scholarly journals MEMBANGUN KARAKTER BANGSA MELALUI PEMBELAJARAN MATEMATIKA KURIKULUM 2013

2013 ◽  
Vol 14 (2) ◽  
pp. 73-80
Author(s):  
Wahyudin Wahyudin
Keyword(s):  
Problem Solving ◽  
Child Development ◽  
Character Education ◽  
Teaching Practice ◽  
Successful Implementation ◽  
Knowledge And Skills ◽  
The Core ◽  
Self Development ◽  
Points Of View ◽  
New Generation

The development of the character education still becomes the controversy among the educators, either from the theoretical or philosophical points of view. Actually, the core of the character education is not only viewed from philosophical difference, pedagogical ideology, or politics, but focused on the child development. Curriculum 2013 seeks to provide a problem-solving on the cultural matters and the national characters by integrating the characters / values /attitudes into the lessons, self-development, and the culture of the school. It is expected that a new generation of nation is developed in attitudes, knowledge, and skills. It has been clear that teachers thought, beliefs, and choices will influence their teaching practice. Therefore, it is necessary to build the views, beliefs, and positive selection within the teachers mind for the successful implementation of Curriculum 2013.   Perkembangan pendidikan karakter sampai sejauh ini masih penuh dengan kontroversi yang terutama berakar dalam berbagai perbedaan teoretis dan filosofis, meski sebenarnya inti dari pendidikan karakter tidak pada perbedaan filosofis, ideologi pedagogis, politik, dan sebagainya, melainkan tentang perkembangan anak. Kurikulum 2013 berupaya memberikan pemecahan persoalan budaya dan karakter bangsa dengan cara mengintegrasikan karakter/nilai/sikap ke dalam mata pelajaran, pengembangan diri, dan budaya sekolah, dengan harapan terbentuknya generasi baru bangsa yang utuh dalam sikap, pengetahuan, dan keterampilan. Dengan menyadari bahwa pandangan, keyakinan, dan pilihan para guru akan berpengaruh pada praktek pembelajaran, maka perlu dibangun pandangan, keyakinan, dan pilihan yang positif dalam diri para guru demi keberhasilan implementasi Kurikulum 2013.

scholarly journals Contextualization of the Bioeconomy Concept through Its Links with Related Concepts and the Challenges Facing Humanity

2021 ◽  
Vol 13 (14) ◽  
pp. 7746
Author(s):  
Leire Barañano ◽  
Naroa Garbisu ◽  
Itziar Alkorta ◽  
Andrés Araujo ◽  
Carlos Garbisu
Keyword(s):  
Environmental Economics ◽  
Green Economy ◽  
Added Value ◽  
Economic Activities ◽  
Biological Resources ◽  
Beneficial Effects ◽  
The Core ◽  
Points Of View ◽  
Broad Interpretation ◽  
Shed Light

The concept of bioeconomy is a topic of debate, confusion, skepticism, and criticism. Paradoxically, this is not necessarily a negative thing as it is encouraging a fruitful exchange of information, ideas, knowledge, and values, with concomitant beneficial effects on the definition and evolution of the bioeconomy paradigm. At the core of the debate, three points of view coexist: (i) those who support a broad interpretation of the term bioeconomy, through the incorporation of all economic activities based on the production and conversion of renewable biological resources (and organic wastes) into products, including agriculture, livestock, fishing, forestry and similar economic activities that have accompanied humankind for millennia; (ii) those who embrace a much narrower interpretation, reserving the use of the term bioeconomy for new, innovative, and technologically-advanced economic initiatives that result in the generation of high-added-value products and services from the conversion of biological resources; and (iii) those who stand between these two viewpoints. Here, to shed light on this debate, a contextualization of the bioeconomy concept through its links with related concepts (biotechnology, bio-based economy, circular economy, green economy, ecological economics, environmental economics, etc.) and challenges facing humanity today is presented.

Equitable Teaching and the Core Practice Movement: Preservice Teachers’ Professional Reasoning

2020 ◽  
Vol 122 (11) ◽  
pp. 1-40
Author(s):  
Britnie Delinger Kane
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teacher ◽  
Teacher Educators ◽  
Design Research ◽  
Teaching Practice ◽  
Student Thinking ◽  
The Core ◽  
Collaborative Analysis ◽  
Core Practice

