Kerak Telor Makanan Khas DKI Jakarta
Abstract
Jakarta is a big city known for its unique cultural cuisine. In Indonesia, delicacies such as kuerak telor are offered to customers regardless of their philosophical beliefs. This study aims to explore how a gastronomic and philosophical awareness of the origins of Kerrak Telor can help define the circumstances in which Betawi culinary preservation exists. Kerak Telor culinary centers in North and South Jakarta are located in Kemayoran and Setu Babakan. This data collection approach uses the method of observation, interviews, and recording. The data were then examined qualitatively and presented descriptively. With an emphasis on historical aspects and the origins of the naming of crust telor, food culture, geographic landscapes, as well as management and maintenance activities carried out by the DKI Jakarta government, this research uses a descriptive qualitative approach. Study location data is the result of empowerment carried out by the DKI Jakarta government. The way to carry out promotions is to take advantage of consumer tastes which have proven to be quite successful in promoting one of the cultural heritages of DKI Jakarta Province.
References
Aeni, A. N. (2015). Menjadi guru SD yang memiliki kompetensi personal-religius melalui program one day one juz (ODOJ). Mimbar Sekolah Dasar, 2(2), 212-223.
Alawiyah, F. (2013). Peran guru dalam kurikulum 2013. Jurnal Aspirasi, 4(1), 65-74.
Allen, J., & Shockley, B. B. (1998). Potential engagements: Dialogue among school and university research communities. In B. S. Bisplinghoff &
J. Allen (Eds.), Engaging teachers: Creating teaching/researching relationships (pp. 61-71). Portsmouth, NH: Heinemann.
Ardiansyah, J. (2013). Peningkatan kompetensi guru bidang pendidikan di Kabupaten Tana Tidung. EJournal Pemerintahan Integratif, 1(1), 38-50.
Borko, H., & Whitcomb, J. A. (2008). Teachers, teaching, and teacher education:
Comments on the national mathematics advisory panel’s report. Educational Researcher, 37(9), 565–572. https://doi.org/10.3102/0013189X08328877
Burgener, L. & Barth, M. (2018). Sustainability competencies in teacher education: Making teacher education count in everyday school practice. Journal of Cleaner Production, 174, 821-826. https://doi.org/10.1016/j.jclepro.2017.10.263
Chatib, M. (2014). Gurunya Manusia. Bandung: Mizan Pustaka.
Cheruvu, R. (2014). Focus on teacher as researcher: Teacher educators as teacher researchers: Practicing what we teach. Childhood Education, 90(3), 225–228. http://doi.org/10.1080/00094056.2014.911636
Clayton (Missouri) Research Review Team: Beck, C., Dupont, L, Geismar-Ryan, L, Henke, L, Pierce, K. M., & Von Hatten, C. (2001). Who owns the story? Ethical issues in the conduct of practitioner research. In J. Zeni (Ed.), Ethical issues in practitioner research (pp. 45-58). New York: Teachers College Press.
Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. New York: Teachers College Press.
Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience. Computer & Education, 130, 81-93. https://doi.org/10.1016/j.compedu.2018.11.010
Hammack, F. M. (1997). Ethical issues in teacher research. Teachers College Record, 99(2), 247–265.
Hammer, D., & Schifter, D. (2001). Practices of inquiry in teaching and research.
Cognition and Instruction, 19(4), 441–478. https://doi.org/10.1207/S1532690XCI1904_2
Hammersley, M. (1993). On the teacher as researcher. Educational Action Research, 1(3), 425–445. http://doi.org/10.1080/0965079930010308
Hattie, J. A. C. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London: Rutledge.
Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3–15. https://doi.org/10.3102/0013189X031005003
Kapuscinski, P. (1997). The collaborative lens: A new look at an old research study. In H. Christiansen, L. Goulet, C. Krentz, & H. Maeers (Eds.), Recreating relationships: Collaboration and educational reform (pp. 3-12). Albany, NY: State University of New York Press.
Karababa, Z. C. & Caliskan, G. (2013). Teacher competencies in teaching Turkish as a foreign language. Procedia Social and Behavioral Sciences, 70, 1545-1551. https://doi.org/10.1016/j.sbspro.2013.01.222
Keffer, A., Wood, D., Carr, S., Mattison, L., & Lanier, B. (1998). Ownership and the well-planned study. In B. S. Bisplinghoff & J. Allen (Eds.), Engaging teachers: Creating teaching/researching relationships (pp. 27-34). Portsmouth, NH: Heinemann.
