scholarly journals Psikologi Komunikasi dalam Pendidikan Islam

2021 ◽  
Vol 3 (1) ◽  
pp. 33-48
Author(s):  
Ceceng Ahmad ◽  
Noorchasanah ◽  
Bambang Samsul Arifin
Keyword(s):  
Psychological Symptoms ◽  
Psychological Aspects ◽  
Islamic Education ◽  
Work Outcomes ◽  
Educational Problem ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
And Control ◽  
Descriptive Qualitative

Communication psychology is described as a science that seeks to describe, predict, and control mental and behavioral events (behavior) in communication. The educational problem that is often neglected in educational activities is that it does not pay attention to the psychological aspects of interacting between individuals, more precisely on the psychological aspects of communication. Educators and students often experience boredom in study and work, boredom, laziness, and loss of motivation are psychological symptoms that are often approached by people who are studying or working. This symptom to some degree will affect learning and work outcomes. Gives birth to a class crisis, a loss of motivation and a loss of excitement. The research method used in writing this article is descriptive-qualitative. The descriptive-qualitative approach is used to study the psychology of organizational communication in the perspective of Islamic education. The concept of communication psychology in the perspective of Islamic education must be based on a teacher-student relationship that is full of love and affection, love and affection, openness, freedom, honesty, sincerity and sincerity, religion, family atmosphere, and not in an atmosphere of power.

Islamic Education Today and Yesterday

2020 ◽  
pp. 1-19
Author(s):  
Terence Lovat
Keyword(s):  
Literature Review ◽  
Contemporary Literature ◽  
Islamic Education ◽  
Distinctive Features ◽  
Western Education ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Education Today ◽  
Student Relationship

The chapter will offer a literature review of principal themes to be found in contemporary and earlier sources concerned with distinctive features of Islamic education. It will be found that, among a number of themes, those concerned with the teacher-student relationship and the holistic balance between intellectual and spiritual/moral ends stand out as dominant. Explicit in much contemporary literature and implicit in some earlier sources lies a critique of Western education as more instrumental and so narrower regarding these two features. The chapter will conclude with a summary of the distinctive contribution that Islamic education can make to a Western education contemporaneously in search of a renewed holism and fortified moral component.

Spinning in the NAPLAN Ether: ‘Postscript on the Control Societies’ and the Seduction of Education in Australia

2012 ◽  
Vol 6 (4) ◽  
pp. 564-584 ◽  
Author(s):  
Greg Thompson ◽  
Ian Cook
Keyword(s):  
Classroom Quality ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Educative Process ◽  
Student Relationship ◽  
And Control

This paper applies concepts Deleuze developed in his ‘Postscript on the Societies of Control’, especially those relating to modulatory power, dividuation and control, to aspects of Australian schooling to explore how this transition is manifesting itself. Two modulatory machines of assessment, NAPLAN and My Schools, are examined as a means to better understand how the disciplinary institution is changing as a result of modulation. This transition from discipline to modulation is visible in the declining importance of the disciplinary teacher–student relationship as a measure of the success of the educative process. The transition occurs through seduction because that which purports to measure classroom quality is in fact a serpent of modulation that produces simulacra of the disciplinary classroom. The effect is to sever what happens in the disciplinary space from its representations in a luminiferous ether that overlays the classroom.

scholarly journals The Use of Pedagogical Translation in Teaching English by Scientific Approach

2019 ◽  
Vol 2 (4) ◽  
pp. 111-119
Author(s):  
Masitowarni Siregar
Keyword(s):  
Qualitative Research ◽  
Classroom Management ◽  
English Teachers ◽  
Teaching English ◽  
Know How ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Scientific Approach ◽  
Student Relationship ◽  
Descriptive Qualitative

The study is aimed to know how the English teachers use of pedagogical translation and why the teachers use it in the process of scientific approach.The subject of the study was the English teachers in MAN Medan. The study was conducted in descriptive qualitative research because the researcher did not apply any treatment and experiment in the research. Descriptive qualitative research concerns providing description of a phenomenon that occurs naturally without any intervention of an experiment or an artificially contrived treatment (Bogdan&Biklen, 1992: 28). The techniques of collecting data of the study were observation and interview. The results of the study showed that three English teachers in teaching process by using scientific approach in the process of conveying and checking meaning of words or sentences, explaining grammar and classroom management. Then, The reasons of using translation were facilitating communication, teacher-student relationship and the L2 learning.

