scholarly journals Penerapan Model Pembelajaran Berbasis Pedagogi Ignasian pada Mata Kuliah Termodinamika

2017 ◽  
Vol 2 ◽  
pp. 42
Author(s):  
Dwi Nugraheni Rositawati
Keyword(s):  
Academic Achievement ◽  
Academic Ability ◽  
Student Life ◽  
Ignatian Spirituality ◽  
State Diagrams ◽  
Ignatian Pedagogy ◽  
Whole Person ◽  
Life Values ◽  
Systematic Thinking

<p class="AbstractEnglish"><strong>Abstract: </strong>This research aims to improve academic ability and help students to be able to find the values of life that it is useful to become a whole person. This research is a research of learning that it was prepared by Ignatian Pedagogical Paradigm. The key elements in the system of Ignatian Pedagogical Paradigm are the context-experience-reflection-action-evaluation. The system is applied by lecture every meeting. Experience excavations are conducted in the laboratories that it enables students to study independently and in groups with experiment, viewing videos, working on questions, describing state diagrams, giving examples of everyday phenomena, presentations and trying to derive equations. The students reflect their experience and action to find the values of Ignatian Spirituality that it is useful for the development of student life into a whole person gained by  3C (competence, conscience and compassion) . The evaluation is done with observing the improvement of academic ability and the invention of life values. Implementation of Ignatian pedagogy in thermodynamics course has been able to improve academic and non academic ability of the students. The academic achievement is indicated by increasing the value of IPS and IPK. While non-academic achievement is indicated by the discovery of life values such as awareness of the need to advance, unyielding spirit, confidence, caring, discipline, systematic thinking, logical, conscientious, respecting process, independent, imaginative, responsible, self-handling, caring and moving to always try to get better.</p><br /><p class="AbstrakIndonesia"><strong>Abstrak:</strong> Penelitian ini bertujuan untuk meningkatkan kemampuan akademik dan membantu mahasiswa untuk dapat menemukan nilai-nilai kehidupan yang berguna untuk menjadi pribadi yang utuh. Penelitian ini merupakan penelitian pembelajaran yang disusun dengan berbasis Pedagogi Ignasian. Unsur-unsur pokok yang merupakan sistem pada Pedagogi Ignasian adalah konteks-pengalaman-refleksi-aksi-evaluasi. Sistem tersebut diaplikasikan pada setiap pertemuan. Penggalian pengalaman dilakukan di laboratorium yang memungkinkan mahasiswa untuk aktif belajar secara mandiri dan kelompok yaitu dengan praktikum, melihat video, mengerjakan soal, menggambarkan diagram keadaan, memberikan contoh fenomena sehari-hari yang terkait dengan materi, presentasi dan mencoba menurunkan persamaan. Melalui refleksi antara pengalaman dan aksi, mahasiswa diajak untuk mampu menemukan nilai-nilai Spiritualitas Ignasian yang berguna untuk perkembangan hidup mahasiswa menjadi pribadi yang utuh yang diperoleh dengan mengasah 3C (competence, conscience dan compassion). Evaluasi dilakukan dengan mengamati peningkatan kemampuan akademik dan penemuan nilai-nilai kehidupan. Penerapan Pedagogi Ignasian pada mata kuliah Termodinamika telah dapat meningkatkan kemampuan akademik  dan non akademik mahasiswa. Peningkatan prestasi akademik diindikasikan dengan peningkatan nilai IPS dan IPK. Sedangkan prestasi non akademik diindikasikan dengan diketemukannya nilai-nilai kehidupan seperti kesadaran akan kebutuhan untuk maju, semangat pantang menyerah, percaya diri, kepedulian, disiplin, berpikir sistematis, logis, teliti, menghargai proses, mandiri, imajinatif, bertanggung jawab, mengatasi diri, bekerjasama, dan tergerak untuk selalu berusaha menjadi lebih baik.</p>

Predicting the Academic Achievement of the Acoustically-Impaired Using Intelligence and Self-Concept of Academic Ability

1969 ◽  
Vol 3 (4) ◽  
pp. 425-431 ◽  
Author(s):  
Lee M. Joiner ◽  
Edsel L. Erickson ◽  
Jerry B. Crittenden ◽  
Vivian M. Stevenson
Keyword(s):  
Academic Achievement ◽  
Academic Ability ◽  
Self Concept

scholarly journals Emotional Intelligence, Self-Esteem and Academic Achievement: A Case Study, English Department Students

Humaniora ◽  
2012 ◽  
Vol 3 (1) ◽  
pp. 98
Author(s):  
Wiwik Andreani
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Self Esteem ◽  
Academic Ability ◽  
English Department

This study examines the comparison between English Department students’ emotional intelligence (EQ), their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High EQ, High Self-esteem and a 2.95 GPA (out of 4). 

