Framing and facilitating complex problem-solving competences in interdisciplinary megaprojects: an institutional strategy to educate for sustainable development

Purpose Problem-based learning (PBL) has been suggested as an approach to education for sustainable development (ESD); however, the integration of interdisciplinarity is continuously challenged as it requires transfer and collaboration across disciplinary boundaries, as well as integration into an often already-overflowing curriculum. Even in formalized PBL universities emphasizing student responsibility for defining relevant problems, envisioning sustainable solutions and developing transversal competences, interdisciplinary collaboration is still often “relocated” to extra-curricular activities. This paper aims to explore Aalborg University (AAU) Megaprojects as a case for systematically integrating principles of ESD, and particularly interdisciplinarity, into PBL at scale. Design/methodology/approach The paper proposes a framework for analysing potentials and challenges concerning interdisciplinary framing and facilitation in large-scale projects based on PBL- and ESD-related research and presents findings from a case study on the first three rounds of megaprojects at AAU in 2019 and 2020. Findings The findings indicate that interdisciplinary megaprojects have the potential to motivate students to engage in sustainable development; however, they require systematic framing and guided facilitation, particularly in the early stages, for students to take ownership, prioritize collaboration and see the contribution to and connection between disciplines. They also need prioritization at all institutional levels to succeed as an institutional strategy of ESD. Originality/value The paper provides insights into the potentials and challenges of framing and facilitating large-scale megaprojects as an approach to integrate the SDGs and interdisciplinary collaboration into higher education. Hence, it aims to provide new insights, concepts and practices for ESD and PBL for sustainability.

The Influence Of The Peer-Teaching Learning Model On Student Responsibility Attitude In Physical Education

The research problem is the students' low attitude of responsibility. The research intends to find out how much influence the peer tutor learning model has on students' responsible attitudes in physical education. The type of research is a real experiment, the treatment variables are the peer tutor learning model (MTS) and the direct learning model (MTB). The dependent variable is the attitude of responsibility (STJ). The population in this study were all students of class VIII SMP Negeri 13 Makassar as many as 418 people, with a sample of 76 people who were divided into two groups, namely 38 people in the control group and 38 people in the experimental group. The study lasted for seven meetings in seven weeks, with details of the treatment in five meetings and before and after the treatment was given a pretest and posttest. The data were analyzed by paired t-test. The results showed that (1) there was a significant effect of MTB on students' STJ in physical education learning (p<0.05) (2) there was significant influence of MPL on students' STJ in physical education learning (p <0.05) (3) MTB is better at improving students' STJ in physical education learning than MPL (p<0.05). In conclusion, MTB is very good at improving STJ..

Individual and Typological Characteristics of Student Responsibility

В статье обоснована актуальность психологического исследования ответственности личности. Представлены отдельные психологические взгляды на проблему ответственности человека. Проанализированы результаты эмпирического исследования индивидуально-типологических особенностей данного свойства у студентов. Описаны содержательно-смысловой и инструментально-стилевой аспекты ответственности «энергичного» и «астенично-затрудняющегося» типов ее реализации, представители которых различались преимущественно динамическими, эмоциональными и регулятивными особенностями. Авторами установлено, что студенты с «энергичным» типом реализации ответственности, четко осознавая ее высокую важность для различных сфер жизни, демонстрировали устойчивое стремление к проявлению ответственности и развитию навыков ответственного поведения, преодолению возникающих трудностей и препятствий, ориентировались на свои внутренние ресурсы и силы, не полагаясь на помощь окружающих и волю случайных обстоятельств; ощущали большую результативность ответственного поведения в личностно значимой сфере, несмотря на то, что в основе их стремления к проявлению и развитию ответственности лежали и эгоистические, и социоцентрические цели и мотивы: они в равной мере руководствовались как личными установками, намерениями и интересами, связанными с удовлетворением собственных планов и исполнением желаний, самовыражением, раскрытием своих способностей и потенциала, так и стремлениями выполнить долг, оказать помощь близким, соответствовать ожиданиям значимых других. В различных ситуациях они переживали и позитивные, и негативные эмоции и чувства в зависимости от степени новизны и сложности предстоящей задачи, а также оценки достаточности собственной компетентности для ее выполнения. В то время как студенты с «астенично-затрудняющимся» типом реализации ответственности, также осознавая значимость данного свойства, проявляя его и при решении практических задач в предметной сфере, и в процессе саморазвития, самоактуализации и активно регулируя его проявления, характеризовались неустойчивым стремлением проявлять ответственное поведение, более негативным эмоциональным фоном, тревожностью, неуверенностью в себе в ситуациях необходимости проявления данного свойства. Знание специфических индивидуально-типологических особенностей ответственности студентов выделенных типов, учет сильных и слабых сторон этого важнейшего свойства личности у каждого из них помогут вузовским психологам, педагогам и самим студентам определить направления работы по его развитию и коррекции. The article substantiates the relevance of psychological research of personal responsibility. It analyzes different psychologists’ views on the issue of human responsibility. It analyzes the results of empirical research pertaining to individual and typological characteristics of student responsibility. It describes the conceptual and instrumental aspects of responsibility in vigorous and asthenic people who differ in their emotional dynamics and emotional regulation. The author maintain that vigorous students fully appreciate the importance of various spheres of life, they do their best to behave responsibly, to overcome challenges, to rely on their internal resources and strengths and not on external factors, such as external help. Vigorous students see the results of their responsible behaviour. Driven by initially selfish and sociocentric interests, these students assist others, fulfill their duties, meet the expectations of other people who are important for them. Facing a new task, such students assess whether they are competent enough to complete it. In different situations, they experience both positive and negative emotions. Asthenic students fully appreciate the importance of responsible behaviour, however, they do not always behave responsibly, they often experience negative emotions and anxiety. In situations that require responsible behavior, they experience problems with self-esteem and self-confidence. Knowing specific individual and typological characteristics of student responsibility, taking into consideration their strengths and weaknesses, university psychologists and educators will be ale to help students to become more responsible and efficient.

