137 research outputs found
BUKTI SEBAGAI KORESPONDING AUTHOR PADA JURNAL 2 OK-Roni Pazla
No full textBUKTI SEBAGAI KORESPONDING AUTHOR PADA JURNAL 2 O
Rewriting our comments and revisiting revision practices: new concepts for sustainable instruction in the writing classroom
No full textThe driving instructional tool in the majority of writing classrooms, comments, is failing students and instructors because comments are a tool, and not a technique. The utility of comments within the writing classroom is only as strong as its pairing with other instructional techniques. Using comments to teach comments is a flawed method of instruction, and if instructors want to properly use comments within their classes, they must first show their students how to use these techniques in improving their writing. Thus far, the focus of facilitating student revision and student growth within writing classrooms has been on the study of specific comments written by instructors on student papers. The study of such comments reveals the differences in styles, modes, and voices projected from those instructors, but it does reveal much about the intended goal of such comments, the advancement of student writing. Looking back on previous research and incorporating a multifaceted approach to revision helps to build sustainable writing instruction. A review of literature of comments suggests placing students in the center of the classroom by enabling students to take control over the revisions of their own work. This process cannot be done without teaching students how to do things with comments and how to use comments to their advantage. Starting from Joseph Harris’ Rewriting, the same steps toward revision which Harris suggests of students should be copied and applied to the way in which instructors facilitate such revision within the classroom. The improvement of student writing requires several steps which target particular issues with the status quo of commenting, and the use of Harris’ text will enable us to identify the steps. Incorporating revision into the classroom, inviting students into conversation about their text, and opening the lines of communication can help improve revision practices in writing classrooms. Through incorporating a new mastery model within the writing classroom, a technique that begins to show students how comments are made and what to do with them, students can begin to internalize the many processes which they can apply to any writing. The teacher’s goal is to help the student internalize the concepts and apply without the direct instruction of the teacher; however, many writing classrooms have lost this focus. If teachers refocus the classroom on the process of writing and even the process of editing and revising, students will become not just stronger students but writers. Adjustments in the writing classroom cannot occur overnight, but incorporating revision techniques into the course will eventually pay off as students learn to revise their work. These techniques, although not new, can prepare students for writing outside the composition classroom.M. A.Includes bibliographical referencesby Roni L. Bie
Dialettica della durata e vita intima. Attualità di Bergson tra accelerazione del tempo e alienazione sociale
No full textIn this paper the Author focuses on the legacy of dialectics through Bergson’s considerations about time and language, recalling two great interpreters of his philosophy: Giuseppe Prezzolini and Gaston Bachelard. If for the former the «philosophy of contingency» enhances the transformation of social reality, preserving, in consonance with Victor Egger’s
book La parole intérieure, the freedom of inner language, the latter proposes a break of the Bergsonian temporal continuity by opting for a plural and discontinuous duration. Thanks to these readings, it is possible to discover the temporal dialectic which regulates contemporary societies, that is, the acceleration of time and the contraction of memory, in order to develop a more humane way of living time and, consequently, to decline the problem of intersubjectivity in an intercultural perspective
Leon Garfield
No full textThrough his historical novels, adventure stories, ghost stories, satires, fairy tales, and retellings of myths and legends, Leon Garfield consistently portrays the mystery of human identity, which he describes as "the only mystery one can unravel endlessly." In this first book-length study of the author of Smith (1967), The Apprentices (1976), John Diamond (1981), and The December Rose (1986), Roni Natov engagingly chronicles the career of a natural storyteller, a man whose work is permeated with the theme of spiritual renewal
The Efforts to Reduce The Risk of Learning Loss Through Limited Face-To-Face Learning
