scholarly journals PEMBERDAYAN KARAKTER DAN PENGEMBANGAN SKILL SANTRI MELALUI PENDIDIKAN KHATIL QUR,AN

2020 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Ginda Ginda
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Learning Process ◽  
Participatory Action ◽  
University Of Cambridge ◽  
Perceptions Of Students ◽  
The University ◽  
Activity Method ◽  
Development Of Students

AbstrakKajian ini bertujuan untuk meningkatkan pemahaman, persepsi dan skill santri, melalui kegiatan pemberdayaan dengan pendidikan khatil qur’an. PAR (participatory Action Research)  digunakan sebagai basis metode kegiatan, yakni memanfaatkan tehnik-tehnik PAR yang mengacu pada langkah-langkah dari model PAR University of Cambridge. Hasil yang diperoleh, terdapat perubahan, pemahaman dan persepsi positif  santri terhadap khatil qur’an, dan kondisi seperti menjadi dasar bagi penguatan karakater dan pengembangan skill santri dalam khatil qur’an melalui proses pembelajaran. Kata Kunci : Pemberdayaan,Karakter, skill, khatil qur’an.  Abstrac This study aims to improve students' understanding, perceptions and skills, through empowerment activities by  Qur’anic khatil  education. Participatory Action Research (PAR) is used as the basis for the activity method, which utilizes PAR techniques that refer to the steps of the University of Cambridge PAR model.The results obtained, there are changes, understanding and positive perceptions of students of the Qur'anic Khatil, and conditions such as being the basis for strengthening character and the development of students' skills in the Quranic Khatil through the learning process.               Keywords  : Empowerment, Character, skill, qur’anic khatil

Arab and Jewish Students’ Participatory Action Research at the University of Haifa

2009 ◽  
pp. 199-213 ◽  
Author(s):  
Tamar Zelniker ◽  
Rachel Hertz-Lazarowitz ◽  
Hilla Peretz ◽  
Faisal Azaiza ◽  
Ruth Sharabany
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Participatory Action ◽  
Jewish Students ◽  
The University

Preparing Critical Educators and Community-Engaged Scholars Through Participatory Action Research

2020 ◽  
pp. 1-20
Author(s):  
Meagan Call-Cummings ◽  
Melissa Hauber-Özer ◽  
Jennifer Rainey
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Participatory Action Research ◽  
Doctoral Students ◽  
The United States ◽  
Participatory Action ◽  
Community Based ◽  
Discrete Method ◽  
Emancipatory Pedagogy ◽  
The University

Participatory action research (PAR) is a community-based form of inquiry conducted with individuals affected by an issue or problem being studied rather than about them. Rather than a method of inquiry, PAR is an epistemological stance towards knowledge and knowledge creation that is rooted in critical, emancipatory pedagogy. Because it is an orientation, rather than a discrete method, PAR is difficult to teach. Here the authors explore the experiences of both undergraduate pre-service teachers and doctoral students as they seek to reconcile PAR principles and practice with their personal and professional backgrounds. The purpose is not to present the best approach for teaching PAR in the university classroom; rather, it is a reflective exploration of the experiences of the authors' participants, which reveals rich insights into what it feels like to become researchers within the ‘culture' of formal higher education in the United States.

scholarly journals A university’s response to people with disabilities in Worcester, Western Cape

2019 ◽  
Vol 8 ◽  
Author(s):  
Jana V. Müller ◽  
Lieketseng Ned ◽  
Hananja Boshoff
Keyword(s):  
Action Research ◽  
Service Learning ◽  
Participatory Action Research ◽  
Single Case ◽  
People With Disabilities ◽  
Western Cape ◽  
Participatory Action ◽  
Research Strategies ◽  
Student Training ◽  
The University

