EFL TEACHER'S PEDAGOGICAL BELIEFS IN TEACHING AT AN INDONESIAN UNIVERSITY

<p>Teachers should have pedagogical beliefs in their studies, which function as a filter and guidance for their decision-making and teaching methods in the teaching-learning process. To promote an active and meaningful learning experience, Indonesian curriculum policy incorporated principles that place students at the center of the learning process. However, most of the time, teachers are in charge of the teaching-learning process and become the center of the learning process, while students are passive recipients of knowledge.This study was conducted to find out teachers' pedagogical beliefs in teaching at university. The present study was a basic interpretative qualitative study with five English teachers as the participants, and the data were collected through observation, questionnaire, and field notes. The data were analysed by data reduction, data display, and concluding. The study results showed that the teachers believed that teaching is the process of transmitting and constructing knowledge. This study implied that the EFL teachers believed and implemented a student-centered approach in the teaching-learning process.</p>

INTERAKSI DAN IMPLIKASINYA TERHADAP OPTIMALISASI CAPAIAN KOMPETENSI PEMBELAJARAN DARING

The COVID-19 pandemic has forced learning activities to be carried out online. This raises concerns about the quality of the competencies achieved. Many previous studies on online learning have been done. However, the focus of attention on the strategic role and the contribution of interaction to the learning outcomes is still very limited. This article aims to discuss two things. First, the strategic role of learning interactions in online learning, including the interaction of educators and students, the interaction of students with students, and interactions of students with digital learning content. Second, the theoretical implication of the learning interaction variable on efforts to optimize the quality of competency attainment in online learning. Based on the results of the literature review, it shows that learning interaction is a very essential variable in determining student competency achievement through active engagement in constructing knowledge and skills, as well as the meaning of online learning perceived by students. AbstrakPandemi COVID-19 menyebabkan aktivitas pembelajaran terpaksa harus dilaksanakan secara daring. Itu menyebabkan timbulnya kekhawatiran terhadap kualitas kompetensi yang dicapai. Penelitian-penelitian terdahulu pada pembelajaran daring sudah cukup banyak dilakukan. Meskipun demikian, fokus perhatian terhadap peran strategis dan kontribusi interaksi terhadap capaian hasil pembelajaran masih sangat terbatas. Artikel ini bertujuan untuk mendiskusikan dua hal. Pertama, peran strategis interaksi pembelajaran dalam pembelajaran daring, meliputi interaksi pendidik dan peserta didik, interaksi peserta didik dengan peserta didik dan interaksi peserta didik dengan konten pembelajaran. Kedua, implikasi teoritis variabel interaksi pembelajaran terhadap usaha optimalisasi kualitas capaian kompetensi pada pembelajaran daring. Berdasarkan hasil kajian pustaka menunjukkan bahwa interaksi pembelajaran merupakan variabel yang sangat esensial dalam menentukan capaian kompetensi pembelajaran melalui partisipasi aktif peserta didik dalam mengkonstruksi pengetahuan dan keterampilan, serta kebermaknaaan dan capaian pembelajaran daring.

“How will you construct a pathway system?”: Microanalysis of teacher-child scientific conversations

During the preschool years, children’s question-explanation exchanges with teachers serve as a powerful mechanism for their early STEM knowledge acquisition. Utilizing naturalistic longitudinal classroom data, we examined how such conversations in an inquiry-based preschool classroom change during an extended scientific inquiry unit. We were particularly interested in information-seeking questions (causal, e.g. “How will you construct a pathway?”; fact-based, e.g., “Where’s the marble?”). Videos (n = 18; 14 hours) were collected during a three-week inquiry unit on forces and motion and transcribed in CLAN-CHILDES software at the utterance level. Utterances were coded for delivery (question vs. statement) and content (e.g., fact-based, causal). Although teachers ask more questions than children, we found a significant increase in information-seeking questions during Weeks 2 and 3. We explored the content of information-seeking questions and found that the majority of these questions were asked by teachers, and focused on facts. However, the timing of fact-based and causal questions varied. Whereas more causal questions occurred in earlier weeks, more fact-based questions were asked towards the end of the inquiry. These findings provide insight into how children’s and teacher’s questions develop during an inquiry, informing our understanding of early science learning. Even in an inquiry-learning environment, teachers guide interactions, asking questions to support children’s learning. Children’s information-seeking questions increase during certain weeks, suggesting that providing opportunities to ask questions may allow children to be more active in constructing knowledge. Such findings are important for considering how science questions are naturally embedded in an inquiry-based learning classroom.

