scholarly journals Wacana Feminisme dalam Catatan Najwa Spesial Hari Kartini

2020 ◽  
Vol 2 (2) ◽  
pp. 153-166
Author(s):  
Agung Drajat Sucipto
Keyword(s):  
Qualitative Method ◽  
Joint Production ◽  
Domestic Sphere ◽  
Religious Knowledge ◽  
Self Confidence ◽  
Patriarchal Culture ◽  
Feminist Discourse ◽  
High Level

This study aims to find the representation of feminist discourse in the Najwa Notes program entitled “Women in the Shihab Family”. The Shihab family is known as a family that has a high level of religious knowledge with the figure of M. Quraish Shihab in it. The negative stigma against women, which is always associated with religious narratives, is an important point to see how women from the Shihab family view freedom. The aspect of freedom in this event is illustrated by the motive for this event, namely as a reflection of Kartini Day, which is known as the inspiration for the rise of women in a patriarchal culture. This study uses a qualitative method with a feminist discourse approach to Sara Mills. This research found that women in the Shihab family uphold the principle of independence without sacrificing their duties in the domestic sphere. For them, women need to have self-confidence, be able to make their own decisions, be empowered to be able to overcome obstacles in themselves to progress, and be of benefit to those around them. This narrative then deliberately provided stimulation for women in Indonesia who became the object of the story of the women of the Shihab family. Readers who are in the wider community are given the doctrine of freedom through joint production efforts between the writer and the reader so that they are indoctrinated to believe in and apply the messages contained in the program.Penelitian ini bertujuan untuk menemukan representasi wacana feminis dalam acara Catatan Najwa dengan tajuk “Perempuan di Keluarga Shihab”. Keluarga Shihab dikenal sebagai keluarga yang memiliki tingkat pengetahuan agama yang tinggi dengan figur M. Quraish Shihab di dalamnya. Stigma negatif terhadap perempuan yang selalu di relasikan dengan narasi-narasi keagmaan, menjadi point penting untuk melihat bagaimana perempuan dari keluarga Shihab memandang kebebasan. Aspek kebebasan dalam acara ini tergambar dari motif acara ini dibuat, yakni sebagai refleksi hari Kartini, yang dikenal sebagai inspirator kebangkitan perempuan dalam budaya patriarki. Penelitian ini menggunakan metode kualitatif dengan pendekatan wacana feminisme Sara Mills. Penelitian ini menemukan bahwa perempuan di keluarga Shihab memegang teguh prinsip kemandirian tanpa mengkorbankan tugas-tugas mereka di wilayah domestik. Bagi mereka, perempuan perlu memiliki sifat percaya diri, mampu membuat keputusan sendiri, berdaya untuk bisa mengalahkan hambatan pada dirinya untuk maju dan bermanfaat bagi sekelilingnya. Narasi ini kemudian secara sengaja memberikan stimulis bagi para perempuan di Indonesia yang dijadikan objek dengan subjek penceritaan para perempuan keluarga Shihab. Pembaca yang merupakan masyarakat luas diberikan doktrin kebebasan melalui upaya produksi bersama antara penulis dengan pemabaca, sehingga mereka didoktrinasi untuk meyakini dan mengaplikasikan pesan yang terkandung dalam acara.

scholarly journals Holiday Club Programmes in Northern Ireland: The Voices of Children and Young People

2021 ◽  
Vol 18 (3) ◽  
pp. 1337
Author(s):  
Jackie Shinwell ◽  
Ellen Finlay ◽  
Caitlin Allen ◽  
Margaret Anne Defeyter
Keyword(s):  
Northern Ireland ◽  
Young People ◽  
School Children ◽  
Low Income ◽  
Primary School Children ◽  
Older Children ◽  
Children And Young People ◽  
Self Confidence ◽  
Low Income Families ◽  
High Level

In Northern Ireland, nearly 30% of children are thought to be at risk of going hungry in the summer holidays when they are unable to access free school meals. Community groups, voluntary groups, local authorities, and faith groups have responded to this concern by developing and delivering holiday programmes that enable children from low-income families to take part in activities and access food. The current study used purposive sampling to investigate children’s and young people’s views of holiday provision, from across three holiday clubs, in Northern Ireland. Both primary school children (n = 34; aged 4–11) and secondary school children (n = 31; aged 12–17) showed high levels of awareness of poverty and food insecurity and associated pressures and stresses on households. Importantly, children and young people did not feel stigmatised about attending holiday provision, suggesting a positive and inclusive culture towards holiday club attendance. Children reported that they enjoyed the range of activities provided at holiday clubs and reported that attendance improved their self-confidence, especially for some older children, who acted as peer mentors to younger attendees, helped them to develop new skills, and provided them with opportunities to socialise with peers in a safe environment, out with their normal social groupings in school. Older children showed a high level of shrewdness and knowledge of sectarian divides in communities but spoke positively about how different religious or cultural backgrounds did not matter in terms of meeting and making new friends in holiday club settings. In terms of food provision, the findings of this study suggest that further work needs to be done to support children to access and eat healthy, nutritious food.

