scholarly journals ANALISIS KRITERIA INTELLIGIBLE, PLAUSIBLE, DAN FRUITFUL MELALUI PEDAGOGI MATERI SUBJEK (PMS) PADA PEMBELAJARAN USAHA DAN ENERGI

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Muhammad Ripki Rinaldi ◽  
Dedi Kuntadi ◽  
Rena Denya Agustina
Keyword(s):  
Discourse Analysis ◽  
Learning Process ◽  
Subject Matter ◽  
Learning Activities ◽  
Analysis Method ◽  
Teacher Students ◽  
The Subject ◽  
Subject Material ◽  
The Relationship ◽  
Accessible Format

The learning process is inseparable from the interaction between the teacher, students, and subject matter. Learning is said to be good if it can describe or express learning activities in totality. One approach that can reveal learning in totality is the Subject Material Pedagogy (PMS). PMS considers that learning is a phenomenon of discourse that is able to teach subject matter in a teachable (easily taught) and accessible (easily accessible) format for students that contain intelligible, plausible, and fruitful criteria. The purpose of this study is to determine the intelligible, plausible, and fruitful criteria and the relationship between the three in learning business and energy. The method used in this research is to use the discourse analysis method. This research was conducted in MAN 2 Garut with a sample of class X MIA 4 students. The results showed that the intelligible criteria were 60%, the plausible criteria were 20%, the fruitful criteria were 12%, and without the response were 8%. The relationship between intelligible, plausible, and fruitful criteria on business and energy learning shows that students can reach the fruitful criteria if the students have reached the intelligible and plausible criteria.

scholarly journals PENERAPAN STRATEGI PEMBELAJARAN AKTIF TIPE TRUE OR FALSE UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK PADA POKOK BAHASAN TEKS EKSPOSISI KELAS X MIPA 1 SMA NEGERI 2 PEKANBARU

Perspektif ◽  
2018 ◽  
Vol 9 (02) ◽  
pp. 48-54
Author(s):  
Nurmaini Nurmaini
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Subject Matter ◽  
Learning Strategy ◽  
Active Role ◽  
Learning Activities ◽  
The Subject ◽  
Active Learning Strategy ◽  
Answering Questions

Learning is a system that aims to help the learning process of students, which contains a series of events that are designed, arranged in such a way as to influence and support the learning process of students (Firdaus, 2012). According to Nasution (2000) the learning process is an interaction / process of communication between the teacher and students and between students and students. Intertwined communication should be reciprocal communication created in such a way, so that the message conveyed in the form of the subject matter will be effective and efficient. Students as the subject of learning must play an active role in learning. the activeness of students is assessed from their role in learning, such as asking questions, answering questions, giving responses and others. In addition, the activeness of students is a form of independent learning, namely students trying to learn everything about their own will and ability / business, so that in this case the teacher only acts as a mentor, motivator and facilitator. Therefore, the teacher needs to create an atmosphere of learning that can foster an attitude of collaboration between students and other students. The main problem in learning in formal education (school) today is the low absorption of students. The learning process to this day is still dominated by teachers and does not provide access for students to develop independently through discovery in the process of thinking. According to Dimyati and Mudjiono (2002) the dominance of teachers in the learning process causes students to be passively involved, students are more waiting for the presentation of the teacher rather than looking for and finding their own knowledge, skills and attitudes they need during the learning process. Therefore, it is necessary to apply new learning strategies that can make students actively participate in learning. One active learning strategy developed by Silberman (2011) is true or false active learning strategies. The learning steps in the true or false active learning strategy will activate students from the beginning of learning which will stimulate students to think and motivate students to play an active role in learning activities so that the teacher does not dominate the learning process. This strategy is marked by the teacher making statements that are in accordance with the subject matter, half right and the other half wrong. Then students discuss in their groups to state whether the statement is true or false. By discussing students can exchange opinions. According to Silberman (2011) by listening to various opinions, students will be challenged to think. our brain will do a better learning process if we discuss information with other people. When the learning process is passive, the brain cannot store information properly. In answering questions, students are required to give reasons why they answer correctly and why they answer wrongly. This is so that students do not guess when answering and will make students better understand the material. Then the results of the group discussion will be presented in front of the class, students are given the opportunity to ask questions, answer questions and respond or give opinions. This will activate students more in learning and can train students' courage. According to Silberman (2011), learning activities carried out with the activities of students themselves will cause a knowledge to be more meaningful and can last a long time in memory of students so that the learning outcomes achieved will be better. Based on the results of the study obtained values from the first and second cycles in a row - according (77.33%), and (80.00%).

