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"Penelitian ini membahas Implementasi dari Program Pelatihan untuk Guru TK/PAUD dengan studi kasus pada Program Pelatihan Semai Benih Bangsa yang diselenggarakan oleh Indonesia Heritage Foundation. Dengan pendekatan kualitatif jenis deskriptif, penelitian ini ingin menggambarkan bagaimana tahapan, metode, dan prinsip yang dilakukan dalam program pelatihan. Penelitian ini juga ingin menggambarkan faktorfaktor yang mendukung serta menghambat efektivitas pelatihan. Hasil dari penelitian ini menunjukkan bahwa Program Pelatihan Semai Benih Bangsa melalui tahap-tahap pelatihan dengan menjalankan prinsip-prinsip pelatihan dalam metode-metode yang digunakan untuk mencapai tujuannya. Kemudian, dalam implementasinya, terdapat faktor pendukung dan penghambat dari sisi internal dan eksternal organisasi yang mempengaruhi efektivitas pelatihan. Penilitian ini juga akan memberikan rekomendasi kepada IHF, Divisi Pelatihan IHF, Divisi Penelitian dan Pengembangan, Trainer, sekolah peserta, dan para peserta pelatihan agar implementasi program ini dapat berjalan efektif.

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This research is discussing the implementation of training for pre-school and kindergarten with the study case of Semai Benih Bangsa Training Program held by Indonesia Heritage Foundation. By using descriptive type of qualitative approach, this research is trying to depict the steps, methods, and the principle that been done in the training program and also to find out any supporting and inhibiting factors to the training effectiveness. This research brought the result that The Semai Benih Bangsa Training Program been through the training steps using the training principle applied in the methods in the process of reaching its goals. Also, in the implementation, there are supporting and inhibiting factors that divided into internal and external factors that affect the effectivity of the training. This research also gives recommendations to IHF, Training Division, Research and Development Division, the trainers, the school of the participants, and the participants itself to increase the effectiveness of this program implementation."

"Skripsi ini membahas tentang proses pelaksanaan pendidikan berbasis karakter yang diterapkan di Taman Kanak-kanak Ummul Qura’ yang terletak di Kelurahan Munjul, Kecamatan Cipayung, Jakarta Timur. Pendekatan yang digunakan adalah pendekatan kualitatif dengan jenis penelitian deskriptif. Informan dipilih menggunakan teknik purposive sampling, dengan tiga kategori yaitu, kepala sekolah, guru atau pengajar, dan orang tua murid Taman Kanak-kanak Ummul Qura’. Hasil penelitian menunjukkan bahwa Taman Kanak-kanak Ummul Qura’ memiliki fasilitas yang mewadahi dan mendukung pelaksanaan, serta menggunakan kurikulum sembilan pilar dan sentra seperti yang diterapkan di Indonesia Heritage Foundation, juga terdapat faktor pendukung dan penghambat dalam pelaksanaan pendidikan berbasis karakter.

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This thesis discusses the implementation process of character-based education in kindergarten Ummul Qura’, which is located in Munjul, Cipayung subdistrict, East Jakarta. This research used qualitative approach with descriptive method. Informants were selected using purposive sampling technique, with three categories, headmaster, teachers, and parents of kindergarten Ummul Qura'. The results showed that kindergarten Ummul Qura' has the facilities to accommodate and support the implementation, as well as using the nine pillars and the central curriculum as implemented in Indonesia Heritage Foundation. It also has supporting factors and obstacles in the implementation of character-based education."

