E-learning: Introducing Computer Use in Mathematics Lessons in Primary Education

The aim of this paper is to identify and analyze the role that the use of the computer has in stimulating the logical thinking of young schoolchildren. Through this, the purpose of the activity of solving operations with natural numbers, is to develop logical thinking, properly combining intuitive elements with abstract ones. Solving arithmetic problems, we can activate young students in the formation of skills and abilities to analyze the given situation, to intuit and discover the way to get what is required in the mathematical problem. This paper aims to prove that, if both traditional methods and computer-based teaching methods are used in the instructive-educational process, then school performance will register a significant increase in terms of quantity and quality. This experimental study started from the premise that solving arithmetic problems with the help of computer, using e-learning platforms is an important activity in the mathematics lesson in primary school through which we stimulate young students’ logical thinking.

Pamali: Intervensi dan Pengaruhnya terhadap Pembentukan Pola Pikir Logis Remaja dalam Masyarakat Banjar

Pamali is one of the rules in society that is socialized and taught by parents to children in the form of prohibitions accompanied by threats with the intention of making it a control over children's behavior. Every parent's advice certainly has a good intention, but often the prohibitions that are collected in the pamali category are difficult to understand and even there is no relevance between cause and effect if violated. However, this tradition is able to intervene and influence the logical thinking ability of adolescents in Banjar society. The type of research used is descriptive qualitative. The research subjects included some students of SMA Global Islamic Boarding School. The technique used in retrieval of information is purposive sampling, namely by taking research subjects who meet the following criteria: 1) students who are familiar with the term pamali, 2) students born in the Banjar community, 3) students who are included in the category of having a high and low logical mindset. The results showed that the pamali tradition as folklore has a vital role in influencing the logical thinking patterns of adolescents. This is shown by their fear which is more dominant than their belief in the pamali tradition. Teenagers who believe in the pamali tradition tend to have an excessive fear of the consequences that do contain a lot of bad luck in it. Adolescents who have low logical thinking skills tend to believe in the pamali tradition. Then when compared to teenagers who have good logical thinking skills, they tend to be better able to filter the impact of the pamali tradition.

TEXTBOOK AS A MEANS OF CREATIVITY DEVELOPMENT OF A STUDENT

The article provides a comparative analysis of primary school textbooks in Poland and Ukraine. Summarizing the results of the analysis of the approaches of different authors, the following functions of the school textbook are singled out: informational, managerial, developmental, communicative, educational, differentiation of learning, individualization of learning. It is established that in modern textbooks of New Ukrainian School (NUS) much attention is paid to: development of logical thinking; activity approach; work with information; development of students' critical thinking; ability to interact and communicate; creativity development. Tasks of a creative origin aimed at organizing the search activities of students and the development of creativity improve the developmental function of textbooks for primary school. One of the key trends is the use of “open” textbooks. It is noted that the “open” textbook promotes the creativity of teachers who become its contributors; in addition, the textbook is enriched with local realities. Key words: textbook, development of creativity, modern Polish primary school, creative potential, New Ukrainian School (NUS), reform.

Evaluating Learning Media on Mathematical Literacy Through Student’s Logical Thinking Skill: Mobile Learning Integrated Ethnomathematics as Strategy to Improve Student’s Logical Thinking Skill

This study aims to evaluate learning media on mathematical literacy towards the achievement of logical thinking skills and determine strategies to build students’ logical thinking skills. The subject in this study were 79 fifth-grade primary school students in Surakarta and Boyolali. The data in this study is quantitative data and qualitative data. The instrument used to collect quantitative data was a mathematical literacy test consisting of five aspects of logical thinking skills that are understanding, planning, determining, solving, and conclusion. The instrument used to collect qualitative data was the scientific journal. The results showed that percentage achievement of students’ logical thinking skills in solving mathematical literacy is understanding (55,82%), planning (51,08%), determining (47,85%), solving (41,52%), and conclusion (31,14%). The data shows that learning media in elementary school could not be building students’ logical thinking skills. One strategy which can be used to build students’ logical thinking skills is through mobile learning integrated ethnomathematics.

