Resolving Conflicts in Rural Schools

1998 ◽  
Vol 17 (3-4) ◽  
pp. 18-26 ◽  
Author(s):  
Katharin A. Kelker
Keyword(s):  
Problem Solving ◽  
Rural Schools ◽  
Sense Of Community ◽  
Sense Of Belonging ◽  
Interpersonal Skills ◽  
Model Problem ◽  
Economic Changes ◽  
Shared Set ◽  
Diverse Student ◽  
Small Rural Schools

Small rural schools once thought themselves immune from serious conflict, but these once tranquil environments now find themselves dealing with more diverse student bodies, conflicts in values, and social and economic changes. It is no longer possible to assume that a rural school will have a sense of community—an underlying foundation of shared values and a sense of belonging. Without this shared set of values, conflicts are more difficult to resolve when they arise. More than ever, schools need to make a conscious effort to teach problem-solving and negotiation skills that build a framework for cooperation and the cultivation of mutual respect. Educators themselves must be prepared to resolve conflicts that arise for them with their colleagues and with parents and students. If teachers feel well prepared to handle conflict, they can be effective in modeling this behavior for their students. Master of interpersonal skills—communication, collaborative planning, and emotional “banking”—can keep conflicts within bounds and dialogue focused on problem-solving rather than blaming. When educators have the tools to manage conflict, they can model problem-solving and negotiation skills for their students. Then conflict resolution becomes a way to reestablish effective cooperation an provide opportunities for the creativity, excitement, and energy that come from the exploration of differences among ideas and values.

scholarly journals Community participation in rural Ecuador’s school feeding programme

2017 ◽  
Vol 117 (2) ◽  
pp. 176-192 ◽  
Author(s):  
Irene Torres ◽  
Venka Simovska
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
Community Participation ◽  
Rural Schools ◽  
Local Conditions ◽  
Content Type ◽  
School Feeding ◽  
Education And Health ◽  
Meaningful Participation ◽  
Small Rural Schools

Purpose The purpose of this paper is to contribute to the debate concerning community participation in school-based health education and health promotion, with regard to food and nutrition. Design/methodology/approach Based on empirical data generated over the course of one year of fieldwork in three rural communities and schools in Ecuador, the study examines community participation related to the implementation of the school feeding programme (SFP) in rural schools in Ecuador. The conceptual framework for the study is shaped by the concepts of student and community participation within the health promoting school (HPS) paradigm. Findings The findings help identify and portray different forms of community participation, ranging from a total absence of meaningful participation, though very limited, to consequential participation determined as community influence on the SFP practices to meet the community needs, priorities and systems of meanings. Research limitations/implications The study shows that the meaningful participation of the parents and community members in small rural schools in a low- to middle-income country such as Ecuador can be linked to an empowered stance towards the SFP so that it is better tuned to local conditions, priorities and systems of meaning. School leadership, geographical characteristics and internal community organization seem to influence how participation is valued and enacted. Challenges remain in the interpretations of community participation, including counter- and non-participation of members. Originality/value The study contributes to an understanding of policy implementation and the implications of a HPS approach to health education and health promotion in small rural schools.

scholarly journals PENGARUH MODEL PROBLEM-BASED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH GEOGRAFI SMA

2017 ◽  
Vol 9 (1) ◽  
pp. 32
Author(s):  
Diyas Age Larasati
Keyword(s):  
Problem Solving ◽  
Model Problem ◽  
Problem Based Learning ◽  
T Test ◽  
Control Group ◽  
P Value ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Gain Score ◽  
Pbl Model