Background: The call for institutions of higher education to foster interaction with communities and ensure training is responsive to the needs of communities is well documented. In 2011, Stellenbosch University collaborated with the Worcester community to identify the needs of people with disabilities within the community. How the university was engaging with these identified needs through student training still needed to be determined.Objectives: This study describes the engagement process of reciprocity and responsivity in aligning needs identified by persons with disability to four undergraduate allied health student training programmes in Worcester, Western Cape.Method: A single case study using the participatory action research appraisal methods explored how undergraduate student service learning was responding to 21 needs previously identified in 2011 alongside persons with disability allowing for comprehensive feedback and a collaborative and coordinated response.Results: Students’ service learning activities addressed 14 of the 21 needs. Further collaborative dialogue resulted in re-grouping the needs into six themes accompanied by a planned collaborative response by both community and student learning to address all 21 needs previously identified.Conclusion: Undergraduate students’ service learning in communities has the potential to meet community identified needs especially when participatory action research strategies are implemented. Reciprocity exists when university and community co-engage to construct, reflect and adjust responsive service learning. This has the potential to create a collaborative environment and process in which trust, accountability, inclusion and communication is possible between the university and the community.

scholarly journals "Everybody knows by hearing but not by seeing": Exploring the use of photovoice to document challenges of some inter-provincial students at the University of Danang, Vietnam

2021 ◽  
Author(s):  
◽  
Duc Tran
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Participatory Action Research ◽  
Cultural Context ◽  
Group Discussion ◽  
Research Process ◽  
University Administrators ◽  
Participatory Action ◽  
The University ◽  
The Impact

<p>This research employed a Participatory Action Research methodology to work with minority inter-provincial students and unearth their lived experiences at the University of Danang in Vietnam. It focused on examining the undervaluation of inter-provincial students’ voices in the university’s policies – and to a wider extent, in most Vietnamese universities – by facilitating a process in which their challenges and ideas for change at university could be heard.  This research also sought to observe and analyse the influences of power dynamics within a Confucian-heritaged context on the participatory research process itself. Vietnam is believed to be a society in which hierarchical power takes its deepest roots due to the effects of Confucianism. By using Participatory Action Research with a variety of methods – photovoice, diagraming, group discussion, interviewing and exhibition – I sought to facilitate student voices and document some of the potential and constraints of the methodology within this cultural context.  The research involved eleven student participants and ten teacher participants over a period of six weeks. Data was collectively analysed and shared by student participants with invited teachers through an exhibition at the University of Danang. Throughout the process, I took extensive field notes of my observations and interactions with participants. Data analysis was then written and presented in this thesis based on what participants had provided. Key themes that this thesis explores are: (1) challenges that faced inter-provincial students, (2) the impact of Confucius hierarchical power on participants’ involvement and ownership in the research and (3) the role of language and emotion when undertaking Participatory Action Research in such a context.  The process generated clear evidence of the common challenges facing interprovincial students associated with limited finances, mentality/spirituality, and poor living conditions. From analysis of these challenges, the research provides recommendations for teachers, university administrators and policy-makers. These recommendations promote a more holistic pedagogy that better encourages students to develop themselves throughout their time at university.  The thesis also concludes that the use of Participatory Action Research within higher education settings in Vietnam can serve as a research model for the betterment of disadvantaged minority students. It could help minimise the effects of neoliberalism on the country’s higher education sector and foster better development outcomes for students and their home provinces.</p>

scholarly journals "Everybody knows by hearing but not by seeing": Exploring the use of photovoice to document challenges of some inter-provincial students at the University of Danang, Vietnam

2021 ◽  
Author(s):  
◽  
Duc Tran
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Participatory Action Research ◽  
Cultural Context ◽  
Group Discussion ◽  
Research Process ◽  
University Administrators ◽  
Participatory Action ◽  
The University ◽  
The Impact

