Digital Agenda, New Technologies and Education for the Integration of Europe: an Economic Study

New technologies are a key factor for integration in Europe by enabling citizens to solve their daily problems and interact with people everywhere. The European Commission established the Digital Agenda for Europe with the aim of improving the speed of navigation, establishing a single market for telecommunications and achieving a digital single market. We highlight the importance of applying new technologies in the field of education, since teaching and learning through these means will contribute to increasing creativity and reasoning capacity, allowing for more interactive and participative learning. The Horizon Report and the new emerging technologies proposed by that report are analysed, and are aimed not only at facilitating learning, but also at enabling a more integrated Europe. It also presents some technological ideas to be developed in the educational field that will enhance the development and integration of the EU Member States. Furthermore, in order to analyse the influence of the use of the Internet and new technologies on other socio-economic variables, a regression analysis has been carried out. The objective is to study whether in any way the fact that citizens use the Internet affects variables such as Gross Domestic Product, unemployment or Human Development Index which may affect the integration of Europe.

IMPROVING ENVIRONMENTAL AWARENESS THROUGH A PARTICIPATORY FIELDWORK

This study aims to analyze the provision of field assignments for students to increase their awareness of the environment. This research is an analysis of students' assignments on fieldwork. This fieldwork was an assignment of a course called Ilmu Kealaman Dasar (Basic Natural Science), Faculty of Bussiness, Chirstian Duta Wacana University. This course aimed to enable students to increase their understanding and concern for the natural environment. Lecturing with a teachercentered approach is believed to be unable to achieve the expected lecture goals. Therefore, this approach needs to change by implementing a participative learning strategy. The implementation of this strategy involves students' participation in some activities. Thus, students can comprehend more of the course materials and enthusiastic in their learning process. This work used a text analysis approach by examining the results of student reflections on the vegetable planting process in an organic farm. From the data analysis, it can be seen that there is an increase in students' awareness and concern for the natural environment after they do fieldwork and there are hopes to participate in its maintenance.MENINGKATKAN KESADARAN TERHADAP LINGKUNGAN MELALUI TUGAS LAPANGAN YANG PARTISIPATORIS Penelitian ini bertujuan untuk menganalisis pemberian tugas lapangan bagi mahasiswa untuk peningkatan kesadarannya terhadap lingkungan. Penelitian ini merupakan analisis tugas lapangan mahasiswa. Kerja lapangan ini merupakaan tugas mata kuliah Ilmu Kealaman Dasar mahasiswa Fakultas Bisnis di Universitas Kristen Duta Wacana. Mata kuliah ini bertujuan agar mahasiswa dapat meningkatkan pemahaman dan kepeduliannya terhadap lingkungan alam. Perkuliahan dengan pendekatan berpusat pada guru diyakini tidak dapat mencapai tujuan perkuliahan yang diharapkan. Oleh karena itu, pendekatan ini perlu diubah dengan menerapkan strategi pembelajaran yang partisipatif. Penerapan strategi ini melibatkan partisipasi mahasiswa dalam beberapa kegiatan. Dengan demikian mahasiswa dapat lebih memahami materi perkuliahan dan lebih antusias dalam proses pembelajaran. Penelitian ini menggunakan analisis teks berupa analisis Sarana Tanda dengan menelaah hasil refleksi mahasiswa tentang proses penanaman sayur di pertanian organik. Dari analisis data dapat diketahui adanya peningkatan kesadaran dan kepedulian para mahasiswa terhadap lingkungan alam setelah mereka melakukan tugas lapangan dan timbul harapan untuk berpartisipasi dalam pemeliharaannya.

