以学生为工具的职业高中混合式课程对城市青少年性格形成的影响

Zulihi Zulihi, A. Bustomi, Najmi Hidayatus Salam
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引用次数: 0

摘要

本文旨在探讨以人文教育为教育核心的职业高中课程,特别是在城市地区,并发现人文教育对职业高中课程的影响。预计,首尔市内学校之间的纷争将会减少。打架者主要是职业高中的学生,而且是在YouTube媒体上解释了他的故事后出现的。中学生在宗教研究方面出现真空,这进一步加强了这一点。本研究采用定性研究方法,研究类型为实地调查。本研究的调查对象为Kyai,校长,教师和学生。数据收集采用访谈,直接观察和文件。数据验证采用了三种数据资源三角剖分和三种数据采集三角剖分技术。使用的数据分析是迈尔斯和休伯曼模型。步骤为数据整理、数据显示、得出结论和验证。研究结果表明:高职高专课程是高职通识课程与高职高专课程的结合。这包括学生能够掌握普通科学和宗教科学的课程目标。第二,内容/科目采用职业课程和基础课程的形式。第三,教学方法采用板洞庵、讲座、问答和练习等方法。第四,发挥作用的组织都是学校和伊斯兰寄宿学校的利益相关者。第五,通过教师会议论坛、教师个人评价和教师与Kyai的会议进行评价。第六,形成了宗教性、宽容性、纪律性、民族精神、爱国性、宽容性、社会关怀性、友好/沟通性的人格特征。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
BLENDED CURRICULUM OF VOCATIONAL HIGH SCHOOL BASED ON PESANTREN AS TOOL ONTO FORM JUVENILE CHARACTER AT URBAN AREA
This article aims to investigate the Curriculum of Vocational High School base on pesantren as the main core of education which especially at urban area and to discover character as impact of it. It is expected that the brawl between schools in the city can be reduced. The brawler is dominated by students of vocational high school, moreover it comes up since a Youtuber explained his story on YouTube media. This is reinforced by the start of the vacuum of middle school students in studying religion. This research used a qualitative approach and the type of the research is field research. Informants in this study were Kyai, Principal, Teachers and Students. Data collection used interviews, direct observation and documentation. Data validation utilized triangulation by three of data resources and triangulation by three of data collecting technique. The data analysis used was the Miles and Huberman model. The steps were data reduction, data display, conclusion drawing and verification. The research results presented that Curriculum of Pesantren-Based Vocational High School is a combination of general curriculum of Vocational High School and Pesantren Curriculum. This consists of curriculum objectives that students are able to master General Science as well as Religious Science. Second, the content / subject is in the form of vocational lessons and kitab kuning. Third, the teaching method uses bandongan, lecture, question and answer and practice methods. Fourth, the organizations that play a role are all stakeholders of schools and Islamic boarding schools. Fifth, evaluation is carried out in teacher meeting forums, teacher personal evaluations and meetings between teachers and Kyai. Sixth, the characters formed consist of religious, tolerance, discipline, National spirit and Love of homeland, tolerance, social caring and Friendly/communicative.
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