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736 results

Article

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 Hadjar 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

Article

Membedah Pemikiran Maria Montessori Pada Pendidikan Anak Usia Dini [Dissecting Maria Montessori's Thought on Early Childhood Education]

Available from: Pedagogi: Jurnal Anak Usia Dini dan Pendidikan Anak Usia Dini

Publication: Pedagogi: Jurnal Anak Usia Dini dan Pendidikan Anak Usia Dini [Pedagogy: Journal of Early Childhood and Early Childhood Education], vol. 6, no. 2

Pages: 57-67

Asia, Australasia, Indonesia, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Southeast Asia

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Abstract/Notes: Artikel ini mengkaji tentang pendidikan anak usia dini berdasarkan pemikiran Montessori. Biografi, kurikulum, metode, lingkungan kelas Montessori menjadi pembahasan dalam artikel ini. Hasil penelitian studi literatur menunjukkan bahwa Montessori merupakan seorang wanita pertama Italia lulusan kedokteran. Montessori tertarik pada studi tentang penyakit mental dan gangguan psikologis terhadap anak. Ia membuka sebuah sekolah dengan murid-muridnya yang cacat mental, hingga ia meneliti bagaimana metode pendidikan untuk anak cacat mental. Montessori berkeyakinan bahwa metode yang telah dilakukannya pada anak cacat mental bisa dilakukan juga pada anak-anak normal. Menurut Montessori rentang usia anak 0 sampai 3 tahun merupakan usia dibawah sadar, dan rentang usia 4 sampai 6 tahun mengalami peningkatan ke usia sadar. Kurikulum Montessori terdiri dari tiga bagian yaitu lingkungan praktis, latihan sensorik motorik, dan perkembangan bahasa. Kebebasan, lingkungan yang terstruktur dan teratur merupakan elemen penting dalam metode Montessori. Dan lingkungan kelas Montessori yang terdiri dari prinsip kebebasan, ketertiban, kenyataan dan alam, suasana dan keindahan, bahan-bahan Montessori dan pengembangan kehidupan masyarakat. [This article examines early childhood education based on Montessori thinking. Biography, curriculum, methods, and the Montessori classroom environment are discussed in this article. The results of the literature study showed that Montessori was the first Italian woman to graduate from medicine. Montessori was interested in the study of mental illness and psychological disorders in children. He opened a school with mentally disabled students, so he researched educational methods for mentally disabled children. Montessori believes that the method he has done on mentally disabled children can also be applied to normal children. According to Montessori, the age range of children 0 to 3 years is a subconscious age, and the age range of 4 to 6 years has increased to the conscious age. The Montessori curriculum consists of three parts, namely the practical environment, motor sensory training, and language development. A free, structured and orderly environment is an essential element of the Montessori method. And the Montessori classroom environment which consists of the principles of freedom, order, reality and nature, atmosphere and beauty, Montessori materials and the development of people's lives.]

Language: Indonesian

DOI: 10.30651/pedagogi.v6i2.4950

ISSN: 2599-042X, 2599-0438

Article

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 Hadjar 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

Orde, Regeering dan Tucht / Faham Toea dan Faham Baharoe [Order, Government, then Discipline]

Publication: Aboean Goeroe-Goeroe

Pages: 126-130

Asia, Australasia, Indonesia, Montessori method of education, Southeast Asia

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Language: Dutch, Indonesian

Conference Paper

Mixed Age

Association of Indonesian Montessori Schools Conference

Asia, Australasia, Conferences, Indonesia, Nongraded schools, Southeast Asia

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Language: English

Published: Yogyakarta, Indonesia, 2013

Article

A Renaissance for Islamic Education: Al-Hidayah Islamic Pre-school Centre in Malaysia

Available from: JSTOR

Publication: Islamic Studies, vol. 33, no. 1

Pages: 83-95

Asia, Malaysia, Montessori method of education, Religious education, Southeast Asia, ⛔ No DOI found

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Abstract/Notes: Malaysia is a country with approximately 53% Muslims. The rest of the population belong to different religions like Christianity, Buddhism, Hinduism and Taoism. Due to religious and ethnic pluralism and a cultural antagonism inside the society, the Muslims have been virtually forced to adopt alternative thinking and to make new experiments in order to keep in line with the Chinese. Malaysia is, in an Islamic context, an interesting country. In the rural areas where the Malay population is in majority, syncre tic religious practices such as Muslim Shamanism, magic and healing are still common.1 Urban areas, on the other hand, are marked by a more intellectual approach towards Islam, due partially to the great number of Muslim students who pursue their post-graduate studies overseas. The Chinese form the economically strongest group in Malaysia, and have thus tended to be in control of the private schools with the highest intellectual levels. The establishment of private schools is growing and competition is strong to get students. Many Malays from the upper strata of society have therefore sent their children to schools run by Chinese...

Language: English

ISSN: 0578-8072

Article

Applying Montessori Principles in China: The Impact of Being a Situational Minority in a Particularistic Jewish Heritage School

Available from: Taylor and Francis Online

Publication: Journal of Jewish Education, vol. 85, no. 1

Pages: 27-52

Asia, China, East Asia, Montessori method of education

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Abstract/Notes: The aim of the research is to investigate a Montessori pedagogic approach, enabling a Jewish school to be part of the Chinese international-school system, while fostering Jewish identity. We conducted semistructured interviews with principals (2), teachers (8), parents (12), and students (10) and recorded class observations (8) over two visits. The analysis employed a grounded theory approach using a constant comparative method. The main result was that Montessori principles enabled the school to foster a strong particularistic Jewish identity for this situational minority while also developing a broad understanding of the host (Chinese) culture.

Language: English

DOI: 10.1080/15244113.2019.1559433

ISSN: 1524-4113

Article

Montessori Education in the Context of Childhood Educational Trends in Japan

Publication: Montessori Education, vol. 41

Pages: 41-57

Asia, East Asia, Japan, Kimiko Kai - Writings, Montessori method of education

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Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.

Language: Japanese

ISSN: 1354-1498

Book Section

The Child as Agent of Radical Change: The Years in India

Book Title: The Best Weapon for Peace: Maria Montessori, Education, and Children's Rights

Pages: 177-210

Asia, India, Maria Montessori - Biographic sources, South Asia

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Language: English

Published: Madison, Wisconsin: University of Wisconsin Press, 2021

Edition: 1st edition

ISBN: 978-0-299-33310-2

Series: George L. Mosse Series in the History of European Culture, Sexuality, and Ideas

Article

The Professional Preparation of Early Childhood Education in Japan

Available from: CG Scholar

Publication: The International Journal of Learning, vol. 15, no. 10

Pages: 23-30

Asia, East Asia, Japan, Kimiko Kai - Writings, Montessori method of education, Trainings

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Abstract/Notes: Issues such as falling birthrate, the changing Japanese family and society, diverse family needs, and working mothers have all had an impact on preschool education in Japan. The Japanese government has addressed the situation by implementing policies to support childrearing, “Kosodate Shien”. These operate at the family and community levels. This has led to changes in the standards and regulations in preschool education and has resulted in new childrearing systems or institutions, in addition to the traditional kindergartens and nursery schools. Consequently, universities and colleges have to train professionals who can also deal with parents and the community. In this presentation, currents issues in early childhood education will be described, as well as government policies. In addition, the significance of changes in professional preparation programs at universities and colleges will be discussed.

Language: English

DOI: 10.18848/1447-9494/CGP/v15i10/45950

ISSN: 1447-9494

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