scholarly journals A multifaceted approach increased staff confidence to develop outside of school hours care as a health promoting setting

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Karen Forde ◽  
Leesa Costello ◽  
Amanda Devine ◽  
Ros Sambell ◽  
Ruth Wallace
Keyword(s):  
Health Promotion ◽  
Intervention Strategy ◽  
Health Behaviours ◽  
Overweight And Obesity ◽  
Minimum Requirement ◽  
Self Confidence ◽  
Menu Planning ◽  
Training Post ◽  
Health Promoting ◽  
High Level

Abstract Background Outside-of-school-hours-care (OSHC) services are well positioned to influence the health behaviours of 489, 800 Australian children, and are an important setting for health promotion given the current rates of childhood overweight and obesity and associated health risks. OSHC Professionals are ideally placed to become positive influencers in this setting, although they may require training and support to confidently perform this role. This study piloted a multifaceted intervention strategy to increase OSHC Professional’s confidence and competencies, to support a health promoting OSHC environment with a nutrition and physical activity focus. Methods A mixed methods approach was used. Nineteen OSHC Professionals participated in the study, including a face-to-face workshop, supported by a closed Facebook group and website. Role adequacy (self-confidence) and legitimacy (professional responsibility) were measured pre and post workshop and evaluated using non-parametric statistics. Facebook interactions were monitored, and four participants undertook qualitative exit interviews to discuss their experiences with the intervention. Results Pre-workshop 68% of participants had not received any OSHC-specific health promotion training. Post-workshop significant improvements in confidence about menu planning, accessing nutrition information, activities and recipes was observed (P < 0.05 for all). A significant improvement was observed in role support and role related training (P < 0.05). A high level of support and interaction was observed between participants on Facebook and the website was reported a useful repository of information. Conclusions Health promotion training, combined with positive social connections, shared learning experiences, and a website improved OSHC Professionals confidence and capacity to provide a health promoting OSHC environment. Health promotion professional development for OSHC professionals should be mandated as a minimum requirement, and such learning opportunities should be scaffolded with support available through social media interactions and website access.

scholarly journals The Analysis Of The Students’ Difficulty in Memorizing English Vocabulary in Elementary School

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Dewi Ulya Mailasari
Keyword(s):  
Elementary School ◽  
Intrinsic Motivation ◽  
Subject Matter ◽  
Qualitative Method ◽  
A Priori ◽  
Motivational Factors ◽  
Main Role ◽  
High Level ◽  
Compulsory Subject

<p class="05IsiAbstrak">This article describes the students’ difficulty in memorizing English vocabulary in Integrated Islamic Elementary School (SDIT) Amal Insani Jepara.  This study uses a descriptive qualitative method. The result denotes that students have difficulties in memorizing vocabulary including there is no visible intrinsic motivation from students, considering English as just another compulsory subject. In addition to the factors of integration and talent, it seems that attitudinal and motivational factors take the main role of the difficulties of students of SDIT Amal Insani in remembering English vocabulary. Students with a high level of intelligence coupled with high enthusiasm, because there is a reward from the teacher, easy to remember vocabulary as well as remembering other subject matter. Students with a priori and low motivation attitude find it difficult to remember the vocabulary that has been given.</p>

scholarly journals Reflective Abilities in Students with a High Level of Self-confidence

2021 ◽  
Vol 1808 (1) ◽  
pp. 012055
Author(s):  
N Hidayat ◽  
B Usodo ◽  
D R S Saputro
Keyword(s):  
Self Confidence ◽  
High Level

scholarly journals IMPLEMENTASI TPS UNTUK MENINGKATKAN KARAKTER GOTONG ROYONG, KETERAMPILAN BERKOMUNIKASI DAN HASIL BELAJAR IPS PESERTA DIDIK KELAS IXC DI SMPN 1 KANDEMAN

2020 ◽  
Vol 5 (1) ◽  
pp. 1-11
Author(s):  
Wulan Dwi Aryani
Keyword(s):  
Social Skills ◽  
Social Studies ◽  
Special Needs ◽  
Qualitative Method ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Self Confidence ◽  
Inhibiting Factor ◽  
School Collaboration ◽  
Inclusive Schools

