Ila Rosmilawati

Bio: Ila Rosmilawati is an academic researcher from Sultan Ageng Tirtayasa University. The author has contributed to research in topics: Indonesian & Transformative learning. The author has an hindex of 2, co-authored 10 publications receiving 23 citations.

Getting Back on Education: What’s Learning Look Like in Indonesian Prison High School?

Abstract: In Indonesia, 40 million children still live in household that earn less than $2 per day, which put them in the poverty line [1]. Many of these young people are imprisoned due to criminal activity such as truancy, small theft in the bus or train station, begging or drug missus, and vagrancy. In Indonesia, there are 3.2 per cent of young people under 18 years of the total prison population. The aims of this study is to examine how young inmates access to Indonesia prison high school and what is learning look like in prison high school? Using qualitative interviews with 40 upper secondary prison-based school students, this study investigated inmate students’ pathways on upper secondary education, motivations behind participation and the feeling self-worth in this program. Results indicate that participating in a prison school should be maintained. Most of inmate students in Sekolah Istimewa the Juvenile Special Development Agency (LPKA) Tangerang and Sekolah Terbuka LPKA Bandung entered prison-based high school by; (i) compulsory entrance (ii) voluntary decision; (iii) inclusive educational program; (iv) the role of teacher and prison officer; (v) leisure activities. Despite various reasons, providing education to incarcerated young people can be understood as human right and those who participating in educational activities in the prison may reduce recidivism and increase the likelihood of finding work.

Konsep pengalaman belajar dalam perspektif transformatif: antara mezirow dan freire

Abstract: Keterlibatan dalam belajar (learning engagement) merupakan proses transformative jika peserta didik mengalami perubahan diri melalui proses belajar. Perubahan diperoleh dari proses berpikir kritis dan refleksi terhadap perilaku dan pengetahuan yang didapat, yang berkontribusi pada proses pemberdayaan diri (Harvey & Knight, 2006). Bagi peserta didik yang mengikuti proses belajar melalui pendidikan non formal, efektivitas belajar mungkin akan sulit didapatkan. Kualitas proses dan hasil pembelajaran dalam pendidikan non formal dianggap lebih rendah dibanding pendidikan formal. Untuk itu, dapat dimengerti jika para siswa dan masyarakat menilai rendah pendidikan non formal. Hal ini disebabkan karena kualitas pembelajaran hanya dilihat dari pendekatan instrumentalist , yaitu dari performansi akademik siswa (Zingier, 2008). Hasil kajian literatur tentang perspektif transformatif akan menjelaskan bagaimana para siswa diberi kesempatan untuk mengenali potensi perubahan dalam diri menuju pribadi yang otonom. Kajian teori pembelajaran transformatif (Mezirow, 1991) dan pedagogi kritis (Freire, 1973) akan memberikan kerangka berpikir yang berguna untuk menganalisis dan mengidentifikasi kemungkinan siswa kurang beruntung untuk bisa mengalami transformasi sebagai pembelajar. Berdasarkan konsep perspektif transformatif, setiap siswa memiliki kapasitas untuk memberi makna pengalaman belajar yang dialaminya. Setiap siswa akan mampu meyakini bahwa pengalaman belajar di pendidikan non formal menawarkan konsep yang berbeda, melebihi pendekatan instrumentalist. Yaitu para siswa memiliki kapasitas untuk melihat, menginterpretasi, mengkritisi, dan menemukan arti atau perspektif baru tentang pengalaman belajar dalam kerangka masyarakat yang adil dan demokratis.

Intergenerational Learning: Valuable Learning Experiences for Baduy Youth

Abstract: --Intergenerational learning was conceptualised as an informal process taking place in families and societies. In the traditional community like Baduy, the learning process does not happen in formal institution. It is through every day interaction among community members that learning between generation occur through observing, imitating and modelling. This paper identifies the benefits of intergenerational learning among Baduy community members. The data and information for this study was collected through interviews that include community leaders, parents, and young peoples. Research findings show that the benefit of intergenerational learning as being primarily related to the enhancement of social capital. There are some benefits of intergenerational learning for both younger and older community members; cultural understanding between generations, intergenerational solidarity, promoting life skills among youth, and transformation of the attitudes of younger members. The intergenerational learning provides learning opportunities among different generation and it facilitate ‘learning society’ in the informal learning context.

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

社会研究方法基础 = The Basics of Social Research

Abstract: Part I: AN INTRODUCTION TO INQUIRY. 1. Human Inquiry and Science. 2. Paradigms, Theory, and Research. 3. The Ethics and Politics of Social Research. Part II: THE STRUCTURING OF INQUIRY: QUANTITATIVE AND QUALITATIVE. 4. Research Design. 5. Conceptualization, Operationalization, and Measurement. 6. Indexes, Scales, and Typologies. 7. The Logic of Sampling. Part III: MODES OF OBSERVATION: QUANTITATIVE AND QUALITATIVE. 8. Experiments. 9. Survey Research. 10. Qualitative Field Research. 11. Unobtrusive Research. 12. Evaluation Research. Part IV: ANALYSIS OF DATA:QUANTITATIVE AND QUALITATIVE . 13. Qualitative Data Analysis. 14. Quantitative Data Analysis. 15. Reading and Writing Social Research. Appendix A. Using the Library. Appendix B. Random Numbers. Appendix C. Distribution of Chi Square. Appendix D. Normal Curve Areas. Appendix E. Estimated Sampling Error.