Top PDF Innovative Approach in Nutrition Education in Indonesia

INNOVATIVE FRAMEWORK FOR STUDIES OF ESP CURRICULUM AND PEDAGOGY IN THE HIGHER EDUCATION CONTEXT

INNOVATIVE FRAMEWORK FOR STUDIES OF ESP CURRICULUM AND PEDAGOGY IN THE HIGHER EDUCATION CONTEXT

curriculum model which emphasizes on content or product, while integrated type is usually associated to competence curriculum model. Collection type is more precise, linear and utilitarian, while integrated type is non-linear, iterative and egalitarian. In terms of sources, collection type tends to be deductive since curriculum is best created on the basis of predetermined content or outcome. Integrated type, on the other hand, promotes inductive approach envisaging that the sources of curriculum can be found through pedagogical interactions within the socio-cultural context of learning. The utilitarian, precise and deductive approaches, albeit having strength in efficiency and accountability, have significant downwards in that they are inadequate to cope with dynamic learning contexts to be truly ‘educational’ (Kelly, 2009; McKernan, 2008; Barnett and Coate, 2005; Ross, 2000). On the other hand, egalitarian, imprecise and inductive approaches are considered inefficient in practice. They demand sensitivity and ‘judicature’ in order to be able to align curriculum and pedagogy to particular extent of freedom in letting the process and space frame the students’ learning (Ross, 2000).
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Exploring an Innovative Approach to Address Non-Tariff Barriers Experienced by Small to Medium Enterprises in Downstream Coffee Production in Indonesia

Exploring an Innovative Approach to Address Non-Tariff Barriers Experienced by Small to Medium Enterprises in Downstream Coffee Production in Indonesia

NTBs are regulations or policies that can impact trade flows [3]. Every country creates NTBs based on its government policy and strategy. In creating NTBs, the reciprocal nature requires a country to consider not only interest of consumer but also producer. Domestic producer capability in conform to the NTBs regulation is important since it will be the standard of making NTBs. However, not all country can conform to that regulation due to differentiation of conditions. Several researchers found that NTBs made international trade becomes more difficult and less efficient between countries [4, 5]. Consequently, NTBs become a barrier on flow of international trade. Several researchers found that export barriers from NTBs are more stringent in agriculture products [2, 6, 7]. This is because agriculture products usually have more regulations and standards than other goods. Developing countries that typically depend on agriculture export are suffering because of these barriers [1, 8]. An agriculture product like coffee is regulated with several rules since it is consumed directly to human body.
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Rosiawan Innovative Approach 2012

Rosiawan Innovative Approach 2012

National Standardization Body (BSN) is a non-ministerial government institutions Indonesia with the main task to develop and foster standardization activities in the country of Indonesia. In order to promote the development and implementation of standards, BSN has been working with relevant stakeholders, one of which is the university. At present, there has been cooperation with 28 universities through the signing of a Memorandum of Understanding (MOU). One form of cooperation is to teach the subject of standardization in the university. Universitas Surabaya (UBAYA) as one of the University who has been working with BSN, has also taught courses standardization in the Department of Industrial Engineering as a compulsory subject in the field of Performance Management and Quality.
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Rosiawan Innovative Approach Abstract 2012

Rosiawan Innovative Approach Abstract 2012

National Standardization Body (BSN) is a non-ministerial government institutions Indonesia with the main task to develop and foster standardization activities in the country of Indonesia. In order to promote the development and implementation of standards, BSN has been working with relevant stakeholders, one of which is the university. At present, there has been cooperation with 28 universities through the signing of a Memorandum of Understanding (MOU). One form of cooperation is to teach the subject of standardization in the university. Universitas Surabaya (UBAYA) as one of the University who has been working with BSN, has also taught courses standardization in the Department of Industrial Engineering as a compulsory subject in the field of Performance Management and Quality.
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Education Reforms In Indonesia In The Twenty First Century

