scholarly journals Metaphorical Perceptions of Preservice Social Studies Teachers About the Communication Skills

2021 ◽  
Vol 8 (3) ◽  
pp. 77-91
Author(s):  
Arcan AYDEMİR ◽  
Turhan ÇETİN
Keyword(s):  
Social Studies ◽  
Communication Skills ◽  
Research Method ◽  
Communication Skill ◽  
Human Life ◽  
Social Studies Teachers ◽  
Dynamic Phenomenon ◽  
Code System ◽  
System A ◽  
Communication Metaphors

The study aimed to determine the perceptions of preservice social studies teachers about communication; metaphors were employed to determine communication skill perceptions. In the study, a qualitative research method known as phenomenology design was employed. The study group included 127 preservice social studies teachers in various classes. In the study, metaphoric perceptions form was used to collect the data. The collected data were analysed with content analysis. The study findings demonstrated that preservice social studies teachers produced 36 valid metaphors in 7 different conceptual categories (a requirement, a nonverbal code system, a mutual process, a positive connotation, a unifying element, a dynamic phenomenon, communication as a method to reflect ideas). The total metaphor count and metaphor frequencies revealed that the highest number of metaphors was produced in the communications as a requirement category. The most repeated metaphor in this category was the requirement of water to sustain life. In this category, concepts such as blood, breathing, and oxygen, which are important for human life, were expressed as metaphors that represented communication skills.

scholarly journals The Effect of Social Studies Courses on Digital Self Formation in Turkey

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Erol KOÇOĞLU ◽  
Keyword(s):  
Social Studies ◽  
Human Life ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Research Data ◽  
Social Studies Teachers ◽  
Process Of Change ◽  
Digital World ◽  
Living Things ◽  
The World

The world, which includes all living things from the first human to the present, is based on the process of change and transformation with all its dimensions. It can be stated that this process of change and transformation affects the lives of many living things on earth, as well as remarkable effects on human life. In particular, the digital world, which is one of the important results of technology-based development, can be said to be effective in shaping human life cognitively, psychomotorically and emotionally. This shaping process takes place in educational institutions with the achievements transferred through various fields of study and disciplines. This study, in which the effect of social studies courses on the formation and development process of the digital self-concept, which is based on the cognitive effects of digitalization, was evaluated in line with the perceptions of teachers in Turkey, was designed according to the phenomenological approach, one of the qualitative research methods. The research data were analyzed with the descriptive analysis technique and thematic codes were created based on the findings. A semi-structured interview form prepared by the researchers was used to collect data. The research data, the answers to the questions in the interview form, were collected through online interviews with social studies teachers due to the Covid-19 epidemic in the world and in Turkey. In the study supported by the Scientific Research Projects Coordination Unit of İnönü University with the Normal Research Project coded SBA-2019-1755, the data obtained were analyzed and the findings were presented in tables and figures. Considering the findings of the study, it can be said that the social studies teachers who make up the study group have different and remarkable perceptions about the effects of social studies lessons on digital self-creation.

scholarly journals The Effect of Social Studies Courses on Digital Self Formation in Turkey

2021 ◽  
Author(s):  
Erol KOÇOĞLU
Keyword(s):  
Social Studies ◽  
Human Life ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Research Data ◽  
Social Studies Teachers ◽  
Process Of Change ◽  
Digital World ◽  
Living Things ◽  
The World

The world, which includes all living things from the first human to the present, is based on the process of change and transformation with all its dimensions. It can be stated that this process of change and transformation affects the lives of many living things on earth, as well as remarkable effects on human life. In particular, the digital world, which is one of the important results of technology-based development, can be said to be effective in shaping human life cognitively, psychomotorically and emotionally. This shaping process takes place in educational institutions with the achievements transferred through various fields of study and disciplines. This study, in which the effect of social studies courses on the formation and development process of the digital self-concept, which is based on the cognitive effects of digitalization, was evaluated in line with the perceptions of teachers in Turkey, was designed according to the phenomenological approach, one of the qualitative research methods. The research data were analyzed with the descriptive analysis technique and thematic codes were created based on the findings. A semi-structured interview form prepared by the researchers was used to collect data. The research data, the answers to the questions in the interview form, were collected through online interviews with social studies teachers due to the Covid-19 epidemic in the world and in Turkey. In the study supported by the Scientific Research Projects Coordination Unit of İnönü University with the Normal Research Project coded SBA-2019-1755, the data obtained were analyzed and the findings were presented in tables and figures. Considering the findings of the study, it can be said that the social studies teachers who make up the study group have different and remarkable perceptions about the effects of social studies lessons on digital self-creation.