Penelitian ini bertujuan menguji pengaruh model PBL terhadap kemampuan pemecahan masalah geografi SMA. Penelitian dilakukan di SMA Negeri 1 Sooko tahun ajaran 2015/2016. Subjek penelitian merupakan siswa kelas XI IPS 2 dan 3. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment) dengan desain Non Equivalent Control Group Design. Berdasarkan selisih nilai pre test dan post test, rata-rata gain score kemampuan pemecahan masalah geografi SMA kelas eksperimen lebih tinggi dengan skor 27,26 dibandingkan dengan kelas kontrol dengan skor 11,88. Hasil perhitungan analisis uji t menggunakan independen sample t test diperoleh data p-level lebih kecil dari 0,05 (p<0,05) yaitu 0,00. Hasil perhitungan ini membuktikan bahwa model PBL berpengaruh terhadap kemampuan pemecahan masalah geografi SMA. Jadi, dapat disimpulkan bahwa model PBL berpengaruh terhadap kemampuan pemecahan masalah geografi SMAN 1 Sooko.Kata Kunci: Model Problem Based Learning, Kemampuan Pemecahan MasalahThe purpose of this study was to clarify the effect of the PBL model of problem-solving ability. This study do in SMA Negeri 1 Sooko 2015/2016. Study of the subject is the student of class XI IPS 2 dan 3. Form of quasi-experimental research design with non equivalent design control group. Subjects were selected based on the value of Middle Exam School (UTS) semester who have the same average (homogeneous). Control using a model class lectures and discussions, while the experimental class using PBL models. Gain score Data were analyzed using independent sample T-test Test with the help of the computer program SPSS 16.0 for Windows. Gainscore learning using PBL model of higher than conventional. The average value of the experiment gainscore class of 27, 26 and 11.88 of control. The results of the analysis of the Independent Sample T-Test Test, the difference shows a p-value of 0.000 level. The level of p-value less than 0.05 (P <0.05). The results of this study there was a significant effect PBL models to the problem-solving abilities. So the conclusion "PBL model significantly influential to the high school geography problem solving skills in SMAN 1 Sooko".Key Words: models of PBL, problem-solving abilities

scholarly journals Penerapan Model Problem Based Learning untuk Meningkatkan Problem Solving dan Curiosity dalam Pembelajaran IPA 1

2018 ◽  
Vol 3 (1) ◽  
pp. 49
Author(s):  
Purwanti Widhy Hastuti ◽  
Asri Widowati ◽  
Didik Setyowarno
Keyword(s):  
Problem Solving ◽  
Model Problem ◽  
Problem Based Learning ◽  
Learning Problem

Tujuan penelitian ini untuk mengetahui strategi implementasi model Problem Based Learning (PBL), meningkatkan problem solving dan sikap curiosity calon guru pada mata kuliah IPA 1. Jenis penelitian ini adalah penelitian tindakan kelas dengan tahap perencanaan, implementasi dan observasi serta refleksi. Penelitian ini dilakukan sebanyak tiga siklus dengan materi yang diajarkan meliputi faktor-faktor yang mempengaruhi pertumbuhan tanaman, pemisahan campuran, dan termoregulasi. Instrumen yang digunakan berupa tes problem solving dan lembar observasi problem solving, curiosity serta keterlaksanaan model PBL. Proses pembelajaran dilakukan sesuai dengan sintaks yang terdapat dalam model PBL. Hasil penelitian menunjukkan keterlaksanaan model PBL sudah baik dengan terlaksananya semua langkah pada siklus 3. Strategi perbaikan yang dilakukan berupa memfokuskan orientasi masalah yang disajikan, membimbing calon guru dalam berbagi tugas dalam kelompok dan mengatur waktu sehingga pembelajaran lebih optimal. Hasil tes menunjukkan peningkatan rerata nilai problem solvingcalon guru dari siklus ke siklus dan di dukung dengan hasil observasi dimana tiap aspek problem solving mencapai kategorisangat baik. Dengan demikian, dapat disimpulkan bahwa penerapan model PBL dapat meningkatkan problem solving dan curiosity calon guru dalam pembelajaran IPA.Kata Kunci: problem based learning, problem solving, curiosity

scholarly journals Proses Berpikir Kreatif Siswa dalam Memecahkan Masalah Matematika Berdasarkan Model Wallas

2017 ◽  
Vol 10 (1) ◽  
pp. 18 ◽  
Author(s):  
Agus Purnama Sari ◽  
M Ikhsan ◽  
Saminan Saminan
Keyword(s):  
Qualitative Research ◽  
Problem Solving ◽  
Creative Thinking ◽  
Model Problem ◽  
High Category ◽  
Mathematics Problems ◽  
Mathematics Ability ◽  
Solution Verification ◽  
The Given

