E-HISTORY: HISTORY EDUCATION THROUGH DIGITAL HUMOUR FOR INDONESIA TEENAGERS ON INSTAGRAM ACCOUNT @memeinsejarah

Over time, the history of Indonesia began to be ignored and forgotten by the youngsters who wanted to inherit the country. Currently, mankind is in the technological revolution era that will gradually change our thinking styles, attitudes, and human relationships. The rapid growth and development of globalization, which continues to enter Indonesia, is increasingly difficult to contain. With the discovery of increasingly sophisticated technology, the world has now entered the era of Industrial Revolution 4.0, which is also known as the era of the digital revolution. One of them is social media, with the most popular content today being memes. Memes, which were originally only a form of humor transmission, are now developing into a medium for delivering information to critical media. Memes also develop their own themes, one of which is history. History subjects are very interesting because meme lovers can find historical information through memes. This can prove that memes can be used as a learning medium to help the learning process. The purpose of this study is to determine the ways and effects of applying memes as a means of learning history. The method used to find data in this activity is a qualitative method with a literature review method. The results show that the power of memes is used as a stimulus so that readers can find information that is humorous or joking, which is easier to read. Teachers/lecturers can intersperse the history learning process by using memes as a medium of learning while still providing historical facts about an event so that history learning can take place well and interestingly.

Investigation of Reflections from the Digital Game-Based Learning Environment in Higher Education

With this research, it is aimed to reveal the reflections of the digital game-based learning environment. The study group of the research consists of 28 mathematics teacher candidates studying at a state university. In the research conducted within the scope of the case study, the data were collected through worksheets used in the process of playing digital games, the opinion form for the games and observations. The research constitutes the 3 week part of the Teaching Mathematics by Game course, which is conducted for 14 weeks, 2 hours theoretical per week. In the designed learning environment, digital games were introduced to pre-service teachers, they were asked to play the games, take notes regarding the game during the game play, and reveal the mathematical results behind the games. After the game activities, teacher candidates were asked to evaluate the games. The data obtained were evaluated qualitatively and the thinking styles of the teacher candidates in the process of playing games and their views on games were presented with direct quotes and screenshots. The findings of the research revealed that the designed learning environment offers prospective teachers unique opportunities to think about mathematically strong contexts and to experience different methods of teaching and learning mathematics. The learning environment provided opportunities for teacher candidates to get to know, play, and understand and evaluate the mathematics behind the games, as well as discuss, think and collaborate in a meaningful context. In the study, it was concluded that educational digital games can become a powerful tool and an effective learning environment for learners, and prospective teachers need a radical approach that makes mathematics teaching interesting.

Assessment of cognitive factors and their relationship with burnout syndrome at different levels of medical education

Consecutive completion of specialist and residency training is an important stage in the development of a young physician. Therapeutic activity implies emotional intensity and a great number of factors, causing stress. The syndrome of emotional burnout is not only a result of neuropsychological stress, but also a consequence of uncontrolled stress. The aim of the research was to determine influence of thinking styles, types of thinking and creativity level on factors of cognitive appraisal as predictors of burnout syndrome development in higher education trainees (specialist and postgraduate training programmes). The search of predictors of a burnout syndrome was carried out for a sample of 330 medical students and 50 physicians of the control group. As a result of research it has been revealed that trainees as well as practitioners have a practical style of thinking; postgraduate trainees more often use the combined one, students, figurative; and physicians, sign type of thinking; higher parameters of creativity are marked in postgraduate trainees over physicians. In general, students on specialty and postgraduate training programmes have less difficulty with most of the cognitive assessment factors. The correlation analysis showed as follows: for students, there were direct links of medium strength between the sign type of thinking and “strong emotionsˮ, emotional detachment, and “future perspectiveˮ; for postgraduate trainees, there were direct and inverse links of very weak and weak strength, which could be neglected. However, further factor analysis is required in order to assess the influence of certain factor on the development of emotional burnout syndrome in medical trainees.