The implementation of guided discovery learning model to improve students’ characters of responsibility and academic skills

The low level of responsibility and academic skills can hinder students in developing all their potentials to obtain more meaningful information and stay on one’s memory. Thus, research was conducted to improve the character of responsibility and the academic skills of Grade XI Science 1 students at SMA Negeri 12 Banjarmasin. This type of research is a class action model adapted from Kemmis and Mc Taggart, consisting of 2 cycles. Each cycle includes planning, implementation/observation, and reflection. The research subjects involved were 23 pupils. Observation and tests were conducted to collect the data needed. The instruments used were observation sheets on the implementation of the Learning Implementation Plan. Observation sheets were utilized to analyze student responsibility characters, science process skills tests, and cognitive ability tests. Data were analyzed descriptively. The findings of the research instruments from cycle I to cycle II stated: (1) the implementation of the Learning Implementation Plan in the first cycle of the first meeting obtained a score of 79.43% (good), and the second meeting received 85.36% (very good). In the second cycle, the first meeting got 91.73% (excellent) and the second meeting achieved 93.17% (very good); (2) The average level of student responsibility in cycle I and cycle II increased from 65.81% (high) to 81.42% (very high); (3) Students’ science process skills in cycle I and cycle II also increased from 0.58 (quite skilled) to 0.92 (very professional); (4) The classical cognitive ability of students in cycle I and cycle II increased from 78.26% (completed) to 100% (completed). It was concluded that the guided discovery learning model helped improve students’ responsibility and academic skills.

Development of story calendar media: Literacy resources for learning of narrative writing skills and character responsibilities

This research is motivated by the need for instructional media to improve narrative writing skills and the character of student responsibility. Because of this, a story calendar with the theme of responsibility was developed. This research is RnD research. Starting from research and information collecting, planning, develop preliminary form of product, preminary field testing, main product revision, main field testing, operational product revision. Based on the results of the media development that has been performed above, it can be conclude that the story calendar media are ready for implementation. The validity is proven by the validators, consisting the media expert, material expert, language expert, and also from the teachers and students responses. The mean score from the expert and teachers responses is belongs to “Very Eligible” criteria. All the students responses showed that they said “Yes” almost 100% in all the statement from the students questionnaire. It is excpected that the story calendar media can serve as an alternative of literacy media and supplementation learning material, especially for writing skills learning and developing student’s responsibility character. Keywords: media, story calendar, writing skill, narrative, responsibility

PENERAPAN MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP, DISIPLIN DAN TANGGUNG JAWAB SISWA TINGKAT SEKOLAH DASAR

The purpose of this study was to find out how students' understanding of concepts, disciplines and responsibilities could be improved by applying the Think Pair Share (TPS) model. The research method used is classroom action research which is carried out in two cycles, where each cycle consists of two meetings. The research subjects were 31 students of SDN Tanahwulan Maesan Bondowoso class Vb. The research instrument in the form of observation sheets and written tests was analyzed using qualitative descriptive analysis techniques. The indicator of the success of this classroom action research uses the minimum completeness criteria target (KKM) that has been set, namely 70 with classical completeness of 94% or 29 students. From the results of the study it was found that the average level of completeness of the students' conceptual understanding of social studies material continued to increase from the pre-cycle conditions of 52%, cycle 1 was 84% ​​and cycle 2 was 100%. In the discipline aspect, there was also an increase in the score from 71 in cycle 1, increasing to 86 in cycle 2. In the aspect of student responsibility, the score increased, namely 72 in cycle 1 and 85 in cycle 2. So it can be concluded that the application of the TPS learning model can improve understanding of students' concepts, disciplines and responsibilities

