Search

In Indonesia, the definition of inclusive education tends to be a narrow one. Even though the goal of the national policy on inclusive education underlines non-discrimination for all learners, early childhood education (ECE) practices still do not accommodate every child's needs. This study focuses on inclusive practices in ECE by exploring the provision of inclusive ECE in Yogyakarta, one of the big cities in Indonesia, where ECE inclusive pedagogy has been implemented for more than five years. By exploring ECE practitioners' experiences, this study aims to discuss the (mis)alignments between inclusive education policy and practices. The data sources are two-fold. First, we conducted online interviews with ECE manager and teachers (N = 5). The second form of data comprised ECE teachers' online discussions on the topic of inclusion. The data collected were analysed using a thematic analysis method. The results indicate that distributed leadership, an organisational culture that respects diversity, and inclusive ECE pedagogy are the main aspects that need to be developed to enable inclusive ECE. [ABSTRACT FROM AUTHOR]

This paper analyses the issues involved in promoting lesson study in an Indonesian university, based on a case study of the Faculty of Mathematics and Science (FMIPA) of the State University of Yogyakarta. Five points are discussed. First, conducting lesson study with schools revealed that the faculty managers noticed the ignorance about lesson study in FMIPA and decided to conduct lesson study by themselves to learn more. Second, despite using a didactic teaching approach initially, more faculty members began using group work in their lessons. Third, despite the emphasis on the importance of observing students' learning realities, most faculty members focused on teaching methodology. Fourth, in terms of reflection, they could be classified as evaluation-minded in order to be critical about the observed lessons, and learning-minded to appreciate the observed lessons. Fifth, the strong involvement of managers is necessary to develop lesson study as a daily teaching and learning practice. [ABSTRACT FROM AUTHOR]

Religiosity education is an alternative to Catholic religious education in some Catholic schools in Yogyakarta. In religiosity education students learn to appreciate different religions. It was started in 1982 by the late Father Y.B. Mangunwijaya, and later developed by the Commission of Religious Education in the Diocese of Semarang (which includes Yogyakarta). This development took place at a time of tension for Christian schools, because, under the terms of a new law, they had to offer religious education specific to every student's religion. Religiosity education was successfully developed as a new curriculum, which met the criteria of multicultural education. Unfortunately, when the government Education Office in Yogyakarta did not accept religiosity education as an alternative to Catholic religious education, most Catholic schools withdrew from implementing it. The future of religiosity education in Yogyakarta was uncertain. However, this research shows that much Catholic religious education is currently undertaken in the same way as religiosity education, using the reflective pedagogy paradigm. So the spirit of religiosity education remains in these schools -- though without the actual term. The paper argues that the spirit of religiosity education should be maintained in Catholic schools in Yogyakarta in order to contribute to making Yogya a true 'city of tolerance'. [ABSTRACT FROM AUTHOR]

This research aims to describe the role of women in education on and utilization of rainwater to increase awareness and insight into water conservation in both the family and community environment. Women are faced with gender differences in the inclusion into the society. Nine respondents participated in this research which consisted of three female community members, three women residents, and three men residents around the Banyu Bening community, Sleman Regency, Yogyakarta, Indonesia. The triangulation of data sources included the community leader, community members, and one of the participating families. The data analysis model used was from Miles and Huberman. The results showed that women played a very important role in the utilization and teaching on rainwater utilization. Women are the main pillars in the success of education and environmental management, especially at the family level. They are the most capable of providing teaching and developing environmental attitudes in their children and the community, and they are also the agents of change and teaching on sustainable environment. [ABSTRACT FROM AUTHOR]

Learning may come in many different ways. In Indonesia, learning activities can be carried out in formal, informal, and also non-formal institutions. As mentioned in Section 5, verse 26, item 2 of UU SISDIKNAS (the National Education Law), non-formal education is functioned to improve students' potential with the emphasis on knowledge and functional skills' mastery added with attitude enhancement and professional entity. In this case, the aforementioned characteristic is reflected in the after-school program in Rumah Belajar KAGEM. KAGEM is a non-profit institution established in 2012 to help children in Ngaglik, Sleman to have after-school activities. One distinctive characteristic offered by KAGEM is free-of-charge classes taught by volunteers. KAGEM's volunteers are mostly university students and work for free in this institution. The volunteers are working on various topics that enables them to interactively disseminate ideas with the children. Nevertheless, most of them find it challenging to make proper lesson plan that is based on daily basis events. Thematic activities are brought up to put learning in real setting. To respond the issue, the researchers conducted a training for the volunteers of KAGEM that incorporates day-to-day issues to the after-school program. Under the university's community service program, the researchers conducted observations and followed by training on making theme-based lesson plan which aimed to meet the needs of this institution. From the result of reflection given after the training, KAGEM's volunteers find the training helpful and insightful, since there is limited chance offered to them for upgrading their teaching skills. They also feel more motivated and challenged to work on the volunteering duty and ready to dig out new approaches that suit the learners in Rumah Belajar KAGEM. [ABSTRACT FROM AUTHOR]