scholarly journals Efektivitas Model Pembelajaran Fisika “PRODUKSI” terhadap Peningkatan Aspek-aspek Keterampilan Berkomunikasi Sains

2017 ◽  
Vol 2 (1) ◽  
pp. 83-94
Author(s):  
Wirawan Fadly
Keyword(s):  
Knowledge Representation ◽  
Communication Skills ◽  
Research Method ◽  
Communication Skill ◽  
Scientific Communication ◽  
Learning Model ◽  
Scientific Writing ◽  
Moderate Level ◽  
Inferential Statistics ◽  
Purposive Sampling

This research to determine the effectiveness of the application of PRODUKSI learning model to improve aspects of scientific communication skills. The research method used was experiment with one-group pretest-posttet design which replicated at three schools. The sample was chosen by purposive sampling. Data were collected by using tests that were then analyzed based on data characteristics. The analysis used is descriptive quantitative using N-Gain analysis and inferential statistics. The results showed that learning model of PRODUKSI efectively and significantly helped to improve the scientific communication skill, including aspects of scientific writing, scientific reading, observation, knowledge representation, and presentation in a moderate level.

scholarly journals KREATIVITAS GURU IPS DALAM PENGEMBANGAN MEDIA PEMBELAJARAN PADA SMP NEGERI 2 SEMARANG DAN MTS NEGERI 1 SEMARANG

2020 ◽  
Vol 5 (1) ◽  
pp. 73-84
Author(s):  
Ananda Sekar Tunjung ◽  
Arif Purnomo
Keyword(s):  
Social Media ◽  
Social Studies ◽  
Research Method ◽  
Qualitative Method ◽  
Learning Motivation ◽  
Social Studies Teachers ◽  
The Internet ◽  
Instructional Media ◽  
The Media ◽  
Media Learning

The teacher has an important role in the implementation of learning. Therefore, it must be able to use social media learning and be able to develop social media learning with creativity that is owned so that learning can be achieved optimally. The research method used is a qualitative method. The results showed that (1) the instructional media used by the teacher were LCD, maps, globe, pictures, video, puzzles, naget crowns and couple card (2) creativity of social studies teachers in developing learning media is done through collaboration with peers, teachers develop media searching on the internet, and teachers develop media by utilizing materials in the environment (3) evaluation of the usefulness of learning media that is media can clarify the material, the media cause childrens learning motivation to increase, and the media can improve the interaction relationship between teachers ans students. Guru mempunyai peran penting dalam pelaksanaan pembelajaran. Oleh karena itu harus bisa menggunakan media pembelajaran IPS dan dapat mengembangkan media pembelajaran IPS dengan kreativitas yang dimiliki agar pembelajaran dapat tercapai secara maksimal. Metode penelitian yang digunakan adalah metode kualitatif. Hasil penelitian menunjukan bahwa (1) medoa pembelajaran yang digunakan oleh guru yaitu LCD, peta, globe, gambar, video, puzzle, mahkota naget dan couple card (2) kreativitas guru IPS dalam pengembangan media pembelajaran dilakukan melalui kolaborasi dengan teman sejawat, guru mengembangkan media mencari di internet, dan guru mengembangkan media dengan memanfaatkan bahan-bahan yang ada di lingkungan (3) evaluasi kebermanfaatan dengan media pembelajaran yaitu media dapat memperjelas materi, media menyebabkan motivasi belajar anak meningkat, dan media dapat meningkatkan hubungan interaksi antara guru dan siswa.

scholarly journals ANALISIS KOMPETENSI ABAD-21 DALAM BIDANG KOMUNIKASI PENDIDIKAN

Gunahumas ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. 387-402
Author(s):  
Siti Ahadiah Nurjanah
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Communication Skills ◽  
21St Century ◽  
Communication Skill ◽  
Human Life ◽  
21St Century Learning ◽  
Collaboration Skills ◽  
International Demand ◽  
Applied Education