TOOLS FOR PERSONALIZED LEARNING-BASED TEACHER EDUCATION

Changes in the education from a teacher-centered to a student-centered approach requires changes in schools and in teacher education. One of possible ways is personalized learning (PL). It is a new concept in many countries around the world. PL is closely related to individualized, differentiated learning, inclusive education principles (Abbot, 2014; EDUCAUSE, 2013). PL builds on an understanding of learner: individual development, seeking of personal goals, taking into consideration individual differences and inclusion. PL “challenges teachers to search for pedagogy and practices that will help them addressing diversity in their classroom” (Guðjónsdóttir, 2000, p.9). Different methods and tools (e-tools as well) might be used for PL such as digital storytelling, three step interview, e-portfolio. Paper presents theoretical analysis of links between aspects of effective learning (good knowledge of each student; shared teacher and student responsibility within the learning process; personal learner involvement, linking to individual motivation, experience, and aspirations; collaboration, participation and involvement in the learning process; effective use of information technology and other learning resources (Williams, 2013)) and methods/tools for PL.

The use of digital technologies in a 1:1 laptop initiative

The use of digital technologies is now a natural part of schoolwork in many schools. The use of digital technologies and the conditions for technology-enhanced learning and school development were studied in two schools, an upper-secondary school and a compulsory school, over a period of 3 years, exploring the student, teacher, school leader, and school perspectives. In this small study, two surveys (N = 26; N = 17) were used to provide further insights into the compulsory school, by exploring the parent perspective of a 1:1 laptop initiative. Laptop use in the classroom was seen as a potential pedagogical tool for structure and support in learning activities, student responsibility for schoolwork, and issues of digital equity. Challenges included increased laptop use, difficulties regarding insight into and monitoring of schoolwork and homework, students’ focus on schoolwork in the classroom environment, and physical aspects. The results show that the parent perspective provides important insights for teachers, school leaders, and school organizers that may help support students’ learning through the use of digital technologies in the classroom.

KOMPETENSI KEPRIBADIAN GURU DALAM PEMBINAAN AKHLAK SISWA

Teacher's personality competence is the most important factor for student learning success. Teachers become examples and role models in fostering and shaping students' morals. The purpose of this study was to: a description of the teacher's personality competence in moral development, a description of the process of character building for students at MTs Al Ma'arif Brudu Sumobito Jombang. The results showed that: the teacher's personality competence in building student morals, namely by reflecting the teacher's personality includes: a disciplined personality, being a good role model for students, having a good work ethic by carrying out the mandate and responsibilities as a teacher, being able to behave fair to students in the learning process, be assertive, have a consistent attitude in acting according to norms. The process of building student morals is carried out by various methods applied by the teacher, including: first, through exemplary by instilling discipline and student responsibility. Second, through good habituation by getting students accustomed to worshiping, smiling, greeting, greeting, and shaking hands, and helping each other. Third, give good advice or maui'zhah to students. The fourth is to provide punishment with the aim of deterring students from repeating disgraceful acts.

Education in Learning Religious Education in College Education in Palopo City

Cultivating awareness of the multicultural dimension in a plural and multicultural society through education is urgent because education is a potential entry point to instill an appreciation for diversity due to ethnicity, religion, gender, and family economic background and others. college student. This study aims to describe the cultural values ​​of Bugis in Islamic education that develop in universities in Palopo City. In research using qualitative. The culture of siri 'in religious learning from students' attitude of discipline and responsibility. Discipline and student responsibility to maintain self-esteem and dignity of students which are a reflection of the culture of siri 'which functions as the spirit of students in the value education process. The concept of siri learning in education provides respectful values ​​such as Sipakatau (giving information), Sipakalebbi (Mutual Respect), Sipakaingge (Reminding each other), Sipakatou (Sharing). Bugis culture has a sense of love and affection for others which is shown by proverbs such as Mali siparappe, rebba sipatokkong, malilu sipakainge (other people are taken away, helped, some fall, are helped to wake up, others come out of the norm to be reminded / repent). Bugis people are fellow human beings, let alone fellow humans. So that Bugis cultural education is in line with the values ​​of pluralism that grow and develop in Indonesia.