scholarly journals KOKAMI: The innovation of learning impuls and momentum in senior high school

2021 ◽  
Vol 3 (1) ◽  
pp. 16-21
Author(s):  
Siti Nurfadilah ◽  
Tatan Zenal Mutakin
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Learning Process ◽  
Subject Matter ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
The Media ◽  
The Subject ◽  
Current Curriculum

Learning using learning media is very helpful for students in understanding the subject matter. However, many learning media are not yet able to involve students actively involved in learning. The purpose of this research is to develop and implement KOKAMI learning media in the learning process. The results showed that the media developed is very feasible and able to improve students' learning outcomes, critical thinking skills and improve students' learning activities. This learning medium is very suitable to be applied in the implementation of the current curriculum.

HUBUNGAN PROFESIONALISME PENDIDIK TK DENGAN KINERJA PENDIDIK DI TK RAYON IV KOTA DUMAI

2019 ◽  
Vol 3 (3) ◽  
pp. 660
Author(s):  
Ranirizal Ranirizal
Keyword(s):  
Learning Process ◽  
Subject Matter ◽  
Significant Relationship ◽  
Teacher Performance ◽  
Teacher Professionalism ◽  
Learning Material ◽  
The Subject ◽  
Performance Development ◽  
Kindergarten Educators ◽  
Academic Qualifications

Performance is the performance shown by educators, both in quality and quantity in carrying out their duties in accordance with the responsibilities given to them professionally. Educator performance development is a very decisive factor in the success of the education and learning process. In fact, in Kindergarten Rayon IV, Dumai City, there is still a low level of competency standards possessed by educators. The intended competency standard is from the standard academic qualifications and four competencies that must be possessed by a kindergarten educator, namely pedagogic, professional, social and personality competencies. This is evidenced by educators not yet mastering learning material with the maximum known when the learning process educators are not able to explain well the subject matter, and educators have not shown maximum performance in carrying out their duties and functions. The purpose of this study was to see whether there was an influence on teacher professionalism on teacher performance in Dumai IV Rayon Kindergarten. The results of the study prove that there is a significant relationship between the professionalism of Kindergarten educators and the performance of educators in Kindergarten Rayon IV, Dumai City. This is evidenced by the value of Sig (2-tailed) professionalism on educator's performance of 0,000, so the calculation shows 0,000 <0.05. This means that Ha is accepted, that is, there is a significant relationship between the professionalism of Kindergarten educators and the Performance of Educators in Kindergarten Rayon IV, Dumai City.

Introduction

2018 ◽  
Author(s):  
Gerhard Preyer
Keyword(s):  
Subject Matter ◽  
Diverse Range ◽  
The World ◽  
The Subject ◽  
The Relationship

The study of meaning in language embraces a diverse range of problems and methods. Philosophers think through the relationship between language and the world; linguists document speakers’ knowledge of meaning; psychologists investigate the mechanisms of understanding and production. Up through the early 2000s, these investigations were generally compartmentalized: indeed, researchers often regarded both the subject matter and the methods of other disciplines with skepticism. Since then, however, there has been a sea change in the field, enabling researchers increasingly to synthesize the perspectives of philosophy, linguistics, and psychology and to energize all the fields with rich new intellectual perspectives that facilitate meaningful interchange. One illustration of the trend is the publication of Lepore and Stone’s ...