<p>This research employed a Participatory Action Research methodology to work with minority inter-provincial students and unearth their lived experiences at the University of Danang in Vietnam. It focused on examining the undervaluation of inter-provincial students’ voices in the university’s policies – and to a wider extent, in most Vietnamese universities – by facilitating a process in which their challenges and ideas for change at university could be heard.  This research also sought to observe and analyse the influences of power dynamics within a Confucian-heritaged context on the participatory research process itself. Vietnam is believed to be a society in which hierarchical power takes its deepest roots due to the effects of Confucianism. By using Participatory Action Research with a variety of methods – photovoice, diagraming, group discussion, interviewing and exhibition – I sought to facilitate student voices and document some of the potential and constraints of the methodology within this cultural context.  The research involved eleven student participants and ten teacher participants over a period of six weeks. Data was collectively analysed and shared by student participants with invited teachers through an exhibition at the University of Danang. Throughout the process, I took extensive field notes of my observations and interactions with participants. Data analysis was then written and presented in this thesis based on what participants had provided. Key themes that this thesis explores are: (1) challenges that faced inter-provincial students, (2) the impact of Confucius hierarchical power on participants’ involvement and ownership in the research and (3) the role of language and emotion when undertaking Participatory Action Research in such a context.  The process generated clear evidence of the common challenges facing interprovincial students associated with limited finances, mentality/spirituality, and poor living conditions. From analysis of these challenges, the research provides recommendations for teachers, university administrators and policy-makers. These recommendations promote a more holistic pedagogy that better encourages students to develop themselves throughout their time at university.  The thesis also concludes that the use of Participatory Action Research within higher education settings in Vietnam can serve as a research model for the betterment of disadvantaged minority students. It could help minimise the effects of neoliberalism on the country’s higher education sector and foster better development outcomes for students and their home provinces.</p>

scholarly journals Participatory Action Research in University Chemistry Teacher Training

2018 ◽  
pp. 1
Author(s):  
Yannik Tolsdorf ◽  
Silvija Markic
Keyword(s):  
Action Research ◽  
Teacher Training ◽  
Participatory Action Research ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Chemistry Teacher ◽  
Participatory Action ◽  
The University ◽  
Advanced Model

The Participatory Action Research (PAR) model developed by Eilks and Ralle is very well known in science education. Over the years, many teaching and learning materials have been developed and implemented in German secondary schools using this method. The success of the model encouraged us to adapt it to the university level in order to develop university chemistry education courses. However, to do this, we encountered and conquered some challenges. The present paper is based on an advanced model of Participatory Action Research for developing university chemistry teacher training. For an advanced model, the focus is strongly on the extended development team, which contains people who were not part of the original team. The role of the students also changes. The ideas we used to further develop the model and implement it in practice will be described and discussed below.

Samen veranderen is samen leren

KWALON ◽  
2020 ◽  
Vol 25 (3) ◽  
Author(s):  
Nicolien Kromme ◽  
Kees Ahaus ◽  
Rijk Gans ◽  
Harry van de Wiel
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Learning Process ◽  
Healthy Lifestyle ◽  
Space Versus ◽  
Research Process ◽  
Central Place ◽  
Participatory Action ◽  
Action Research Project ◽  
Research Project

Changing together is learning together. A participatory action research project on the role of the internist in promoting a healthy lifestyle This article describes the first three stages of an action research project. Following eight methodological principles of participatory action research, this article aims to give insight in the nature of the challenges and dilemmas involving internists, patients and patient representatives in the research process mention. Dilemmas included giving space versus limiting participation together with operating efficiently versus being flexible and honoring the input of all participants equally. It was a challenge to reflect not only on the content and procedures but also on everybody’s role in the learning process. In conclusion, action research offers a critical base for a participative and reflective method but it is also a challenge for busy healthcare practices that focus on content and concrete action and less on the learning process. Because reflection on the learning process is important for scientific standards, we suggest to give monitoring and reflection a central place in the action research cycle.

scholarly journals Library Spaces for Urban, Diverse Commuter Students: A Participatory Action Research Project

2012 ◽  
Vol 73 (3) ◽  
pp. 217-231 ◽  
Author(s):  
Margaret S. Brown-Sica
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Data Gathering ◽  
Commuter Students ◽  
Participatory Action ◽  
Action Research Project ◽  
State College ◽  
University Of Colorado ◽  
Learning Commons ◽  
The University

A data-gathering project using elements of Participatory Action Research was conducted at the Auraria Library, which serves the University of Colorado Denver, the Metropolitan State College of Denver and the Community College of Denver. The project was administered in order to shape a plan to develop a Learning Commons environment at the library. The researcher thought that the needs on a campus with many non-traditional, commuter students might differ from the needs of a more traditional college campus. Information was gathered using surveys, spontaneous focus groups, flipcharts and observation. Results were used and interpreted by students in an architecture class.

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