Kim, M. K., Xie, K., & Cheng, S. L. (2017). Building teacher competency for digital content evaluation. Teaching and Teacher Education, 66, 309-324. https://doi.org/10.1016/j.tate.2017.05.006
Leonard. (2018). Task and forced instructional strategy: Instructional strategy based on character and culture of Indonesia nation. Formatif: Jurnal Ilmiah Pendidikan MIPA, 8(1), 51–56. http://dx.doi.org/10.30998/formatif.v8il.2408
Marti, A. D. (2012). Pendidikan inklusif di sekolah dasar Kota Padang. Jurnal Penelitian Pendidikan Khusus, 1(3).
Marzano, R. J. (2003). What works in schools: Translating research into action? Alexandria, Virginia: Association for Supervision and Curriculum Development.
Musfah. (2012). Peningkatan Kompetensi Guru. Jakarta: Kencana.
Nasongkhla, J. & Sujiva, S. (2015). Teacher competency development: Teaching with tablet technology through Classroom Innovative Action Research (CIAR) coaching process. Procedia Social and Behavioral Sciences, 174, 992-999. https://doi.org/10.1016/j.sbspro.2015.01.723
Nousiainen, T., Kangas, M., Rikala, J., & Vesisenaho, M. (2018). Teacher competencies in game-based pedagogy. Teaching and Teacher Education, 74. 85-97. https://doi.org/10.1016/j.tate.2018.04.012
Peiris, S. (2013). Environmental education program goals and growth: The role of funding, administrative capacity, target population, and program structure. Waste Management Education Programs, Spring, 1-13. Retrieved from: https://nature.berkeley.edu/classes/es196/projects/2013final/PeirisS_2013.pdf
Richey, R.C. & Nelson, W.A. (2000). Handbook of Research for Educational Communication and Technology. New York: Macmillan Library.
Ritchie, J. S., & Wilson, D. E. (2000). Teacher narrative as critical inquiry: Rewriting the script. New York: Teachers College Press.
Rust, F., & Meyers, E. (2003). Introduction. In E. Meyers & F. Rust (Eds.), Taking action with teacher research (pp. 1-16). Portsmouth, NH: Heinemann.
Samsudin, M. (2016). Pengembangan Model Desain Program Pelatihan Manajemen dan Kepemimpinan Pimpinan Perguruan Tinggi Muhammadiyah. Unpublished Disertation. Jakarta State University.
Senese, J. C. (2001). The action research laboratory as a vehicle for school change. In G. Burnaford, J. Fischer, & D. Hobson (Eds.), Teachers doing research: The power of action through inquiry (pp. 307-325). Mahwah, NJ: Lawrence Erlbaum Associates.
Silander, T. (2013). Pedagogical environments – Case Finland. Formazione & Insegnamento, 11(4), 51–62. http://doi.org/10746/-fei-XI-03-13_02
Suryani, C. (2015). Implementasi supervisi pendidikan dalam meningkatkan proses pembelajaran di MIN Sukadamai Kota Banda Aceh. Jurnal Ilmiah Didaktika: Media Ilmiah Pendidikan dan Pengajaran, 16(1), 23-42.
Talaia, M., Pisoni, A., & Onetti, A. (2016). Factors influencing the fund-raising process for innovative new ventures: an empirical study. Journal of Small Business and Enterprise Development, 23(2), 363-378.
Tandberg, D. (2010). Interest groups and governmental institutions: The politics of state funding of public higher education. Educational Policy, 24(5), 735-778.
Varghese, C., Vernon-Feagans, L., & Bratsch-Hines, M. (2019). Associations between teacher-child relationships, children’s literacy achievement, and social competencies for struggling and non-struggling readers in early elementary school. Early Childhood Research Quarterly, 47, 124-133. https://doi.org/10.1016/j.ecresq.2018.09.005
Verner, I., Massarwe, K., & Bshouty, D. (2019). Development of competencies for teaching geometry through an ethnomathematical approach. Journal of Mathematical Behavior, 56, 100708. https://doi.org/10.1016/j.jmathb.2019.05.002
Walberg, H. J. (2006). Improving educational productivity: An assessment of extant research. In R. F Subotnik & H. J. Walberg (Eds.), The scientific basis of educational productivity (pp. 103–160). Greenwich, Co: IAP
Wells, G. (2001). The development of a community of inquirers. In G. Wells (Ed.), Action, talk, & text: Learning and teaching through inquiry (pp. 1-22). New York: Teachers College Press.
Zeichner, K. (2003). Teacher research as professional development for P-12 educators in the USA. Educational Action Research, 11(2), h. 301-326.