Fear Deciding Fate: How Fear Influences Moral Decision-Making

<p>Moral dilemmas require individuals to make a life-altering choice. Due to the severity of the choice, we argue that there is a degree of fear in moral decision-making. We aimed to see how prevailing fears in each individual predicts moral decision-making habits. We looked into the emotional and physical divisions of fear to deem which dimension of fear is more dominant in each participant. Then analysed these results against reported deontological or utilitarian moral inclinations to see if higher reports of fear impact moral decision-making. Additionally, we included two secondary variables that are most prevalent in fear research (gender and thinking styles) as well as the impact of burden on moral choice. We found that our research was supported; fear tendencies are linked to individual behaviours and burden of moral decisions was influenced by what we fear and affected moral choices.</p>

Fear Deciding Fate: How Fear Influences Moral Decision-Making

<p>Moral dilemmas require individuals to make a life-altering choice. Due to the severity of the choice, we argue that there is a degree of fear in moral decision-making. We aimed to see how prevailing fears in each individual predicts moral decision-making habits. We looked into the emotional and physical divisions of fear to deem which dimension of fear is more dominant in each participant. Then analysed these results against reported deontological or utilitarian moral inclinations to see if higher reports of fear impact moral decision-making. Additionally, we included two secondary variables that are most prevalent in fear research (gender and thinking styles) as well as the impact of burden on moral choice. We found that our research was supported; fear tendencies are linked to individual behaviours and burden of moral decisions was influenced by what we fear and affected moral choices.</p>

Brain dominance and its relationship to the professional trends in high school students: السيطرة الدماغية وعلاقتها بالميول المهنية لدى طلاب المرحلة الثانوية

The current study aimed to identify the relationship between brain domain and professional tendencies in high school students in Taif governorate, if there are differences between individuals in professional tendencies based on brain domain and is there a difference in the order of professional tendencies of students with left- handed sovereignty of the brain and students with right- handed sovereignty for the brain and if there are differences in the professional tendencies of the study sample due to the specialization and differences in the dominant side of the brain in the sample of the study depending on the variable of specialization. To achieve the objectives of the study, the descriptive curriculum was followed and the sample consisted of 97 high school students. The researcher used the brain range (Torrance, 1988: rationing Murad, 1994) and the Professional tendencies Scale (Preparation of Ayad, 2011). The results of the study showed no correlation between brain domain and professional tendencies in high school students, as well as no statistically significant differences in the professional tendencies based on brain domain. There are also no statistically significant differences in the professional tendencies due to the variable specialization, and the left pattern is prevalent among students of scientific disciplines, while the integrated pattern is the dominant pattern among students of literary disciplines, and the descending order of the students with left- handed sovereignty differs from the brain and students with right- handed sovereignty of the brain. And In light of the results, the researcher recommends giving students a variety of tasks that help them use both sides of the brain more. And support the curriculum with activities that address the two hemispheres of the brain. And the use of the integrative learning model or the integrated educational model in the educational environment to achieve integration between the two hemispheres of the brain. And training teachers to employ different strategies to develop both sides of the brain, in proportion to the different learning and thinking styles of students.

Analytic and Holistic Thinkers: Differences in the Dynamics of Heart Rate Complexity When Solving a Cognitive Task in Field-Dependent and Field-Independent Conditions

Analytic and holistic thinking styles are known to be associated with individual differences in various aspects of behavior and brain activity. In this study, we tested a hypothesis that differences in thinking styles may also be manifested at the level of neuro-visceral coordination. Heart rate variability (HRV) was compared between analytic and holistic thinkers at rest, during a simple motor choice reaction time task and when solving cognitive choice reaction time tasks in conditions with varying instructions contrasting the role of the field when evaluating objects. Participants (N = 52) with analytic and holistic thinking styles were equally successful at solving the cognitive tasks but response times were longer in the analytic group, compared to the holistic group. Heart rate complexity, as measured by sample entropy, was higher in the analytic group during the cognitive tasks but did not differ from the holistic group at rest or during the simple motor task. Analytic participants had longer response times and higher heart rate complexity when evaluating objects in relation to the field than when evaluating objects irrespective to the field. No difference in response times or heart rate complexity between tasks was observed in the holistic group. Our findings demonstrate that differences in individual behavior, including those related to holistic and analytic thinking styles, can be reflected not only in brain activity, as shown previously using fMRI and EEG methods, but also at the level of neuro-visceral coordination, as manifested in heart rate complexity.