Background/Context The Core Practice movement continues to gain momentum in teacher education research. Yet critics highlight that equitable teaching cannot be reduced to a set of “core” practices, arguing that such a reduction risks representing teaching as technical work that will be neither culturally responsive nor sustaining. Instead, they argue that preservice teachers need opportunities to develop professional reasoning that takes the specific strengths and needs of students, communities, and subject matter into account. Purpose This analysis takes up the question of how and whether pedagogies of investigation and enactment can support preservice teachers’ development of the professional reasoning that equitable teaching requires. It conceptualizes two types of professional reasoning: interpretive, in which reasoners decide how to frame instructional problems and make subsequent efforts to solve them, and prescriptive, in which reasoners solve an instructional problem as given. Research Design This work is a qualitative, multiple case study, based on design research in which preservice teachers participated in three different cycles of investigation and enactment, which were designed around a teaching practice central to equitable teaching: making student thinking visible. Preservice teachers attended to students’ thinking in the context of the collaborative analysis of students’ writing and also through designed simulations of student-teacher writing conferences. Findings/Results Preservice teachers’ collaborative analysis of students’ writing supported prescriptive professional reasoning about disciplinary ideas in ELA and writing instruction (i.e., How do seventh graders use hyperbole? How is hyperbole related to the Six Traits of Writing?), while the simulation of a writing conference supported preservice teachers to reason interpretively about how to balance the need to support students’ affective commitment to writing with their desire to teach academic concepts about writing. Conclusions/Recommendations This analysis highlights an important heuristic for the design of pedagogies in teacher education: Teacher educators need to attend to preservice teachers’ opportunities for both interpretive and prescriptive reasoning. Both are essential for teachers, but only interpretive reasoning will support teachers to teach in ways that are both intellectually rigorous and equitable. The article further describes how and why a tempting assumption—that opportunities to role-play student-teacher interactions will support preservice teachers to reason interpretively, while non-interactive work will not—is incomplete and avoidable.

Pengembangan Model Pendidikan Karakter Komunitas Anak Jalanan

2021 ◽  
Vol 3 (3) ◽  
pp. 350-361
Author(s):  
Siti Julaeha ◽  
Muhidin Muhidin ◽  
Aan Hasanah ◽  
Bambang Saeful Arifin
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Character Education ◽  
Hypothesis Testing ◽  
Research Methods ◽  
Street Children ◽  
Qualitative Approach ◽  
Learning Models ◽  
Library Research ◽  
Character Building

This study tries to unravel the problems of street children related to character building, especially in the aspects of personal and social skills. So we need a model of character education that is considered suitable to be implemented in street children. This study uses a qualitative approach with library research methods. The results of this study conclude that, Among the character education models that can be implemented on street children are problem-based learning models, emphasizing more on the application of problem solving methods or problem solving which by John Dewey consists of six learning steps as follows: 1) formulating problems; 2) analyze the problem; 3) formulate hypotheses; 4) collect data; 5) hypothesis testing; and 6) formulate problem solving recommendations.  

Leadership approaches for modern nursing practice

2021 ◽  
pp. 1-5
Author(s):  
Peter Ellis
Keyword(s):  
Emotional Intelligence ◽  
Transformational Leadership ◽  
Nursing Practice ◽  
Contingency Theory ◽  
Leadership Role ◽  
Knowledge And Skills ◽  
The Core ◽  
Leadership Approaches ◽  
Cardiovascular Care

This article identifies leadership as a key responsibility of all nurses, including those working in cardiovascular care—whether they are in a leadership role or whether they have to exercise it in their practice. It identifies that, contrary to early theories, leadership knowledge and skills may be taught and learned. It identifies the core definitions of leadership as being influenced by the person, result, position, purpose or process. It goes on to discuss two key approaches to leadership that suit modern nursing practice: contingency theory and transformational leadership. These approaches are demonstrated as pertinent to modern nursing practice because they focus on the development of people and the team, and require emotional intelligence.

Multicultural teaching competence among undergraduate faculty: a convergent mixed methods study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Chandler Puhy ◽  
Nalini Prakash ◽  
Clarissa Lacson ◽  
Joke Bradt
Keyword(s):  
Mixed Methods ◽  
Qualitative Data ◽  
Teaching Practice ◽  
Mixed Methods Study ◽  
Student Diversity ◽  
Content Type ◽  
Knowledge And Skills ◽  
Teaching Competence ◽  
Quantitative Results ◽  
K 12

Purpose Increased student diversity in universities across the USA has increased the need for post-secondary educators to develop multicultural teaching competence (MTC). Most studies of MTC focus on educators teaching grades K-12. The purpose of this study is to determine how faculty members rate themselves in terms of MTC, what multicultural knowledge and skills faculty report and how they integrate these skills into their teaching practice and what barriers exist to developing and implementing MTC. The purpose of this study was to examine the factors that impact undergraduate faculty integration of multicultural awareness and attitudes into their teaching practices to enhance student learning. Design/methodology/approach A convergent mixed methods study used survey and interview data from undergraduate faculty. Select items from the MTC Inventory (MTCI) and social justice scales (SJS) were administered. Interviews (N = 7) were transcribed and analyzed using thematic analysis. Quantitative and qualitative data were compared to examine convergence and divergence. Findings Quantitative results revealed undergraduate faculty’s awareness, knowledge and skills as indicated by percent agreement with items from the MTCI and SJS instruments. Qualitative findings included the following four themes: knowledge building, addressing diversity in the classroom, barriers and challenges, and needs and recommendations. Qualitative data corroborated or explained many of the quantitative results and provided insight into these trends and barriers that impact MTC. Originality/value This is the first study of its kind, to our knowledge, that has used a mixed methods research design to examine factors that impact MTCs and associated barriers among a sample of undergraduate faculty across disciplines in one urban university.