Education Reforms In Indonesia In The Twenty First Century

curriculum development. Although the study was conducted in the context of the Local Curriculum Content (LCC) program in 1998, it is pertinent to mention it here as some cultural situations may have remained similar between the time of his study and the present. According to Bjork (2003), three reasons were identified justifying the insufficient teacher response. First, the civil service culture had prevented teachers from becoming free individuals who were able to be active, creative, and innovative. The civil service culture was replete with values of loyalty, obedience, responsibility, cooperation, and the like. As Emmerson (1978) observed, this culture of transmitters of directives from their superiors rather than representatives of local communities resulted from the authoritarian practices of the New Order regime for more than three decades. Bjork (2003, p.205) clearly stated that Indonesian teachers tended to value the security of their job more than opportunities to influence school policy or to make a difference in the lives of their students. Second, there was a lack of rewards and incentives for teachers with new or increased responsibilities. Teachers, in Bjork's (2003) observation, did not devote more of their time to something, which did not provide them with more financial gains. Indeed, it was the budget constraints that made the Government unable to provide financial rewards to teachers who agree to take on additional responsibilities. This budget constraint was acknowledged by some experts such as Sutjipto et al. (2001) who had been involved in formulating the Indonesian education reform policies. According to a report of Asia Times Online, the Indonesian education budget was the lowest in Asia, which only amounted to seven percent of the State Budget in 2000, while the neighbouring countries such as Malaysia, Philippines, Singapore and Thailand allocate from 25 to 35 percent of their annual budget for education (Asia Times, 2000). The recommendation of the constitution for allocating 20 percent of the annual budget for education had not been fulfilled. Third, centre-local relations were still at a more centralised point on the continuum. Although the central education authority's officials expressed their commitment to empowering local authority people, they failed to provide sufficient means and assistance to support their commitment (Bjork, 2003; Rubiannor, 2003). Bjork (2003, p.208) described, ?in theory, they [central people] want to increase local autonomy; in practice, they often undermine that very objective?. Weston, the chief party of the MBE project, stated, ?in many cases their [the government officials] actions contradict their words (they talk decentralisation but practice a centralised approach). There is no clear list of functions delegated to school level, and more importantly little funding is allocated to schools? (personal communication by email, 2003).
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Education reforms in Indonesia in the twenty

Education reforms in Indonesia in the twenty

However, the current decentralisation policy in education was marked significantly by the introduction of School-Based Management (SBM) to primary and secondary schools in 1999 (Jalal & Supriadi, 2001; Umaedi, 2001). This introduction has been one way of implementing the policy of educational autonomy embedded in Act No. 22/1999. This also corresponds to the global perspective that SBM is now becoming a common phenomenon, believed to be a romising means for whole school improvement. Advocates of this approach have argued that within SBM schools, where democratic structure and culture were promoted, improvements in all aspects of school became more feasible and possible (Caldwell & Spinks, 1998; Cheng, 1996; Everard & Morris, 1996; Gamage, Sipple, & Partridge, 1996;Mohrman, Wohlstetter, & Associates, 1994; Wohlstetter, Van Kirk, Robertson, & Mohrman, 1997).
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The Return to Education in Indonesia

The Return to Education in Indonesia

The profitability of an investment in education in Indonesia has been a discussed issue for the past decades. Both Deolalikar (1993) and Duflo (2001) provided comprehensive estimates of returns to investment in education in Indonesia and both of them argued that schooling was a profitable investment. This paper updates the evidence on the profitability of an investment in education in Indonesia, using OLS and IV approaches. It describes the statistical relationship among market earnings, years of schooling, age and job tenure (experience), and quadratics of age and tenure, marital status, male-female and rural-urban dummies. In the analysis, we use primary data from the Indonesian Family Life Survey 4 (IFLS4). IFLS4 is a nationally representative sample comprising 13,536 households and 50,580 individuals, spread across provinces on the islands of Java, Sumatra, Bali, West Nusa Tenggara, Kalimantan, and Sulawesi. The earnings function is estimated on three samples: a combined sample of males and females (with a female intercept shift term), and separate samples of male and female workers. The empirical results show that the returns to schooling in Indonesia are 4.72 per cent for the combined sample, 4.36 per cent for males, and 5.26 per cent for females. However, the relationship between years of schooling and earnings is not statistically significant in any of the IV estimations. We also make comparisons with the findings of Duflo (2001), based on earlier data for 1995. These comparisons enable an assessment of any changes in the ability bias over this period of market reform. The IV estimates are the same as, or greater than, the OLS estimates. This is consistent with the literature for developed countries, and suggests that ability does not attract a wage premium but may be correlated with the instruments. Although adopting the IV approach increases the estimated returns to schooling in Indonesia, these returns remain low compared to other Asian as well as less developed countries. Therefore, the market- oriented economic reforms that has been going on over the past several decades should be evaluated by the policy makers considering whether these reforms generating higher jobless growth or not and take proper policy measure, if there is any.
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CHILDREN’S RIGHTS-BASED APPROACH IN EDUCATION: EXPERIENCES FROM SCATTERED INITIATIVES

