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Article

✓ Peer Reviewed

Pemikiran Ki Hajar Dewantara dan Maria Montessori tentang Pendidikan Anak Usia Dini [The Thoughts of Ki Hajar Dewantara and Maria Montessori About Early Childhood Education]

Available from: Universitas PGRI Semarang (Indonesia)

Publication: PAUDIA: Jurnal Penelitian dalam Bidang Pendidikan Anak Usia Dini [Research Journal in the Field of Early Childhood Education], vol. 9, no. 1

Pages: 17-35

Asia, Australasia, Indonesia, Ki Hajar Dewantara - Philosophy, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Southeast Asia, Taman Siswa

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Abstract/Notes: Mendalami ilmu pendidikan anak usia dini tidak dapat dilakukan apabila hanya mengkaji pemikiran satu tokoh saja. Tujuan penelitian ini adalah mengetahui (1) pemikiran, (2) persamaan dan perbedaan pemikiran Ki Hajar Dewantara dan Maria Montessori tentang pendidikan anak usia dini. Metode yang digunakan kualitatif dengan jenis penelitian kepustakaan yang mengkomparasikan pemikiran kedua tokoh. Data dianalisis dengan pendekatan deskriptif. Penelitian dilaksanakan selama dua bulan mulai januari sampai februari 2020. Sumber data terdiri dari data primer dan sekunder. Hasil penelitian menunjukkan (1) pemikiran pendidikan anak usia dini menurut Ki Hajar Dewantara adalah pendidikan yang diberikan pada anak 0-7 tahun dengan pemberian pendidikan yang memperhatikan unsur alami anak dengan materi melatih panca indera menggunakan metode lahiriah dan batiniah dilakukan di lingkungan keluarga, sekolah dan masyarakat dengan tujuan mengembangkan cipta, rasa dan karsa pada anak. Menurut Maria Montessori pendidikan anak usia dini adalah pendidikan yang diberikan untuk anak 0-6 tahun dilakukannya dilingkungan sekolah dengan materi keterampilan sehari-hari menggunakan metode lahiriah dan batiniah yang memberikan kebebasan anak untuk memilih aktivitas dan media yang ingin digunakan. (2) persamaan dan perbedaan pemikiran Ki Hajar Dewantara dan Maria Montessori tentang anak usia dini terletak dari aspek nama dan filosofi sekolah, setting lingkungan, dasar pemikiran PAUD, metode dan tugas pendidik. [The science of early childhood education cannot be understood from one’s thought. This research intended to know (1) the thoughts (2) the similarities and differences of early childhood education thoughts by Ki Hajar Dewantara and Maria Montessori. The method used was qualitative with library research which compared two experts’ thoughts. The data was analyzed by descriptive approach. This research was done within two months, january to february 2020. The data were from primary and secondary data. The results revealed (1) Ki Hajar Dewantara states that early childhood education is an education given to 0-7 year old children and emphasizes on natural factors by training five senses through outward and inward method around family, school and community environments to develop creativity, feeling and intention. While Maria Montessori says that early childhood education is an education given to 0-6 year old children through daily skills in school environment and uses outward and inward method which let them choose activity and media they want. (2) the similarities and differences of Ki Hajar Dewantara and Maria Montessori thoughts were school’s name and philosopy, environment, ECE basic thoughts, learning method and educator’s duties.]

Language: Indonesian

DOI: 10.26877/paudia.v9i1.5610

ISSN: 2598-4047, 2089-1431

Article

✓ Peer Reviewed

Konsep Pendidikan Karakter Anak Usia Dini Menurut Kihajar Dewantara Dan Maria Montessori [The Concept of Early Childhood Character Education According to Kihajar Dewantara and Maria Montessori]

Available from: Sekolah Tinggi Agama Islam Muhammadiyah Probolinggo (Indonesia)

