scholarly journals Internalisasi nilai-nilai Pancasila dalam upaya mencegah radikalisme

Kurios ◽  
2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Gernaida Krisna Pakpahan ◽  
Ibnu Salman ◽  
Andreas Budi Setyobekti ◽  
Ivonne Sandra Sumual ◽  
Apin Militia Christi
Keyword(s):  
Social Interactions ◽  
Teaching And Learning ◽  
Class Group ◽  
Educational Institutions ◽  
Community Life ◽  
Educational Activities ◽  
Race And Class ◽  
Younger Generation

As the basis of the Indonesian state, Pancasila has positive values that can embody in all aspects of community life, including the younger generation who will continue the leadership of the Indonesian nation. It must consider because of the exposure to radicalism that is currently targeting the younger generation. The younger generation is seeing as individuals who have great potential to commit harmful actions against their nation. That is why educational institutions need to instill the noble values of Pancasila in their students as early as possible so that the values of togetherness and unity that they are holding are not intolerant. Therefore, it is necessary to integrate the values of Pancasila students in the STT Bethel Indonesia environment. The method used to reveal this fact is a case study that portrays social interactions through intensive in-depth surveys. The results of the study state that STT Bethel Indonesia institutionally and individually practices the values of Pancasila by respecting the differences that exist, both ethnicity, race, and class. STT Bethel Indonesia instills the value of Pancasila students for each student through religious and educational activities. Every morning before the start of the teaching and learning class, group prayer is holding to increase the value of student religiosity. In addition, the narrative that is building for students is to love each other because it is a mandate that God has given to humans to do.

scholarly journals Sociomathematical Worlds: the Social World of Children's Mathematical Learning in the Middle Primary Years

2021 ◽  
Author(s):  
◽  
Fiona Walls
Keyword(s):  
Social Interactions ◽  
Everyday Life ◽  
Learning Environments ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Primary School Children ◽  
Mathematical Learning ◽  
Mathematical Teaching ◽  
The Social

<p>This thesis presents the findings of a project that explored the ways in which primary school children developed understandings about mathematics, mathematical 'learning' and 'knowing' and themselves as learners of mathematics. The research aimed to describe the children's mathematical learning environments, to explore the ways in which children made meaning about mathematics through social interactions within these environments, and to identify elements of these environments that appeared to enhance or inhibit the children's learning of mathematics. Located within the body of literature that takes a sociocultural view of teaching and learning, the study adopted the theoretical framework of symbolic interactionism because of its usefulness in explaining how, through the social interactions of everyday life, an individual constructs and reconstructs personal versions of 'reality', including a sense of identity. Through this lens, familiar objects, routine events and everyday language surrounding the teaching and learning of mathematics were examined for their significance to young learners. The concept of the sociomathematical world was created and developed to describe the mathematical environment of the child as positioned within wider social networks. The sociomathematical world of the child was seen as the world of everyday life, the arena in which the child, through regular and routine interactions with others, negotiated meanings about, and made personal sense of, mathematics. The research focussed on ten case study children - four girls and six boys - all attending different schools, and selected randomly from the primary schools in the Wellington region of New Zealand. For three years, from the beginning of their third year at school to the end of their fifth, the children were regularly interviewed and observed in their classrooms. Other key participants in their sociomathematical worlds were also interviewed, including families, teachers, principals, and classmates. Evidence of teaching and learning was also gathered from children's books and assessment records, and linked to local and global curriculum documentation. A cumulative picture was compiled of the mathematical teaching and learning environments of these ten children. Originally intended to be presented as separate biographies, the data were instead collated and reported according to the four distinctive recurring themes that emerged from the findings: the emphasis of speed in mathematics teaching and learning; identification and differentiation based on socially constructed perceptions of mathematical 'ability'; the establishment of 'doing maths' as solo written work; the presentation of mathematics as consisting of 'correct' and non-negotiable facts and procedures. These dominant approaches to teaching and learning of mathematics were found to conform to deeply entrenched traditions, in which the learner was viewed as the passive recipient of, rather than an active participant in, education in general and mathematics education in particular. It was found that these taken-for-granted pedagogical cultures were not explicitly supported by the official curriculum. Marked negative effects of these common teaching practices were commonly observed: alienation, marginalisation and impoverished learning. These impacts were experienced in varying forms and at varying times, by all the case study children, suggesting that changed views of mathematics and of mathematical teaching and learning are needed if the learning potential of all children is to be fully realised.</p>

scholarly journals Technology in University Physical Activity Courses: A Mini-Ethnographic Case Study