CHILDREN’S RIGHTS-BASED APPROACH IN EDUCATION: EXPERIENCES FROM SCATTERED INITIATIVES

The Indonesian Government Commitment Indonesia ratified the Convention on the Right of the Child (CRC) through the Presidential Decree Number 36/1990, 25 August 1990. To justify its commitment to Indonesia passed the Law Number 23/2002 about Child Protection (UUPA) in 2002. To ensure the availability of free and compulsory education, the Indonesian government implemented the nine-year compulsory education based on Law Number 2/1989, updated by Law Number 20/2003 on the National Education. The Indonesian government has been making efforts to realize the child rights for education by encouraging the universal secondary education known as the Twelve-year compulsory education through the Presidential Regulation Number 47/2008 on Compulsory Education. Although the government has been allocating more money on education, it has not been able to cover free education for all children, as many have to pay the educational fees to go to private schools organized by different non-government organizations.
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MULTICULTURAL EDUCATION, IMPLICATION FOR GENERAL EDUCATION AND GIFTED EDUCATION IN INDONESIA

MULTICULTURAL EDUCATION, IMPLICATION FOR GENERAL EDUCATION AND GIFTED EDUCATION IN INDONESIA

Ramsey et al. (1989) traced the twentieth - century evolution of multicultural education and cited and annotated literature that defined multicultural education at various stages in its development through the late 1980s, especially as it was translated from a vision of a pluralist society to educational practice to K—l2 schools and higher education. Their distinctions of multi cultural education from multiethnic education and intercultural education are useful for educators who use these terms inter changeably and too freely. The evolution of multicultural education has also been analyzed in global dimensions. Lynch (1989), in Multicultural Education in a Global Society, describes multicultural education in terms of phases of sophistication. The ―additive phase‖ (p. 36) parallels the ethnic studies approach by adding culturally specific content. In this phase children from the majority Culture are often excluded from participating in the appended curricula. An equally serious problem with this phase is that the main curriculum still fails to emphasize common elements in the minority and majority curricula.
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Pedagogical Content Knowledge in Higher Education in Indonesia Fellysia1 Herwindy Maria Tedjaatmadja2 ABSTRACT - Pedagogical content knowledge in higher education in Indonesia - Scientific Repository

Pedagogical Content Knowledge in Higher Education in Indonesia Fellysia1 Herwindy Maria Tedjaatmadja2 ABSTRACT - Pedagogical content knowledge in higher education in Indonesia - Scientific Repository

Personal Practical Knowledge (PPK) that he or she has the potential to develop from experience and beliefs. Ulichny (1996) extrapolates that teachers’ knowledge is insufficient to explain teacher’s methodology because they have the capacity to interpret their classroom environment based on their experiences (teacher cognition). Therefore, each classroom setting might require different approach es and this is when PCK comes to fore. Teachers’ ability to perceive what should be ideally implemented in the context of their work, to relate their past act of teaching to their current one, and to practise the knowledge they obtain from their PPK to their classroom generate what is considered to be the elements of an expert teacher (Tsui, 2003).
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Food and nutrition security and the economic crisis in Indonesia

Food and nutrition security and the economic crisis in Indonesia

Indonesia has been afflicted by an economic crisis since July 1997. The economic crisis was preceded by a long drought associated with El Nino. The result has been a decline in food production, especially rice. In the eastern part of the country, especially in Irian Jaya, there was food insecurity during the early stages of the economic crisis. When the crisis escalated to become an economic, social and political crisis in 1998, food insecurity spread to other provinces, especially to urban areas in Java. The crisis led to increasingly high inflation, unemployment, poverty, food insecurity and malnutrition. The official figures indicate that poverty in Indonesia increased from 22.5 million (11.3%) in 1996 to 36.5 million (17.9%) in 1998. Food production decreased by 20–30% in some parts of the country. Compared with prices in January 1998, food prices had escalated 1.5- to threefold by August/November 1998 when acute food shortages occurred, especially in urban Java. Coupled with a drop in purchasing power, the higher food prices worsened health, nutritional status and education of children of urban poor and unemployed families. Despite social and political uncertainties, the Indonesian Government has taken prompt action to prevent a worsening of the situation by massive imports of rice, instituting food price subsidies for the poor and launching social safety net programmes to cope with food shortages and malnutrition. The present paper attempts to highlight the impact of the economic crisis on food insecurity and malnutrition in Indonesia.
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Professional Teacher Education (PPG) of Islamic Religious Education (PAI) in Indonesia

Professional Teacher Education (PPG) of Islamic Religious Education (PAI) in Indonesia