Publication: Muaddib: Jurnal Kajian Ilmu Kependidikan, vol. 4, no. 1

Pages: 63-79

Asia, Australasia, Indonesia, Southeast Asia

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Abstract/Notes: Tindakan yang dilakukan oleh seseorang yang bersifat nyata itu merupakan makna dari hasil pendidikan karakter yang dapat membentuk kepepribadiannya seseorang. Hal tersebut dilalui dengan pendidikan budi pekerti sehingga terbentuknya keperibadian di dalam diri seseorang. Seseorang akan bertinh laku dengan baik, bertanggung jawab, jujur, kerja keras, lemah lembut menghormati sesama dan juga penuh kasih saying. Hal itu dapat dilihat secara nyata pada tingkah laku seseorang. Konsep Pendidikan yang dimiliki oleh Ki Hajar Dewantara adalah bersifat pribumi. Sistem pendidikannya adalah system among dengan artian bersendikan kodrat alam dan merupakan system pendidikan yang bersifat kekeluargaan dan kemerdekaan terhadap anak supaya mereka dapat berkembang dan tumbuh dengan dasar kekuatannya sendiri Penyusunan metodenya Montessori merupakan sebuah metode pendidikan bagi anak-anak yang berdasar pada teori terhadap perkembangannya anak. Adapun metode tersebut berkarakteristik menekankan terhadap aktifitas anak dan adaptasi dilingkungan tempat belajarnya serta menyesuaikan terhadap level berkembangnya anak. Aktifitas fisik dan peran dalm menyerap kemampuan yang praktis dan konsep pembelajaran. Dari lingkungan sekolah konsep untuk Pendidikan anak diusia dini menurut Maria Montessori dan Ki Hajar dewantara juga ditemukan kesamaan dan juga ditemukan perbedaannya. Melihat persamaannya dilingkungan sekolah sama-sama mempunyai pendapat.Seprti halnya disekolah Casa Dei Bambini dan juga taman indria. Keduanya tersebut berpendapat sama bahwasanya media dalam pembelajaran menggunakan media dalam belajar yang bersifat alamiah dan pembelajaran nyata dari alam itu lebih menarik dibandingkan menggunakan media yang dibuat. Tempat dilaksanakannya pendidikan terhadap anak diusia dini dalam pemikiran Maria Montessori anak didik dfokuskan diruang kelas dan juga diditempatnya anak-anak pada saat bermain yang telah dirancangnya. Berdasarkan pemikiran Ki Hajar Dewantara bahwasanya tempat untuk dilaksanakannya Pendidikan terhadap anak tidak hanya dilingkungan sekolah. Mereka dapat melaksanakan pembelajarannya dilingkungan masyarakat dan juga dilingkungan keluarga. Jadi pemikirannya lebih meluas Pendidikan terhadap anak itu harus saling didukung oleh tiga lingkungan tersebut

Language: Indonesian

DOI: 10.46773/muaddib.v4i1.188

ISSN: 2685-9149

Article

✓ Peer Reviewed

On Ki Hadjar Dewantara’s Philosophy of Education

Available from: Universitetsbiblioteket OsloMet

Publication: Nordic Journal of Comparative and International Education (NJCIE), vol. 5, no. 2

Pages: 65-78

Asia, Australasia, Indonesia, Ki Hajar Dewantara - Philosophy, Maria Montessori - Philosophy, Southeast Asia, Taman Siswa

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Abstract/Notes: This comparative education article explores the purpose of education in the Indonesian context. My aim is to see if there are any differences between the purpose of education during the colonial era and present-day Indonesia. In order to do that, I draw mostly on the philosophy of Ki Hadjar Dewantara, who is regarded as the father of Indonesian education. This article is particularly relevant because the Indonesian government has recently started to critically re-examine two of the educational concepts proposed by Dewantara, which are "pendidikan karakter" (character education) and "merdeka belajar" (independent learning). In conceptualising education, Dewantara, who was influenced by Tagore, Montessori, and Fröbel, saw the importance of imparting local wisdom and values ignored by the colonial schools. Therefore, in this article, I will compare his educational views with the Dutch view of schooling during the colonial era. I will then look at Indonesia's current approach to education to find the similarities and differences of purpose relative to Dewantara's views of education. In this article, I argue that Dewantara's philosophy is still very much relevant today. I conclude that the Indonesian government should refer back to its history when defining education for its next generation.