Self-Concept of Academic Ability as a Function of Sex, Age, and Academic Achievement among African Adolescents

1998 ◽  
Vol 87 (1) ◽  
pp. 155-161 ◽  
Author(s):  
Mzobanzi M. Mboya
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Sex Differences ◽  
Age Differences ◽  
Significant Positive Correlation ◽  
Age Groups ◽  
Academic Ability ◽  
The Self ◽  
Self Concept ◽  
Age Variations

This study examined (a) sex and age variations for scores on Self-concept of Academic Ability and academic achievement among 244 African adolescents attending a coeducational high school and (b) correlations between scores on Self-concept of Academic Ability and academic achievement by sex and age. No significant sex differences were found, but there were significant age differences on the Self-concept scores and measures of English, science, and history but not in mathematics. A significant positive correlation was found between Self-concept scores and academic achievement for boys and girls and in all age groups, but the magnitude of the correlations with achievement in mathematics was stronger among boys than among girls.

scholarly journals Integrating the Ignatian Pedagogical Paradigm with Buddhist-Inspired Compassion Meditation

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Gloria Chien
Keyword(s):  
Affective Learning ◽  
Well Being ◽  
Jesuit Education ◽  
Ethical Concerns ◽  
Compassionate Love ◽  
Compassion Meditation ◽  
Ignatian Pedagogy ◽  
Whole Person ◽  
Five Elements

While Ignatian pedagogy is distinctive in Jesuit education, scholarly attention on its applications is scanty. This article demonstrates the relevance of the Ignatian Pedagogical Paradigm (IPP) to compassion cultivation through showing how it integrates into a Buddhist-inspired contemplation program, Cognitively-Based Compassion Training® (CBCT®). Using a case study of a CBCT® course at a Jesuit University that developed students’ “whole person” and ethical discernment, this research analyzes how CBCT® works with the IPP’s five elements: context, experience, reflection, action, and evaluation. This study evaluates participants’ changes in their emotional well-being and ethical concerns by employing psychological measurements such as the Compassionate Love for Humanity Scale. The discussion concludes by elucidating how I have adapted this integrative pedagogical method to teach an undergraduate credited course, “Buddhist Meditation and Practice.”  Broadly, this study contributes to a larger conversation about how educators can create an environment that supports both cognitive and affective learning.

scholarly journals Emotional Intelligence, Self-Esteem, and Academic Achievement: A Case Study of English Department Students, Binus University

Humaniora ◽  
2013 ◽  
Vol 4 (2) ◽  
pp. 979
Author(s):  
Wiwik Andreani
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Self Esteem ◽  
Academic Ability ◽  
English Department

This study examines the comparison between English Department students’ emotional intelligence (EQ), their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High EQ, High Self-esteem and a 2.95 GPA (out of 4).  

scholarly journals HUBUNGAN EFEKTIFITAS KOMUNIKASI INTERPERSONAL ANTARA DOSEN DAN MAHASISWA DENGAN PRESTASI AKADEMIK MAHASISWA PSIKOLOGI UNIVERSITAS SRIWIJAYA PALEMBANG

2021 ◽  
Vol 3 (2) ◽  
pp. 91-96
Author(s):  
Marleni Marleni
Keyword(s):  
Academic Achievement ◽  
Interpersonal Communication ◽  
Significant Relationship ◽  
Student Motivation ◽  
Academic Ability ◽  
Student Academic Achievement ◽  
Measuring Instrument ◽  
Spearman Correlation ◽  
The Relationship

This study aims to determine the relationship between the effectiveness of interpersonal communication between lecturers and students and student academic achievement. This research is based on the five aspects proposed by Kumar (2002). This study used 83 respondents, namely students of Psychology at Sriwijaya University, Jakarta. The measuring instrument used in this is the scale of the effectiveness of interpersonal communication and documentation of academic achievement in the form of a GPA. The results showed that there was a significant relationship between interpersonal communication and academic achievement with a correlation (r) = 0.883 with a significance of 0.001 where is the Spearman correlation rule, namely (rp>0). A good achievement result is not only due to the effectiveness of interpersonal communication but there are also other supporting factors, such as student motivation and good academic ability.

Self-Concept of Academic Ability: Relations with Gender and Academic Achievement

1993 ◽  
Vol 77 (3_suppl) ◽  
pp. 1131-1137 ◽  
Author(s):  
Mzobanzi M. Mboya
Keyword(s):  
Academic Achievement ◽  
Positive Relationship ◽  
Achievement Test ◽  
Academic Ability ◽  
The Self ◽  
Self Concept ◽  
Significant Positive Relationship ◽  
Tenth Grade ◽  
The Relationship ◽  
General Scale

For a sample of 440 tenth-grade students, measures were collected to assess the self-concept of academic ability and academic achievement. Self-concept of academic ability was measured by Brookover's Self-concept of Academic Ability (General) Scale and academic achievement by the California Achievement Test. Gills had a higher mean score on self-concept of academic ability and on academic achievement than did boys. A significant positive relationship was found between self-concept of academic ability and academic achievement between boys and girls but the magnitude of the relationship between the two variables was stronger among girls than among boys.

Sign in / Sign up

Export Citation Format

Share Document