Positive And Supportive Teacher Student Relationship

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 2665-2673
Author(s):  
Parmanand Tripathi
Keyword(s):  
Learning Outcomes ◽  
Quantitative Research ◽  
Primary Objective ◽  
Learning Space ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
The University

Every teacher must realize that he/she needs to be highly motivated, committed, passionate, and optimistic towards his/her students as well as his/her teaching in order to create a positive and productive impact on the students and their learning outcomes. It is a proven fact that teachers who are sincere, caring, approachable, supportive and inspiring can easily enable their students to become enthusiastic, successful and creative learners. John Hattie, a proponent of Evidence Based Quantitative Research Methodologies on the Influences on Student achievement, who is also a Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, has noted in his study that a harmonious classroom can assist with the development of creativity as well as reduce anxiety levels amongst students. In my opinion, the primary objective of all effective and conscious teachers should be to promote a safe and healthy learning environment wherein students will feel confident, comfortable, happy and accepted. Time and again, I am convinced of the fact that only effective and conscious teachers understand, acknowledge and therefore, appreciate the significance of creating a rapport and bonding with their students for providing an education that is positive, productive and progressive. When teachers display a positive and congenial attitude towards their students, they not only make them ‘learn better, faster and deeper’ but make them self-confident and self-reliant too. Building positive, supportive, cooperative and mutually strong teacher-student relationships is the key to create a welcoming, healthy and conducive learning space in which students are enabled to thrive, prosper and go on to become what they are meant to be in life. And it is only by forging and nurturing a strong and positive relationship with their students, can teachers create a healthy and conducive learning atmosphere wherein students feel welcome, accepted, respected, loved and cared for, wherein learning becomes fun and joy. Conscious and committed teachers promote the art of positive parenting in every classroom and in every school to enable the students to become confident learners by willingly and happily shouldering the responsibility of being their ‘second parents’.When teachers teach with passion, display positive attitude towards their students and their success, and show genuine care for them, the students reciprocate with respect for their teachers, interest and love for their learning.

The Association between Interparental Conflict and Problematic Internet Use among Chinese adolescents: Testing a Moderated Mediation Model

2020 ◽  
Author(s):  
Lin-Xin Wang ◽  
Kai Dou ◽  
Jian Bin Li ◽  
Ming-Chen Zhang ◽  
Ji-Yao Guan
Keyword(s):  
Interparental Conflict ◽  
Time Perspective ◽  
Moderated Mediation ◽  
Problematic Internet Use ◽  
Mediation Model ◽  
Moderated Mediation Model ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Negative Time

Although interparental conflict is a risk factor for adolescent problematic internet use (PIU), little research has investigated the mediating and moderating mechanisms underlying this association from the perspective of "school × family" interplay. To address such gaps, this study tested the idea that interparental conflict might be associated with PIU in adolescents via restraining the protective effect of future positive time perspective and via boosting deleterious effect of future negative time perspective. In addition, this study also investigated the moderation effect of teacher-student relationship in the association between interparental conflict and future time perspective. Using three-wave longitudinal data, with each time point spanning three months apart, this study examined the aforesaid questions in a sample of 523 Chinese adolescents (M age = 14.64, SD = 1.37; 276 boys and 247 girls). Results of moderated mediation model indicated that interparental conflict at T1 was associated with PIU at T3 in adolescents through future negative time perspective at T2, especially for adolescents with a great teacher-student relationship. These findings shed light on the underlying mechanisms that explain how interparental conflict is associated with PIU in adolescents and provide effective prevention and intervention strategies of PIU in a Chinese cultural context

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