Understanding Comprehensive Learning Requirements in the Light of al-Zarnūjī’s Ta‘līm al-Muta‘allim

Burhān al-Dīn al-Zarnūjī in his treatise Ta'līm al-Muta'allim Ṭorīq al-Ta'allum proposed that the academic achievement has six things dependency: intelligence or high learning ability; high motivation for learning; patience, emotional stability, and commitment to the learning process; availability of financial support; inspiration of the teachers; and disposition to time management in the learning process. In other side, Hoaward Earl Gardner initially proposed his theory of Multiple intelligences (MI) that encompasses seven different areas of intelligence (verbal, mathematical, musical, visual, kinesthetic, interpersonal, and intrapersonal), and later on added the eighth and ninth areas (naturalist and existential). Based on the perspective that intelligenceis an essential element for learning and academic achievement nor challenge that it isn’t dominated by a single general ability but differentiates human intelligence into specific modalities,we haveexamined empirically the instrument through rigorous survey data. The instrument used was Multiple Intelligences Survey (MIS) that translated into Bahasa Indonesia that involved 173 secondary students of both sexs in Kudus. In addition, the variables sex and discipline were also considered in this study. The findings of the study indicate that overall, the Indonesian version of the questionnaire has a high reliability. In addition, the results show a moderate to high relationship between sex and MI profiles of the students.

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Multiple Intelligences Survey Indonesian Version

10.31234/osf.io/xud7y ◽

2019 ◽

Author(s):

Adib Rifqi Setiawan ◽

Syarofis Si'ayah

Keyword(s):

Academic Achievement ◽

Multiple Intelligences ◽

Secondary Students ◽

Learning Process ◽

Time Management ◽

High Reliability ◽

Essential Element ◽

Learning Ability ◽

General Ability ◽

Motivation For Learning

Burhān al-Dīn al-Zarnūjī in his treatise Ta'līm al-Muta'allim Ṭorīq al-Ta'allum proposed that the academic achievement has six things dependency: intelligence or high learning ability; high motivation for learning; patience, emotional stability, and commitment to the learning process; availability of financial support; inspiration of the teachers; and disposition to time management in the learning process. In other side, Howard Earl Gardner initially proposed his theory of Multiple intelligences (MI) that encompasses seven different areas of intelligence (verbal, mathematical, musical, visual, kinesthetic, interpersonal, and intrapersonal), and later on added the eighth and ninth areas (naturalist and existential). Based on the perspective that intelligenceis an essential element for learning and academic achievement nor challenge that it isn’t dominated by a single general ability but differentiates human intelligence into specific modalities,we haveexamined empirically the instrument through rigorous survey data. The instrument used was Multiple Intelligences Survey (MIS) that translated into Bahasa Indonesia that involved 173 secondary students of both sexs in Kudus. In addition, the variables sex and discipline were also considered in this study. The findings of the study indicate that overall, the Indonesian version of the questionnaire has a high reliability. In addition, the results show a moderate to high relationship between sex and MI profiles of the students.

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Technology-Enabled Learning Environments

Handbook of Research on Applied Learning Theory and Design in Modern Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-9634-1.ch026 ◽

2016 ◽

pp. 545-559

Author(s):

Amir Manzoor

Keyword(s):

Learning Environments ◽

Teaching Strategies ◽

Learning Process ◽

Teaching And Learning ◽

State Of The Art ◽

Educational Institutions ◽

Complex Phenomenon ◽

Time And Space ◽

Educational Environments ◽

Quality Learning

In today's learning environments, students are encouraged to take a lead in controlling and managing their learning. In their process of learning, students are increasingly become independent of time and space. This changed students learning process has resulted in development of various tools, techniques, and strategies to facilitate the new ways of students learning. At the same times, faculty is challenged not only to master various teaching strategies but also to become proficient in the use of constantly evolving technology to support their teaching strategies. This interaction of technology, teaching, and learning is a complex phenomenon. This chapter explores state-of-the-art of today's technology-enabled educational environments to help educational institutions enhance existing quality learning environments and create new ones.

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Multiple Intelligences Survey: Analysis on Validity and Reliability of Indonesian Version

10.35542/osf.io/sf4pg ◽

2019 ◽

Author(s):

Syarofis Si'ayah ◽

Adib Rifqi Setiawan

Keyword(s):

