan menafsirkan hasil penelitian pendidikan guna keperluan

pengajaran

Language | Matter

When people talk about education of remote students, the language used is often replete with messages of failure. The disparity, sometimes referred to as ‘the gap’ . We do not wish to constrain the possibilities for innovation, but we want to ensure that with innovation we are not just recreating a new version of the old system, which perpetuates and exacerbates the unhelpful rhetoric of disadvantage and failure.

educationwith

Language

associated

Modern Education System

Modern education systems are built on transfers of knowledge from teachers to students. That is students go from a position of not knowing, to knowing; from not having skills, to having skills.

Harmonising indigenous knowledge within the curriculum education to provide opportunities for students to strengthen their own identity and build a sense of purpose in pursuing the more easily recognized outcomes education.

Critical Thinking

Democracy

Wealth Creation

Belonging to the Nation

Individual knowledge and

skills

Self-actualisations

ChoiceSelf-expressions

Socialization

Civic participation

Civic engagement

Teacher Supports in Inclusive Schools

Teacher assistants support students with disabilities in general

education classrooms. Teacher assistants should be working from

professionally prepared plans developed by teachers or special

educators based on evidence-based approaches, teacher

assistants should be trained to constructively manage and

respond to challenging student behaviors that might arise during

instruction. Teacher assistants should receive ongoing monitoring

and supervision from qualified professionals — not be left to fend

for themselves.

supportin

g

Avoid Inadvertent Detrimental

Those are:(a) separation from classmates, (b) unnecessary dependencies, (c) interference with teacher engagement, (d) interference with peer interactions, (e) insular relationships between students and teacher

assistants, (f) stigmatisation, (g) limited access to competent instruction, (h) loss of personal control by students with disabilities, (i) loss of gender identity, and (j) risk of being bullied

Special educators not only served students with identified disabilities who were eligible for

special education,

But also…

students with disabilities

who did not meet eligibility criteria to receive special

education

as well as at-risk

students.

References

• Kompas Desember 2013 edition

•Teacher Assistant Supports in Inclusive Schools:

Research, Practices and Alternatives: Michael F. Giangreco

Australasian Journal of Special Education / Volume 37 / Issue 02 / December 2013, pp 93 – 106 DOI: 10.1017/jse.2013.1, Published online: 04 March 2013

Link to this article: http://journals.cambridge.org/abstract_S1030011213000018

Downloaded from http://journals.cambridge.org/JSE, IP address: 103.17.76.7 on 26 Mar 2014

•Red Dirt Thinking on Educational Disadvantage

John Guenther, Melodie Bat and Sam Osborne

The Australian Journal of Indigenous Education / Volume 42 / Special Issue 02 / December 2013, pp 100 – 110 DOI: 10.1017/jie.2013.18, Published online: 13 December 2013

Link to this article: http://journals.cambridge.org/abstract_S1326011113000185

Downloaded from http://journals.cambridge.org/JIE, IP address: 103.17.76.7 on 29 Mar 2014

Jurnal el-Hikmah Fakultas Tarbiyah UIN Maliki MalangLink: http://ejournal.uin-malang.ac.id/index.php/elhikmah/article/download/2265/pdf Time access: 29 March 2014

Red Dirt Thinking on Power, Pedagogy and Paradigms: Reframing the Dialogue in Remote EducationThe Australian Journal of Indigenous Education / Volume 42 / Special Issue 02 / December 2013, pp 100 – 110 DOI: 10.1017/jie.2013.18, Published online: 13 December 2013Link: http://journals.cambridge.org/JIEDownloaded from http://journals.cambridge.org/JIE, IP address: 103.17.76.7 on 29 Mar 2014