Abstract—Some research suggests that teacher certification is not able to significantly improve the performance of teachers. Therefore, research is needed on how the competence of lecturers and how the process of implementation of the PPG (Professional Teacher Education). The purpose of this study is the first, to analyze the competence of lecturers in teaching; Secondly, to analyze how the implementation of PPG PAI in FITK UIN Jakarta. This study used a qualitative approach, using methods of descriptive analysis. The data collection was done by using participatory observation, interview and documentation. Analysis of the data will be used in qualitative research is the analysis model data flows. A number of measures contained in the model analysis, namely data collection, data reduction, data presentation, and conclusion. The first conclusion of this study, PPG lecturers teaching ability has been good, but there were considered not good, as an explanation outside the context of teaching materials, teaching methods are monotonous, and do not understand the character of students. Second, the implementation of the PPG FITK which includes teaching, PPLK, PTK, and observation madrasa has been running well, but there are some things that need to be improved, such as the placement of teachers at all levels MI, MTs, and MA, the communication between students and teachers tutors and lecturers mentor, teaching courses PTK still theoretical, and observation at the madrasa deemed unnecessary. Besides, there are other problems associated with the effectiveness of PPG as follows: the distance participant's homes away because there is no hostel, teachers are still on duty at the school, so it was not the focus of lectures, educational background that is not relevant to the PPG, and scholarships are often late.
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Innovative Strategy for Education in Digital Era

Innovative Strategy for Education in Digital Era

(Crystal, 2003). To help students learn this valuable skill. English as a second language (ESL) courses have been adapted in many countries. Technology has been evolving rapidly over the past decade and, as such, it is beginning to play a role in the classroom with proper integration, technology could help improve student’s performance in the ESL classrooms. Technology can srengthen an approach in the current methods of teaching. We can claim that the knowledge practices of young people have drastically changed during the last decade although the educational practices have largely remained the same. Marc Prensky (2012) pointed out that today’s students are no longer people our educational system was designed to teach.
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Innovative Solutions to New Challenges in English Language Education: Aligning National Outcomes to Global Standards

Innovative Solutions to New Challenges in English Language Education: Aligning National Outcomes to Global Standards

Any opinions expressed within its publications do not necessarily represent those of the publisher, or any of their respective employees or agents. No responsibility is accepted by the publisher for the accuracy of any statements, opinions or advice contained in any information on its publications and readers should rely upon their own enquiries when making any decisions affecting their own interests. Every effort has been made to ensure that this publication is free from error or omission and the publisher, or any of their respective employees or agents, shall not accept responsibility for injury, loss or damage occasioned to any person acting or refraining from action as a result of any material within this publication whether or not such injury, loss or damage may be in any way caused as a result of any negligent act or omission, breach of any duty or default by the publisher, or any of their respective employees or agents.
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Innovative Solutions to New Challenges in English Language Education: Aligning National Outcomes to Global Standards

Innovative Solutions to New Challenges in English Language Education: Aligning National Outcomes to Global Standards

Role interdependence is confirmed by assigning roles to the group members to encourage interaction and discussion and to help the group accomplish the task more efficiently (Cohen et al., 1994). Barkley, Cross and Major (2005) point out that role assigning aims at enhancing greater participation within group, ensuring various aspects of a learning task and encouraging interdependence among group members. Citing Millis and Cottell (1998), they further assert six common group roles: facilitator, recorder, reporter, time keeper, folder monitor, and a wild card. A facilitator moderates the group discussion by summarizing, and making sure all members participate. A recorder records any group activities by completing students’ worksheet for submission to the teacher. A reporter serves as the spokesperson. A time keeper keeps track of time limitation. A folder monitor takes care of the group materials prepared in a folder by the teacher. A wild card fills in the role of any missing member.
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Innovative and Time Economic Pedagogical Views in Chemical Education – A Review Article

Innovative and Time Economic Pedagogical Views in Chemical Education – A Review Article

The molecular formula which defines a very large number of chemical structure, in this particular case, it is a herculean task to calculate the nature and number of bonds. Earlier Badertscher et al studied a novel formalism to characterize the degree of unsaturation of organic molecules. But no such work has not been taken till now to calculate the number and types of bonds in open chain olefinic system having complex molecular formulae like C 176 H 250 , C 2000 H 2000 .

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NUTRITION IN ADULT.

NUTRITION IN ADULT.

KEBUTUHAN GIZI • Umumnya laki-laki lebih memerlukan energi ini disebabkan karena secara fisik laki-laki lebih banyak bergerak tetapi pada aktivitasnya juga memerlukan energi banyak • [r]

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