2019 ◽  
Author(s):  
Dannon Cox ◽  
Jennifer Krause ◽  
Mark Smith
Keyword(s):  
Physical Activity ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Educational Institutions ◽  
Ethnographic Case Study ◽  
Pedagogical Tool ◽  
Campus Environment ◽  
College And University ◽  
Use Of Technology

As younger generations become increasingly reliant on technology, higher educational institutions must continually attempt to stay with or ahead of the curve to foster 21st century teaching and learning. College and university physical activity courses (PACs) are encouraged to incorporate technology for effective pedagogical practices. No qualitative research has specifically examined the culture of PACs instructors’ attitudes and experiences with technology as a pedagogical tool. A mini-ethnographic case study explored the use of technology among seven graduate teaching assistants who shared their pedagogical experiences, teaching practices, and perceptions of technology within PACs. Using an interpretive phenomenological analysis, composite narrative accounts were presented to highlight unique characteristics of PAC instructors and develop meaning from their lived experiences. The findings revealed that PAC instructors use varying forms of technology, but all instructors rely on learning management systems as a pedagogical tool, which can be influenced by campus environment, pedagogical experiences, and social support. This pilot study contributes to the current gap in research related to technology in PACs and addresses the need to properly prepare instructors to teach in the digital age.

scholarly journals The organizational culture in the aging process of educational work

2020 ◽  
Vol 21 (3) ◽  
pp. 385-424
Author(s):  
Flávia Obara Kai ◽  
Mariane Lemos Lourenço ◽  
Camilla Fernandes
Keyword(s):  
Organizational Culture ◽  
Social Interactions ◽  
Population Aging ◽  
Comparative Case Study ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Educational Work ◽  
Private Institution ◽  
Public And Private

Population aging is one of the most significant phenomena in the 21st century and this phenomenon has important far-reaching impacts on society and organizations. Organizations and society face challenges with the increase and permanence of individuals at work and these reflexes can be perceived by the organizational culture. Organizational culture and its elements are also present in the academic environment, composed of multiple social interactions. This study aims to identify and analyze the meanings that elements of organizational culture have for higher education professors in the process of aging at public and private educational institutions. For this, semi-structured interviews were conducted with professors from a public and a private institution and the data were analyzed using the comparative case study strategy. The results show that the elements f organizational culture such as values, norms, rules, communication, rites, rituals, ceremonies and beliefs are different in public and private HEIs and the elements heroes, myths, stories, sagas and taboos demonstrate similarities in the institutions. In addition, the elements indicate particularities and the unpreparedness of the HEIs facing the phenomenon of aging in educational work.

scholarly journals Jupyter Notebooks in Undergraduate Mobile Robotics Courses: Educational Tool and Case Study

2021 ◽  
Vol 11 (3) ◽  
pp. 917
Author(s):  
Jose-Raul Ruiz-Sarmiento ◽  
Samuel-Felipe Baltanas ◽  
Javier Gonzalez-Jimenez
Keyword(s):  
Teaching And Learning ◽  
Mobile Robotics ◽  
Educational Institutions ◽  
Educational Tool ◽  
High Quality ◽  
Software Applications ◽  
Theoretical Frame ◽  
Increasing Demand ◽  
Quality Learning

Jupyter notebooks are recently emerging as a valuable pedagogical resource in academy, being adopted in educational institutions worldwide. This is mainly due to their ability to combine the expressiveness of traditional explanations from textbooks, with the interaction capabilities of software applications, which provides numerous benefits for both students and lecturers of different fields. One of the areas that could benefit from their adoption is such of mobile robotics, whose recent popularity has resulted in an increasing demand of trained practitioners with a solid theoretical and practical background. Therefore, there is a need of high quality learning materials adapted to modern tools and methodologies. With that in mind, this work explores how the introduction of Jupyter notebooks in undergraduate mobile robotic courses contributes to improve both teaching and learning experiences. For that, we first present a series of (publicly available) educational notebooks encompassing a variety of topics relevant for robotics, with a particular emphasis in the study of mobile robots and commonly used sensors. Those documents have been built from the ground up to take advantage of the Jupyter Notebook framework, bridging the typical gap between theoretical frame and interactive code. We also present a case study describing the notebooks usage in undergraduate courses at University of Málaga, including a discussion on the promising results and findings obtained.

scholarly journals MODERNIZATION OF DAYAH EDUCATIONAL INSTITUTIONS (CASE STUDY IN DAYAH MODERN EDUCATION FOUNDATION ARUN LHOKSEUMAWE)

2021 ◽  
Vol 28 (1) ◽  
pp. 105
Author(s):  
Syarifah Rahmah ◽  
Husaini Husaini ◽  
Samsul Bahri
Keyword(s):  
Teaching And Learning ◽  
National Curriculum ◽  
Assessment System ◽  
Learning System ◽  
Educational Institutions ◽  
Quality Of Education ◽  
Learning Tools ◽  
Modern Education