Education and Corporeality: Contributions from the Philosophy of Sport

Corporeality is a subject strongly present in educational discussion nowadays. The purpose of this paper is to present an outline of issues we may address from the philosophy of sport that could foster a fruitful dialogue with the philosophy of education. It is understood that the philosophy of education can benefit from reflections on corporeality and human movement, namely from sports and games. Initially, the article introduces the philosophy of sport as a field of study that addresses reflections on human movement from sports and games. They highlight elements that are not specific to such practices and foster reflexions on different areas. Afterwards, it explores the experience of corporeality and the dialogical dimension of human movement based on Merleau-Ponty's phenomenology. Human movement indicates a unique way of being communicative. Finally, it presents some reflections on playing games as an experience that helps us think about our relationships with others and the environment. From this perspective it is possible to seek some critical features to understand education in the experience of human movement, namely from playing games, such as experience, dialogue, and expressiveness. Thoughts on human movements may reinforce the role corporeality plays in education as a collective experience and the recognition of the body's expressive potential in constructing knowledge.

Attribute Extraction Study in the Field of Military Equipment Based on Distant Supervision

The effective organization and utilization of military equipment data is an important cornerstone for constructing knowledge system. Building a knowledge graph in the field of military equipment can effectively describe the relationship between entity and entity attribute information. Therefore, relevant personnel can obtain information quickly and accurately. Attribute extraction is an important part of building the knowledge graph. Given the lack of annotated data in the field of military equipment, we propose a new data annotation method, which adopts the idea of distant supervision to automatically build the attribute extraction dataset. We convert the attribute extraction task into a sequence annotation task. At the same time, we propose a RoBERTa-BiLSTM-CRF-SEL-based attribute extraction method. Firstly, a list of attribute name synonyms is constructed, then a corpus of military equipment attributes is obtained through automatic annotation of semistructured data in Baidu Encyclopedia. RoBERTa is used to obtain the vector encoding of the text. Then, input it into the entity boundary prediction layer to label the entity head and tail, and input the BiLSTM-CRF layer to predict the attribute label. The experimental results show that the proposed method can effectively perform attribute extraction in the military equipment domain. The F 1 value of the model reaches 77% on the constructed attribute extraction dataset, which outperforms the current state-of-art model.

Hungry for Progress? Enacting Food Sovereignty

<p>This research builds upon and utilises an emerging field of food and development theory – food sovereignty – as it discusses possibilities for an alternative food system, where the production, distribution and consumption of food may be guided by principles that foster a holistic, ethical and sustainable approach. The theory of food sovereignty has grown from the writings of La Via Campesina (a global movement of food producers in the Global South) and offers critiques of the current food system, food security and corporate globalisation. As I grapple with the key principles of food sovereignty and explore the ways in which they are visible within Wellington, Aotearoa, I interact with five key organisations and present ways their actions foster a food sovereignty paradigm. By blending the theoretical with the practical, this thesis presents the lived experiences of people working in; Koanga Institute, Biofarm, Commonsense Organics, Workerbe and Kaibosh. Bringing together the perspectives of these five organisations with relevant literature, this thesis first discusses some potential market-based solutions for achieving ethical consumption. It then examines ideas around the move to ‘grow something’ as a tool for resistance, reclaiming spaces and healing; to finally explore the ways in which a more holistic approach to food can nurture spiritual connections in profound and unique ways. Hungry for Progress? Enacting Food Sovereignty is a qualitative research project that embraces notions of positionality and reflexivity and shares my journey of living this research. Through exploring the food sovereignty narratives and worldviews, I seek to promote empowerment among individuals and organisations through constructing knowledge that supports postcolonial, feminist and activist interactions so that good change in the food system (and beyond) may become a reality.</p>

Hungry for Progress? Enacting Food Sovereignty

<p>This research builds upon and utilises an emerging field of food and development theory – food sovereignty – as it discusses possibilities for an alternative food system, where the production, distribution and consumption of food may be guided by principles that foster a holistic, ethical and sustainable approach. The theory of food sovereignty has grown from the writings of La Via Campesina (a global movement of food producers in the Global South) and offers critiques of the current food system, food security and corporate globalisation. As I grapple with the key principles of food sovereignty and explore the ways in which they are visible within Wellington, Aotearoa, I interact with five key organisations and present ways their actions foster a food sovereignty paradigm. By blending the theoretical with the practical, this thesis presents the lived experiences of people working in; Koanga Institute, Biofarm, Commonsense Organics, Workerbe and Kaibosh. Bringing together the perspectives of these five organisations with relevant literature, this thesis first discusses some potential market-based solutions for achieving ethical consumption. It then examines ideas around the move to ‘grow something’ as a tool for resistance, reclaiming spaces and healing; to finally explore the ways in which a more holistic approach to food can nurture spiritual connections in profound and unique ways. Hungry for Progress? Enacting Food Sovereignty is a qualitative research project that embraces notions of positionality and reflexivity and shares my journey of living this research. Through exploring the food sovereignty narratives and worldviews, I seek to promote empowerment among individuals and organisations through constructing knowledge that supports postcolonial, feminist and activist interactions so that good change in the food system (and beyond) may become a reality.</p>

