intellectual abilities
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2021 ◽  
Vol 2 (2) ◽  
pp. 122-133
Author(s):  
Tiur Imeldawati ◽  
Yefta Nainggolan ◽  
Warseto Freddy Sihombing

The holistic curriculum is a character-based curriculum that encourages students to find their potential, identity, and abilities until finally forming the personality of students as God wants. The purpose of this study is to see the advantages of a holistic curriculum in the formation of children's personality which is applied in PPA Cluster Medan-Pancur Batu. The research method used is a quantitative method, by taking samples from children who are members of several PPAs who are members of the Medan Pancur Batu Cluster. The findings of this study are that the advantages of the holistic integrative curriculum that are applied include: being able to encourage the exploration of children's intellectual abilities through the implementation of the curriculum, in addition to intellectual abilities, this curriculum also encourages children's socio-emotional abilities and skills related to physical abilities, other advantages. is that children are given the freedom to explore and find their superiority through screening their talents or interests, and in the end children can become individuals who can actualize themselves who are spiritually educated in the guidance of the truth of God's word. Kurikulum holistic nerupakan kurikulum berbasis karakter yang mendorong peserta didik menemukan potensi diri, jati diri, kemampuan yang dimiliki sampai pada akhirnya membentuk kepribadian peserta didik sebagaimana yang Tuhan kehendaki. Tujuan penelitian ini adalah untuk melihat keunggulan kurikulum holistic dalam pembentukan kepribadian anak yang diterapkan di PPA Cluster Medan-Pancur Batu. Metode penelitian yang digunakan adalah metode kuantitatif, dengan mengambil sampel dari anak-anak yang merupakan anggota dari beberapa PPA yang tergabung dalam Cluster Medan Pancur Batu. Adapun temuan penelitiian ini bahwa keunggulan kurikulum holistic integrative yang diterapkan antara lain adalah: mampu mendorong eksploarasi kemampuan intelektual anak melalui implementasi kurikulum yang dilakukan, selain kemampuan intelektual, kurikulum ini juga mendorong kemampuan sosio-emosional anak dan kemampuan skill yang berkaitan dengan fisik, keunggulan lainnya adalah anak-anak diberikan kebebasan untuk menggali dan menemukan keunggulan diri melalui penjaringan bakat atau pun minat mereka, dan pada akhirnya anak-anak bias menjadi pribadi-pribadi yang dapat mengaktualisasikan diri mereka yang dididik secara spiritual di dalam tuntunan kebenaran firman Allah.


2021 ◽  
Vol 12 (3) ◽  
pp. 108-113
Author(s):  
Dr Sumanta Bhattacharya ◽  
Bhavneet Kaur Sachdev

Indian Diaspora has never been acknowledged and been neglected in India’s cultural diplomacy for long period of time but their contribution and immense leverage in local communities and government has been recognised in recent years and the Indian Government has taken some measures to link with the diaspora and make them partners in India’s growth and part of International relation. Diaspora Diplomacy plays a crucial role in the foreign policy and in increase economic, political and defense cooperation between different countries. Indian communities are spread across the global in 6 continents and 125 countries, Indian Diaspora is categorized into old, new and gulf Diaspora according to their labour characteristics. The success of Indian entrepreneurs, scientist, academics, media personalities, filmmakers, IT professionals, CEOs in the US has created trust in India’s intellectual abilities abroad. It has been a major source in branding India as a source of well-educated and hard working professionals. Ethnic Indians particularly in New Diaspora countries have become known for their economic, professional academic, scientific and artistic successes and general peaceful integration. The government of India has taken many initiatives for their betterment and organize various programmes for being the India Diaspora close to their host country and also to resolve the issues and challenges faced by the government from the Indian Diaspora.


2021 ◽  
pp. 232200582110684
Author(s):  
Paolo Vargiu

This article is aimed at contributing to the ongoing debate on the purpose of law school and the work of law teachers, calling for a scholarship-based approach to teaching, centred on culture, research and method and advocating for seminars to replace lectures as the core method of teaching delivery in law schools. The article addresses, under this perspective, the salient elements of legal education: the philosophy of a teacher, the function of lectures and seminars, the problem of the time necessary to gain the required preparation, the importance of reading and the role played by assessment in the economy of a law degree. It is argued that teaching delivery methods should be the subject of constant reflection, and that the drafting of law school curricula should aim at cultivating the intellectual abilities and curiosity of law students, focussing on their education rather than their mere instruction.


