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Students’ Self-Assessment on Hikmah Pedagogy in Islamic Education
No full textSelf-assessment is quintessential to monitor students’ performance, particularly in getting feedback during the teaching and learning process. However, up to the present, research on students' self-assessment in Hikmah Pedagogy was limited to other subjects, such as Malay language, History, English language, and Science. Therefore, the objective of this research was to examine students’ self-assessment on Hikmah (Wisdom) pedagogy based on gender and type of schools in Islamic education subject. The research applied a survey research design that involved 328 primary school students. The results revealed no statistically significant difference in the mean score for all constructs (speaking and listening, reasoning, manners in the community of inquiry, and open-mindedness) based on gender. On the contrary, the results derived from the one-way ANOVA tests for the types of school documented a significant difference in speaking and listening reasoning and open-mindedness. This research study may assist teachers in improving the teaching and learning process and help students to understand better in the classroom.A auto-avaliação é essencial para monitorar o desempenho dos alunos, especialmente para obter feedback durante o processo de ensino e aprendizagem. Até o momento, a pesquisa sobre a auto-avaliação dos estudantes sobre a pedagogia Hikmah estava limitada a outras disciplinas, como a língua malaia, história, língua inglesa e ciência. Portanto, o objetivo desta pesquisa era examinar a auto-avaliação dos estudantes sobre a pedagogia Hikmah (Sabedoria) em função do gênero e do tipo de escola na disciplina de Educação Islâmica. A pesquisa aplicou um projeto de pesquisa envolvendo 328 alunos do ensino fundamental. Os resultados não revelaram nenhuma diferença estatisticamente significativa na pontuação média de todas as construções (falar e ouvir, raciocinar, modos na comunidade de indagação e mente aberta) em função do gênero. Em contraste, os resultados derivados dos testes ANOVA unidirecionais para tipos de escolas documentaram uma diferença significativa na fala e na audição, no raciocínio e na abertura de mente. Este estudo de pesquisa pode ajudar os professores a melhorar o processo de ensino e aprendizagem e os alunos a compreender melhor em sala de aula.La autoevaluación es esencial para supervisar el rendimiento de los estudiantes, especialmente para obtener información durante el proceso de enseñanza y aprendizaje. Hasta ahora, la investigación sobre la autoevaluación de los estudiantes en la pedagogía Hikmah se limitó a otras asignaturas, como la lengua malaya, la historia, la lengua inglesa y las ciencias. Por lo tanto, el objetivo de esta investigación fue examinar la autoevaluación de los estudiantes sobre la pedagogía Hikmah (Wisdom) en función del género y del tipo de escuelas en la asignatura de Educación Islámica. La investigación aplicó un diseño de encuesta en el que participaron 328 alumnos de primaria. Los resultados no revelaron ninguna diferencia estadísticamente significativa en la puntuación media de todos los constructos (hablar y escuchar, razonar, modales en la comunidad de investigación y apertura mental) en función del género. Por el contrario, los resultados derivados de las pruebas ANOVA de una vía para los tipos de escuela documentaron una diferencia significativa en hablar y escuchar, razonamiento y apertura mental. Este estudio de investigación puede ayudar a los profesores a mejorar el proceso de enseñanza y aprendizaje y a los alumnos a comprender mejor en el aula
Auto-avaliação da pedagogia Hikmah na educação islâmica por parte dos estudantes
No full textSelf-assessment is quintessential to monitor students’ performance, particularly in getting feedback during the teaching and learning process. However, up to the present, research on students' self-assessment in Hikmah Pedagogy was limited to other subjects, such as Malay language, History, English language, and Science. Therefore, the objective of this research was to examine students’ self-assessment on Hikmah (Wisdom) pedagogy based on gender and type of schools in Islamic education subject. The research applied a survey research design that involved 328 primary school students. The results revealed no statistically significant difference in the mean score for all constructs (speaking and listening, reasoning, manners in the community of inquiry, and open-mindedness) based on gender. On the contrary, the results derived from the one-way ANOVA tests for the types of school documented a significant difference in speaking and listening reasoning and open-mindedness. This research study may assist teachers in improving the teaching and learning process and help students to understand better in the classroom.La autoevaluación es esencial para supervisar el rendimiento de los estudiantes, especialmente para obtener información durante el proceso de enseñanza y aprendizaje. Hasta ahora, la investigación sobre la autoevaluación de los estudiantes en la pedagogía Hikmah se limitó a otras asignaturas, como la lengua malaya, la historia, la lengua inglesa y las ciencias. Por lo tanto, el objetivo de esta investigación fue examinar la autoevaluación de los estudiantes sobre la pedagogía Hikmah (Wisdom) en función del género y del tipo de escuelas en la asignatura de Educación Islámica. La investigación aplicó un diseño de encuesta en el que participaron 328 alumnos de primaria. Los resultados no revelaron ninguna diferencia estadísticamente significativa en la puntuación media de todos los constructos (hablar y escuchar, razonar, modales en la comunidad de investigación y apertura mental) en función del género. Por el contrario, los resultados derivados de las pruebas ANOVA de una vía para los tipos de escuela documentaron una diferencia significativa en hablar y escuchar, razonamiento y apertura mental. Este estudio de investigación puede ayudar a los profesores a mejorar el proceso de enseñanza y aprendizaje y a los alumnos a comprender mejor en el aula.A auto-avaliação é essencial para monitorar o desempenho dos alunos, especialmente para obter feedback durante o processo de ensino e aprendizagem. Até o momento, a pesquisa sobre a auto-avaliação dos estudantes sobre a pedagogia Hikmah estava limitada a outras disciplinas, como a língua malaia, história, língua inglesa e ciência. Portanto, o objetivo desta pesquisa era examinar a auto-avaliação dos estudantes sobre a pedagogia Hikmah (Sabedoria) em função do gênero e do tipo de escola na disciplina de Educação Islâmica. A pesquisa aplicou um projeto de pesquisa envolvendo 328 alunos do ensino fundamental. Os resultados não revelaram nenhuma diferença estatisticamente significativa na pontuação média de todas as construções (falar e ouvir, raciocinar, modos na comunidade de indagação e mente aberta) em função do gênero. Em contraste, os resultados derivados dos testes ANOVA unidirecionais para tipos de escolas documentaram uma diferença significativa na fala e na audição, no raciocínio e na abertura de mente. Este estudo de pesquisa pode ajudar os professores a melhorar o processo de ensino e aprendizagem e os alunos a compreender melhor em sala de aula
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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