<p>This study examines the movement of modernization of education dayah in recent decades. The object of this research is centered on Dayah Modern Education Foundation Arun Lhokseumawe, which is a dayah that has successfully developed the education system by using the approach of modern spirituality reality while maintaining the quality of education. This research uses qualitative approach through case study model design. Based on the findings of researchers concluded that modernization is carried out the system of vision-mission elaboration, implementation and elaboration of dayah curriculum that combines the national curriculum (school) with the local curriculum (dayah) that supports the perfection of the teaching and learning system, learning tools or media used, teaching and learning methods used, as well as a modern evaluation or assessment system to know the success rate of student learning, or santriwan and santriwati. The process of modernization of education in modern dayah Arun Education Foundation began with the establishment of MTs and MA dayah modern YAPENA in 2009 as an application of the vision of realizing a quality modern dayah to give birth to a generation of Muslims who believe and fear.</p>

scholarly journals Sociomathematical Worlds: the Social World of Children's Mathematical Learning in the Middle Primary Years

2021 ◽  
Author(s):  
◽  
Fiona Walls
Keyword(s):  
Social Interactions ◽  
Everyday Life ◽  
Learning Environments ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Primary School Children ◽  
Mathematical Learning ◽  
Mathematical Teaching ◽  
The Social

<p>This thesis presents the findings of a project that explored the ways in which primary school children developed understandings about mathematics, mathematical 'learning' and 'knowing' and themselves as learners of mathematics. The research aimed to describe the children's mathematical learning environments, to explore the ways in which children made meaning about mathematics through social interactions within these environments, and to identify elements of these environments that appeared to enhance or inhibit the children's learning of mathematics. Located within the body of literature that takes a sociocultural view of teaching and learning, the study adopted the theoretical framework of symbolic interactionism because of its usefulness in explaining how, through the social interactions of everyday life, an individual constructs and reconstructs personal versions of 'reality', including a sense of identity. Through this lens, familiar objects, routine events and everyday language surrounding the teaching and learning of mathematics were examined for their significance to young learners. The concept of the sociomathematical world was created and developed to describe the mathematical environment of the child as positioned within wider social networks. The sociomathematical world of the child was seen as the world of everyday life, the arena in which the child, through regular and routine interactions with others, negotiated meanings about, and made personal sense of, mathematics. The research focussed on ten case study children - four girls and six boys - all attending different schools, and selected randomly from the primary schools in the Wellington region of New Zealand. For three years, from the beginning of their third year at school to the end of their fifth, the children were regularly interviewed and observed in their classrooms. Other key participants in their sociomathematical worlds were also interviewed, including families, teachers, principals, and classmates. Evidence of teaching and learning was also gathered from children's books and assessment records, and linked to local and global curriculum documentation. A cumulative picture was compiled of the mathematical teaching and learning environments of these ten children. Originally intended to be presented as separate biographies, the data were instead collated and reported according to the four distinctive recurring themes that emerged from the findings: the emphasis of speed in mathematics teaching and learning; identification and differentiation based on socially constructed perceptions of mathematical 'ability'; the establishment of 'doing maths' as solo written work; the presentation of mathematics as consisting of 'correct' and non-negotiable facts and procedures. These dominant approaches to teaching and learning of mathematics were found to conform to deeply entrenched traditions, in which the learner was viewed as the passive recipient of, rather than an active participant in, education in general and mathematics education in particular. It was found that these taken-for-granted pedagogical cultures were not explicitly supported by the official curriculum. Marked negative effects of these common teaching practices were commonly observed: alienation, marginalisation and impoverished learning. These impacts were experienced in varying forms and at varying times, by all the case study children, suggesting that changed views of mathematics and of mathematical teaching and learning are needed if the learning potential of all children is to be fully realised.</p>

scholarly journals Impact of COVID-19 on Higher Education. A case study of Uzbekistan

2021 ◽  
Vol 10 (2) ◽  
pp. 51-66
Author(s):  
Izabela Cytlak
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Decision Makers ◽  
Educational Institutions ◽  
Higher Education System ◽  
Aged People ◽  
Teachers And Students