"[Menghadapi tantangan pada abad ke 21, anak-anak perlu dipersiapkan mencapai tingkat perkembangan yang optimal meliputi seluruh aspek perkembangan dan mencapai tujuan pembelajaran yang meliputi tidak hanya pemahaman serta ketrampilan, namun juga pembawaan diri dan perasaan. Guru-guru sebagai ujung tonggak pendidikan anak di sekolah perlu diberi pembekalan pemahaman dan kemampuan merancang pembelajaran yang dapat mempersiapkan anak menghadapi abad ke 21. Pendekatan proyek atau Project Approach merupakan sebuah pendekatan dengan pembelajaran aktif yang bermanfaat bagi anak. Subyek pada penelitian ini adalah guru-guru TK di sekolah TK Dwi Matra dan TK Kirana Preschool. Penelitian ini merupakan penelitian kuantitatif dengan before and after study design. Hasil penelitian menunjukkan bahwa melalui program pelatihan awal mengenai pembelajaran dengan pendekatan proyek yang diikuti oleh guru-guru TK, maka kemampuan menjelaskan pendekatan proyek termasuk pengertian, manfaat dan tahapan pendekatan proyek meningkat signifikan Selain itu, peningkatan yang signifikan juga terjadi pada kemampuan merancang pembelajaran dengan pendekatan proyek. Dari hasil rancangan pembelajaran menunjukkan pencapaian hasil yang cukup baik untuk perancangan tahap pertama pendekatan proyek, namun hasil perancangan tahap kedua dan tahap ketiga menunjukkan hasil yang belum optimal. Kendala dan tantangan yang dialami dalam penelitian ini selanjutnya dipaparkan dalam diskusi penelitian.;In facing the 21st century, children need to be prepared in reaching their optimum development level which encompas all aspect of growth and to achieve the learning goals which include not only knowledge and skill, but also disposition and feeling. Teachers as the forefront of education need to be equipped with the understanding and skill of a learning method which can prepare the children to face this 21st century challenge. Project approach is an approach which utilizes active learning which is beneficial for the children. Subject to this research are kindergarten teachers at Dwi Matra Kindergarten and Kirana Preschool Kindergarten. This research is a quantitative research using before and after study design. The result suggest that through preliminary training program on learning with project approach, the kindergarten teachers ability to explain project approach including understanding, benefit and stages of project approach have increased significantly, the teachers ability to design learning with project approach have also improved significantly. The result of learning design that the teachers had made shows a remarkable result for the first stage of the project approach; however the second and third design result was not as optimal. Obstacle and challenges faced in the research will be elaborated further in the research discussion., In facing the 21st century, children need to be prepared in reaching their optimum development level which encompas all aspect of growth and to achieve the learning goals which include not only knowledge and skill, but also disposition and feeling. Teachers as the forefront of education need to be equipped with the understanding and skill of a learning method which can prepare the children to face this 21st century challenge. Project approach is an approach which utilizes active learning which is beneficial for the children. Subject to this research are kindergarten teachers at Dwi Matra Kindergarten and Kirana Preschool Kindergarten. This research is a quantitative research using before and after study design. The result suggest that through preliminary training program on learning with project approach, the kindergarten teachers ability to explain project approach including understanding, benefit and stages of project approach have increased significantly, the teachers ability to design learning with project approach have also improved significantly. The result of learning design that the teachers had made shows a remarkable result for the first stage of the project approach; however the second and third design result was not as optimal. Obstacle and challenges faced in the research will be elaborated further in the research discussion.]"

"ABSTRAKSetiap manusia mempunyai karakter, yaitu suatu set ciri-ciri psikologis individu,berisi nilai-nilai moral, sosial, dan agama, untuk mengarahkan individuberperilalm yang benar. Program pendidikan karakter ini disusun sebagai usahamenyediakan pengalaman yang dapat membentuk seseorang mcnjadi pribadi yangberkarakler balk dan dapat berperilaku sesuai dengan tumutan sosial. Program inidiperuntukkan bagi peserla diclik taman kanak-kanak tingkat A karena merekaberada pada rentang usia paling baik lmtuk diajarkan mengenai berbagai macamhal. Program berisi pengajaran nllai-nilai moral yang berakarkan pada dua nilaiutama dan universal, yaitu rasa hormat dan tanggung jawab.Pcnyusunan program diawali dengan analisa kebutuhan melalui Focus GroupDiscussion agar program sesuai dengan visi_ misi, dan kebutuhan sekolah, dalamhal ini TK. Karya Mulya Dari analisa kebutuhan diperoleh tiga nilai utama yangperlu dikembangkan, yaitu pengendalian diri, kemandirian, dan keadilan.Tujuan utama program pendidikan karakter ini adalah membentuk para pesenadidik TK Karya Mulya menjadi pribadi yang berkaralner balk, yang tampak dalamperilaku schari-hari. Kegiatan program mencakup tiga komponen moral, yaitupengetahuan, rasa, dan lindakan moral. Kegiatan diadakan satu kali dalamseminggu, dengan durasi 20 menit untuk setiap sesinya Metode yang digunakanmeliputi pemasangan spanduk atau hasil karya, penceritaan, diskusi/tanya jawab,pelabelan perilaku, bermain peran, bermain, prakarya, kegiatan sosial sederhana,dan sliker reward. Modul program lerdiri dari ll sesi dengan kescluruhankegialan berjumlah 33 kegiatan.

