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]
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.]
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.
Abstract/Notes: Montessori learning classrooms, defined as an arranged environment, provide learners to opt for their work freely and construct their own learning. Thus the roles of the teacher differ from the roles of the teachers in traditional schools whereas the child is in the center in Montessori method based schools. The objectives of the communication and collaboration between the child and the teacher is determined correspondingly. This study aims at determining the differences between Montessori Method and Traditional Teaching in communication and collaboration with the child at primary schools.
Language: English
ISSN: 2544-980X
Article
✓ Peer Reviewed
Effects of Traditional Versus Montessori Schooling on 4- to 15-Year Old Children's Performance Monitoring
Abstract/Notes: Through performance monitoring individuals detect and learn from unexpected outcomes, indexed by post-error slowing and post-error improvement in accuracy. Although performance monitoring is essential for academic learning and improves across childhood, its susceptibility to educational influences has not been studied. Here we compared performance monitoring on a flanker task in 234 children aged 4 through 15, from traditional or Montessori classrooms. While traditional classrooms emphasize that students learn from teachers' feedback, Montessori classrooms encourage students to work independently with materials specially designed to support learners discovering errors for themselves. We found that Montessori students paused longer post-error in early childhood and, by adolescence, were more likely to self-correct. We also found that a developmental shift from longer to shorter pauses post-error being associated with self-correction happened younger in the Montessori group. Our findings provide preliminary evidence that educational experience influences performance monitoring, with implications for neural development, learning, and pedagogy.
Abstract/Notes: Montessori Education is over a century old. Since its inception, Montessori schools have been opened worldwide. While most are pre-schools serving three- to six-year-old children, many people are not aware that Montessori spoke and wrote about middle level education before her death in 1952. Her concept for the Erdkinder, an intentionally designed learning environment for the adolescent ages 12 to 15, is described in this essay.
Language: English
ISSN: 2379-4690
Article
✓ Peer Reviewed
Is It Time To Revisit Multiage Teams in the Middle Grades?
Abstract/Notes: Discusses the benefits of structuring middle schools around randomly formed multiage teams that do not depend on assessing students' developmental stages. Considers the benefits of forming an extended school family, diversity, instructional issues, scheduling and planning, and parent support. (JPB)
Abstract/Notes: This research offers a theoretical comparative analysis of the Montessori Method and integrative teaching. Current trends call for incorporation of an integrative approach into educational practice. From the constructivists’ cognitive perspective kno...
Abstract/Notes: Si assiste oggi a un paradosso conflittuale nei confronti dell’infanzia: da una parte si rivolge un’attenzione particolare ai bisogni autentici dell’infanzia, da quando – nel secolo scorso – è stata “scoperta”, come evidenziano, tra gli altri, gli studi montessoriani; dall'altra, la società adulta idealizza oltremisura la figura del bambino, nascondendo di fatto un sotteso e crescente processo mercantilistico e tecnologico di negazione dei suoi reali valori. Le pedagogie contemporanee, denunciando questo fenomeno, auspicano sempre più l’esercizio del diritto a un’educazione di qualità, grazie alla quale l’infanzia sia messa nelle condizioni di vivere le sue reali potenzialità espressive e creative. / Today we are assisting to a conflicting paradox in regard of childhood: On the one hand there is a special attention to the authentic needs of childhood since – in the last century – it has been “discovered”, which can be evinced especially from the essays of Montessori, among others. On the other hand the adult society idealizes infinitely the figure of the child, in fact hiding an implicit and growing mercantilistic and technological process of negation of its real values. The contemporary pedagogy, by exposing this phenomenon, is asking more and more for the practice of the right to an education of quality in order to bring childhood in the right conditions to live its real potential of expressiveness and creativity.
Abstract/Notes: Il presente contributo, a seguito di recenti studi in ambito statunitense, ancora poco diffusi in Italia, richiama come la specifica metodologia Montessori sembri permettere, più di altre metodologie educative-didattiche, lo sviluppo di importanti funzioni neuropsicologiche, le cosiddette Funzioni Esecutive, considerate fondamentali predittori del successo scolastico, lavorativo e personale, riportando, così, alla necessità di prendere in considerazione, anche nel nostro Paese, le linee scientifiche individuate dalla studiosa italiana e la loro applicazione in training formativi, attualizzati nei vari contesti scolastici, per sperimentazioni controllate e studi evidence based. A tale proposito vengono indicate alcune suggestioni prospettiche. / Referring to recent studies in the USA, still not very diffused in Italy, this paper recalls how the specific Montessori Method, more than other educational methodologies, allows the development of important neuropsychological functions: the Executive Function, that are considered key predictors of success in the school, in the work and in the life. These studies bring the need to take into consideration, also in our country, the scientific lines identified by the Italian scientist and their application in educational trainings, in various classroom settings, for controlled trials and evidence-based studies. In this regard, some suggestions perspective are given.