Learning To Facilitate Community-Based Research: Guidelines From a Novice Researcher

The diversity of South Africa's population calls for authentic and contextually relevant participation in research that is community based. For novice researchers and researchers transitioning to participative methods, it can be challenging to facilitate a community-based research (CBR) project if they lack the necessary facilitation skills or experience. These skills are crucial to enable collaborative and participative learning. In this paper, I explain how I learnt to facilitate a participatory action learning and action research (PALAR) project through critical reflection on self and process. I generated data from my personal reflective journal entries and transcripts of our action learning group sessions, and I validated my claims to knowledge by recoding the data with two critical friends, my coauthors of this paper. The claims to knowledge I share in this paper are twofold. Firstly, I have come to know how to improve my facilitation skills and, secondly, I have learnt to use continuous critical self-reflection to guide my actions in conducting more ethical CBR, underpinned by the principles of PALAR. I believe that my account of learning may help other researchers improve their facilitation of community-based participatory research groups to become more confident, critically reflective, and ethical researchers.

Reconciling community land and state forest claims in Indonesia: A case study of the Land Tenure Settlement Reconciliation Program in South Sumatra

Longstanding land tenure claims in state forest by communities continues to pose a challenge to government institutions in Indonesia. Such conditions require institutions to develop mechanisms to assure communities of their rights in the state ideals of manifest justice and welfare. One government policy to reconcile these goals is the mechanism on Land Tenure Settlement Reconciliation in State Forests (Penyelesaian Penguasaan Tanah dalam Kawasan Hutan/PPTKH). This study aims to describe this policy in the context of fieldwork experience related to fundamental problems in the process of identification and settlement of land tenure claimed by communities in state forests. Data collection was obtained through participant observation conducted with communities in Ogan Kemoring Ulu Regency by identifying and verifying community lands in state forests. This method allowed for a more nuanced understanding of settlement challenges and afforded the opportunity to develop a formula for addressing conflicts. The results of the study show that the main problems are a lack of access to information related to the PPTKH policy emergent from ineffective dissemination of information combined with an underdeveloped capacity of processes that support the community to convene and discuss with government actors, academics/researchers, and activists/scholars. The participative learning process conducted by the authors helped the community effectively prepare documents to propose to an Inventory and Verification (Inver) team of Land Tenure in State Forests. Therefore, going forward more collaborative work is needed within the framework of community assistance and capacity building so that the communities have the means and resources to able to understand the challenges of land tenure recognition and be empowered to propose such mechanisms independently. Communities who claim land in state forests depend upon formalized legality, without which can potentially harm their access and assets.

The Effect of Participative Learning Strategy and Interpersonal Communication on Results of Civic Learning Education

The purpose of this study is to determine the differences in civic learning outcomes of students who are taught with participatory group and individual learning strategies, know the differences in civic learning outcomes that have high interpersonal communication and who have low interpersonal communication and know the interactions between learning strategies and interpersonal communication learning outcomes of Civics. To test the hypothesis the learning outcomes used are civic learning outcomes that have high interpersonal communication and learning outcomes that have low interpersonal communication. The statistical test used in this research descriptive statistics presents the statistical data used by ANAVA, the data analyst requirements test, namely the normality test, the lilifors and the Variance homogeneity test with the Bartlett test. The research instrument of civic learning outcomes using a multiple choice test consists of 35 items and has a reliability of 0.761 using the Kuder-Richardson formula (KR-20). For students who have high and low interpersonal communication using interpersonal communication tests using a standard Likert scale. The results of hypothesis testing show that being taught with a participatory group strategy has a higher PKn learning outcome than the individual participatory strategy learning outcomes. This is indicated by the count = 1.20> table = 4.02, at the significance level α = 0.05. High interpersonal communication higher Civics learning outcomes that have low interpersonal communication. This is indicated by F arithmetic = 48.46> table = 4.06 on Significant level α = 0.05 with dk = (1.76), and the interaction between learning strategies and students' interpersonal communication towards learning outcomes of Civics. This shows the count = 48.46> table = 4.06 at a significant level α = 0.05.

