The Exemplary Approach of Islamic Religious Education Teachers in Fostering Emotional Spiritual Quotient

The purpose of this study was to gain an understanding of Islamic Religious Education Teachers' exemplary approach to developing students' emotional, spiritual quotients. This article employs a qualitative research methodology in conjunction with a case study approach. The approach taken is consistent with the formulation of the problem under investigation. Informants were chosen based on the research's objectives. Formal and informal interviews were conducted. The findings of this study demonstrate two aspects of the emotional approach in Islamic education: Methods of persuasion and education. Teachers develop spiritual, emotional intelligence by providing students with new knowledge that includes exemplary figures dating all the way back to the Prophet Muhammad's time and exemplary national figures, as well as by inviting students to practice family strategies for recognizing and managing their own emotions, the ability to motivate themselves, the ability to recognize the emotions of others, and how to build relationships with others.

The Changes in Training Teachers’ Roles Performance Following Academy-Classroom Practical Training Model

Academy-Classroom model is the most recent program adopted by the Ministry of Education in Israel for trainee teachers’ practical training. One of the model’s primary goals is to bridge the gap between the needs and the reality of the school in connection with how academic institutions prepare their teachers. The study aimed to research the role performance in training teachers following the Academy-Classroom model’s implementation, compared to their role under previous training plans, and to explore whether changes had taken place. Forty-four training teachers within the academy class framework took part in the study. All of them had worked as training teachers in previous models. The research was conducted using a mixed quantitative and qualitative research methodology. The findings show a broader integration of the training teachers in the process of preparing and qualifying the trainee students. The results demonstrate a statistically significant increase in the training teachers’ role performance in social perspective, training with a focus on a subject matter guidance, mentoring students with an emotional approach, and personal responsibility for training and qualifying the trainee students. Academy-Classroom model has resulted in a paradigmatic shift in the training teachers’ role and work methods.

Emotional approach coping and daily support behavior in romantic relationships

People differ in the degree to which they seek emotional support from romantic partners during times of stress. Moreover, receiving emotional support from partners is not always beneficial. Emotional approach coping (EAC)—the tendency to cope with stress by processing and expressing emotions—may play an important role in determining who seeks and who benefits from emotional support. This report used dyadic data from a two-week daily diary study ( N = 116 couples) to determine if those higher in EAC seek more emotional support, receive more emotional support, and perceive the support they receive from romantic partners as more effective than those lower in EAC. Further, we examined if these associations are stronger on days of above average perceived stress. Finally, we examined if participants higher in EAC, were more likely to benefit from receiving emotional support. Participants higher in EAC were more likely to seek emotional support from their partners. After adjusting for emotional support seeking, EAC was unrelated to receiving emotional support; however, participants higher in EAC rated the emotional support they received as more effective. Although participants reported greater individual well-being and higher relationship satisfaction on days they received emotional support from their partners, EAC did not moderate these associations. Taken together, these results suggest that people higher in EAC are more likely to experience benefits from receiving support because they seek more emotional support and report receiving more effective emotional support from their partners.

The Changes in Training Teachers’ Roles Performance Following Academy-Classroom Practical Training Model

Academy-Classroom model is the most recent program adopted by the Ministry of Education in Israel for trainee teachers’ practical training. One of the model’s primary goals is to bridge the gap between the needs and the reality of the school in connection with how academic institutions prepare their teachers. The study aimed to research the role performance in training teachers following the Academy-Classroom model’s implementation, compared to their role under previous training plans, and to explore whether changes had taken place. Forty-four training teachers within the academy class framework took part in the study. All of them had worked as training teachers in previous models. The research was conducted using a mixed quantitative and qualitative research methodology. The findings show a broader integration of the training teachers in the process of preparing and qualifying the trainee students. The results demonstrate a statistically significant increase in the training teachers’ role performance in social perspective, training with a focus on a subject matter guidance, mentoring students with an emotional approach, and personal responsibility for training and qualifying the trainee students. Academy-Classroom model has resulted in a paradigmatic shift in the training teachers’ role and work methods.

