4 research outputs found
Indonesian Pre-Service Teachers Learning Motivations and Goal Achievements: A Qualitative Study
No full textThe purpose of the present study was to investigate Indonesian pre-service teachers’ motivation and achievement goal who studied abroad. The participants of the study were two Indonesian students who enrolled at Secondary Science and Mathematics Education Department on one public university in Ankara, Turkey. Semi structured interview and classroom observation were conducted to understand participants’ motivation, achievement goal and the ways to develop it. Findings of the study indicated that by considering Self-Determination Theory participants demonstrated various types of motivation, to wit: amotivation, intrinsic and extrinsic motivation to study. In addition, in compliance with the 3 x 2 achievement goal model, they held multiple types of achievement goals. Different types of motivations and achievement goals led them to exhibit different means in developing their motivations and achievement goals. Implications of the study are discussed
Fractions Division Knowledge of Elementary School Student: The Case of Lala
No full textDivision of fractions is often acknowledged by mysterious rule which is not based on conceptual knowledge. The purpose of the study was to explore elementary school student’s knowledge of division fractions. For this purpose, a case study was conducted. The participant of the study was Lala (pseudonym) who enrolled at one elementary school in East Jakarta. The data were collected by administering written test and semi-structured interview respectively. The findings of the study indicated that Lala was able to describe strategy of division fractions as inverse of repeated addition flexibly. She also had basic understanding of fractions division concept as equal sharing, but when she was challenged with advance problems, she performed poorly. Lala also encountered difficulty when dealing with dividing fraction by fraction problem in which she interpreted it as subtraction problem. In this case, her procedural knowledge was likely to be more salient than her conceptual knowledge
Kriminalisasi Kelalaian dalam Perbuatan Persiapan Tindak Pidana Terorisme di Indonesia
No full textThe research topic follows the absence of law regarding criminal provisions over preparation for criminal terrorism seen as negligence. Based on the issue mentioned, this research is focused on whether conducts due to negligence are punishable by law and on the formulation of regulation over the negligence regarding the preparation to prevent criminal terrorism in Indonesia. This research employed normative legal method along with statute, conceptual, and comparative approaches, while the legal research comprised both primary and secondary materials, both of which were analysed with systematic, grammatical, teleological, and futuristic interpretation.The research learns that 1) conducts seen as negligence in criminal terrorism are still considered as threatening, thus early punishment should be delivered for early prevention. The threat that becomes concern is linked to the network of terrorist organisation although it only begins with negligence. 2) Looking at policy in criminal cases and comparing Indonesia and Australia, the author proposes the following content of Article: anyone who, due to negligence, joins pre-military and military training, or other forms of training linked to terrorist organisations both in the state and overseas, directly and indirectly, and is aware of the situation that his/her act is considered as part of preparation for terrorism, he/she is sentenced to ten-year imprisonment.Adanya kekosongan hukum terkait ketentuan pidana tentang orang yang karena kelalaiannya melakukan perbuatan persiapan tindak pidana terorisme menimbulkan beberapa permasalahan, yakni apakah kelalaian dalam perbuatan persiapan pada tindak pidana terorisme dapat dipidana, Jika dapat dipidana maka bagaimana formulasi pengaturan kelalaian perbuatan persiapan dalam pencegahan tindak pidana terorisme di Indonesia. Metode yang digunakan dalam penelitian ini ialah penelitian hukum normatif dengan menggunakan pendekatan perundang-undangan, pendekatan konsep, dan pendekatan perbandingan. Dari hasil penelitian ini, penulis memperoleh jawaban atas permasalahan penelitian, bahwa, 1) Kriminalisasi kelalaian dalam perbuatan persiapan terorisme tepat diperuntukkan terhadap delik yang menimbulkan bahaya dengan tujuan untuk menjatuhkan pidana sedini mungkin dan menghindari terjadi bahaya di masa depan. Akan tetapi, tentu saja tidak dengan alasan bahaya umum semata melainkan alasan berbahayanya perilaku yang melakukan persiapan terorisme yang terhubung dengan organisasi teroris meskipun dilakukan karena kelalaiannya. 2) Memperhatikan kebijakan hukum pidana yang ada saat ini serta melakukan perbandingan dengan Australia maka konsep perumusan pasal yang penulis tawarkan ialah: Setiap orang yang karena kelalaiannya memberikan atau mengikuti pelatihan militer, pelatihan pramiliter, atau pelatihan lain, yang terhubung dengan organisasi teroris baik di dalam negeri maupun luar negeri, baik secara langsung maupun tidak langsung dan sepatutnya mengetahui menyebabkan persiapan tindak pidana terorisme terjadi, dipidana dengan pidana penjara selama sepuluh tahun.
Kata Kunci: Tindak Pidana Terorisme, Kriminalisasi, Kelalaian, Perbuatan Persiapan
Aggressive Behavior Reflected in Agatha Christie’s Crooked House Novel (1949): A Psychoanalytic Approach
No full textThis research paper using Psychoanalytic Approach to analyzed about Aggressive Behavior Reflected in Agatha Christie’s Crooked House novel (1949). This research is to analyze the characteristic of aggressive behavior, to describe the types and the cause of aggressive behavior. Qualitative research is the type of this
research paper. Crooked House (1949) a novel by Agatha Christie is the primary data of the research. The references such as the biography of the author, literary books,
article, internet is the secondary data of the research. This research has some conclusion to show to the reader. First, everyone has aggressive behavior and has
nine characteristics namely, self-assertion, possession, teasing, dominance, bullying, hostility, violence, revenge and brutality. Secondly, there are two types of aggressive
behavior; namely instrumental aggression and hostile aggression. Thirdly, the causesof aggressive behavior are attacks from others, frustration, motivation to revenge and
competition. The last, Agatha Christie takes aggressive behavior in her books to show the aggressive behavior in child