[Bahasa]: Penelitian kualitatif ini bertujuan untuk mengetahui proses berpikir kreatif siswa dalam memecahkan masalah matematika berdasarkan model Wallas (1926). Subjek penelitian terdiri dari 6 siswa kelas VII, masing-masing dua siswa memiliki kemampuan matematika tinggi, sedang, dan rendah. Pengumpulan data dilakukan dengan menggunakan tes dan wawancara. Hasil penelitian menunjukkan bahwa proses berpikir kreatif siswa kategori tinggi yaitu siswa memahami permasalahan dan informasi yang diberikan dengan menuliskan apa yang diketahui maupun yang ditanyakan (persiapan), siswa tidak membutuhkan waktu yang lama untuk memikirkan solusi dari permasalahan yang dihadapi dengan mengingat soal yang sudah diajarkan (inkubasi), siswa mendapatkan ide untuk memecahkan masalah (Iluminasi), dan siswa menguji ide dan memeriksa kembali pemecahan masalah sebelum mengambil kesimpulan yang tepat (verifikasi). Proses berpikir kreatif siswa kategori sedang yaitu siswa mencoba untuk memahami permasalahan akan tetapi kurang memahami informasi atau petunjuk yang diberikan (persiapan), siswa diam megingat kembali rumus yang digunakan untuk memecahkan masalah (Inkubasi), siswa menghasilkan ide berdasarkan pemahamannya terhadap soal untuk memecahkan masalah (Iluminasi), dan siswa menguji ide dihasilkan dan tidak memeriksa kembali proses pemecahan masalah (verifikasi). Proses berpikir kreatif siswa kategori rendah yaitu siswa tidak memahami permasalahan dan informasi yang diberikan (persiapan), siswa membutuhkan waktu yang lama untuk memikirkan solusi dari permasalahan (Inkubasi), siswa gagal dalam menemukan ide untuk memecahkan permasalahan (Iluminasi), dan siswa menguji ide yang dihasilkan dan tidak memeriksa kembali jawaban yang telah diujikan (verifikasi). Kata kunci: Berpikir Kreatif; Model Wallas; Pemecahan Masalah; Kemampuan Siswa  [English]: This qualitative research aims at getting insight on students’ creative thinking in solving mathematics problems based on Wallas’ model (1926). The subjects are six students in 7th grade, each two students respectively have high, medium and low mathematics ability.  Data is collected through test and interview. This research shows that the students in high category can understand the problem and given information by writing what is known and asked (preparation), can easily think the solution of the problem by remembering the previous problem (incubation), get the ideas to solve the problem (illumination), and examine the ideas and re-check the solution before drawing the proper conclusion (verification). The students in medium category try to understand the problem but they are less in understanding the given information or hint (preparation), remember the formula to solve the problem (incubation), generate the ideas from their understanding to solve the problem (illumination), and examine the ideas and do not check the solution again (verification). For students in low category, they do not understand the problem and the given information (preparation), have a while to think the solution (incubation), fail to find any ideas to solve the problem (illumination), and examine the generated ideas and do not re-check the solution (verification).     Keywords: Creative Thinking; Walla’s Model; Problem Solving; Students’Ability

scholarly journals PENERAPAN MODEL PROBLEM SOLVING DALAM MENINGKATKAN KEMAMPUAN HOT (HIGHER ORDER THINKING) SISWA SDN BANYU LANDAS

Vidya Karya ◽  
2017 ◽  
Vol 31 (1) ◽  
Author(s):  
Silvia Uyani
Keyword(s):  
Problem Solving ◽  
Model Problem ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Achievement Test ◽  
Higher Order ◽  
Research Subject ◽  
Higher Order Thinking Skills ◽  
Student Activity

Abstract: This research relates to the implementation of Problem Solving model in Banyu Landas Elementary School. The research objective is to increase students’ Higher Order Thingking Skills (HOTS). The research was conducted by using classroom action research (CAR) method through 2 cycles. Ten six class students of SDN Banyu Landas were used as research subject. The data collection used obeservation sheets and HOT oriented achievement test. The data were qualitatively analyzed with percentage technique. The result of research stated that (1) students’ Higher Order Thingking Skills (HOTS) increased from analysis skills 77,85% in the first cycle up to  synthesys skills 86,58% in the end of second cycle (2) the quality of teacher’s activity increased  from 58,41% in the first cycle  up to 71,14% in the end of second cycle; (2) students’ activity incresed  from 68,39% in the first cycle  up to 70,10% in the end of second cycle.              Keywords: Higher Order Thinking Skills, teacher activity, student activity , Problem Solving. Abstrak: Penelitian ini berkenaan dengan penerapan model Problem Solving di SDN Banyu Landas. Tujuan penelitian adalah untuk meningkatkan kemampuan berpikir tingkt tinggi (Higher Order Thingking Skill/HOT) siswa. Penelitian ini dilakukan dengan menggunakan rancangan penelitian tindakan kelas dalam 2 siklus. Subyek penelitian adalah 10 orang siswa kelas VI SDN Banyu Landas. Pengumpulan data menggunakan lembar observasi dan tes hasil belajar berorientasi HOT. Data dianalisis secara kualitatif dengan teknik persentase. Hasil penelitian menunjukkan bahwa: (1) kemampuan berpikir tingkat tinggi (Higher Order Thingking Skill/HOT) peserta didik meningkat dari kemampuan analisis 77,85% pada awal siklus I menjadi kemampuan sintesis 86,58% pada akhir siklus II kualitas, (2) aktivitas guru meningkat dari 58,41% pada siklus 1 menjadi menjadi 71,14%  pada siklus 2; (2) aktivitas siswa meningkat dari 68,39% pada siklus 1 menjadi 70,10% pada siklus II. Kata kunci: HOT (Higher Order Thinking) skills, aktivitas guru, aktivitas siswa, Problem Solving