ABSTRAKAbad 21 ditandai dengan berkembangnya informasi, komputasi, otomasi, dan komunikasi yang merambah dalam segala aspek kehidupan manusia di semua belahan dunia. Hal ini tentunya berdampak pada pendidikan yang diterapkan termasuk di dalamnya bagaimana model pembelajarannya sehingga dapat mengadaptasi dan memenuhi semua tuntutan abad 21. Pada kurikulum 2013 diharapkan dapat diimplementasikan pembelajaran abad 21. Hal ini untuk menyikapi tuntutan zaman yang semakin kompetitif. Adapun pembelajaran abad 21 mencerminkan empat hal. 1) Critical Thinking dan Problem Solving, 2) Communication Skills, 3) Collaboration Skills, 4) Creativity Skills dan Innovation. Tuntutan dunia internasional terhadap tugas guru memasuki abad ke-21 tidaklah ringan. Guru diharapkan mampu dan dapat menyelenggarakan proses pembelajaran yang bertumpu dan melaksanakan empat pilar belajar yang dianjurkan oleh Komisi Internasional UNESCO untuk Pendidikan, hal ini didasari bahwa Pendidikan merupakan komunikasi terorganisasi dan berkelanjutan yang dirancang untuk menumbuhkan kegiatan belajar pada diri peserta didik (education as organized and sustained communication designed to bring about Learning).Kata kunci: Pembelajaran abad 21, Kurikulum 2013, 4C.ABSTRACTThe 21st century is marked by the development of information, computing, automation, and communication which penetrated in all aspects of human life in all parts of the world. This certainly has an impact on applied education including how the learning model can adapt and meet all the demands of the 21st century. In the 2013 curriculum it is expected to be implemented 21st century learning. This is to respond to the demands of an increasingly competitive era. The 21st century learning reflects four things. 1) Critical Thinking and Problem Solving, 2) Communication Skills, 3) Collaboration Skills, 4) Creativity Skills and Innovation. The international demand for teacher assignments into the 21st century is not easy. Teachers are expected to be able and able to organize a learning process that is based and implement the four pillars of learning recommended by the UNESCO International Commission for Education, this is based on that Education is an organized and sustainable communication designed to foster learning activities in students (education as organized and sustained) communication designed to bring about Learning).Keywords: 21st Century Learning, Curriculum, 4C; Communication Skill

scholarly journals Examining guidance and counseling students interpersonal communication skill based on semester level

2020 ◽  
Vol 2 (2) ◽  
pp. 129
Author(s):  
Septinda Rima Dewanti ◽  
Zeti Novitasari
Keyword(s):  
Data Analysis ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Research Method ◽  
Quantitative Research ◽  
School Counselor ◽  
Communication Skill ◽  
Counseling Students ◽  
Guidance And Counseling ◽  
Quantitative Research Methods

Interpersonal communication has been widely studied and proven to be an important skill possessed by school counselor. Interpersonal communication skills are activities that transfer certain information appropriately by the context of the communication. The purpose of this study was to determine the differences in interpersonal communication skills of students majoring in guidance and counseling. The subjects of this study were students of the guidance and counseling department at Universitas Negeri Yogyakarta, who enrolled in the year 2017, 2018 and 2019. The research method used was quantitative research methods. Data analysis was performed using One-way Anova.The results of this study show that there is no difference in the interpersonal communication skills based on semester level.

scholarly journals The Degree of Effective Communication Skills' Practice that Social Studies Teachers at the Directorate of Mafraq Perform from their Point of View

2019 ◽  
Vol 3 (12) ◽  
Author(s):  
Fatima Alwan Al- Juman
Keyword(s):  
Social Studies ◽  
Communication Skills ◽  
Effective Communication ◽  
Point Of View ◽  
Social Studies Teachers ◽  
Male Teachers ◽  
Years Of Experience ◽  
Female Teachers ◽  
Descriptive Method

    The present study aims at recognizing the degree of effective communication skills' practice that Social Studies teachers at the Directorate of Mafraq perform from their point of view. The researcher has used the descriptive method survey due to its appropriateness to the purposes of the study. The sample included (56) female teachers and (71) male teachers. In order to achieve the goals of the study; the researcher has prepared a 41- articled questionnaire. The study shows that the degree of effective communication skills' practice that Social Studies teachers at the Directorate of Mafraq perform from their point of view is medium. It also shows that there are no statistically significant differences related to gender, qualification, or years of experience.    

scholarly journals Upaya Guru IPS Dalam Mengembangkan Keterampilan Sosial Siswa di MTs Rogojampi Banyuwangi Tahun 2019

heritage ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 73-88
Author(s):  
Inayatul Umami ◽  
Musyarofah
Keyword(s):  
Social Skills ◽  
Social Studies ◽  
Communication Skills ◽  
Social Relations ◽  
Real Life ◽  
Social Studies Teachers ◽  
Group Discussions ◽  
Problem Solving Skills ◽  
Skills Group ◽  
Asking Questions

