Abstract: Education 4.0 made the world of knowledge acquisition and sharing to take a diverse spin, teaching-learning fully loaded with technology. The extensive use of Smartphone and internet paved a way to include technology into teaching-learning. Inclusion of technology or internet has become obligatory and fetched ease in academic as well as non-academic learning tendencies of inclination of understanding. The instructors have the challenges to guide or edify their learners other than faceto-face means of instructions. The teachers have to be proficient in handling technology or smart tools of teaching-learning besides having command over their area of teaching. This paper focuses on the remote online teaching-learning platforms or tools that help the teachers to teach or guide their learners online and the attitudes of the teachers and the students towards the use of the remote online platforms in ELT. Keywords: Education 4.0 – ICA of teaching-learning – remote online platforms – Google Classroom

This study aims to analyse (1) the support system in carrying out vocational education, (2) the readiness of faculties and departments to administer vocational education and (3) the suitable implementation model of vocational education for UNNES. The research data were collected through interviews, observations and focus group discussions. The data analysis was obtained in a qualitative interactive manner using data reduction methods, data presentation and drawing conclusions, as well as verification. The results showed that the implementation of vocational education has an internal support system, namely the leadership commitment of UNNES, faculties and departments, the availability of learning facilities and infrastructure, the availability of curriculum, the availability of lecturers and educational staffs and the availability of budget. The external support systems are the link and match policy, for example, opening 100 polytechnics and accepting civil servants from the diploma programme, Universitas Negeri Semarang faculties and departments are quite ready to administer vocational education.          Keywords: Education, diploma, UNNES, vocational

ABSTRAKDi era pandemi Covid-19 seperti sekarang ini menjaga kesehatan sangatlah penting guna mencegah penularan penyakit tersebut. Selain melakukan protokol kehatan dengan baik dan benar, upaya yang sangat penting dalam mencegah penularan penyakit ini adalah dengan peningkatan imunitas tubuh agar tidak mudah terserang virus, sebagaimana diketahui virus Covid-19 menyerang kekebalan tubuh sehingga tubuh tidak mampu melawan virus ini. Tujuan dari pengabdian masyarakat ini yaitu masyarakat mengetahui bagaimana cara meningkatkan daya tahan tubuh di masa pandemi covid-19 sehingga terhindar dari penularan penyakit ini. Metode yang dilakukan berupa penyuluhan kesehatan tentang tips meningkatkan daya tahan tubu dimasa pandemic covid-19 dengan menggunakan media leaflet dan poster. Hasil penyuluhan menunjukkan masyarakat setempat memahami cara-cara meningkatkan daya tahan tubuh dimasa pandemi. Kesimpulan terdapat peningkatan pengetahuan masyarakat tentang cara menjaga dan meningkatkan daya tahan tubuh. Diharapkan dengan kegiatan ini masyarakat dapat menerapkan tips meningkatkan daya tahun tubuh dalam kehidupan sehari-hari. Kata kunci : Edukasi, Daya tahan tubuh, Covid-19 ABSTRACTIn the current era of the Covid-19 pandemic, maintaining health is very important to prevent the transmission of the disease. In addition to carrying out health protocols properly and correctly, a very important effort in preventing the transmission of this disease is to increase the body's immunity so that it is not susceptible to viruses, as it is known that the Covid-19 virus attacks the body's immunity so that the body is unable to fight this virus. The purpose of this community service is that the community knows how to increase their immune system during the COVID-19 pandemic so as to avoid the transmission of this disease. The method used is in the form of health education on tips to increase body resistance during the covid-19 pandemic by using leaflets and posters. The results of the counseling show that the local community understands ways to increase their immune system during the pandemic. The conclusion is that there is an increase in public knowledge about how to maintain and increase body resistance. It is hoped that with this activity the community can apply tips to increase the body's power in their daily lives. Keywords: Education, immune system, Covid-19