Academic Achievement ◽

Multiple Intelligences ◽

Secondary Students ◽

Learning Process ◽

High Reliability ◽

Essential Element ◽

Learning Ability ◽

Survey Analysis ◽

Validity And Reliability ◽

Motivation For Learning

Burhān al-Dīn al-Zarnūjī in his treatise Ta'līm al-Muta'allim Ṭorīq al-Ta'allum proposed that the academic achievement has six things dependency: intelligence or high learning ability; high motivation for learning; patience, emotional stability, and commitment to the learning process; availability of financial support; inspiration of the teachers; and disposition to time management in the learning process. In other side, Hoaward Earl Gardner initially proposed his theory of Multiple intelligences (MI) that encompasses seven different areas of intelligence (verbal, mathematical, musical, visual, kinesthetic, interpersonal, and intrapersonal), and later on added the eighth and ninth areas (naturalist and existential). Based on the perspective that intelligenceis an essential element for learning and academic achievement nor challenge that it isn’t dominated by a single general ability but differentiates human intelligence into specific modalities,we haveexamined empirically the instrument through rigorous survey data. The instrument used was Multiple Intelligences Survey (MIS) that translated into Bahasa Indonesia that involved 173 secondary students of both sexs in Kudus. In addition, the variables sex and discipline were also considered in this study. The findings of the study indicate that overall, the Indonesian version of the questionnaire has a high reliability. In addition, the results show a moderate to high relationship between sex and MI profiles of the students.

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MOTIVATION IN THE EDUCATION PROCESS

Knowledge International Journal ◽

10.35120/kij3402435a ◽

2019 ◽

Vol 34 (2) ◽

pp. 435-438

Author(s):

Binnaz Asanova ◽

Petranka Gagova

Keyword(s):

Learning Process ◽

Positive Impact ◽

Medical College ◽

Motivation For Learning ◽

Academic Management ◽

High Motivation ◽

Personal Qualities ◽

Level Of Motivation ◽

Education Process

The process of education in colleges combines academic management and atmosphere, high motivation and professional skills, habits and other positive personal qualities of the students. Raising the level of motivation for learning has a positive impact on the personal satisfaction of achievement, stimulating the absorption of new knowledge and skills to achieve high academic results. It is extremely important for stimulating motivation to maintain the feedback between teacher and student. The study of the attitudes of students and adapting the methods of motivation, through the application of different and new incentives leads to the development of the learning process and improving the quality of education. The purpose of this report is to explore the usefulness of using new approaches to motivation in the learning process. Examples of good practices in maintaining and developing the motivation of students in the specialties "Medical aesthetic care" and "X-Ray Technician" at the Medical College- Sofia are presented.

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Multiple Intelligences Survey: Analysis on Validity and Reliability of Indonesian Version

10.31237/osf.io/es75a ◽

2019 ◽

Author(s):

Syarofis Si'ayah ◽

Adib Rifqi Setiawan

Keyword(s):

Academic Achievement ◽

Multiple Intelligences ◽

Secondary Students ◽

Learning Process ◽

High Reliability ◽

Essential Element ◽

Learning Ability ◽

Survey Analysis ◽

Validity And Reliability ◽

Motivation For Learning

Burhān al-Dīn al-Zarnūjī in his treatise Ta'līm al-Muta'allim Ṭorīq al-Ta'allum proposed that the academic achievement has six things dependency: intelligence or high learning ability; high motivation for learning; patience, emotional stability, and commitment to the learning process; availability of financial support; inspiration of the teachers; and disposition to time management in the learning process. In other side, Hoaward Earl Gardner initially proposed his theory of Multiple intelligences (MI) that encompasses seven different areas of intelligence (verbal, mathematical, musical, visual, kinesthetic, interpersonal, and intrapersonal), and later on added the eighth and ninth areas (naturalist and existential). Based on the perspective that intelligenceis an essential element for learning and academic achievement nor challenge that it isn’t dominated by a single general ability but differentiates human intelligence into specific modalities,we haveexamined empirically the instrument through rigorous survey data. The instrument used was Multiple Intelligences Survey (MIS) that translated into Bahasa Indonesia that involved 173 secondary students of both sexs in Kudus. In addition, the variables sex and discipline were also considered in this study. The findings of the study indicate that overall, the Indonesian version of the questionnaire has a high reliability. In addition, the results show a moderate to high relationship between sex and MI profiles of the students.

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Impact of Organizational Culture and Teacher Performance on Quality of Learning Processes

Cultural Management Science and Education ◽

10.30819/cmse.4-2.06 ◽

2020 ◽

Vol 4 (2) ◽

pp. 95-110

Author(s):

Buyung Syukron ◽

Andi Thahir ◽

Tin Amalia Fitri ◽

Asep Rohman

Keyword(s):

Organizational Culture ◽

Elementary Schools ◽

Learning Process ◽

Teacher Performance ◽

Work Culture ◽

Timely Manner ◽

Quality Learning ◽

The City ◽

Determining Factor

The learning process in madrasas (Islamic-based elementary schools) is seen as being able to contribute to instilling values and norms in students following Islamic teachings. The issue of organizational culture and teacher performance also becomes a determining factor in creating a quality learning process. In this research, the aim is to determine: 1) the effect of organizational culture on the quality of the learn-ing process; 2) the effect of teacher performance on the quality of the learning process; and 3) the influ-ence of organizational culture on teacher performance. Respondents in this study were all class teachers from three madrasas as a sample representing all public madrasas in the city of Bandar Lampung, Indo-nesia. The results obtained indicate that the variables of organizational culture and the quality of the learning process have an influence, with R squared of 0.67 or 67%, which is classified as moderate. This shows that madrassas have implemented predetermined work culture values, namely: a) integrity, the harmony between correct thoughts, words, and deeds; b) professionalism, working in a disciplined, competent, and timely manner with the best results; c) innovation, perfecting existing and creating new and improved techniques and ideas; d) responsibility, working thoroughly and with thought for the con-sequences; and e) being exemplary, setting a good example for others.

