Target Education

Was introduced by the culture from the other ethnic group, then the student would: had the diversity of knowledge about the culture and the tradition from the other ethnic group in Indonesia. Caused respect honored (the solidarity) between the ethnic group in the form of everyday social peacefulness. Fostered the feeling of national unity as early as possible. The formation of the climate of peacefulness in the National JUNIOR HIGH SCHOOL KPS the Target :Seluruh civitas academic in the National JUNIOR HIGH SCHOOL environment KPS

Tolstoy believed the peak target of education

Tolstoy believed the peak target of education was apart from education (Achambault, in Freire, 2001:491), that is culture. Tolstoy believing the values of the community “beradab” will continue to remain although being showered by various styles of the conflict or the contradictory site of claims mutually. Needed the existence of an effort to introduce the complexity culture of the ethnic group in Indonesia to the student/i the Nasinonal JUNIOR HIGH SCHOOL KPS.

Social relations

Social relations in the area of the meeting antarsu I was definitely more complicated because of the existence of the difference of the culture. This more or less influenced the process of education in the school. Operationally education sometimes diskrimanatif. This was done without having the deliberate element, but being also intentionally, apart from because of the impact of the majority group because the order thought (values) from the perpetrators of the education.

4. Multikultural education:

Education was the process of making the person cultured and civilised. Education was the key for the solution to social problems and through the community's education could be reconstructed. The reconstruction meant cultural reform, with through reform education could be undertaken, especially character reform, cultural reform (Indonesian), and nationalism reform. The complexity of the ethnic group was one of the characteristics of the Indonesian community that often was spoken of highly. Many that did not yet realise that this complexity also kept the potential for the conflict that could threaten life as a nation and a country. The complexity (pluralism) the ethnic group in Indonesia in now has been different his picture with the complexity of the past ethnic group.

Results of the research

Results of the research in various corners of the earth about this depicted four big stages where the teacher and the pupil studied about TIK. Keempat this stage was (UNESCO, 2002) : 1) knew Alat-alat TIK (Discovering ICT Tools) , 2) studied Bagaimana Menggunakan Alat-alat TIK (Learning How to Use ICT Tools) , 3) understood Bagaimana and When Menggunakan Alat-alat TIK (Understanding How and When to Use ICT Tools), dan 4) the Specialisation in the Use of the TIK. Equipment (Specializing in the Use of ICT Tools)

Results of the research concerning the TIK

Results of the research concerning the TIK development in several developed countries and developing showed the existence of four big approaches where the education system moved from beginning adopted until adapting TIK. Keempat this approach was (UNESCO, 2002) : 1) was present (Emerging) , 2) the Application (Applying) , 3) the Integration (Infusing), dan 4) the Transformation (Transforming).

Komunikasi technology and Informasi

Teknologi Informasi and communication, or TIK, was defined as the combination between technology informatika and other technologies related, especially communication technology. TIK was used, was applied, and was integrated in the work and pembelajaran by referring in the conceptual understanding and methods informatika. Used information technology and communication (TIK) in the class not automatically changed the practice of routine, except the teachers and/or the other side intentionally changed him. Although the practice of TIK efficient use in the school changed, that because indeed was caused by the choice of the attitude of the teachers to change the educational approach/pembelajaran him that is by means of changing the standard and the practice of his routine of two models along with this gave the framework thought for a development of the TIK curriculum but also the professional development of the teacher.

Bilingual

Program bilingual was supreme efforts the school to achieve the standard of the school that kompetetif in order to support the interests of the school as the based agency of the service provider of the educational service the foundations of the international school. That was meant with pembelajaran Mathematics and Alam Science in English were pembelajaran that lesson material, the process studied taught, and his assessment was sent in English. Pembelajaran Matematika and Alam Science in this English continued to use the current national curriculum. The national curriculum that was meant to be the Curriculum 2004 that was based on competence (KBK), including inside used the approach pembelajaran contextual (Contextual Teaching and Learning (CTL)). So, the development of the syllabus and the development of his assessment system also referred to this curriculum. Nevertheless, despite the Curriculum 2004 was used as his reference, the school could increase, spread, and deepened the curriculum that was current in accordance with the international development in the mathematical field and Alam Science permanently paid attention to the values and the Indonesian culture available.

Several forms of this supreme program were:

1. Pembelajaran Inovatif Dalam the process pembelajaran or the studying interaction taught the student's teacher in the Nasional JUNIOR HIGH SCHOOL environment KPS continued to refer in the standard of the process pembelaran in accordance with PP 19 in 2005. The process pembelajaran was maximised in such a way as to feel alive, motivated, interactive, inspiratif, pleasant, defiant, and gave space that was enough for the initiative, creativity, and autonomy of participants educated in accordance with the talent, the interest, and his physical as well as psychological development.

The Unggulan Program

Program supreme that always was carried out and developed pointed several matters, that is: 1. For the quality academic activity, the curriculum was developed was based on the international standard. 2. In facing the challenge in the future that was complex was developed by three intelligences, that is the intellectual's intelligence (IQ), emotional intelligence (EQ), and Spiritual intelligence (SQ). 3. So that the potential for the student's intelligence tumbuhkembang optimal, pembelajaran in the based school in Ganda Intelligence (Multiple Intelligences). The approach pembelajaran used PAKEM, I2M3 (interactive, inspiratif, defiant, pleasant and motivated), Abad XXI Education, Accelerated Learning. 4. The emphasis pembelajaran in the communication capacity (the public speaking), the co-operation (collaborating), and the solution to the problem (the Solving Problem).

Pendidikan komputer

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