The text explores the relationship between Pestalozzi and Fichte. The author argues that, with the exception of Kant, Pestalozzi had probably the strongest influence on the development of Fichte’s philosophy, and especially on his placing education in the focus of his philosophy. The influence of Pestalozzi on Fichte is most visible in Fichte’s critique of the existing education and the construction of a completely new conception of educational activity. It is at this point that Fichte directly relies on Pestalozzi’s insights into the importance of independence and self-activity in pedagogical practice. At the same time, there are significant differences between the two of them, clearly visible in Fichte’s conception of national education. This conception of Fichte must by no means be viewed only from the context of The Addresses to the German Nation but must be viewed as a whole of the development of Fichte’s philosophy, and especially in relation to the historical and educational circumstances that prevailed at the time. Keywords: education, independence, self-activity, selfishness, nation.

  Resumo   Adaptação de Trabalho de Conclusão de Curso apresentado à Especialização em Teoria e Prática da Formação do Leitor, na Universidade Estadual do Rio Grande do Sul, em Porto Alegre, em 2017. A questão de pesquisa: “Como as músicas com traços de gênero narrativo podem unir poesia, arte e educação emancipadora para formação de leitores críticos?” o inspirou, e foi usada a metodologia de pesquisa bibliográfica, usando fontes como: websites, encartes de cds, livros, monografias, teses, bem como de comunicações orais: gravações em vídeo (via Youtube); e filmes. Com a hipótese de que este tipo de canção de teor narrativo pode fomentar reflexões profundas dentre os ouvintes, a partir de sua identificação com os dramas dos personagens, o objeto escolhido foi “Faroeste Caboclo”, do autor e compositor Renato Russo. O objetivo geral foi verificar se essa música poderia responder à questão de pesquisa. Como resultado, observou-se que sua Letra demonstra os dramas e angústias que vive o ser humano num contexto adverso; trata-se de uma história cantada, permeada pelos elementos da narrativa; permitindo ao leitor a apropriação dos valores simbólicos discutidos na canção, além de poder vir a servir como recurso didático na formação de leitores emancipados e críticos, a partir de mediações pedagógicas adequadas para tal. Palavras-chave: Educação; formação de leitores; Renato Russo; faroeste caboclo; gênero narrativo.   Abstract Adaptation of Course Conclusion Paper presented to the Specialization in Theory and Practice of Reader Education, at the Universidade Estadual do Rio Grande do Sul, in Porto Alegre, in 2017. The research question: “How can songs with narrative genre traits unite poetry, art and emancipatory education to train critical readers?” inspired him, and the bibliographic research methodology was used, using sources such as: websites, CD inserts, books, monographs, theses, as well as oral communications: video recordings (via Youtube); and movies. With the hypothesis that this type of song with a narrative content can foster deep reflections among listeners, based on its identification with the characters' dramas, the chosen object was “Faroeste Caboclo”, by author and composer Renato Russo. The general objective was to verify if this song could answer the research question. As a result, it was observed that its lyrics demonstrates the dramas and anxieties that human beings experience in an adverse context; it is a sung story, permeated by the elements of the narrative; allowing the reader to appropriate the symbolic values ​​discussed in the song, in addition to being able to serve as a didactic resource in the formation of emancipated and critical readers, based on pedagogical mediations suitable for this purpose. Keywords: Education; reader training; Renato Russo; faroeste caboclo; narrative genre.   Resumen Adaptación del Trabajo de Conclusión de Curso presentado en Especialização em Teoria e Prática da Formação do Leitor, de la Universidade Estadual do Rio Grande do Sul, en Porto Alegre, en 2017. La pregunta de investigación: "¿Cómo pueden las canciones con trazos de género narrativo unir la poesía, el arte y la educación emancipadora para formar lectores críticos?" inspiró este trabajo, y se utilizó la metodología de investigación bibliográfica, utilizando fuentes como: sitios web, encartes de CD, libros, monografías, tesis, así como comunicaciones orales: grabaciones de video (vía Youtube) y películas. Con la hipótesis de que este tipo de canción de contenido narrativo puede generar profundas reflexiones entre los oyentes, a partir de su identificación con los dramas de los personajes, el objeto elegido fue “Faroeste Caboclo”, del autor y compositor Renato Russo. El objetivo general fue verificar si esta canción podría responder a la pregunta de investigación. Como resultado, se observó que su letra demuestra los dramas y angustias que vive el ser humano en un contexto adverso; es una historia cantada, impregnada de elementos de la narración, permitiendo al lector apropiarse de los valores simbólicos discutidos en la canción, además de poder servir como recurso didáctico en la formación de lectores emancipados y críticos, a partir de mediaciones pedagógicas adecuadas para tal fin. Palabras clave: Educación; formación de lectores; Renato Russo; faroeste caboclo; género narrativo.