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ABSTRACTEvery person has their own character. It is a set of psychological dispositions ofan individual, consists of moral, social, or religious values, to direct a person inorder to behave properly. This character education program was designed as aneffort for providing experiences to develop good characters in a person, andtherefore enable the person to behave accordingly to the social demands. 'lhisprogram was targeted for students in Kindergarten A, since they are in the goldenage, the best time to teach them about many things. This program will teach moralvalues, rooted in two great universal values, which are respect and responsibility.Designing this program was started by gathering data through Focus GroupDiscussion for need analysis. This step is important so that the program will fit thevision, mission and school?s needs, in this case, TK Karya Mulya The result ofneed analysis informed that there are three main values needed to develop. 'theyare self control, independency, and fairness.The main goal of this character eduaition program is to shape the students inKarya Mulya Kjndergarteii A to be a person with good characters, reflected indaily behavior. This program includes three moral components: moral knowing,moral feeling, and moral action. The activites will be held once a week, with 20minutes duration for each sxsion. Teaching method used are setting up banner ordisplay for students? art and crafts, story-telling, discussion, behavior labeling,simple social activities, and reward stickers. The modul ofthe program has llsessions, with 33 activities in total.eywords: character education, moral values, moral components."

"Pembangunan karakter bangsa merupakan proses sehingga harus dilakukan sejak usia dini. Oleh karena itu, diperlukan suatu konsepsi yang jealas dan kebijakan yang tepat dengan melibatkan berbagai pihak dalam implementasinya. Implementasi multi arah diasumsikan akan mempercepat proses tersebut dalam rangka menyelaraskan kebutuhan kehidupan di era globalisasi yang erat kaitannya dengan perkembangan IPTEK."

"Latar Belakang: Berada pada periode kritis perkembangan visual, anak-anak merupakan kelompok yang memiliki risiko tinggi mengalami gangguan penglihatan. Salah satu upaya deteksi dini gangguan penglihatan pada anak adalah melalui program skrining kesehatan anak sekolah. Guru dapat didelegasikan menjadi petugas skrining di sekolah, namun perlu menjalani pelatihan agar memiliki pengetahuan dan keterampilan yang adekuat. Penelitian ini bertujuan untuk mengembangkan modul pelatihan yang valid untuk melatih guru Sekolah Menengah Pertama (SMP) dan Sekolah Menengah Atas (SMA) di DKI Jakarta dalam melakukan pemeriksaan mata pada anak sekolahMetode : Penelitian ini menggunakan pendekatan mixed method dengan metode exploratory sequential yang terdiri atas dua tahapan. Tahapan pertama adalah penyusunan rancangan modul pelatihan dengan desain penelitian deskriptif kualitatif. Tahapan ini diawali dengan pengumpulan materi modul melalui focus group discussion (FGD), wawancara individu, dan tinjauan kepustakaan. Setelah dilakukan analisis, dilakukan pengembangan rancangan modul serta penyusunan dan validasi instrumen untuk penelitian tahap kedua. Tahapan kedua adalah uji validitas modul pelatihan. Uji validitas konten dilakukan dengan mengirimkan modul pelatihan dan kuisioner google form kepada validator dan dianilisis menggunakan I-CVI (item-level content validity index). Uji validitas konstruk diadakan bersamaan dengan pelatihan 20 guru di SMP 55 dan SMA 31 Jakarta yang berupa evaluasi pengetahuan (pre-test & post-test) dan uji keterampilan peserta pelatihan.Hasil : Dari hasil analisis FGD dan wawancara, modul dikembangkan melalui enam tahapan. Uji validitas konten modul memiliki nilai 1.00. Pada pelatihan, didapatkan perbedaan bermakna skor pengetahuan guru antara sebelum dan setelah menjalani pelatihan (p=0.000), sedangkan 100% peserta memiliki keterampilan yang baik dalam melakukan pemeriksaan. Modul pelatihan pemeriksaan mata anak sekolah oleh Guru SMP dan Guru SMA di DKI Jakarta memiliki validitas konten dan validitas konstruk yang baik.Kesimpulan : Modul pelatihan pemeriksaan mata pada anak sekolah oleh Guru SMP dan Guru SMA di DKI Jakarta memiliki validitas konten dan validitas konstruk yang baik.

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Background: Children have high risk of visual impairment due to presence within critical period of visual development. An essential measure for early detection of vision disorders in children involves health screening programs within school settings. Teachers can be delegated as screening officer, but their effectiveness requires comprehensive training to ensure adequate knowledge and skills. This research aims to develop a valid training module to equip Junior High School (SMP) and Senior High School (SMA) teachers in Jakarta with the necessary skills to conduct eye examinations for school children.