RE-ENACTMENTS OF THE PROLOGUE IN CUPID'S PALACE: AN IMMERSIVE READING OF APULEIUS’ STORY OF CUPID AND PSYCHE

This article offers a new interpretation of Apuleius’ story of Cupid and Psyche. Most scholars have previously offered a second-time reading of this story, according to which the reader reaches Book 11 and then looks back at Psyche's story of fall and redemption as a parallel for Lucius’ life. Following Graverini's and other scholars’ emotional approach to the Metamorphoses, I argue that the ecphrasis of Cupid's palace within the story of Cupid and Psyche includes multiple re-enactments of the novel's prologue. These re-enactments invite the reader to undertake a first-time and immersive reading of this story, which focusses on Psyche's experience of Cupid and her reaction to his epiphany. In its use of immersion, this article draws from recent developments in cognitive narratology and pushes scholars of Apuleius to focus on the reader's immersive and emotional response in order to reassess the value of a second-time reading of the Metamorphoses.

Pengaruh Kredibilitas, Kualitas Pendekatan Emosional, Dan Kualitas Isi Pesan Terhadap Efektivitas Kampanye “Love Myself”

A successful social campaign was created from elements such a specific targeted audience, campaign messages, developed theory of change, and use a proper communicator. The elements formulated in the rhetoric theory: credibility, emotions, messages. The elements were conducted in a campaign called “Love Myself” by BTS, a K-pop group. This study was conducted to figure out the effect of credibility, the quality of the emotional approach, and the quality of the messages from K-pop group BTS on the effectiveness of the campaign “Love Myself”. This study uses a rhetoric theory that focuses on the aspects of ethos (credibility), pathos (emotions), and logos (logic). This study uses a survey method, especially an online questionnaire. Non-probability sampling is a sampling technique where not every population has a chance to become a sample. Quota sampling where the quota set first by the researcher. The population is total followers of Twitter account @armyindonesiaa2 and the number of sampling, 395. The analysis technique uses path analysis. The result presents the final model where six relation variables are not significant. Based on the test model, the final model is no longer suitable for use as a research model compared to the hypothetical model. The largest total effect result, forming from variable effectiveness of the campaign “Love Myself”. The process of this research concluded that the credibility and emotional approach of K-pop group BTS has no contribution to the effectiveness of the campaign “Love Myself”.

The “Life” in the Living Law: Law, Emotion and Landscape

This article explores the concept of living law from spatio-temporal and emotional approach. Understood as a dynamic interplay process, living law basically carries a collective emotional-legal landscape aspect in it, in which three aspects of law, emotion, and landscape are shaping and being reproduced. Based on the semantic findings in decency-related court decisions, this article argues that sensing the living law is to be understood as seeing the physical legal landscape, believing the emotional common sense, and anticipating guided by communitarian atmosphere. The (legal) daily experiences captured in the case-laws are essentially assemblages of various meanings and spaces tied up homogeneously in an ideologically manner. Through this examination, living law will look increasingly more complex, unstable, and non-linear, especially in terms of its performativity – which on the one hand law constitutes negative impacts on vulnerable groups, and on the other hand, it has the potential to facilitate social transformation.

THE NATURE-BASED SOCIAL-EMOTIONAL APPROACH AND SCIENCE EDUCATION FOR ELEMENTARY SCHOOL CHILD: A NECESSARY RELATION

The article presents the Nature-based socio-emotional approach and science education for primary school child as a necessary relation on two levels. At the conceptual level the approach is analysed through the prism of the cumulative effects of nature and society to the cognitive and socio-emotional development of the child’s personality: in primary school age cognitive and emotional-volitional mental processes are socially predetermined and have the essence of a result. At the applied level, the Nature-based socio-emotional approach is analysed through active learning in nature as an authentic learning environment – the focus is on the acquisition of knowledge, the formation of cognitive and socio-emotional skills to overcome consumer culture and sustainable development of nature. In this regard, the effects of active learning are viewed in sync with the learning environment, which collectively generate added value to learning and become a kind of „key“ to creating a modern vision of science education in primary school today .