scholarly journals Organizations: power/history/imagination

2003 ◽  
Vol 1 (1) ◽  
pp. 01-11 ◽  
Author(s):  
Stewart Clegg
Keyword(s):  
Bounded Rationality ◽  
Organization Theory ◽  
Organization Studies ◽  
Ideal World ◽  
The Core ◽  
Organization Analysis ◽  
Points Of View ◽  
The Trinity

The paper takes the assumptions of bounded rationality as the premise for organization theorizing. It draws a distinction between a science of objects and a science of subjects, arguing the latter as the more appropriate frame for organization analysis. Organization studies, it suggests, are an example of the type of knowledge that Flyvbjerg, following Aristotle, terms 'phronesis'. At the core of phronetic organization studies, the paper argues, there stands a concern with power, history and imagination. The core of the paper discusses power and the politics of organizing, to point up some central differences in approach to the key term in the trinity that the paper invokes. The paper concludes that organization theory and analysis is best cultivated not in an ideal world of paradigm consensus or domination but in a world of discursive plurality, where obstinate differences in domain assumptions are explicit and explicitly tolerated. A good conversation assumes engagement with alternate points of view, argued against vigorously, but ultimately, where these positions pass the criteria of reason rather than prejudice, tolerated as legitimate points of view. In so doing, it elaborates and defends criteria of reason.

scholarly journals Nurses in action: An introduction to action research in nursing

Curationis ◽  
1996 ◽  
Vol 19 (4) ◽  
Author(s):  
E. C. McKibbin ◽  
P. J. Castle
Keyword(s):  
Social Sciences ◽  
Action Research ◽  
Problem Solving ◽  
Professional Practice ◽  
Health Science ◽  
The Social ◽  
Local Contexts ◽  
Joint Problem ◽  
New Generation ◽  
Joint Problem Solving

Action Research is one of the new generation of qualitative research methods in the social sciences which has special significance for nurses in South Africa. The collaborative, participative and reflective qualities of Action Research appeal to practitioners, and lend themselves to joint problem solving activities in local contexts. This paper sets out a rationale for Action Research, then describes its features, strengths, and limitations. Ways of overcoming the latter are suggested. The paper concludes that Action Research has potential application in the field of nursing, not only for the purposes of practical problem solving, but also for improving the personal and professional practice of nurses, and for emancipating nurses from their subordinate position in the hierarchy of health science.

scholarly journals Construction of a Scale for Investigating Pre-School Children’s Social Situations of Development: Focusing on Activities instead of Abilities

2020 ◽  
Vol 16 (2) ◽  
pp. 25-32 ◽  
Author(s):  
M. Hedegaard ◽  
N. Lyberth
Keyword(s):  
Preschool Children ◽  
Child Development ◽  
Day Care ◽  
Social Situation ◽  
Social Situations ◽  
Local Conditions ◽  
The Core ◽  
Independent Features ◽  
Core Activity ◽  
At Home

This paper discuss principles for the design of a tool to screen 3- and 5-year-old children’s social situation of development in Greenland. We describe this tool as radical-local, building it on a theory of child development that focuses on children´s activities as cultural, anchored in local conditions and traditions, where play is seen as the core activity for preschool children. In constructing Investigating children’s situation of development (Undersøgelse af børns udviklingssituation — UBUS 3 and UBUS 5) we have aimed at creating an instrument that can be used to evaluate children’s health, wellbeing and activities in their everyday settings of day-care and at home in Greenland. The assessment focus on interaction with care-persons and other children, not on children’s abilities as isolated and independent features. For preschool children these conditions and their participation in these conditions create the child’s social situation of development.

scholarly journals Responsibility and Character Education Based on School Culture

2021 ◽  
Vol 13 (3) ◽  
pp. 2784-2789
Author(s):  
Setiyono Setiyono ◽  
Yessica Al Fawzia
Keyword(s):  
Qualitative Research ◽  
School Culture ◽  
Character Education ◽  
Subject Matter ◽  
Qualitative Approach ◽  
Accurate Information ◽  
Development Programs ◽  
Self Development ◽  
The Subject ◽  
Students Attitudes

The purpose of this research was to describe and analyze the planning, implementation, and evaluation of responsible character education based on school culture. A qualitative approach is taken in this investigation. An SMP Muhammadiyah Plus Salatiga sample was used in the analysis. In order to gather accurate information about the subject matter, the authors employ qualitative research methods, such as interviews and documentation. There are two ways to implement educational character education in the classroom: first, incorporate it into the school's curricula and rules, then spread the word to the students and staff. Character education for responsibility is carried out by incorporating the character of responsibility into self-development programs, subjects, and school culture. 2. This includes classroom and school-wide activities in which character values are taught and practiced. Students' attitudes are assessed as a means of evaluating responsibility character education.

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