Arabic Creative and Participative Learning: In Search of a New Way of Language Learning by “El Jidal Reborn” Youth Community in Malang

The development of language skills and competencies of students experiencing various obstacles originates from the precise nature of learning. The need for developing language skills among students is inevitable, as is the need for Arabic, in the millennial era, in line with the integration of students into global communication and knowledge networks. Arabic has also become a source of knowledge in addition to other languages. The Language community in the millennial era cannot be seen as a meaningless community because its existence is an alternative way out in developing language skills that prioritize active, cooperative, and collaborative learning activities using participatory approaches. This paper shows that the development of community-based language skills has had implications for the success of language learning, as a counterpart to formal and standard language learning practices. As shown in this paper, the existence of a language community is a transformation of the learning process that is informal by providing facilities for students to carry out the process of learning, training, and mentoring that promotes active learning models, cooperative-collaborative, participatory in a language community. This paper suggests the need for a model for developing language skills through communities by formulating learning models based on collaborative achievement development, in response to individualistic language learning traditions.

Participative Learning to Improve Female Adolescents’ Knowledge on The Risks of

Early-age marriage is still one of the most prominent issues in female health in Indonesia. Scarce information on the risks and dangers of early-age marriage has caused many adolescents to make a rash decision to get married. This study aims to discover the effectiveness of participative learning on the risks of early-age marriage in improving female adolescents’ knowledge about the matter. This is a quantitative study in quasi-experimental design, using pretest-posttest design method, conducted at Kalijaya and Kalisari Villages, Karawang Regency, on May 2018. The sample of 80 girls from Kalijaya Village and 101 girls from Kalisari Village was selected through purposive sampling from the population of all female adolescents at those villages. Data is obtained from two sources, questionnaire (for primary data) and annual report register in local Religious Affairs Office (for secondary data). Data is analyzed using paired T-test and effect-size (ES) measurement. The results show that in Kalijaya Village, the pretest score of R=69.10, s.b=16.45 increase to a posttest score of M = 77.58, SD = 15.88, [t(80) = 6.75, p = 0.000], and the pretest score of M = 66.14, SD = 15.38 in Kalisari Village increase to a posttest score of M = 76.36, SD = 16.10 [t(101) = 7.65, p = 0.000]. The intervention of participative learning has high effectiveness (ES ≥ 0.14) in improving female adolescents’ knowledge on the dangers and risks of early-age marriage (ES = 0.37). Health education using participative method is effective to improve female adolescents’ knowledge on the risks of early marriage.

Pendidikan Orang Dewasa

In educational perspective, adult’s purposes for learning are to achieve goals and affirm identity. Therefore, participation in adult learning has positive effects in improving quality of life. In andragogy, learning is not merely knowledge transfer but it also should be able to improve confidence that students are capable to perform well in their life. Andragogy sees students as individuals with self-concept, which is independent. Adults have many experiences that will become rich learning resources. Adult’s readiness to study is relevant to the problem that they face. Learning is oriented to meet their needs. The implications of participative learning strategy are: (1) learning atmosphere is adjusted to the characteristics and needs. Learning atmosphere encourages student to have initiatives and flexible. (2) Students are involved in determining the learning needs and outcome. (3) Learning activities involved students actively. (4) Learning evaluations use more self-evaluation.

Pendidikan Orang Dewasa

In educational perspective, adult’s purposes for learning are to achieve goals and affirm identity. Therefore, participation in adult learning has positive effects in improving quality of life. In andragogy, learning is not merely knowledge transfer but it also should be able to improve confidence that students are capable to perform well in their life. Andragogy sees students as individuals with self-concept, which is independent. Adults have many experiences that will become rich learning resources. Adult’s readiness to study is relevant to the problem that they face. Learning is oriented to meet their needs. The implications of participative learning strategy are: (1) learning atmosphere is adjusted to the characteristics and needs. Learning atmosphere encourages student to have initiatives and flexible. (2) Students are involved in determining the learning needs and outcome. (3) Learning activities involved students actively. (4) Learning evaluations use more self-evaluation.