The teacher has an important role in the implementation of learning. Especially in masterring the characteristics of each students. Therefore teachers must be able to master pedagogical competencies to develop social skills especially in students with special needs in inclusive schools. The reseach method used is a qualitative method. The results showed that (1) Social studies teachers have implemented pedagogic science well so that they can develop social skills of students with special needs (2) Supporting factors for the development of social sskills of children with special needs is the availability of shadow teacher, school collaboration with parents, and facilities and infrastucture (3) Meanwhile, the inhibiting factor for the development of social skills stem from love self-confidence of students with special needs themselves. Guru mempunyai peran penting dalam pelaksanaan pembelajaran terutama penguasaan terhadap karakteristik setiap peserta didik. Oleh karena itu guru harus dapat menguasai kompetensi pedagogik untuk mengembangkan keterampilan sosial terutama pada peserta didik berkebutuhan khusus di sekolah inklusi. Metode penelitian yang digunakan adalah metode kualitatif. Hasil penelitian menunjukkan bahwa (1) Guru IPS telah mengimplementasikan ilmu pedagogik dengan baik sehingga dapat mengembangkan keterampilan sosial dari peserta didik berkebutuhan khusus (2) Faktor pendorong pengembangan keterampilan sosial anak berkebutuhan khusus yaitu dengan ketersediaan guru pendamping khusus, kerjasama sekolah dengan orangtua serta sarana dan prasarana (3) Sedangkan, faktor penghambat pengembangan keterampilan sosial berasal dari rasa kepercayaan diri yang rendah dari peserta didik berkebutuhan khusus sendiri dan kurangnya pelatihan pembelajaran kelas inklusi untuk guru mata pelajaran.

scholarly journals ANALISIS KOMPETENSI PEDAGOGIK GURU IPS DALAM PENGEMBANGAN KETERAMPILAN SOSIAL ANAK BERKEBUTUHAN KHUSUS (STUDI KASUS SMP N 12 SEMARANG)

2020 ◽  
Vol 5 (1) ◽  
pp. 52-59
Author(s):  
Azizah Nur Aini Muslichah ◽  
Aisyah Nur Sayidatun Nisa
Keyword(s):  
Social Skills ◽  
Social Studies ◽  
Special Needs ◽  
Qualitative Method ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Self Confidence ◽  
Inhibiting Factor ◽  
School Collaboration ◽  
Inclusive Schools

The teacher has an important role in the implementation of learning. Especially in masterring the characteristics of each students. Therefore teachers must be able to master pedagogical competencies to develop social skills especially in students with special needs in inclusive schools. The reseach method used is a qualitative method. The results showed that (1) Social studies teachers have implemented pedagogic science well so that they can develop social skills of students with special needs (2) Supporting factors for the development of social sskills of children with special needs is the availability of shadow teacher, school collaboration with parents, and facilities and infrastucture (3) Meanwhile, the inhibiting factor for the development of social skills stem from love self-confidence of students with special needs themselves. Guru mempunyai peran penting dalam pelaksanaan pembelajaran terutama penguasaan terhadap karakteristik setiap peserta didik. Oleh karena itu guru harus dapat menguasai kompetensi pedagogik untuk mengembangkan keterampilan sosial terutama pada peserta didik berkebutuhan khusus di sekolah inklusi. Metode penelitian yang digunakan adalah metode kualitatif. Hasil penelitian menunjukkan bahwa (1) Guru IPS telah mengimplementasikan ilmu pedagogik dengan baik sehingga dapat mengembangkan keterampilan sosial dari peserta didik berkebutuhan khusus (2) Faktor pendorong pengembangan keterampilan sosial anak berkebutuhan khusus yaitu dengan ketersediaan guru pendamping khusus, kerjasama sekolah dengan orangtua serta sarana dan prasarana (3) Sedangkan, faktor penghambat pengembangan keterampilan sosial berasal dari rasa kepercayaan diri yang rendah dari peserta didik berkebutuhan khusus sendiri dan kurangnya pelatihan pembelajaran kelas inklusi untuk guru mata pelajaran.

scholarly journals [Woman]’s World Portrayed in Literary Works of Jane Austen

2018 ◽  
Vol 12 (1) ◽  
pp. 77
Author(s):  
Gusti Ayu Praminatih ◽  
Homsatun Nafiah
Keyword(s):  
Qualitative Method ◽  
Jane Austen ◽  
18Th Century ◽  
Domestic Sphere ◽  
Literary Works ◽  
Part Of Speech ◽  
Abstract Nouns

The researchers conducted research on Jane Austen literary works since she was a prominent female novelist with mostly discussed novels. The aim of this research was investigating how Jane Austen portrayed [woman] in the18th century through literary works. Six major novels were used as data. Hence qualitative method was employed. The novels were converted using AntConc. Then, the researchers identified the 50 highest collocations of [woman] based on three main categories in part of speech namely adjective, noun, and verb. The results reveal that Jane Austen portrays [woman] in the 18th century with positive and negative aspects; internal and external qualities that reflected through adjectives. Jane Austen often uses concrete and abstract nouns related to domestic property collocated with the word [woman]. Furthermore, the verbs that collocate with [woman] in Jane Austen’s literary works are productive verbs. The researchers find that the adjectives, nouns, and verbs that attach to [woman] in Jane Austen novels are related to the domestic sphere and their quality of being strong, logical, and intellectual.