Language: English

DOI: 10.7577/njcie.4156

ISSN: 2535-4051

Book

Changing the Educational Landscape: Philosophy, Women, and Curriculum

Available from: Taylor and Francis Online

Educational change

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Abstract/Notes: Changing the Educational Landscape is a collection of the best-known and best-loved essays by the renowned feminist philosopher of education, Jane Roland Martin. Trained as an analytic philosopher at a time before women or feminist ideas were welcome in the field, Martin brought a philosopher's detachment to her earliest efforts at revolutionizing the curriculum. Her later essays on women and gender further showcase the tremendous intellectual energy she brought to the field of feminist educational theory. Martin explores the challenges and contradictions posed by the very concept of women's education, and also recognizes how the presence of women necessitates the rearticulation of not only the curriculum but also the standard ideologies in education.

Language: English

Published: New York, New York: Routledge, 1994

Edition: 1st

ISBN: 978-1-315-02155-3

Article

Evolution as Philosophy and Action

Publication: NAMTA Journal, vol. 22, no. 1

Pages: 150-156

Evolution, North American Montessori Teachers' Association (NAMTA) - Periodicals

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Abstract/Notes: Examines implications of creation stories from a Montessorian perspective. Claims that each era has an epic narrative guiding it, and that current ecology epic can educate and inspire children to fulfill their unique role within the larger meaning of life on earth. Suggests that children have a sense of wonder motivating them to realize their unity with the earth. (KDFB)

Language: English

ISSN: 1522-9734

Article

Philosophy and Practice: Primary Considerations for the Implementation of an All-Day Montessori Program

Publication: NAMTA Journal, vol. 18, no. 2

Pages: 158-174

Child development, Classroom environments, Montessori method of education, Montessori schools, North American Montessori Teachers' Association (NAMTA) - Periodicals

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Abstract/Notes: Challenges Montessori instructors and advocates to address the complex issues of staffing, scheduling, and maintaining a consistency of approach with respect to all-day Montessori instruction. (HTH)

Language: English

ISSN: 1522-9734

Article

Multicultural Dimensions of Montessori: Philosophy and Method

Publication: NAMTA Journal, vol. 15, no. 2

Pages: 50–64

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Language: English

ISSN: 1522-9734

Article

Philosophy Statement for the North Avondale Montessori School [Cincinnati, Ohio]

Publication: NAMTA Journal, vol. 22, no. 1

Pages: 175-84

Americas, Montessori schools, North America, North American Montessori Teachers' Association (NAMTA) - Periodicals, North Avondale Montessori School (Cincinnati, Ohio), United States of America

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Abstract/Notes: Presents the guiding philosophy of the North Avondale Montessori School in Cincinnati, Ohio. Discusses foundations of social responsibility, the use of Great Lessons to understand and appreciate the interdependence of all things, the identification and support of children's natural psychological tendencies brought to learning experiences, and the role of the prepared environment. (KDFB)

Language: English

ISSN: 1522-9734

Article

Philosophy, Psychology, and Educational Goals for the Montessori Adolescent, Ages Twelve to Fifteen

Publication: NAMTA Journal, vol. 28, no. 1

Pages: 107-122

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Abstract/Notes: Defines Montessori theory in terms that can interface with developmental psychology, summarizing adolescent cognitive, social, emotional, and moral outcomes. Focuses on outcomes of the third plane of education for youth in an Erdkinder setting, Montessori's "Educational Syllabus," providing clues about the future Montessori adult. Suggests that the emotional dimension of the early adolescent stage might be viewed as the end state for childhood. (Author/KB)

Language: English

ISSN: 1522-9734

Article

Teaching Nature: From Philosophy to Practice

Available from: ERIC

Publication: NAMTA Journal, vol. 38, no. 1

Pages: 191-198

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Abstract/Notes: David Hutchison is an educator and ecologists. In this paper, he suggests how ecological vision can be translated into five aspects of educational practice: the interdisciplinary emphasis, eco-orientation to citizenship, inquiry learning, outdoors acclimatization, and social activism. These five levels of training constitute the holistic preparation for forging new levels of responsibility and sensibility for the natural world in the self-actualized adult. [Reprinted from "The NAMTA Journal" 28, 1 (2003, Winter): 207-218. This paper is adapted from a keynote address at the NAMTA conference titled "Montessori Education for Human Development: The Child in the Natural World," in Chicago, IL October 31-November 3, 2002.

Language: English

ISSN: 1522-9734

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