Abstract Teachers in social studies (IPS) learning are not only required to provide knowledge to students in mastering concepts related to community and but also the environment. More than that IPS teachers are expected to be able to equip students to have social skills. The development of students' social skills needs to be pursued by a teacher, bearing in mind that social skills are one of the important competencies needed by students to be able to maintain good social relations with others. The purpose of this study is to explore the efforts of social studies teachers in developing students' social skills at MTs Rogojampi Banyuwangi which include communication skills; group building skills; and problem solving skills. This study employs a qualitative approach descriptive research. Determination of informants is done purposively. Data was collected through interviews, observation and documentation. In addition, the data was analysed using the interactive model of Miles Huberman and Saldana, and the validity of the data was done by triangulated the sources and methods. The results of the study show that social studies teachers 'efforts in developing students' communication skills are carried out by the students through resolving existing conflicts in subjects and in real life, students are accustomed to asking questions and expressing opinions, and are trained to be able to speak in public. The effort of social studies teachers in developing students' group building skills is done through group discussions in learning, giving group assignments, and inviting students to do community service outside of the lesson or at empty hours. The efforts of social studies teachers in developing students' skills to solve problems namely through discussion, providing them with problems to be resolved by students, having students position themselves as people who have problems, finding solutions and asking students to solve problems themselves and learning about responsibility.     Abstrak Dalam pembelajaran IPS, guru tidak hanya dituntut untuk memberikan pengetahuan kepada siswa dalam menguasai konsep-konsep yang terkait kehidupan masyarakat dan lingkungannya. Lebih dari itu guru IPS diharapkan mampu membekali peserta didik memiliki keterampilan sosial. Pengembangan keterampilan sosial siswa perlu diupayakan oleh seorang guru, mengingat keterampilan sosial merupakan salah satu kompetensi penting yang dibutuhkan oleh seseorang untuk dapat menjaga hubungan sosial secara baik dengan orang lain. Tujuan penelitian ini adalah mendeskripsikan upaya guru IPS dalam mengembangkan keterampilan sosial siswa di MTs Rogojampi Banyuwangi yang meliputi keterampilan komunikasi; keterampilan membangun kelompok; dan keterampilan menyelesaikan masalah. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Penentuan informan dilakukan dengan purposive. Data dikumpulkan melalui wawancara, observasi dan dokumentasi. Teknik analisis data menggunakan model interaktif Miles Huberman dan Saldana, serta keabsahan data dilakukan dengan triangulasi sumber dan metode. Hasil penelitian menunjukkan upaya guru IPS dalam mengembangkan keterampilan siswa dalam berkomunikasi dilakukan dengan siswa diajarkan untuk menyelesaikan konflik yang ada pada mata pelajaran maupun dalam kehidupan nyata, siswa dibiasakan untuk  bertanya dan menyampaikan pendapat, serta dilatih untuk dapat berbicara di depan umum. Upaya guru IPS dalam mengembangkan keterampilan siswa membangun kelompok dilakukan melalui diskusi kelompok dalam pembelajaran, memberikan tugas kelompok, serta mengajak siswa melakukan kerja bakti di luar pelajaran maupun di jam kosong. Upaya guru IPS dalam mengembangkan keterampilan siswa untuk menyelesaikan masalah yakni melalui diskusi, guru memberikan masalah untuk diselesaikan siswa, menyuruh siswa memposisikan diri sebagai orang yang memiliki masalah, mencari solusi dan meminta siswa untuk menyelesaikan masalah sendiri dan belajar tanggung jawab.   Kata kunci: Keterampilan Sosial, Upaya Guru, dan Ilmu Pengetahuan Sosial

COMMUNICATION SKILLS AND MUSIC – UNITING IN THE MUSIC PROCESS

2018 ◽  
pp. 53
Author(s):  
Sandija Kušnere
Keyword(s):  
Empirical Research ◽  
Communication Skills ◽  
Research Method ◽  
Communication Skill ◽  
Social Care ◽  
Scientific Literature ◽  
Assessment Tool ◽  
Skill Assessment ◽  
Skills Assessment ◽  
Work Done

Object of paper – explore and discover the communication skills and musical synthesis of musical lessons in the process of working with children up to three years. The paper was used for theoretical metod – analysis of scientific literature and empirical research method – use of communication skill assessment tool in music lesson, pedagogical observations and conclusions.The paper updates the communication skills assessment tool for children up to three years old. These are children in a social care institution until a decision is made about his future.The author main conclusions of the study: 1. In order to ensure the environment for children in music classes, in order to promote the development of communication skills, the adult must be scientifically trained. It is important that the educational factor is based on scientific foundations. 2. The child is not an object that must constantly learn and train something. The task of adults to see the child's own initiative to participate and support their goals. At the same time to achieve mutual satisfaction with the work done. 3. The child absorbs the language long before he begins to speak so you need to give more opportunities to self–express your musical lessons. By using various musical components, the child improves his experience, as a result his communication skills are improved.  

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