STRATEGI KOMUNIKASI IKATAN WANITA GEMUK INDONESIA SEBAGAI WADAH MOTIVASI WANITA PLUS SIZE

2017 ◽  
Vol 5 (1) ◽  
pp. 41-59
Author(s):  
Yolanda Stellarosa ◽  
Desy Iwanti
Keyword(s):  
Qualitative Method ◽  
Large Scale ◽  
Communication Strategy ◽  
Self Control ◽  
Motivational Messages ◽  
Interactive Analysis ◽  
Self Confidence ◽  
Ideal Body ◽  
Research Show

Media Features beautiful as an ideal body shape which is slim, not fat with a flat stomach.  There are various beauty concepts which have been adopted by the mass media which stick in the public's mind. This often leads to acts of discrimination and bullying, which happened to a plus body size woman. Plus size women federation community (KAGUMI) has become a place for self expression and help for women of plus size to increase their confidence. This research aims to determine the communication strategy of Kagumi as a place to motivate and increase self confidence of their members. This research uses qualitative method; interviewees are the founder and members of Kagumi. The data obtained were analyzed using interactive analysis techniques including reduction, data presentation and conclusion. Results of this research show that the community role of Kagumi is a place to motivate through a credible communicator in conveying motivational messages can be quotes, words of wisdom which contain positive values for life, using inspirational stories through social media facebook, television, tabloids and offline activities. Obstacles encountered in the implementation of the communication strategy are self control from members, cyber crime and the spread of the message on a large scale in media which is contrary to the purpose of Kagumi.

scholarly journals Life Skills Acquired in Relation to Teaching Methods Used Through Swimming Context

2016 ◽  
Vol 12 (6) ◽  
pp. 223
Author(s):  
Manal M. Bayyat ◽  
Samira M. Orabi ◽  
Mohammad H. Abu Altaieb
Keyword(s):  
Youth Development ◽  
Teaching Methods ◽  
Life Skills ◽  
Learning Methods ◽  
Guided Practice ◽  
Self Confidence ◽  
Level Scale ◽  
Teaching Learning ◽  
High Level ◽  
Positive Effect

<p>This study aims: (1) to examine life skills acquired by students attending different levels of swimming courses. (2) To investigate the relation between teaching/learning methods used by swimming teachers and the level of life skills acquired. The population of this study were students who attended one of the three levels of the swimming courses in the Faculty of Physical Education /University of Jordan (n= 236). The sample of the study consisted of 142 students. Both “Life skills through swimming context scale” and “Teaching/ Learning methods in swimming context scale” were used to collect the required data. The data was analyzed using descriptive and statistical analysis. Results showed that the sample acquired the life skills through swimming context on a high level scale. Students believed that communication and self-confidence/self-esteem were the most important skills acquired (86%), followed by teamwork (85%), decision-making/responsibility (84%) and problem-solving (80%). There was a significant relation between life skills acquired and the teaching/ learning methodologies used including brainstorming, demonstration and guided practice, small groups, games and situation analysis. Therefore swimming context using the efficient participatory teaching methods proved to have a positive effect on life skills and youth development.<strong></strong></p>

The Multiply Injured versus the First-Time-Injured Athlete during Rehabilitation: A Comparison of Nonphysical Characteristics

1996 ◽  
Vol 5 (4) ◽  
pp. 293-304 ◽  
Author(s):  
Urban Johnson
Keyword(s):  
Convincing Evidence ◽  
Physiological Factors ◽  
Self Confidence ◽  
Rehabilitation Period ◽  
Mood Scale ◽  
High Level ◽  
And Coping ◽  
First Time ◽  
Athlete Injury ◽  
Injured Athletes

Research on rehabilitation of multiply injured athletes shows no convincing evidence that physiological factors exclusively can explain injury-proneness in sport. Neither can any single psychological factor characterize the injury-prone athlete. Injury-proneness seems to be best explained by a complex web of extrinsic and intrinsic risk factors. The present study focused on a comparison of mental factors and coping strategies of high-level athletes with sport injuries. A psychological profile of 25 multiply injured athletes was compared to 14 first-time seriously injured athletes. Factors such as impulsiveness, risk-taking attitude, introaggression, and psychic anxiety did not differentiate multiply injured athletes from other athletes with injuries. The first-time-injured group, however, had psychological difficulties associated with long-term injuries or other serious life crises. The first-time-injured athletes tended to experience the rehabilitation period as stressful, and they showed less self-confidence and scored lower on an overall mood scale than the multiply injured athletes.

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