scholarly journals INTERNALISASI NILAI-NILAI SPIRITUAL ISLAMI DALAM KEGIATAN PENDIDIKAN

2019 ◽  
Vol 20 (1) ◽  
pp. 160
Author(s):  
Nirwani Jumala Nirwani Jumala ◽  
Abubakar Abubakar
Keyword(s):  
Role Model ◽  
Peer Assessment ◽  
Well Being ◽  
Spiritual Values ◽  
Self Assessment ◽  
Teachers And Students ◽  
Islamic Identity ◽  
Good Learning ◽  
Achievement Indicators

Students in Islamic schools are expected to achieve the indicators of spiritual intelligence that have been predefined in the Learning Implementation Plan. However, in reality the values internalized to obtain the spiritual competence have not been able to completely change the characters of the students.This study aimed to analyze and to evaluate the achievement indicators of Islamic spiritual value competence, the methods of internalizing Islamic spiritual values, and the factors influencing the internalization of Islamic spiritual values for the students at two private Madrasah Aliyah (Islamic senior high schools), Ruhul Islam Anak Bangsa and Darul Ihsan. The study used a qualitative approach, conducted in Ruhul Islam Anak Bangsa and Darul Ihsan from April 2016 to August 2018. Data collection techniques were interview, observation, self-assessment, peer assessment, and documentation. Data analysis was done by organizing and codifying the data, enriching the theory, interpreting data, and writing the report. Findings showed that in both schools the achievement indicators of Islamic spiritual values included instilling understanding and strengthening faith ('aqidah), initiating worship routines, showing steadfast (istiqāmah) and sincere (ikhlaṣ) attitudes in carrying out the practices of drawing close to Allah (taqarrub ilallāh), transforming bad behaviors into those that reflect religious values, displaying Islamic identity, and maintaining fraternity (ukhuwwah) in everyday life. The methods of internalizing these Islamic spiritual values were carried out by lecturing and religious gathering (halaqah), discussion (jadal), storytelling (qiṣṣah), dialogue (ḥiwar), conveying good messages (mau'iḍah al-hasanah), self-discipline (riyāḍah), role model (uswatun al-ḥasanah), conveying excellent rewards (tabsyir), outpouring thoughts and feelings (muḥāḍarah), encouragement and deterrence (targhib wa tarhīb), contemplation (tafakkur), pondering over (tadabbur), and concentration (tawajjuh). The success of internalizing the values was largely influenced by good relations between teachers and students, the learning methods applied, good learning environment conditions, adequate learning infrastructure and facilities, the commitment to the quality of education, and the participation of committees, founders, government, and stakeholders in the management of education. To conclude, value education should not separate spiritual and social attitudes. Social values can become spiritual when implemented under the teachings of the Qur'an and the Sunnah. The values that have been successfully internalized were those with a sense of well-being, such as the goodness rooted in a community.

Bioethics, Adaptive Preferences, and Judging the Quality of a Life with Disability

2021 ◽  
Vol 47 (1) ◽  
pp. 199-220
Author(s):  
Joseph A. Stramondo ◽  
Keyword(s):  
Health Policy ◽  
Clinical Ethics ◽  
Well Being ◽  
Status Quo ◽  
The Self ◽  
Disabled People ◽  
Self Assessment ◽  
Adaptive Preferences ◽  
The Status

Both mainstream and disability bioethics sometimes contend that the self-assessment of disabled people about their own well-being is distorted by adaptive preferences that are only held because other, better options are unavailable. I will argue that both of the most common ways of understanding adaptive preferences—the autonomy-based account and the well-being account—would reject blanket claims that disabled people’s QOL self-assessment has been distorted, whether those claims come from mainstream bioethicists or from disability bioethicists. However, rejecting these generalizations for a more nuanced view still has dramatic implications for the status quo in both health policy and clinical ethics.

scholarly journals ASPEK DAN PENILAIAN KESEJAHTERAAN SUBJEKTIF: KEBAHAGIAAN, KEGEMBIRAAN, KEPUASAN DAN KUALITI HIDUP

2021 ◽  
Vol 32 (2) ◽  
pp. 95-112
Author(s):  
Nik Shahrizan Nik Mad ◽  
Marzudi Md Yunus ◽  
Muhammad Shamsinor Abdul Azziz
Keyword(s):  
Quality Of Life ◽  
Life Satisfaction ◽  
Family Environment ◽  
Good Life ◽  
Well Being ◽  
The Self ◽  
Subjective Well Being ◽  
Negative Effects ◽  
Self Assessment