The Trade Mark, Other Product Designations, and Goodwill

2017 ◽  
Author(s):  
Justine Pila
Keyword(s):  
Subject Matter ◽  
Common Law ◽  
Trade Mark ◽  
Geographical Indication ◽  
Passing Off ◽  
Rights Protection ◽  
Essential Properties ◽  
The Subject ◽  
The Common ◽  
The Relationship

This chapter considers the meaning of the terms that appropriately denote the subject matter protectable by registered trade mark and allied rights, including the common law action of passing off. Drawing on the earlier analyses of the objects protectable by patent and copyright, it defines the trade mark, designation of origin, and geographical indication in their current European and UK conception as hybrid inventions/works in the form of purpose-limited expressive objects. It also considers the relationship between the different requirements for trade mark and allied rights protection, and related principles of entitlement. In its conclusion, the legal understandings of trade mark and allied rights subject matter are presented as answers to the questions identified in Chapter 3 concerning the categories and essential properties of the subject matter in question, their method of individuation, and the relationship between and method of establishing their and their tokens’ existence.

The Subject Matter of Intellectual Property

2017 ◽  
Author(s):  
Justine Pila
Keyword(s):  
Intellectual Property ◽  
Subject Matter ◽  
Final Stage ◽  
Theoretical Framework ◽  
Trade Mark ◽  
Second Stage ◽  
Essential Properties ◽  
The Subject ◽  
Three Stages ◽  
The Relationship

This book offers a study of the subject matter protected by each of the main intellectual property (IP) regimes. With a focus on European and UK law particularly, it considers the meaning of the terms used to denote the objects to which IP rights attach, such as ‘invention’, ‘authorial work’, ‘trade mark’, and ‘design’, with reference to the practice of legal officials and the nature of those objects specifically. To that end it proceeds in three stages. At the first stage, in Chapter 2, the nature, aims, and values of IP rights and systems are considered. As historically and currently conceived, IP rights are limited (and generally transferable) exclusionary rights that attach to certain intellectual creations, broadly conceived, and that serve a range of instrumentalist and deontological ends. At the second stage, in Chapter 3, a theoretical framework for thinking about IP subject matter is proposed with the assistance of certain devices from philosophy. That framework supports a paradigmatic conception of the objects protected by IP rights as artifact types distinguished by their properties and categorized accordingly. From this framework, four questions are derived concerning: the nature of the (categories of) subject matter denoted by the terms ‘invention’, ‘authorial work’, ‘trade mark’, ‘design’ etc, including their essential properties; the means by which each subject matter is individuated within the relevant IP regime; the relationship between each subject matter and its concrete instances; and the manner in which the existence of a subject matter and its concrete instances is known. That leaves the book’s final stage, in Chapters 3 to 7. Here legal officials’ use of the terms above, and understanding of the objects that they denote, are studied, and the results presented as answers to the four questions identified previously.

Theory of Interdiffusion in Solids

2006 ◽  
Vol 258-260 ◽  
pp. 52-58
Author(s):  
Y.C. Chen
Keyword(s):  
Subject Matter ◽  
Phase Growth ◽  
Atomic Flux ◽  
The Subject ◽  
Induced Stresses ◽  
Volume Unit ◽  
The Relationship

Traditional theories of interdiffusion in solids based on Fick’s first and second laws and Darken’s equations can not describe the relationship between the diffusion fluxes and the diffusion-induced stresses, because the subject matter of the traditional theories is the diffusing atom or atomic flux, not the volume unit within the interdiffusion field. For this reason, it is suggested that the concept of flow point in the interdiffusion field should be constructed to describe the diffusion-induced stresses and the phase growth.

scholarly journals Cyber Attacks, Information Attacks, and Postmodern Warfare

2017 ◽  
Vol 10 (1) ◽  
pp. 63-89 ◽  
Author(s):  
Jozef Valuch ◽  
Tomáš Gábriš ◽  
Ondrej Hamuľák
Keyword(s):  
International Law ◽  
Subject Matter ◽  
Case Law ◽  
Cyber Attacks ◽  
Armed Conflicts ◽  
Information Warfare ◽  
Law Of War ◽  
Legal Rules ◽  
The Subject ◽  
The Relationship

