Main Article Content
Abstract
A practicum, like any other educational practices, is supported by a set of an operating procedure or a guideline. The guideline may be in the form of a curriculum book, a syllabus, or a set of Standard Operating Procedure (SOP). A curriculum or guidelines in education carry their philosophical foundations that serve as the driving forces of the educational practice. This article aims at revealing the philosophical foundations that embody English for Young Learners' practicum program through an inferential content analysis study. The data were in the form of phrases and sentences taken from the practicum operating procedures and other relevant documents. The results showed that the most mentioned aspect of the documents was the learners’ roles. This finding led to the discovery of the philosophical foundations of the practicum which were dominated by Progressivism and followed by Social Reconstruction, Existentialism, and Religious Humanism. The findings of the study also raised the discussion on how relevant educational philosophies towards the efforts of preparing teachers in the 21st century.
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References
- Alwasilah, C. (2014). Filsafat bahasa dan pendidikan. Bandung: PT Remaja Rosdakarya
- Amin, H. (2013). Aktualisasi humanisme religius menuju humanisme spiritual dalam bingkai filsafat agama. Jurnal Substantia. 5(1), 7.
- Belbase, S. (2011). Philosophical foundations for curriculum decision: A reflective analysis. Online Submission.
- Bim-Bad, B. M. & Egorova, L. I. (2016). Interaction between philosophy of education and teaching practice. International journal of environmental & science education . 11(10), 3385.
- Cohen, E. Hoz, R. & Kaplan, H. (2013). The practicum in preservice teacher education: a review of empirical studies. Teaching Education, 3(1), 7.
- Creswell. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Boston, MA: Pearson
- Darmi. (2013). Aliran-aliran yang mempengaruhi kurikulum pendidikan. At–Ta’dib . V(1), 5.
- Dash, S. N. R. (2015). Philosophical foundation of education. Directorate of Distance & Continuing Education Utkal University, Vani Vihar Bhubaneswar-751.
- Fadlillah, M. (2017). Aliran progresivisme dalam pendidikan di Indonesia. Jurnal Dimensi Pendidikan dan Pembelajaran . 5(1), 21.
- Fung, M. Y. (2005). A Philosophy of Teaching Practicum: construction of a personal theory of teaching and learning. Teacher Development. 9(1). 52
- Gutek, G. L. (2004). Philosophical and ideological voices in education. Toronto: Pearson Education
- Gray, C. C., Wright, P. R., & Pascoe, R. (2017). Raising the curtain: Investigating the practicum experiences of pre-service drama teachers. Australian Journal of Teacher Education, 42 (1).42. http://dx.doi.org/10.14221/ajte.2017v42n1.3
- Hanif, M. (2014). Tinjauan filosofis Kurikulum 2013. Insania, 19(1), 67.
- Hibana, Kuntoro, S. A. & Sutrisno. (2015). Pengembangan pendidikan Humanis Religius di Madrasah. Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi 3(1), 19-30. (Online) http://journal.uny.ac.id/index.php/jppfa
- Hunkins, F. P., & Ornstein, A. C. (2018). Curriculum: Foundations, principles, and issues 7th ed. Harlow: Pearson Education.
- Jan, H. (2017). Teacher of 21st Century: Characteristics and development. Research on Humanities and Social Sciences, 7(9), 50-54.
- Krippendorff, K. (2004). Content analysis: An introduction to Its methodology. Sage Publications Inc.
- Lawson, T., Çakmak, M., Gündüz, M. & Busher, H. (2015): Research on teaching practicum: A systematic review. European Journal of Teacher Education, 7(1), 34.
- Lomi, A. N. K., & Mbato, C. L. (2020). Struggles and strategies in constructing professional identity: The first-year teaching experiences of Indonesian EFL novice teachers. Journal of English Education and Teaching, 4(1), 1-19.
- Masduki. (2011). Humanisme sekuler versus humanisme religius (kajian tentang landasan filosofis dan upaya menemukan alternatif melalui pemikiran Seyyed Hossein Nasr. Toleransi. 3()1, 24.
- National Education Association. (nd). Preparing 21st century students for a global society: An educator’s guide to the “Four Cs”. (online) www.nea.org
- Nurjanah, I. (2018). Paradigma Humanisme religius pendidikan Islam: Telaah atas pemikiran Abdurrahman Mas’ud. Misykat, 3(1). 158.
- Rahmayana, J. (2015). Filsafat rekontruksionisme dalam pendidikan Islam: Studi atas pemikiran Muhammad Iqbal. Jurnal Tamaddun Umma. 1(1), 10.
- Sacks, A. (2013). The problem-solving power of teachers. Retrieved from http://www.ascd.org/publications/educational_leadership/oct13/vol71/num02/The_Problem-Solving_Power_of_Teachers.aspx
- Stehlik, T. (2018). Educational philosophy for 21st century teachers. Cham: Palgrave Macmillan.
- Tan, C. (2006). Philosophical perspectives on education. In C. Tan, B. Wong, J.S.M. Chua, & T. Kang (Eds.), Critical Perspectives on Education: An Introduction (pp. 21-40). Singapore: Prentice Hall.
- Tim EFC PBI UNY. (2018). Prosedur operasional baku praktikum English For Children (POB Praktikum EFC). Jurusan Pendidikan Bahasa Inggris, Fakultas Bahasa dan Seni, Univeristas Negeri Yogyakarta
- Trilling, B. & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco: Jossey-Bass
- Undang Undang Nomor 20 tahun 2003 tentang sistem pendidikan nasional
- Warnandi, N. (nd). Konsep kurikulum rekonstruksi sosial dalam pengembangan program muatan lokal. Unpublished student paper. Program Studi Pengembangan Kurikulum, Program Pascasarjana, Universitas Pendidikan Indonesia Bandung
- Syafryadin, S. (2020). Effective English teaching for young learners classrooms. Yavana Bhasha: Journal of English Language Education, 3(2), 79-88.