Subjective well-being is the self-assessment of happiness, pleasure, satisfaction and quality of life, measured specifically and holistically. The assessment of subjective well-being is varied based on the area of focus of the researcher. Events that occur over some time also could affect an individual’s evaluation. Various factors assess well-being, such as character, love, wisdom, excitement and experiences leading to a good life. The evaluation of the positive and negative effects also affects the subjects’ emotions and mood during a study. Earlier studies showed that well-being is not merely related to income and ownership, but issues on health, activities, personality, emotions, mood, family, environment and various other factors. Therefore, this article aims to discuss aspects, assessment methods, theories and progress based on articles, books and research related to subjective well-being. This study utilises the literature review approach to collect data on subjective well-being. The finding shows that the level of subjective well-being is diverse and dynamic, and not limited to certain aspects and factors that could affect humans. Keywords: subjective well-being; self-assessment; happiness; life satisfaction; quality of life.

scholarly journals Measuring and assessing the competencies of preceptors in health professions: a systematic scoping review.

2020 ◽  
Author(s):  
Andrew Bartlett ◽  
Irene S Um ◽  
Edward J Luca ◽  
Ines Krass ◽  
Carl R Schneider
Keyword(s):  
Scoping Review ◽  
Performance Indicators ◽  
Role Model ◽  
Performance Indicator ◽  
Peer Assessment ◽  
Health Professions ◽  
Competency Framework ◽  
Evidence Based ◽  
High Confidence ◽  
Self Assessment

Abstract Background: In healthcare, preceptors act as a role model and supervisor, thereby facilitating the socialisation and development of the preceptee into a professional fit to practice. To ensure a consistent approach to every preceptorship experience, preceptor competencies should be measured or assessed to ensure that the desired outcomes are achieved. Defining these would ensure quality management and could inform development of an preceptor competency framework. This review aimed to evaluate the evidence for preceptor competencies and assessment in health professions.Methods: This study followed the PRISMA ScR scoping review guidelines. A database search was conducted in Embase, Medline, CINAHL and IPA in 2019. Articles were included if they defined criteria for competency, measured or assessed competency, or described performance indicators of preceptors. A modified GRADE CERQual approach and CASP quality assessment were used to appraise identified competencies, performance indicators and confidence in evidence.Results: Forty one studies identified 17 evidence-based competencies, of which 11 had an associated performance indicator. The competency of preceptors was most commonly measured using a preceptee completed survey (moderate to high confidence as per CERQual), followed by preceptor self-assessment, and peer-assessment. Preceptee outcomes as a measure of preceptor performance had good but limited evidence.Conclusions: Competencies with defined performance indicators allow for effective measurement and may be modifiable with training. To measure preceptor competency, the preceptor perspective, as well as peer and preceptee assessment is recommended. These findings can provide the basis for a common preceptor competency framework in health professions.

scholarly journals Perception of emotions as a predictor of social functioning and the quality of life in patients with schizophrenia

2020 ◽  
Vol 23 (2) ◽  
pp. 161-185
Author(s):  
Branko Ristić ◽  
Borjanka Batinić
Keyword(s):  
Quality Of Life ◽  
Social Functioning ◽  
Well Being ◽  
Control Group ◽  
Clinical Group ◽  
Self Assessment ◽  
Perception Of Emotions ◽  
And Control ◽  
The Relationship

Introduction: Perception of emotions is an important aspect of social functioning and the quality of life, and its deficit has been consistently found in people with schizophrenia. Aim: To obtain better understanding of the relationship and predictability between the perception of emotions, social functioning and the quality of life in people with schizophrenia. Method: The sample comprised 64 respondents (the clinical and the control group consisting of 32 subjects each, equal in terms of gender, age and education). Perception of emotions was measured using the test of speed and accuracy of perception of facial expression, while social functioning and the quality of life were measured via self-assessment questionnaires. The research was exploratory and non-experimental correlational. Results: In both the clinical and control groups, the perception of emotions is positively correlated with social functioning and the quality of life. Still, the direction of predictivity remains unclear due to the complexity of relationships. Compared to the control group, there was a deficit in the domains of perception of emotional expression, social functioning and the quality of life in the clinical group. The deficit in the perception of emotions in patients with schizophrenia is global and affects all emotions, while it is most pronounced when it comes to the emotions of surprise and anger. Conclusions: The obtained findings indicate that the understanding of the lack of functioning in people with schizophrenia should be sought, among other things, in the relation between the perception of emotions, social functioning and the quality of life in order to gain a better insight into choosing the proper line of treatment with the aim of improving the overall well-being of the patients.