Method: Mixed-methods approach with an exploratory sequential design comprising two phases.  The first phase was development of the module with descriptive qualitative as the study design. It begins with collection of module content through focus group discussions (FGD), individual interviews, and literature searching. Following analysis, module draft was developed, and instrument for the second phase of research were formulated and validated. The second phase consist of contend and construct validation of the module. Conten validity assessed by validator using questionaire and was analyzed using item-level content validity index. Construct validity was determined within training of teachers at SMP 55 and SMA 31 Jakarta involving knowledge assessment (pre-test and post-test) and skills evaluation.

Results: Content of module was developed through six-stage process using information that was obtained from FGD and interviews. Result of content validity test was 1.00. A significant difference in teachers' knowledge scores was observed before and after the training (p=0.000), with 100% of participants demonstrating proficient skills in conducting examinations.

Conclusion: The training module for eye examinations in school-aged children by SMP and SMA teachers in Jakarta exhibits good content and construct validity.

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"Teacher has a central role in education process. It was is that education is nothing without qualified teacher. In this context, teaching training institution has an important task of preparing qualified teacher. In other words, to create the qualified teachers is to conduct the qualified training for teachers. Before Indonesia gained its independence until today, there were three patterns of teaching training in Indonesia, namely pesantren (Islamic boarding school) teaching training, colonialist teaching training, and the pattern of teaching training after Indonesia gained its Independence. Every pattern has distinct characteristic in preparing teacher candidates. However, they have a same goal and it is to prapare qualified teachers in order to enhence education quality. Success of the patterns depends on many factors, both in input and process. "

"Pembentukan Pusat Pelatihan dan Pengajaran Kejuruan (P3K) merupakan kebijakan yang diambil oleh pemerintah RRT untuk meredam gerakan separatis di Xinjiang. Populasi suku Uighur merupakan populasi suku non-Han terbanyak yang menempati wilayah Xinjiang. Pemerintah Tiongkok sejak zaman kedinastian hingga RRT berdiri melakukan kebijakan yang hampir serupa kepada suku Uighur, yaitu berupaya mengasimilasi suku Uighur dengan suku Han. Asimilasi yang dilakukan antara lain dengan mengadakan migrasi besar-besaran suku Han ke wilayah Xinjiang. Akan tetapi, kebijakan migrasi ini tidak membuahkan hasil maksimal. Sebaliknya, suku Uighur dan suku Han cenderung tidak dapat hidup berdampingan, bahkan menyebabkan sebagian dari suku Uighur membentuk kelompok separatis. P3K yang dijalankan oleh Pemerintah RRT sekarang ini dapat dikatakan merupakan cara untuk menjalankan sixiang zhengfeng atau pembetulan pemikiran dan sinifikasi kepada suku Uighur. Sebelumnya sixiang zhengfeng pernah dilaksanakan oleh Mao Zedong pada era Yanan untuk mereedukasi kader PKT pasca Long March, dan juga untuk menghancurkan lawan politiknya pada masa Gerakan Seratus Bunga, Gerakan Anti Kanan, dan Revolusi Kebudayaan. Tugas akhir ini menggunakan pendekatan historis untuk menjelaskan dan menganalisis konflik antara suku Uighur dan pemerintah Tiongkok, serta melihat bagaimana pemerintah Tiongkok menjalankan ssixiang zhengfeng melalui pelaksanaan P3K.

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The establishment of Vocational Skills and Education Training Center is a policy that was taken by the Chinese Government to oppress separatist movement in Xinjiang Region. The Uyghurs are the largest population of non-Hans ethnic group in Xinjiang. Since the dynasty era until the founding of PRC by CPC, the government had always taken similar policy toward the Uyghurs, to assimilate them and the Hans in Xinjiang Region. This goal accomplishes by Hans massive migration to the Xinjiang Region. However, this policy couldnt bring the expected result. On the contrary, coexistence between the Uyghurs and Hans couldnt be manifested, even causing some part of the Uyghurs to form a separatist movement. The establishment of Vocational Skills and Education Training Center policy that was taken by the Chinese Government could be said as an implementation of thought rectification or sixiang zhengfeng and sinicization towards the Uyghurs. In the past, Mao Zedong in Yanan Period once implements this campaign to reeducate CPC cadre, also in Hundred Flowers Movement, Anti-Rightist Campaign, and the Cultural Revolution to crush his political rival. The research of this final project carried out through the historical approach to elucidate and analyze the tension between the Chinese Government and the Uyghurs, also to study how thought rectification implemented by the Chinese Government through the Vocational Skills and Education Training Center establishment."