Perspectiva ◽  
2021 ◽  
Vol 39 (4) ◽  
pp. 1-20
Author(s):  
Adriana Marrero

In the late 1960s, driven by the increasing capacity of computational data processing, statistics that linked school success with students' social backgrounds became the main argument in favor of the idea that schools -even the public ones- did little more than reproduce class inequalities and legitimize them by attributing school failure to the poor intellectual abilities of subordinate class students. Both in England and France, critical theories about education questioned the curriculum, which they saw as arbitrary and related to the interests and tastes of the privileged classes, as well as the authority of the teacher, transmitter of these contents and legitimizer of educative but especially social failure, of children from low strata. This apparent consensus is explicitly broken with the turn of the century, and authors such as Bernard Charlot in France and Michael FD Young in England, converge on pointing to knowledge as the central factor in educational work. The objective of this article is to examine the approaches of the two authors on this point, to compare both perspectives, and to propose overcoming visions of some distances that separate them. It concludes with a theoretical critique of both perspectives, an attempt of an overcoming synthesis, underlining the value of knowledge as a central factor in educational activities.


2021 ◽  
Vol 16 ◽  
pp. 283-288
Author(s):  
Kasım Tatlılıoğlu ◽  
Nadiia Senchylo-Tatlilioglu

Language acquisition is the process during which humans acquire the capacity to see, create and utilize words to get it and communicate. It includes the picking up of differing capacities involving language structure, phonetics, and a broad lexicon. Language development is thought to proceed by ordinary processes of learning in which children acquire the forms, meanings, and uses of words and utterances from the linguistic input. Language ability is an indispensable place among human intellectual abilities and language is considered to be the most important component of the human mind language development starts from the first cry until a child is able to speak a word. It includes the picking up of differing capacities involving language structure, phonetics, and a broad lexicon. Talking is like an action and it is shaped by motives of many kinds. As an interdisciplinary field, psycholinguistics in the world revealed at the intersection of psychology and linguistics in the 1950s. It is seen that studies on language development have increased in recent years. This study is describe how language  developed at the early childhood.


2021 ◽  
Vol 9 (4) ◽  
pp. 58
Author(s):  
Robert J. Sternberg

This article explores the advantages of viewing intelligence not as a fixed trait residing within an individual, but rather as a person × task × situation interaction. The emphasis in the article is on the role of persons solving tasks embedded in situations involving learning, intellectual abilities, and competencies. The article opens with a consideration of the role of situations in intelligent behavior. The article then discusses how intelligence is more similar to creativity and wisdom, in terms of the role of situations, than many psychologists have realized. Then the article reviews the role of situations in identity-based and irrational thinking and in conspiratorial thinking and cults. Next the article discusses the demonstrated importance of situations in assessment, but also notes the difficulties in sampling situations. Finally, the article draws conclusions, in particular, that, given our lack of situation-based tests, we need to be more modest in our interpretations results from conventional tests of intelligence.


2021 ◽  
Author(s):  
Dominique Girard ◽  
Valérie Courchesne ◽  
Catherine Cimon-Paquet ◽  
Claudine Jacques ◽  
Isabelle Soulières

Abstract Background The question of cognitive prognosis is frequently asked at the time of autism diagnosis, often at preschool age. It remains however difficult to answer this question at such a young age, given the considerable heterogeneity of cognitive development trajectories and the challenges associated with intellectual assessment in autistic children, particularly among minimally verbal children. Methods The current prospective cohort study investigated whether early perceptual abilities measured at preschool age could predict later intellectual abilities at school age in a group of 41 autistic (9 girls, 32 boys) and 57 neurotypical children (29 girls, 28 boys). Participants were assessed at three time points during the childhood period (between the age of 2 and 8 years old) using the Wechsler Preschool and Primary Scales of Intelligence – Fourth edition as a measure of full-scale IQ and the Raven’s Colored Progressive Matrices as a measure of non-verbal IQ. The performance on two perceptual tests (Visual Search and Children Embedded Figures Test) as well as the frequency of perceptual behaviors served as predictors of later intellectual abilities. Results Early performance on perceptual tests measured at preschool age was positively related to later full-scale IQ in both autistic and neurotypical children. Furthermore, both perceptual behaviors and performance on perceptual tests measured at preschool age were associated with later non-verbal IQ in the autistic group. In contrast, only the performance on Children Embedded Figures Test was associated with later non-verbal IQ in the neurotypical group. Limitations: The sample size was relatively modest, with some attrition across time points, as expected in a sample including preschool minimally and non-verbal children. Conclusions Our findings support the important role of perception in autistic cognition. Early perceptual abilities may be a valid avenue for estimating general intelligence and non-verbal abilities at preschool age, particularly for minimally verbal autistic children.