- Zuhdi, D. & Arifah, W. (2019). Analisis konten etnografi & grounded theory dan hermeneutika dalam penelitian. Jakarta Timur: Bumi Aksara
References
Alwasilah, C. (2014). Filsafat bahasa dan pendidikan. Bandung: PT Remaja Rosdakarya
Amin, H. (2013). Aktualisasi humanisme religius menuju humanisme spiritual dalam bingkai filsafat agama. Jurnal Substantia. 5(1), 7.
Belbase, S. (2011). Philosophical foundations for curriculum decision: A reflective analysis. Online Submission.
Bim-Bad, B. M. & Egorova, L. I. (2016). Interaction between philosophy of education and teaching practice. International journal of environmental & science education . 11(10), 3385.
Cohen, E. Hoz, R. & Kaplan, H. (2013). The practicum in preservice teacher education: a review of empirical studies. Teaching Education, 3(1), 7.
Creswell. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Boston, MA: Pearson
Darmi. (2013). Aliran-aliran yang mempengaruhi kurikulum pendidikan. At–Ta’dib . V(1), 5.
Dash, S. N. R. (2015). Philosophical foundation of education. Directorate of Distance & Continuing Education Utkal University, Vani Vihar Bhubaneswar-751.
Fadlillah, M. (2017). Aliran progresivisme dalam pendidikan di Indonesia. Jurnal Dimensi Pendidikan dan Pembelajaran . 5(1), 21.
Fung, M. Y. (2005). A Philosophy of Teaching Practicum: construction of a personal theory of teaching and learning. Teacher Development. 9(1). 52
Gutek, G. L. (2004). Philosophical and ideological voices in education. Toronto: Pearson Education
Gray, C. C., Wright, P. R., & Pascoe, R. (2017). Raising the curtain: Investigating the practicum experiences of pre-service drama teachers. Australian Journal of Teacher Education, 42 (1).42. http://dx.doi.org/10.14221/ajte.2017v42n1.3
Hanif, M. (2014). Tinjauan filosofis Kurikulum 2013. Insania, 19(1), 67.
Hibana, Kuntoro, S. A. & Sutrisno. (2015). Pengembangan pendidikan Humanis Religius di Madrasah. Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi 3(1), 19-30. (Online) http://journal.uny.ac.id/index.php/jppfa
Hunkins, F. P., & Ornstein, A. C. (2018). Curriculum: Foundations, principles, and issues 7th ed. Harlow: Pearson Education.
Jan, H. (2017). Teacher of 21st Century: Characteristics and development. Research on Humanities and Social Sciences, 7(9), 50-54.
Krippendorff, K. (2004). Content analysis: An introduction to Its methodology. Sage Publications Inc.
Lawson, T., Çakmak, M., Gündüz, M. & Busher, H. (2015): Research on teaching practicum: A systematic review. European Journal of Teacher Education, 7(1), 34.
Lomi, A. N. K., & Mbato, C. L. (2020). Struggles and strategies in constructing professional identity: The first-year teaching experiences of Indonesian EFL novice teachers. Journal of English Education and Teaching, 4(1), 1-19.
Masduki. (2011). Humanisme sekuler versus humanisme religius (kajian tentang landasan filosofis dan upaya menemukan alternatif melalui pemikiran Seyyed Hossein Nasr. Toleransi. 3()1, 24.
National Education Association. (nd). Preparing 21st century students for a global society: An educator’s guide to the “Four Cs”. (online) www.nea.org
Nurjanah, I. (2018). Paradigma Humanisme religius pendidikan Islam: Telaah atas pemikiran Abdurrahman Mas’ud. Misykat, 3(1). 158.
Rahmayana, J. (2015). Filsafat rekontruksionisme dalam pendidikan Islam: Studi atas pemikiran Muhammad Iqbal. Jurnal Tamaddun Umma. 1(1), 10.
Sacks, A. (2013). The problem-solving power of teachers. Retrieved from http://www.ascd.org/publications/educational_leadership/oct13/vol71/num02/The_Problem-Solving_Power_of_Teachers.aspx
Stehlik, T. (2018). Educational philosophy for 21st century teachers. Cham: Palgrave Macmillan.
Tan, C. (2006). Philosophical perspectives on education. In C. Tan, B. Wong, J.S.M. Chua, & T. Kang (Eds.), Critical Perspectives on Education: An Introduction (pp. 21-40). Singapore: Prentice Hall.
Tim EFC PBI UNY. (2018). Prosedur operasional baku praktikum English For Children (POB Praktikum EFC). Jurusan Pendidikan Bahasa Inggris, Fakultas Bahasa dan Seni, Univeristas Negeri Yogyakarta
Trilling, B. & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco: Jossey-Bass
Undang Undang Nomor 20 tahun 2003 tentang sistem pendidikan nasional
Warnandi, N. (nd). Konsep kurikulum rekonstruksi sosial dalam pengembangan program muatan lokal. Unpublished student paper. Program Studi Pengembangan Kurikulum, Program Pascasarjana, Universitas Pendidikan Indonesia Bandung
Syafryadin, S. (2020). Effective English teaching for young learners classrooms. Yavana Bhasha: Journal of English Language Education, 3(2), 79-88.
Zuhdi, D. & Arifah, W. (2019). Analisis konten etnografi & grounded theory dan hermeneutika dalam penelitian. Jakarta Timur: Bumi Aksara