The Challenge of Grading in Self and Peer-Assessment (Undergraduate Students’ and University Teachers’ Perspectives)

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Elmir GURBANOV
Keyword(s):  
Undergraduate Students ◽  
Peer Assessment ◽  
Educational Background ◽  
Educational Process ◽  
Self Assessment ◽  
Cognitive Approach ◽  
Teachers And Students ◽  
To Come ◽  
Improved Learning ◽  
Teachers Perspectives

The goal of the article is to find out the challenges of grading in student self and peer-assessment from teachers’ and students’ perspectives and to suggest ways to cope with them. Peer and self-assessment have accumulated a great significance in the last few decades related to vast application of the cognitive approach and the attempts of making students active agents of educational process rather than passive recipients of information. The overwhelming majority of modern educators believe that these concepts are the cornerstones of modern pedagogy and contributes to the promotion of learner autonomy to a great extent. Therefore, they lead to an improved learning environment and better learning outcomes. However, the concepts have some challenges when it comes to the final stage - grading. Depending on the social, cultural, and educational background, grading of the peer and self-assessment may be accompanied by hesitation and uncertainty as well as subjectivity and lack of reliability. In this work, the issue was investigated from two perspectives, teacher and student, to find out how the stakeholders perceive the problem and what can be done to cope with challenge of grading in self and peer-assessment. The research uses a questionnaire consisting of 20 questions with participation of 31 teachers and 100 students at Qafqaz University, Baku, Azerbaijan, to come to the conclusion about the issue addressing the challenge. The work is believed to be useful for educators to apply self and peer-assessment effectively, and also it can be a useful source for further research in the field.

A Comparison of Self-Assessment and Peer Assessment of Leadership Skills

NASPA Journal ◽  
2001 ◽  
Vol 38 (3) ◽  
Author(s):  
Cathryn G. Turrentine
Keyword(s):  
Leadership Practices ◽  
Peer Assessment ◽  
Leadership Skills ◽  
Self Assessment ◽  
Self Reports ◽  
Self Assessments ◽  
Peer Reports

Members of a residential leadership community reported whether they had practiced specific leadership skills in the preceding semester and, if so, how well they believed they had performed on that skill. Results were compared with the responses of peer observers. Self-reports of leadership practices were confirmed by peer reports in 72% of cases. Self-assessments of the quality of performance were confirmed by peer assessments in 83% of cases.

Quality of Life—Changes after Rhinoplasty

2017 ◽  
Vol 33 (05) ◽  
pp. 530-536 ◽  
Author(s):  
Richard Niehaus ◽  
Lazlo Kovacs ◽  
Hans-Günther Machens ◽  
Peter Herschbach ◽  
Nikolaos Papadopulos
Keyword(s):  
Quality Of Life ◽  
Cosmetic Surgery ◽  
Aesthetic Surgery ◽  
Well Being ◽  
Average Score ◽  
Psychological Benefits ◽  
Self Assessment ◽  
Self Confidence ◽  
Glasgow Benefit Inventory

AbstractOur study group has researched for >10 years in the field of Quality of Life after plastic, aesthetic, and reconstructive surgery, asking the following questions: “Does aesthetic surgery improve the Quality of Life?” and “Can a higher Quality of Life offset the risk of surgical procedures.” As part of our series of studies examining the correlation of cosmetic surgery and the postoperative well-being, this study examines the influence of rhinoplasty, as a single indication, specifically on the Quality of Life (QoL) of patients. The data of 90 patients who underwent rhinoplasty between 1997 and 2007 were prospectively collected and were retrospectively analyzed. For a competitive analysis, our evaluation was divided into the following five parts: a self-developed indication-specific questionnaire and the standardized instruments Glasgow Benefit Inventory (GBI), Questions on Life SatisfactionModules (FLZM), Freiburg Personality Inventory (FPI-R), and Rosenberg Self-Esteem Questionnaire (RSES). Numerous improvements in patients' QoL were observed. The result of the GBI (17.19) based on a scale –100 to 100 indicates an improved QoL after rhinoplasty. Significant improvements in the item relationship/sexuality were shown in the general part of the FLZM (p = 0.042). The average score (6.32) on a scale of 0 to 14 in the FPI-R questionnaire resulted in a common emotionality and self-assessment, while the RSES (33.64) on a scale 10 to 40 indicated a high self-confidence and a statistically significant improvement (p = 0.0001) compared with German norm data. The knowledge of positive social and psychological benefits and an improved sexuality in the partnership support the meaningfulness of rhinoplasty.

scholarly journals Role conflict and ambivalence in the aged-parent-adult-child relationship

2017 ◽  
Vol 1 (2) ◽  
pp. 161-170
Author(s):  
Xinjia Yu ◽  
Chunyan Miao ◽  
Cyril Leung ◽  
Charles Thomas Salmon
Keyword(s):  
Role Conflict ◽  
Adult Children ◽  
Role Model ◽  
Well Being ◽  
Emotional Wellbeing ◽  
Content Type ◽  
Role Structure ◽  
Child Relationship ◽  
The Family