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Digitalisation of Teaching and Learning as a Tool for Increasing Students’ Satisfaction and Educational Efficiency: Using Smart Platforms in EFL

Sustainability ◽

10.3390/su13094892 ◽

2021 ◽

Vol 13 (9) ◽

pp. 4892

Author(s):

Sandra Stefanovic ◽

Elena Klochkova

Keyword(s):

Foreign Language ◽

Learning Process ◽

Teaching And Learning ◽

English Language ◽

Learning Processes ◽

Application Development ◽

Mobile Platforms ◽

Digital Platforms ◽

Motivation For Learning ◽

Study Programs

This manuscript aims to present possibilities for developing mobile and smart platforms and systems in teaching and learning the English language for engineering professionals in different engineering study programs. Foreign language teaching and learning processes are based on traditional methods, while in engineering and technical sciences, teaching and learning processes include different digital platforms. Therefore, the following hypotheses were stated. (H1) It is possible to develop a software solution for mobile platforms that can have a higher level of interactivity, and it may lead to better learning outcomes, especially in the field of adopting engineering vocabulary. (H2) Implementation of the developed solution increases motivation for learning and leads to a higher level of satisfaction with the learning process as a part of the quality of life. (H3) Students who have digital and mobile platforms in the learning process could have higher achievement values. This manuscript presents software application development and its implementation in teaching English as a foreign language for engineering and technical study programs on the bachelor level. Initial results in implementation and satisfaction of end users point to the justification of implementing such solutions.

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Demystifying Learning Analytics in Personalised Learning

International Journal of Engineering & Technology ◽

10.14419/ijet.v7i3.9789 ◽

2018 ◽

Vol 7 (3) ◽

pp. 1124 ◽

Cited By ~ 20

Author(s):

Andino Maseleno ◽

Noraisikin Sabani ◽

Miftachul Huda ◽

Roslee Ahmad ◽

Kamarul Azmi Jasmi ◽

...

Keyword(s):

Learning Environment ◽

Learning Process ◽

Learning Analytics ◽

Educational Institutions ◽

Learning Resources ◽

Personalised Learning ◽

Report Data ◽

Overall Performance ◽

The Relationship ◽

Specific Learning

This paper presents learning analytics as a mean to improve students’ learning. Most learning analytics tools are developed by in-house individual educational institutions to meet the specific needs of their students. Learning analytics is defined as a way to measure, collect, analyse and report data about learners and their context, for the purpose of understanding and optimizing learning. The paper concludes by highlighting framework of learning analytics in order to improve personalised learning. In addition, it is an endeavour to define the characterising features that represents the relationship between learning analytics and personalised learning environment. The paper proposes that learning analytics is dependent on personalised approach for both educators and students. From a learning perspective, students can be supported with specific learning process and reflection visualisation that compares their respective performances to the overall performance of a course. Furthermore, the learners may be provided with personalised recommendations for suitable learning resources, learning paths, or peer students through recommending system. The paper’s contribution to knowledge is in considering personalised learning within the context framework of learning analytics.

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THE PROCESSES AND STRATEGIES FOR DEVELOPING INNOVATIONS IN SCHOOLS

MIER Journal of Educational Studies Trends and Practices ◽

10.52634/mier/2013/v3/i1/1558 ◽

2016 ◽

pp. 95-106

Author(s):

B.L Raina

Keyword(s):

Learning Process ◽

Teacher Educators ◽

Research Work ◽

Educational Innovation ◽

School Education ◽

Educational Institutions ◽

Individual Institution ◽

Education In India ◽

Teaching Learning

The paper attempts to discuss processes and strategies for innovations in schools. Committed and thoughtful teacher educators, translate their knowledge, expertise, skills and research work for bringing innovations in the teaching learning process in order to keep the system most engaged and updated. The notion of shared explicit philosophy of teaching learning is central, to innovations in the schools. There are mainly four responsible factors perceived in implementation of innovation in any organisation more so, in educational institutions, namely systems support, encouragement to creativity, autonomy and conformity. Fundamentals of innovations provide some insight in to the scope of educational innovation in school education in India. These are mostly based on unique personalised experiences of the learners and the learners retain centrality of focus. Rewards and recognition are the motivating force for fresh innovative ideas and practices. Individual, Institution and Implementation were three vital points for Innovation.

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