2021 ◽  
Vol 6 (2) ◽  
pp. 115-124
Author(s):  
Elita Ulfiana

Video blogs or vlogs are stories of someone’s daily life visualized and uploaded via YouTube. It managed to increase the most video uploads on YouTube. To attract the sympathy of the audience, the use of informal language or a relaxed variety was chosen to be more communicative. The data in this study were taken from Ria SW’s vlog, one of the food vloggers with 2,700 subscribers. The use of two languages, Indonesian and English, turned out to attract and represent young people who are slang and intellectual speakers. Using two languages at once or referred to as code mixing, is a linguistic phenomenon that needs to be responded to using sociolinguistic theory to find forms of code-mixing in Ria SW’s vlog.The method used in this research was a qualitative method. Through these methods and theories, it can be seen that RiaSW’s use of Indonesian code-mixing. The type of code-mixing used by Ria SW is external code-mixing. The form of external code-mixing reflects the existence of high intellectual abilities and exudes moderate values. The form of code-mixing used is in the form of words, phrases and repetitions. The use of word types in code-mixing expressed by Ria SW is in nouns, verbs, and adjectives. The use of the noun form tended to mention the name of places and foods. The use of the verb form tended to invite, while the use of the adjective serves to explain the taste of the food. The causes of this communication strategy, the use of code-mixing in Ria SW’s vlog are to get good communication by using more popular terms and letting the viewers understand the speaker code and the foreign terms of the tourism sector.


2021 ◽  
Vol 2 (2) ◽  
pp. 119-134
Author(s):  
Zainal Abidin ◽  
Nasirudin Nasirudin

Each student has different potentials from one another, because each person is indeed born with a variety of different talents and has brought out his or her own nature, namely good nature that encourages tawhid and other natural qualities in the form of various innate potentials such as talents, intellectual abilities and others. The research approach used is a descriptive qualitative approach with the type of case study. The techniques used are interviews, observation, and documentation. While the validity of the data used triangulation of techniques and sources. The results of this study indicate: (1) Mina talents at MI Miftahul Muna through recruitment where students choose and register themselves to take part in the extracurricular program. Such as: drumband, dance, qiroat, scout, Pencak Silat, Chess, Volleyball, football, hadrah, singing, fashion, culinary, and calligraphy. (2) Interest talent planning, namely: Learning Implementation Plan, preparing experts who are competent in their fields as well as students recruited through extracurricular registration. Except for the drum band in this case bringing in experts from outside. (3) Implementation of talent and interest development at Madrasah Ibtidaiyah Miftahul Muna Kesilir, which is carried out once a week every Friday unless the drumband is held on Fridays and Sundays and if you want to appear at certain events, you can adjust the trainer's schedule or not. (4) Supervision is carried out directly at the time of the activity and some is carried out in an indirect way such as in this drumband activity because it brings in a trainer and is reported to the Madrasah Head. Keywords: Development; Talents and Interests; Students Setiap peserta didik memiliki potensi yang berbeda-beda antara satu dengan yang lain, karena setiap orang memang dilahirkan dengan berbagai bakat yang berbeda-beda dan telah membawa fitrahnya masing-masing, yaitu fitrah baik yang mendorong bertauhid maupun fitrah lainnya dalam bentuk berbagai potensi bawaan seperti bakat, kemampuan intelektual dan lain-lain. Pendekatan penelitian yang digunakan adalah pendekatan kualitatif deskriptif dengan jenis studi kasus, Adapun tehnik yang digunakan adalah wawancara, observasi, dan dokumentasi. Sedangkan keabsahan data menggunakan triangulasi tehnik dan sumber. Hasil penelitian ini menunjukkan: (1) Pemetaan bakat mina di MI Miftahul Muna melalui perekrutan dengan peserta didik memilih dan mendaftarkan diri mengikuti program ekstrakurikuler. Seperti: drumband, tari, qiroat, pramuka, Pencak Silat, Catur, Bola Volly, Sepak Bola, hadrah, menyanyi, tata busana, tata boga, dan kaligrafi. (2) Perencanaan bakat minat, yaitu: Rencana Pelaksanaan Pembelajaran, menyiapkan tenaga ahlinya yang berkompeten dibidangnya serta peserta didik yang direkrut melalui pendaftaran ekstrakurikuler. Kecuali drum band dalam hal ini mendatangkan tenaga ahli dari luar. (3) Pelaksanaan pengembangan bakat dan minat di Madrasah Ibtidaiyah Miftahul Muna Kesilir yaitu dilaksanakan seminggu sekali setiap hari jum’at kecuali drumband dilaknakan hari Jum’at dan Minggu serta kondisional jika mau tampil pada event-event tertentu menyesuaikan jadwal pelatih bisa atau tidak. (4) Pengawasan dilakukan secara langsung pada saat kegiatan dan ada pula yang dilakukan dengan cara tidak langsung seperti yang dilakukan di kegiatan drumband ini karena mendatangkan pelatih dan dilaporkan ke Kepala Madrasah. Kata Kunci: Pengembangan; Bakat dan Minat; Peserta didik


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