O presente artigo apresenta reflexões sobre Alfabetização e Práticas Pedagógicas na Educação de Jovens e Adultos (EJA), como recorte de uma pesquisa mais ampla, realizada no Colégio Entre Fios, no ano de 2018, objetivando compreender se as práticas pedagógicas realizadas nos últimos anos do Ensino Médio na EJA contribuem com o processo de alfabetização; para tanto, foram aplicadas situações do INAF com educandos da EJA do terceiro tempo formativo, nos eixos VI e VII. No âmbito metodológico, constitui-se como uma pesquisa qualitativa, com imersão no estudo de caso. Nessa tessitura, respaldam nossos estudos, prioritariamente, as teorias de Paulo Freire (2003, 2014, 2015, 2018), Miguel Arroyo (2005, 2015, 2017), dentre outros que contribuem para melhor compreender a temática em tela, além de pesquisas realizadas em meios eletrônicos e revistas, que nos permitem tecer relevantes fios sobre a referida abordagem. Nessa trama que engloba alfabetização no lócus da pesquisa, podemos perceber que os estudantes pesquisados apresentam níveis assustadores de analfabetismo, considerando que já estão na última etapa da Educação Básica. O resultado deste estudo evidencia a necessidade de investimento com políticas públicas voltadas para a Educação de Jovens e Adultos; a relevância da formação de profissionais na área e a necessidade de se refletir sobre a alfabetização no âmbito do Ensino Médio, no considerado “ensino regular”.Palavras-chave: Educação; Alfabetização de Jovens e Adultos; Analfabetismo.Literacy at Eja and Inaf indicators: a look across pedagogical practicesAbstractThis article presents reflections on Literacy and Pedagogical Practices in the Youth and Adult Education (EJA), as part of a broader research, carried out at Colégio Entre Fios, in 2018, aiming to understand if the pedagogical practices carried out in the last years of High School in the EJA contribute to the literacy process; for this purpose, INAF situations were applied with EJA students from the third training period, in axes VI and VII. In the methodological scope, it is a qualitative research, with immersion in the case study. We bring, in this texture, to support our studies, primarily the theories of Paulo Freire (2003, 2014, 2015, 2018), Miguel Arroyo (2005, 2015, 2017), among others that contribute to better understanding the theme at hand, in addition to a research carried out in electronic media and magazines, which allow us to better understand relevant threads about this approach. In this plot that encompasses literacy in the locus of research, we can see that the students surveyed have frightening levels of iliteracy, considering that they are already in the last stage of Basic Education. The result of this study highlights the need for investment in public policies aimed at the Education of Young people and Adults; the relevance of training professionals in the area and the need to reflect on literacy in the context of high school, in what is considered “regular education”.Keywords: Education; Literacy for youth and adults; Illiteracy.Alfabetización en la Eja e los indicadores del Inaf: una mirada a través de prácticas pedagógicasRESUMENEste artículo presenta reflexiones sobre Alfabetización y Prácticas Pedagógicas en Educación de Jóvenes y Adultos, como parte de una investigación más amplia, realizada en el Colégio Entre Fios, en 2018, con el objetivo de comprender si las prácticas pedagógicas realizadas en los últimos años de Educación Secundaria en EJA contribuyen al proceso de alfabetización; para ello, se aplicaron situaciones del INAF con alumnos de EJA del tercer período formativo, en los ejes VI y VII. En el ámbito metodológico, se trata de una investigación cualitativa, con inmersión en el estudio de caso. Traemos, en esta textura, para sustentar nuestros estudios, principalmente las teorías de Paulo Freire (2003, 2014, 2015, 2018), Miguel Arroyo (2005, 2015, 2017), entre otras que contribuyen a comprender mejor el tema en por otra parte, además de las investigaciones realizadas en medios electrónicos y revistas, que nos permiten tejer hilos relevantes sobre este enfoque. En esta trama que engloba la alfabetización en el locus de investigación, podemos observar que los estudiantes encuestados tienen niveles de analfabetismo alarmantes, considerando que ya se encuentran en la última etapa de Educación Básica. El resultado de este estudio destaca la necesidad de invertir en políticas públicas orientadas a la Educación de Jóvenes y Adultos; la relevancia de la formación de profesionales en el área y la necesidad de reflexionar sobre la alfabetización en el contexto del bachillerato, en lo que se considera “educación regular”Palabras clave: Educación; Alfabetización para jóvenes y adultos; Analfabetismo.