PENINGKATAN PRESTASI BELAJAR IPA FISIKA DENGAN MENGGUNAKAN PENDEKATAN PROBLEM POSSING ENGAN LATAR PEMBELAJARAN KOOPERATIF KELAS XI-ADM.A SMK NEGERI 1 NARMADA KABUPATEN LOMBOK BARAT TAHUN PELAJARAN 2017-2018

ABSTRAKBelajar merupakan suatu kegiatan kreatif. Belajar bukan berarti hanya menyerap tetapi juga mengkonstruk pengetahuan. Belajar IPA Fisika akan optimal jika siswa terlibat secara aktif dalam membuat, bukan hanya strategi penyelesaian, tetapi juga masalah yang membutuhkan strategi tersebut.Menurut Upu ( 2003:10 ) Problem Possing dapat dilakukan secara individu atau kalsikal ( classical ), berpasangan ( in pairs ), atau secara berkelompok( groups ). Masalah atau soal yang diajukan oleh siswa secara individu tidak memuat intervensi dari siswa ini. hal ini dapat mengakibatkan soal kurang berkembang atau kandungan informasinya kurang lengkap. Soal yang diajukan secara berpasangan dapat lebih berbobot dibanding soal yang diajukan secara individu, dengan syarat terjadi kolaborasi di antara kedua siswa yang berpasangan tersebut. Jika soal dirumuskan oleh suatu kelompok kecil ( tim ), maka kualitasnya akan lebih baik dari aspek tingkat keterselesaian maupun kandungan informasinya. Kerjasama diantara siswa dapat memacu kreativitas serta saling melengkapi kekurangan mereka.Pada pembelajaran kooperatif, siswa dibagi kedalam kelompok-kelompok kecil yang heterogen. Mereka akan bekerja sebagai sebuah tim untuk memahami materi pelajaran dan meyelesaikan tugas yang diberikan. Oleh karena itu penulis perlu melakukan penelitian tindakan kelas dengan judul Peningkatkan Prestasi Belajar IPA Fisika dengan Menggunakan Pendekatan Problem Possing dengan Latar Pembelajaran Kooperatif Kelas XI-ADM.A SMK Negeri 1 NarmadaTahun Pelajaran 2017-2018. Kata Kunci: problem possing; cooperative learning; prestasi belajar. ABSTRACTLearning is a creative activity. Learning does not mean only absorbing but also constructing knowledge. Learning Science Physics will be optimal if students are actively involved in making, not only solving strategies, but also problems that require these strategies. According to Upu (2003:10) Problem Possing can be done individually or classically (classical), in pairs (in pairs), or in groups (groups). Problems or questions posed by students individually do not contain intervention from these students. this can result in less developed questions or incomplete information content. Questions posed in pairs can be more weighty than questions posed individually, provided that there is collaboration between the two students in pairs. If the questions are formulated by a small group (team), then the quality will be better in terms of the level of completion and information content. Cooperation among students can stimulate creativity and complement each other's shortcomings. In cooperative learning, students are divided into small, heterogeneous groups. They will work as a team to understand the subject matter and complete the assigned tasks. Therefore, the authors need to conduct classroom action research with the title Improving Physics Science Learning Achievement by Using a Problem Possing Approach with a Cooperative Learning Background for Class XI-ADM.A SMK Negeri 1 Narmada for the 2017-2018 academic year. Keywords: problem possing; cooperative learning; learning achievement.

International Law As We Know It

International legal scholars tend to think of their work as the interpretation of rules: the application of a law 'out there' to concrete situations. This book takes a different approach to that scholarship: it views doctrine as a socio-linguistic practice. In other words, this book views legal scholars not as law-appliers, but as constructing knowledge within a particular academic discipline. By means of three close-ups of the discourse on cyberwar and international law, this book shows how international legal knowledge is constructed in ways usually overlooked: by means of footnotes, for example, or conference presentations. In so doing, this book aims to present a new way of seeing international legal scholarship: one that pays attention to the mundane parts of international legal texts and provides a different understanding of how international law as we know it comes about.