Purpose The parent-child relationship is important to the solidarity of families and the emotional well-being of family members. Since people are more dependent on their close social relationships as they age, understanding the quality of relationships between aged parents and their adult children is a critical topic. Previous research shows that this relationship is complicated with both kinship and ambivalence. However, there is little research on the causes of this complexity. This paper proposes a role model to explain this complexity by studying the leadership transition within a family as the child grows. Design/methodology/approach In this paper, we proposed a novel perception to understand this transition process and explain related problems based on the analysis of the leader-follower relationship between the parents and their children. Findings When a child is born, his/her parents become the leader of this family because of their abilities, responsibilities and the requirements of the infant. This leader-follower role structure will last a long time in this family. Decades later, when the parents become old and the child grows up, the inter-generational contracts within the family and the requirement of each members change. This transition weakens the foundation of the traditional leader-follower role structure within the family. If either the parent or the child does not want to accept their new roles, both of them will suffer and struggle in this relationship. This role conflict will cause ambivalence in the relationship between aged parents and their adult children. Originality/value Based on the quantitative study model provided in this paper, we can moderate the relationships between aged parents and their adult children. This effort is meaningful in enhancing the quality of life and emotional wellbeing for senior citizens.

scholarly journals PENILAIAN SIKAP SISWA DALAM PEMBELAJARAN KIMIA MELALUI TEKNIK SELF ASSESSMENT DAN PEER ASSESSMENT

2018 ◽  
Vol 9 (2) ◽  
pp. 37
Author(s):  
Hairida Hairida
Keyword(s):  
Peer Assessment ◽  
Student Response ◽  
Average Score ◽  
Attitude Assessment ◽  
Self Assessment ◽  
Assessment Technique ◽  
Chemistry Learning ◽  
Teachers And Students ◽  
Assessment Sheet ◽  
Students Attitudes

Keikutsertaan siswa dalam penilaian sangat penting agar siswa memahami apa yang harus dilakukannya dalam belajar. Tujuan penelitian adalah untuk mengetahui  penggunaan teknik self dan peer assessment dalam penilaian sikap pada pembelajaran kimia adalah efektif, dan respon guru serta siswa terhadap penggunaan self assessment dan peer assessment dalam pembelajaran kimia. Metode penelitian yang digunakan adalah metode eksperimen dengan alat pengumpul data berupa lembar self assessment dan peer assessment dalam bentuk kuesioner, serta wawancara. Hasil dari penelitian disimpulkan bahwa teknik self dan peer assessment efektif digunakan untuk menilai sikap siswa  kelas X SMAN di Pontianak dalam mata pelajaran kimia.   Respon guru serta siswa terhadap self assessment dan peer assessment menunjukkan kriteria baik,  dengan perolehan skor rata-rata masing-masing  sebesar 82,4 dan 80,5.Kata kunci: penilaian sikap,  self assessment,  peer assessment Student participation in assessment is essential so that students could understand what to do in learning. The purpose of this research is to find out the use of self assesment and peer assessment technique in attitude assessment on chemistry learning is effective, and teachers' and students' response to self assessment and peer assessment in chemistry learning. The research method used in this research is experimental with self assessment sheet and peer assessment sheet in the form of questionnaire and interview as the tool for collecting data. The result concluded that self assessment and peer assessment technique is effective to evaluate 10th grader students' attitudes of  SMAN in Pontianak in chemistry subject. Teacher and student response to self assessment and peer assessment shows good criterion, with average score 82.4 and 80.5.Keywords: attitude assessment, self assessment, peer asessment

scholarly journals Observed Quality of Formative Peer and Self-Assessment in Everyday Mathematics Teaching and its Effects on Student Performance

2022 ◽  
Vol 11 (2) ◽  
pp. 663-680
Author(s):  
Sandra Zulliger ◽  
Alois Buholzer ◽  
Merle Ruelmann
Keyword(s):  
Student Performance ◽  
Mathematics Teaching ◽  
Performance Test ◽  
Peer Assessment ◽  
Experimental Studies ◽  
Real Life ◽  
General Effect ◽  
Everyday Mathematics ◽  
Self Assessment

<p style="text-align: justify;">The positive effect of peer assessment and self-assessment strategies on learners' performance has been widely confirmed in experimental or quasi-experimental studies. However, whether peer and self-assessment within everyday mathematics teaching affect student learning and achievement, has rarely been studied. This study aimed to determine with what quality peer and self-assessment occur in everyday mathematics instruction and whether and which students benefit from it in terms of achievement and the learning process. Two lessons on division were video-recorded and rated to determine the quality of peer and self-assessment. Six hundred thirty-four students of fourth-grade primary school classes in German-speaking Switzerland participated in the study and completed a performance test on division. Multilevel analyses showed no general effect of the quality of peer or self-assessment on performance. However, high-quality self-assessment was beneficial for lower-performing students, who used a larger repertoire of calculation strategies, which helped them perform better. In conclusion, peer and self-assessment in real-life settings only have a small effect on the student performance in this Swiss study.</p>

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