Purpose – To identify the main challenges experienced at local Higher Educational Institutions by students while studying online during the pandemic. The research will find out the difficulties faced, and detect the areas to improve in further implementation of distance education in the country. Motivation - Only about 11% of applicants have been accepted to High Educational Institutions in Uzbekistan for the last two years. The integration and development of distance learning will create opportunities for more young and middle-aged people who do not have enough resources to study in a traditional way. Due to the pandemic, all the educational institutions had to transfer into the online teaching system. This unexpected situation made both teachers and students of Uzbekistan face the challenges. At the same time, it created an opportunity to experience remote teaching and learning, which can become a groundwork on approval and application of distance education in Uzbekistan. Design/Methodology/Approach – Quantitative type of research was implemented. The questionnaire was designed and the students who experienced remote learning during the pandemic at least for one semester were invited to participate. Implications – The results of the research can be implied to develop educational policy in the Higher Education system of Uzbekistan. The outcomes of surveys were analyzed to understand how the findings can be implemented in the Higher Education of Uzbekistan. Moreover, the conclusions of the research may constitute recommendations for decision-makers in the field of higher education (rectors and dean's authorities of universities).

scholarly journals MODEL PENGEMBANGAN MUTU SUMBERDAYA GURU LEMBAGA PENDIDIKAN ISLAM

Fenomena ◽  
2021 ◽  
Vol 20 (1) ◽  
pp. 19-32
Author(s):  
I Mustofa Zuhri
Keyword(s):  
Human Resources ◽  
Teacher Quality ◽  
Learning Process ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Comprehensive Strategy ◽  
Phenomenological Perspective ◽  
Positive Character

Pada zaman era globalisasi lembaga pendidikan Islam harus lebih menekankan pada kualitas sumber daya manusianya karena guru adalah salah satu komponen utama bagi keberhasilan proses belajar mengajar di sekolah. Mutu sekolah, khususnya mutu anak didik, mau tak mau berkaitan dengan mutu guru-gurunya yang langsung terlibat  dengan anak didik di kelas. Namun, pada kenyataannya, terdapat banyak keluhkan tentang kualitas guru khususnya di lembaga pendidikan Islam. Oleh karena itu, perlu adanya strategi yang komprehensif bagi guru menjadi tenaga pendidik yang berkualitas, profesional, berkomitmen serta memiliki semangat ibadah. Penelitian ini fokus mengkaji strategi pengembangan mutu guru MAN 3 Jember. Kajian penelitian ini menggunakan perspektif fenomenologis terhadap studi kasus. Hasil penelitian ini adalah bahwa untuk mengembangkan kualitas guru, para pimpinan MAN 3 Jember perlu (1) untuk membuat, menyusun, dan merumuskan visi, misi, dan tujuan lembaga khususnya pengembangan mutu guru; (2) untuk membangun komitmen yang bernilai ibadah; (3) untuk membangun sikap dan kedisiplinan; (4) untuk merubah pola pikir dan untuk membangun karakter positif guru. Kata kunci: Lembaga pendidikan Islam, kualitas guru, proses belajar dan pengajaran, MAN 3 Jember   In the era of globalization, Islamic educational institutions have to emphasize the quality of their human resources. The teacher is one of the main characters for the success of the teaching and learning process. The quality of schools, especially the students quality, is inevitably related to the teachers concerned the students in the classroom. However, in reality, there are many complaints about teacher quality, especially in Islamic educational institutions. Therefore, it is necessary to have a comprehensive strategy for teachers to become qualified, professional, committed educators who have the spirit of worship. This study focuses on the assessment of teacher quality development strategies in MAN 3 Jember. This study uses a phenomenological perspective on a case study. As a result, for developing teacher quality in MAN 3 Jember is (1) compiling, compiling, and formulating the vision, mission, and objectives of the institution, to realize teacher quality; (2) building a commitment that has worship values; (3) building attitude and discipline; (4) changing the mindset also building the positive character of the teacher. Keywords: Islamic Educational Institutions, Teacher Quality, Teaching and Learning Process, MAN 3 Jember

scholarly journals Computer-Mediated Communication: Development of an Intranet for a University Academic Department

2005 ◽  
Vol 4 (2) ◽  
Author(s):  
Oyenike Laoye
Keyword(s):  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
University Education ◽  
Educational Institutions ◽  
Mediated Communication ◽  
Business World ◽  
Computer Communications ◽  
Computer Mediated ◽  
Technological Developments

The Intranet has been said to be one of the most important technological developments in Computer Communications. Whilst it is now a common, rapidly growing resource in the business world for the dissemination of information, it is yet to be fully explored in educational institutions. Intranets have an enormous potential to transform education in interesting and challenging ways as they offer an exciting approach for improving and facilitating innovative ways of supporting communication and also for accessing teaching and learning resources. This paper discusses the importance and usefulness of Computer-Mediated Communication in the enhancement of human communications and the focus is on the application of the Intranet (a form of Computer-Mediated Communication) in the context of campus-based university education. This is illustrated by means of a case study and a realistic example i.e. the development of an Educational Intranet (CS.IntraNet) for the Department of Computer Science, University of Ibadan, Nigeria.

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