SILABUS

STAI – MIFTAHUL ‘ULUM TANJUNGPINANG

PROGRAM STUDI TADRIS BAHASA INGGRIS (TBI)

I. IDENTITAS MATA KULIAH

Nama Mata Kuliah : COMPARATIVE EDUCATION IN ELT

Kode :
Komponen :
Elemen Kompetensi :
Mata Kuliah Prasyarat :
Dosen Pengampu : Eka Mayasari, M.Pd

II. DESKRIPSI MATA KULIAH

Comparative education is a field of study that examines education in one country (or a
group of countries) by using data and insights drawn from the practices and situations in
other countries. Teachers of comparative education have an added responsibility to help
Student Teachers understand their world and to facilitate the acquisition of a wide range of
information and competencies. This will enable them to become critical consumers of
knowledge and will encourage them to participate as informed professionals in the process
of improving education systems.

The course consists of six units:

Unit 1 Introduces comparative education in general and its historical perspective,

along with its purposes, methods, and policies.

Unit 2 Covers elements of the field.

Unit 3 Focuses on a comparative view of the education system of Indonesia.

Units 4 Compare educational systems in developing and developed countries.

Unit 5 Focuses on a global perspective.

III. KOMPETENSI DASAR

This course enables Student Teachers to reflect on the purpose of comparative education and
to shape their understanding of the school systems in which they teach. It prepares them to
integrate knowledge with skills, values, and attitudes that are essential to their teaching, and
 encourages them to take informed and responsible action. The Comparative Education
course will familiarize Student Teachers with key concepts of various disciplines that
constitute the field.

IV. POKOK BAHASAN / SUB POKOK BAHASAN

WEEK TOPIC / THEME LEARNING OUTCOMES

1 UNIT I. Introduction to comparative Students will able to:

education  Define and describe key
concept of comparative
 Introduction to the course education.
 The historical development of  Discuss how comparative
comparative education education evolved.
 Key concepts of comparative
education
2 Aspects of comparative Students will able to identify the
education: purposes and methods of comparative
• Purposes education
• Methods
• Policies

3 UNIT II. Elements of comparative Students will able to list the elements
education (both qualitative of comparative education
and quantitative)

Elements of comparative
education
• Objectives
• Curricula

4 Elements of comparative Students will able to identify the

education importance of elements in
• Teaching methodologies comparative education
• Assessment and evaluation
(student achievement and
examination system)

5 Elements of comparative Students will able to discuss each

education element in a comparative perspective.
• Educational structure
• Facilities
• Administrative and financial
set-up
• Teacher education
6 UNIT III Comparative view of
systems of education in
Indonesia.

 Private and public sector Students will able to compare

education. different education systems in
 Madrasah and formal Indonesia.
education.
7
 Comparative view of Students will able to explore the
educational systems in advantages and disadvantages of each
Indonesia. education system in the country.
 Formal and non-formal
education.

8 MID TEST

9 UNIT IV Comparative education in Students will able to:

developed countries.
The United States and Indonesia:
• The aims and objectives of teacher
education
• Ideologies and philosophies
• The structure of teacher education
• The teacher education program for
various levels of education, i.e.
early childhood, primary,
secondary, and higher education
• Teaching methodologies
• Assessment and evaluation
• Trends in teacher education
 Identify key features of
education systems of selected
countries.
 Compare the education
systems of selected developed
countries with the system in
Indonesia.
 Identify ways of applying and
adapting successful aspects of
systems in the selected
developed countries to the
local Indonesia context.

10 The United Kingdom and Indonesia: Students will able to:

• The aims and objectives of teacher
education
• Ideologies and philosophies
• The structure of teacher education
• The teacher education program for
various levels of education, i.e.
early childhood, primary,
secondary, and higher education
• Teaching methodologies
• Assessment and evaluation
• identify key features of
education systems of selected
countries.
• compare the education
systems of selected developed
countries with the system in
Indonesia.
• identify ways of applying and
adapting successful aspects of
systems in the selected
 • Trends in teacher education developed countries to the
local Indonesia context.

11 Japan, Singapore, and Indonesia: Students will able to:

• The aims and objectives of teacher
education
• Ideologies and philosophies
• The structure of teacher education
• The teacher education program for
various levels of education, i.e.
early childhood, primary,
secondary, and higher education
• Teaching methodologies
• Assessment and evaluation
• Trends in teacher education
 Identify key features of
education systems of selected
countries.
 Compare the education
systems of selected developed
countries with the system in
Indonesia.
 Identify ways of applying and
adapting successful aspects of
systems in the selected
developed countries to the
local Indonesia context.

12 Units IV Compare educational Students will able to:

systems in developing and  identify key features in the
developed countries. education systems of selected
developing countries.
India and Indonesia:  compare the education
• The aims and objectives of teacher systems of developing
education countries with those of
• Ideologies and philosophies Indonesia.
• The structure of teacher education  list issues in the education
• The teacher education program for sector that certain to
various levels of education, i.e. developing countries and
early childhood, primary, identify approaches for
secondary, and higher education dealing with them.
• Teaching methodologies
• Assessment and evaluation
• Trends in teacher education
13 Malaysia and Indonesia: Students will able to:
• The aims and objectives of teacher  Identify key features in the
education education systems of selected
• Ideologies and philosophies developing countries.
• The structure of teacher education
• The teacher education program for  Compare the education
various levels of education, i.e. systems of developing
early childhood, primary, countries with those of
secondary, and higher education Indonesia.
• Teaching methodologies  List issues in the education
• Assessment and evaluation
 • Trends in teacher education sector that certain to
developing countries and
identify approaches for
dealing with them.

14 UNIT V Global perspective

 Global issues and comparative Students will able to examine key

education (focusing on developing global issues related to comparative
countries) education.
 Quality education
 Millennium Development Goals

15  Education for All Students will able to :

 Teacher recruitment and appraisal  Identify the application of
Education for All in
developing countries.
 describe procedures for
different educational activities
16 FINAL TEST

V. EVALUASI
Penilaian akhir didasarkan pada komponen sbb.
 TATAP MUKA 10 %
 TUGAS MANDIRI/KUIS 10 %
 TUGAS TERSTUKTUR 15 %
 UTS 30 %
 UAS 35 %
TOTAL : 100 %

VI. REFERENCES
Adamson, B. (n.d.). Comparative education research: Who, what, and why?
Retrieved from:
Ø www.bangor.ac.uk/cell/downloads/bob_adamson_0311.ppt

Commonwealth of Learning. (2000). Comparative education: Themes and trends in

comparative education in SADC countries. Retrieved from:
Ø http://www.col.org/stamp/Module18.pdf

UNESCO Education for All Global Monitoring Report.

Ø www.efareport.unesco.org