Penggunaan Model Problem Solving Dalam Menyelesaikan Soal Cerita Matematika Di SDN 211/Ix Mendalo Darat

2020 ◽  
Vol 10 (2) ◽  
pp. 246
Author(s):  
Juhairiah Juhairiah
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Research Design ◽  
Mathematics Teacher ◽  
Model Problem ◽  
Problem Solving Model ◽  
Descriptive Approach ◽  
Good Problem

This study presents the problem that is solving math story question is a difficulty for students so the teacher uses a problem solving model and students will find it easier to understand the meaning of the story question and be able to solve them. The research design is qualitative and descriptive approach. The subjects in this study were the principal, student guardians of grade 4 (mathematics teacher), and students. Data collection techniques were in the form of interviews, observation, and documentation. The results of this study indicate that by planning, implementing, evaluating the use of a good problem solving model will be able to solve problems, with the obstacles and efforts will be get a good result.   

Identity and Externalities toward Sustainability

2012 ◽  
pp. 100-125 ◽  
Author(s):  
Paola Francesca Spadaro ◽  
Gianvito D’Aprile ◽  
Maria Beatrice Ligorio ◽  
Neil Schwartz
Keyword(s):  
Discourse Analysis ◽  
Focus Group ◽  
Sense Of Community ◽  
Sense Of Belonging ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Negotiation Of Identity ◽  
Framework Technology ◽  
Definition Of

Two focus group discussions involving 14 entrepreneurs and 106 questionnaires administered to employees were analyzed to explore various parameters of externalities, such as: (1) how externality is conceived; (2) the interplay between a sense of community and a re-definition and negotiation of identity; (3) the role of technology; the sense of belonging, and (4) the propensity to collaborate. Data are analyzed through both thematic discourse analysis and quantitative frequencies analysis. Results show that entrepreneurs hold a multidimensional definition of externality, meditated by their professional and private experience. Ultimately, the reflection on externalities sustains a sense of innovation connected to multi-membership and to re-negotiation of the sense of identity. Within this framework, technology is conceived as a tool supporting the appropriation and sharing of externalities.

Session 12: Planning for the End of FB-IPT

2018 ◽  
pp. 221-232
Author(s):  
Laura J. Dietz
Keyword(s):  
Depressive Symptoms ◽  
Problem Solving ◽  
Maintenance Therapy ◽  
Interpersonal Skills ◽  
Interpersonal Psychotherapy ◽  
Outpatient Therapy ◽  
Problem Solving Skills ◽  
Termination Phase ◽  
Family Based ◽  
Made In

Chapter 15 of Family-based Interpersonal Psychotherapy (FB-IPT) for Depressed Preadolescents introduces the termination phase of treatment, in which the therapist prepares the preadolescent and parent for the completion of family-based interpersonal psychotherapy (FB-IPT). In Session 12, the therapist continues to support the preadolescent’s practice of interpersonal skills and begins to review with the preadolescent and the parent the progress the preadolescent has made in treatment. There is continued emphasis on the link between improvement in the preadolescent’s depressive symptoms and the preadolescent’s use of communication and problem-solving skills. With both the preadolescent and the parent, the therapist begins to talk about the process of terminating this course of FB-IPT and next steps for the preadolescent, which may be ending outpatient therapy, referral to a maintenance group or individual maintenance therapy, or more intensive treatment, depending on the preadolescent’s degree of improvement and severity of residual depressive symptoms.

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