Abstract: This article describes Religious Moderation Education in Islam, especially about the portrait and development of religious moderation education in madrasas. The crucial issues to be answered regarding moderation education in Islam in Madrasahs are (1) What is meant by religious moderation? (2) What are the characteristics of religious moderation in Islam? (3) and how is the portrait and development of religious moderation education in madrasas? To answer this problem, library research is carried out by exploring various literatures in the form of books, articles, journals, scientific opinions related to Islamic moderation to then be analyzed descriptively . The findings of this study include: Islamic moderation is understood as a balance between strong beliefs and tolerance in which there are Islamic values that are built on the basis of a straight and moderate mindset and not excessive. Madrasas are seen as one of the Islamic educational institutions that have succeeded in bringing moderate Islam in their educational praxis, therefore they deserve to be examples of religious moderation education for other educational institutions. To strengthen madrasas, they can develop mainstreaming of Islamic moderation, among others through: formulating a vision and mission oriented towards Islamic moderation, developing a comprehensive curriculum that incorporates Islamic moderation values, optimizing habituation and madrasa culture as a strategy for internalizing Islamic moderation character values, and developing programs strengthening Islamic moderation. Keywords: Education, Religious Moderation, Madrasah. Abstrak: Artikel ini memaparkan Pendidikan Moderasi Beragama dalam Islam khususnya tentang potret dan pengembangan pendidikan moderasi beragama di madrasah. Adapun permasalahan krusial yang hendak dijawab terkait pendidikan moderasi dalam Islam di Madrasah yakni (1) Apa yang dimaksud moderasi beragama? (2) Bagaimanakah karakteristik moderasi beragama dalam Islam? (3) dan bagaimanakah potret dan pengembangan pendidikan moderasi beragama di madrasah?Untuk menjawab masalah tersebut ditempuh penelitian kepustakaan (library research) dengan melakukan eksplorasi berbagai literatur baik berupa buku- buku, artikel, jurnal, opini ilmiah terkait moderasi Islam untuk kemudian dianalisis secara deskriptif. Temuan dari kajian ini antara lain: Moderasi Islam dipahami sebagai keseimbangan antara keyakinan yang kokoh dengan toleransi yang di dalamnya terdapat nilai-nilai Islam yang dibangun atas dasar pola pikir yang lurus dan pertengahan serta tidak berlebihan. Madrasah dipandang sebagai salah satu institusi pendidikan Islam yang berhasilmembawakan Islam moderat dalam praksis pendidikannyakarenanya layak menjadi contoh pendidikan moderasi beragama bagi institusi pendidikan lainnya. Untuk memantapkan madrasah dapat mengembangkan pengarusutamaan moderasi islam antara lain melalui: perumusan visi dan misi berorientasi moderasi Islam, pengembangan kurikulum yang komprehensif yang menginsersi nilai-nilai moderasi Islam, Optimalisasi habituasi dan budaya madrasah sebagai strategi internalisasi nilai-nilai karakter moderasi Islam, dan mengembangkan program penguatan moderasi Islam. Kata Kunci : Pendidikan, Moderasi beragama, Madrasah.

