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

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

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

Abstract/Notes: Having been influenced by one's own environment, man lives and learns necessary things to survive. In particular, the knowledge of man can be accumulated by experience. The experience can be obtained by sensory education. Comenius recognised the importance of sense organ and became the first person to use audio-visual education in the time that theory and speech orientated education was common. And, Montessori has made sensory education popular by developing instruments of education for sensory education. The common ground of both is that education has been done by recognising the importance of obtaining knowledge through sensory education. In addition, obtaining knowledge can be done by restoring the nature of humanity, self-esteem and dignity. They have suggested scientific tools for education by making children obtain knowledge and experience through observing nature and objects. The difference is that while Comenius has been focused only on visual education based on epistemological experience, revealing its limitation, Montessori has developed various sensory tools and organised programme. It is noticed that new paradigms of learner oriented education are important It is challenged that recovering creativeness by respecting self-regulation is very much needed. The diversity of sensory education is sought to meet the felt need of education field. / 사람은 살아가는 환경의 영향을 받으며 거기서 생존에 필요한 것들을 습득한다. 특히, 인간의 지식은 경험에 의해 축적되며, 이러한 경험은 감각교육을 통해 이루어진다. 코메니우스는 감각기관의 중요성율 인식하고 최초로 시청각교육의 실천을 통해 당시의 이론과 언어 중심의 교육에 새로운 전기를 마련하였다. 또한, 몬테소리는 감각교육을 위한 교구개발과 체계적 교육 프로그램 개발을 통한 감각교육의 활성화를 이루었다. 이들의 공통점은 감각기관을 통한 지식습득의 중요성을 인식하고, 지식습득은 인간의 창조적 본성의 회복, 자존감과 존엄성 및 자율성을 중시한 감각교육 실천을 통해서 이루어진다고 주장한 정이다. 즉, 인위적인 교육 방법을 배제하고 자연과 사물에 대한 관찰과 교류를 통해 지식과 경험을 습득하게 하는 것이며, 교육실천올 위한 과학적 교육방법을 제시하였다는 점이다. 차이점은 코메니우스는 감각교육올 시각화 하는데 머무름으로 감각교육의 한계점을 드러내었다는 것과 여전히 인식론적인 경험에 근거를 두었다는 점이다. 반면 몬테소리는 감각기관의 경험율 위해 다양한 감각교구 개발과 체계적인 프로그램을 제시하였다는 점이다. 본 연구를 통해 학습자 중심의 교육개혁의 중요성을 인식하고, 자율성올 존중함으로서 창조적 능력을 희복혜야 할 필요성올 촉구 하며, 교육 현장의 욕구 충족을 위해 감각교육의 다변화를 모색한다.

Language: Korean

ISSN: 1226-9417

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

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

Language: English

ISSN: 1522-9734

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

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

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