Abstract The aim of this paper is to evaluate and differentiate between the phenomena of cyberwarfare and information warfare, as manifestations of what we perceive as postmodern warfare. We describe and analyse the current examples of the use the postmodern warfare and the reactions of states and international bodies to these phenomena. The subject matter of this paper is the relationship between new types of postmodern conflicts and the law of armed conflicts (law of war). Based on ICJ case law, it is clear that under current legal rules of international law of war, cyber attacks as well as information attacks (often performed in the cyberspace as well) can only be perceived as “war” if executed in addition to classical kinetic warfare, which is often not the case. In most cases perceived “only” as a non-linear warfare (postmodern conflict), this practice nevertheless must be condemned as conduct contrary to the principles of international law and (possibly) a crime under national laws, unless this type of conduct will be recognized by the international community as a “war” proper, in its new, postmodern sense.

A flight of no substance, collapsing space in its wake

2021 ◽  
Vol 10 (1) ◽  
pp. 43-60
Author(s):  
Riet Eeckhout
Keyword(s):  
Subject Matter ◽  
Close Encounter ◽  
The Subject ◽  
The Relationship

This article looks at ways in which architecture can be articulated as a sensation within the drawing. The subject of occupying drawings is considered here as a result of entering the drawing, an action John Hejduk describes ‘as a flight of no substance’, collapsing space between the observer and the artefact in its wake. Entering the drawing and subsequently occupying the drawing is considered here as a phenomenon that enables experiential and observational proximity to an artefact and its embedded subject. The collapsing mechanism enforces thinking about the observational intent of this type of entering, its relationship with immediacy and with aspects of the non-representational. Furthermore, the act of entering the drawing is viewed as a technique for mediating and bringing forth subject matter in the drawing. This technique of augmented observation and mediation is in service of the quest for subject presence in the drawing, as opposed to subject representation in the drawing – allowing a residence in close encounter by the maker during production and later by the observer of the resulting artefact. The article is accompanied by a set of drawings from the Drawing Out Gehry series. The drawings are driven by an interest in relational encounters and space they take in. Away from an object or component-directed perception of space and towards the understanding of space as the relationship between elements, this set of drawings is in search of the quality and intrigue raised by the architectural event as the encounter of spatial circumstances.

Actualization of reflexive and didactic potential of students’ independent learning activities in the learning process

2021 ◽  
pp. 14-20
Author(s):  
Marina A. Fedorova
Keyword(s):  
Learning Process ◽  
Personal Development ◽  
Learning Activities ◽  
Independent Learning ◽  
Self Assessment ◽  
Pedagogical Research ◽  
The University ◽  
Relationship Of ◽  
Educational Paradigms ◽  
The Relationship

The change in educational paradigms has led to the need to define new methodological regulations that allow to consider the objects of pedagogical reality from a different angle. This led to the need to study traditional issues of pedagogy in an innovative context. The issue of forming students’ independent learning activities is not new for pedagogy. However, we present it from the perspective of an integrative-reflexive approach, which allowed us to identify its internal potential for personal development. The theoretical methods of pedagogical research used in the study: analysis, synthesis, comparison, generalization, method of causal relationships research, etc., which allowed to mentally penetrate into the essence of the studied pedagogical phenomenon and rethink it in a new educational reality. It is established that the educational independent activity accumulates the reflexive and didactic potential for professional and personal formation and development in the process of studying at the university. The possibilities of reflexive discourse as a way of realizing the reflexive-didactic potential of educational independent activity in the learning process are determined. According to the structure of the process of reflection in educational independent activity we distinguish the stages of reflexive discourse: reflexive-indicative, reflexive-presentative and reflexive-realizational. We consider the relationship of these stages of the discourse with various types of reflection and features of self-assessment, self-analysis, self-design and self-realization as structural components of educational independent activity.

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