Agenda 2030 has set out the objectives to be met over the next 15 years in order to achieve sustainable development, among these are those related with education. Education must be a right for all people, as well as being of quality, inclusive, fair and uninterrupted throughout life. This article explains the objectives of Agenda 2030 related to education, focusing on the right to education and equal opportunities in higher education. To this end, the ARRAKASTA programme promoted by the UPV/EHU is used as a model. This programme seeks the protection and social inclusion of children and adolescents, as well as the entry of young people into university and the successful completion of higher education. This article covers the implementation, development and perceptions of the students involved in this program. Participants ’initial perceptions make it clear that this program goes beyond the“ shielding ”of their higher education, creating expectations, breaking the boundaries of children and adolescents cared for in the protection system, and changing the perspectives, expectations and horizons of different agents, and most importantly, guaranteeing an inclusive education. KEYWORDS: Education, Riht to Education, Equal Opportunities, Quality Education, Inclusive Education

Ayurveda is considered one of the ancient systems of knowledge in India. Various compendiums of Ayurveda i.e., Charaka, Sushruta, or Vagbhatta have enumerated an education system based on Gurukuls i.e., An Educator and their pupils. It is evident from them that a very systematized and organized form of medical education starting from selection to induction and then to well effective teaching and training were given during that ancient era. The triad of education viz. Adhyayan (studying), Adhyapan (teaching) and Sambhasha (an argument based on logic) is key to knowledge and learning process as per Charaka. The selection of students and the teachers were based on some set of fixed criteria’s which were necessary to be fulfilled. Induction was done prior to admission and proper disci- plinary, ethical rules were practised. For the development of knowledge and skills in branches of Ayurveda, prob- lems-based case discussion, identification, causes, treatment of diseases, their principles were taught. Yogya (a set of dummy objects) was used to practice prior to final surgery. Keywords: Education, Ayurveda, Induction, guru shishya etc.

ABSTRAKFisika merupakan salah satu ilmu pengetahuan alam (IPA) yang tidak hanya memahami secara teori, namun dibutuhkan pemahaman secara praktis juga. Praktikum adalah salah satu cara untuk dapat memberikan pemahaman secara praktis kepada siswa. Tujuan kegiatan adalah memberikan edukasi dan pendampingan praktikum kepada siswa untuk meningkatkan pemahaman secara teoritis dan praktis melalui program pengabdian kepada masyarakat (PkM). Kegiatan edukasi dan pendampingan praktikum pada alat ukur fisika menggunakan mistar, jangka sorong, mikrometer sekrup dan multimeter.Siswa memiliki rasa kepuasan dan keterampilan yang tinggi ditunjukkan dengan persentase hasil kuesioner untuk kedua aspek yaitu keterampilan dan kepuasan diatas 50%. Melalui kegiatan edukasi dan pendampingan praktikum dapat meningkatkan keterampilan dan kemampuan siswa khususnya pada  alat ukur fisika. Kata kunci: pendidikan; pendampingan; pengabdian masyarakat; fisika. ABSTRACTPhysics is one of natural sciences which is not only needed to understand theoretically, but it is needed practical comprehension. Lab work is a practical way giving  comprehension to students. The aim of this study is providing education and assistance in lab work to students for increasing their theoretical and practical comprehension through dedication to community (PkM). In this study focuses on measuring tools of physiscs, such as ruler, calipers, screw micrometer, and multimeter. The students have great satisfaction and skill which have been showed with percentage of questionnaire result in the both aspects, more than fifty percents. Through education and assistance have been able to improve the students’ skill and ability, particularly  in physics measuring tools. Keywords: education; assistance; dedication to community; physics.