The implementation of population education in senior high school

Claver Nzobonimpa; Zamroni Zamroni

doi:10.21831/reid.v3i2.10024

The implementation of population education in senior high school

Claver Nzobonimpa, Department of English Language and Literature, Faculty of Languages and Social Sciences, Université du Burundi (National University of Burundi), Burundi
Zamroni Zamroni, Graduate School of Universitas Negeri Yogyakarta, Indonesia

10.21831/reid.v3i2.10024

Abstract

This research aimed to evaluate the implementation of Population Education in senior high school in terms of (1) learning process, (2) learning materials, (3) evaluation process, (4) course outcome, (5) teachers’ role, (6) perception of Population Education, and (7) factors supporting and inhabitting Population Education. The research subjects were one teachers’ supervisor, three teachers, and 65 students. The data were collected through questionnaires, interviews, and documentation and analyzed quantitatively using descriptive statistics. The qualitative data collected through interviews were used for deeper explanation. The research findings were: (1) the teaching process was not quite appropriate, (2) materials for Population Education were available and efficient, (3) the evaluation process was not appropriate, (4) the students were satisfied with the teachers’ role, (5) the students’ perception of Population Education was very positive, and (6) the constraints in Population Education included (a) limitation in time, (b) too many extracurricular activities, (c) rapid change of data, and (d) the validity of materials.

Keywords

population education; implementation; learning process; integration

Full Text:

PDF

References

Assan, T. B. (2014). Perceptions of lecturers on quality assurance in higher education teaching and learning process. International Journal of Educational Sciences, 7(2), 339–347. https://doi.org/10.1080/09751122.2014.11890196

Bear, A. A. G. (2012). Technology, learning, and individual differences. Journal of Adult Education, 41(2), 27–42.

Borich, G. D. (2000). Effective teaching methods. London: Prentice Hall.

Creswell, J. W. (2010). Research design qualitative, quantitative, and mixed methods approaches (A. Fawaid, trans.). Yogyakarta: Pustaka Pelajar.

Dharma, A. (2008). Indonesian basic education curriculum: Current content and reform. Presented in Roundtable Discussion in Retrac Governing Board Meeting at Institut Aminuddin Baki, Genting Highland, Malaysia, on 27 August 2008. Jakarta: Ministry of National Education. Retrieved from http://www.ibe.unesco.org/curricula/indonesia/io_befw_2008_eng.pdf

Hills, P. J. (1986). A dictionary of education. New York, NY: Routledge & Kegan Paul.

Hudgins, B. B., Phye, G. D., Schau, C. G., Theisen, G. L., Ames, C., & Ames, R. (1983). Educational psychology. Itasca, IL: Peacock Publishers.

Illeris, K. (2009). The three dimensions of learning: Contemporary learning theory in the tension field between the cognitive, the emotional and the social. Malabar, FL: Roskilde.

Irambona, A., & Kumaidi, K. (2015). The effectiveness of English teaching program in senior high school: A case study. REiD (Research and Evaluation in Education), 1(2), 114–128. https://doi.org/10.21831/reid.v1i2.6666

Joy, A. (2014). Impact of discovery-based learning method on senior secondary school physics. IOSR Journal of Research & Method in Education, 4(3), 32–36. Retrieved from www.iosrjournals.org

Law No. 20 of 2003 of Republic of Indonesia on National Education System article 17 (2003).

Malik, M. A., Murtaza, A., & Khan, A. M. (2011). Role of teachers in managing teaching learning situation. Interdisciplinary Journal of Contemporary Research in Business, 3(5), 783–833. Retrieved from http://journal-archieves8.webs.com/783-833.pdf

Mardapi, D. (2008). Teknik penyusunan instrumen tes dan nontes. Yogyakarta: Mitra Cendekia.

Mohammadi, P., & Araghi, S. M. (2013). The relationship between learners’ self-directed learning readiness and their English for specific purposes course accomplishment at distance education in Iran. Studies in Self-Access Learning Journal, 4(2), 73–84. Retrieved from http://sisaljournal.org

Moore, K. D. (2015). Effective instructional strategies: From theory to practice (4th ed.). Los Angeles, CA: SAGE Publications.

Nayef, E. G., Yaacob, N. R. N., & Ismail, H. N. (2013). Taxonomies of educational objective domain. International Journal of Academic Research in Business and Social Sciences, 3(9), 165–175. https://doi.org/10.6007/IJARBSS/v3-i9/199

Ornstein, A. C., & Levine, D. U. (1989). Foundations of education. Dallas, TX: Houghton Mifflin.

Rao, D. B. (2004). Teachers’ population education awareness. New Delhi: Discovery Publishing House.

Rao, V. K. (2001). Population education. New Delhi: A.P.H. Publishing Corporation.

Schunk, D. H. (2012). Learning theories: An educational perspective. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

Sulistyo, D. (1997). Role perception and professional commitment of high school population education teachers: A case study in Yogyakarta Province, Indonesia. Doctoral dissertation, Florida State University, Tallahassee, FL.

Syamsudin, A., Budiyono, B., & Sutrisno, S. (2016). Model of affective assessment of primary school students. REiD (Research and Evaluation in Education), 2(1), 25–41. https://doi.org/10.21831/reid.v2i1.8307

Teo, T. (2013). Handbook of quantitative methods for educational research. Dordrecht: Sense Publishers.

Thanh, P. T. H. (2014). Implementing cross-culture pedagogies: Cooperative learning at Confucian heritage cultures. Dordrecht: Springer Science Business Media.

UNESCO. (2015). Transforming teaching and learning in Asia and the Pacific: Case studies from seven countries. (E. Hau-Fai & U. Miura, Eds.). Bangkok: The United Nations Educational, Scientific and Cultural Organization and UNESCO Bangkok Office. Retrieved from http://unesdoc.unesco.org/images/0023/002329/232909E.pdf

Walgito, B. (2010). Pengantar psikologi umum. Yogyakarta: Andi.

DOI: https://doi.org/10.21831/reid.v3i2.10024