History education in curriculum 2013: a new approach to teaching history
TLDR
In this paper, the authors pointed out that teaching history is dominated by what teachers tell of what happened in the past as it is written in the textbooks or reference books and that students listen, read, and memorize the narration and the more details the student could memorize, the higher mark she/he will get.Abstract:
There has been so many findings and thoughts indicating that teaching history is dominated by what teachers tell of what happened in the past as it is written in the textbooks or reference books. Students listen, read, and memorize the narration and the more details the student could memorize the higher mark she/he will get. The plan for teaching history, syllabus or lesson plan, shows a high level of consistency amongst the learning objectives, teaching processes, and assessment of student learning outcomes. Memorize of historical facts and the reproduction of historical narratives as indication of student’s understanding of historical events, the transmission of information from teacher to student to realize the objectives, and the use of pencil and paper test to assess student level of achievement are the common practices in school from primary to secondary education. It would be no surprise if teaching history at the higher level of education would follow the same path. Public still consider a good scholar or historian in this case, is measured by the amount of knowledge she/he can memorize and she/he should be able to answer some many questions of the facts of historical events. In fact, there is no question of how many a student has in her/his memory apart from what is questioned.read more
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Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past
Arabiyat : jurnal pendidikan bahasa arab dan kebahasaaraban
Muhbib Abdul Wahab,Rihlah,Atna Akhiryani,Devita Zuliati,Taufik Luthfi,Basiron Bin Abdullah,Shafiyah Binti Abdul Khadir,Jassem Ali Jassem,Deffi Syahfita Ritonga,Mahyudin Ritonga,Sri Wahyuni,Alwis Nazir,Ahmad Royani +12 more
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Crucial Problems in Arranged the Lesson Plan of Vocational Teacher.
TL;DR: In this paper, the authors explored the implementation of the 2013 curriculum in vocational schools, Banten in terms of the readiness and quality of the learning tools that have been prepared, and the results showed that: 1) Teacher readiness for learning tools in the components a) Core Competencies (CC) and Basic Competencies analysis of 45.31%, b) Program mapping of 38.37%, learning plan preparation of 39.45% and c) Learning evaluation of 36.78.
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The primary school teachers’ competence in implementing the 2013 curriculum
TL;DR: In this paper, a qualitative research design was carried out by utilizing argumentative descriptive analysis to analyze the competence of primary school teachers in implementing the 2013 curriculum and the results indicated that teachers have insufficient competence in designing lesson plan, lesson plan implementation and assessment practices.
References
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Book
Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past
TL;DR: The authors argue that el desconocimiento del pasado condena a la humanidad a repetir its errores, and present a polemico debate sobre que eventos, naciones, and personas clave are esenciales for los estudiantes de historia.
Journal ArticleDOI
Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past
The New Taxonomy of Educational Objectives.
TL;DR: The New Taxonomy as a Framework for Objectives, Assessments, and State Standards and the Three Knowledge Domains as a framework for Curriculum and Thinking Skills Epilogue References Index
Book
Teaching Transformed: Achieving Excellence, Fairness, Inclusion, And Harmony
TL;DR: In this article, the authors proposed a framework for the organization of Instructional Activity in the context of educational reform, focusing on the goals of education: Excellence, Fairness, Inclusion, and Harmony.