Critical Thinking in University through a Curriculum-wide Reading and Writing Project

Critical thinking has gained popularity in the English as a foreign language (EFL) educational arena of late in Japan due to the Ministry of Education (MEXT) updating its requirements of English education to include logical thinking. This has caused the need for educators in Japan to quickly adapt to the inclusion of logical thinking, and by extension, critical thinking in their curriculum (MEXT, 2011) from 2013. Even though MEXT has required critical thinking to be included in the classroom, it seems very little has been done to include true critical thinking into textbooks and institutions’ curriculum designs. One crucial component of the language teaching curriculum is the ability to think rationally, objectively, and deeply about a topic, or in other words, to think critically. Critical thinking has been shown to foster students’ abilities to analyze, evaluate, and judge the value of the information presented to them both inside, and outside, the classroom (Lund, 2016). Critical thinking also helps students to make their own decisions related to their academic, and future employment, success (Nold, 2017). In a university-level reading and writing course in Japan, for example, students must create manuscripts at beginner to advanced levels that somewhat adhere to the expectations of academic English communities (Fang & Schleppegrell, 2010) when it comes to topic development and utilizing source information. In order to reflect on, and thereby judge the veracity of, the information presented to them either by their textbook in the classroom or by external sources, critical thinking skills allow students to deconstruct, reflect upon, and assign value to information sources. This also allows them to construct their own content on two levels, one, projecting their creativity as independent thinkers, and two, linguistically as writers who can think about a topic more deeply. The purpose of this paper is to share the planning, design, and implementation of a critical thinking reading and writing project which was introduced into the second-year EFL reading and writing focused courses at Tokai University from the spring and fall semesters of 2019. The reading and writing course, named Academic English (AE), was split into three levels depending upon the students’ performance in their first-year English courses. Each level of the AE course had a project book that was individualized for their corresponding textbook and level. The project’s focus, for all levels, was to develop critical thinking skills through the introduction of reflective thinking, logical fallacies, and research skills. At the end of the project, students were asked to apply their critical thinking skills to their textbook and research the veracity of the information presented to them in one of their required readings during the course. The overall reception of the project by the students was positive and results of a post-project questionnaire showed that students felt they had gained some mastery over critical thinking on subjects both in the classroom and in their lives. The project has seen success in allowing students to become learners who are more independent in their thinking, more critical in their reception to information provided to them, and better writers who are able to think on a topic more deeply and logically.

Contribution of Education, Employment, and Ethnicity Level to The Integration of Islam and Christian Religions in Central Lampung Regency

The study explores data on the contribution of education, employment, and ethnicity to the integration of Muslims and Christians in Central Lampung Regency by looking at the sociological dynamics of integration between Muslims and Christians. The integration group is divided into two, majority-minority and balanced group, based on religious affiliation. Data is collected using observation, interviews, and questionnaires consisting of favorable and unfavorable. The data collected is analyzed quantitatively and qualitatively. Quantitative analysis is carried out using one-way analysis of variance using the SPSS computer program while qualitative analysis is carried out using logical thinking including induction, deduction, analogy and comparison. The results of the study indicate that there are differences in integration between villages with a majority-minority and balanced religious composition, that the majority-minority community group has a higher quality of integration than the balanced group. The education variable shows that the level of education has a positive relationship with the level of integration. The higher the education is, the higher the quality of integration is. The job variable has no significant effect, but the overall mean is above the hypothetical mean. Ethnicity variables indicate variations in the quality of integration, in which the Batak and Javanese ethnicities have high integration quality, Palembang ethnicity is moderate, and Lampung ethnicity has low integration quality.

Physical Activity, Stress, Depression, Emotional Intelligence, Logical Thinking, and Overall Health in a Large Lithuanian from October 2019 to June 2020: Age and Gender Differences Adult Sample

This study aimed to examine relationships and group differences among adult people’s (aged 18–74) physical activity (PA), expression of stress, depression, emotional intelligence (EI), logical thinking (LT), and overall health assessment. Two hypotheses were formulated before the study. The first hypothesis is that overweight and obesity in young adults (18 to 34 years) females and males, in particular, should increase sharply and this should be associated with decreased PA, abruptly deteriorating subject health, increased stress, depression, and poorer emotion management and EI. Second hypothesis: We further thought that the better people’s reflective thinking, the more they should live a healthier life (e.g., exercise more and eat healthier), their overweight and obesity should be small or none. We aimed to confirm or reject these two hypotheses. We applied a quantitative cross-sectional study design. The study results revealed that during the lifespan of 18–24 and 25–34 years (young adults) there was a sharp increase in overweight and obesity, a decrease in PA (and especially vigorous physical activity (VPA)) (and this was particularly evident in the male), while research participants felt less stress and depression, subjective assessment of health did not change, and EI increased steadily with age (18–24 to 65–74 years). The higher the EI of the research participants from 18–24 to 65–74 years of age the higher their moderate-to-vigorous physical activity (MVPA), the less stress and depression they felt. Based on the results, it can be said that both females and males prefer PA “with a hot heart rather than a cold mind.” We base this conclusion on the fact that females and males who have the highest EI also have the highest MVPA while LT is not associated with MVPA.