No full textThe Covid-19 virus disease gap has caused a lot of problems, such as a significant decline in learning patterns ini educational institutions to the non-maximal implementation of online learning as a result, new problems aries, one of which is learning loss. This research was conducted to describe how the efforts of the MAN 1 Ngawi educational institution in minimizing the risk of learning loss that arises in distance learning through the application of limited face-to-face learning patterns. The method used by the author in this study is a qualitative concept in which the data obtained through the interview and observation process. This article tries to describe how the efforts of educational institutions at MAN 1 Ngawi to reduce the risk of learning loss that arise in distance learning through the application of the limited face-to-face learning (PTMT) pattern. The implementation of this PTMT gives great hope to the world of education in facing the curret pandemic, namely to improve the quality of the quality of educational institutions and restore student interest in learning which is slowly disappearing due to the distance learning gap through new habit patterns in implementing limited face-to-face learning
Young generations’ hopelessness perpetuates long-term conflicts
No full textFunding Information: The authors would like to thank Roni Porat for their valuable contribution in the conceptualization stage of the research, and Shir Harpaz, Natali Afrimov, and Dan Heskia for their assistance in the data analysis. This work was supported by an Israel Science Foundation Grant (3105/21) to the first author (BSH). Funding Information: The authors would like to thank Roni Porat for their valuable contribution in the conceptualization stage of the research, and Shir Harpaz, Natali Afrimov, and Dan Heskia for their assistance in the data analysis. This work was supported by an Israel Science Foundation Grant (3105/21) to the first author (BSH). Publisher Copyright: © 2023, The Author(s).Transforming long-term conflicts into peaceful intergroup relations is one of the most difficult challenges for humanity. Such meaningful social changes are often driven by young people. But do young people living in contexts of long-term conflicts believe that change is even possible? In a series of six studies (Ntotal = 119,671) over two decades and across two unrelated intractable conflicts in Israel/Palestine and Cyprus, we found that younger (compared to older) generations from both respective rival groups have less hope for peace, and consequently less conciliatory attitudes. We also show that this gradual improvement of peace-promoting emotions and attitudes with increasing age can be experimentally accelerated in young people through a virtual reality-based aging simulation. These findings provide a new perspective on the fundamental question of why long-term conflicts are so difficult to resolve and highlight the importance of instilling hope in young generations to advance peace processes.Peer reviewe
Pengembangan Budaya Organisasi Dalam Mewujudkan Lembaga Pendidikan Islam Unggulan: (Studi Deskriptif Kualitatif di SDIT Darul Falah Sukorejo Ponorogo)
No full textThe context of this research is the biggest challenge of schools/’madrasah’ in carrying out the mandate related to the quality of education which is a measure of the success of the implementation of education, one of which is to shape the character/personality of students through inheritance of cultural values. In educational institutions, organizational culture (values, habits, and positive attitudes) will be a strong non-material capital strength for the realization of excellent educational institutions. This study aims to describe the organizational culture developed by SDIT Darul Falah Sukorejo Ponorogo which makes it one of the leading schools in Ponorogo Regency. This type of research is descriptive qualitative research based on field research. The results showed that the organizational culture developed by SDIT Darul Falah included: 1) at the institutional level which included weekly meetings, field meetings, routine recitals every Ahad Wage, One Day One Information (ODOI), educational visits and flag ceremonies every Monday; 2) at the level of educators and educational staff which includes bina nafsiyah, tahsin al-Qur'an, professional development; and 3) at the student level which includes bina nafsiyah, reading the Koran with the Ummi Method, congregational prayers, manners, queuing, independent, disciplined, One Day One Thousand (ODOT), skilled, healthy living, clean and beautiful
MANAJEMEN PENGEMBANGAN KURIKULUM INTEGRATIF BERWAWASAN INTERNASIONAL (Studi Multi Kasus di SMP Al-Firdaus Sukoharjo Jawa Tengah dan MTs Bilingual Muslimat NU Pucang Sidoarjo Jawa Timur)
No full textPendidikan Islam saat ini dihadapkan dengan berbagai tantangan yang cukup berat diantaranya adalah fenomena mencuatnya resesi moral di kalangan pelajar yang semakin menggejala. Di tambah dengan dampak negatif era Revolusi Industri 4.0 dengan digitalisasinya yang menjadikan orang semakin mudah mengakses informasi yang tidak diperlukan bahkan merusak tatanan nilai atau moral. Selain itu, mutu pendidikan di Indonesia masih belum menggembirakan (penilaian PISA 2018) yang dinilai tidak mampu menyiapkan anak siap berkompetensi secara internasional karena tidak memiliki kurikulum yang fokus pada pengembangan kompetensi yang dibutuhkan oleh industri global. Lembaga pendidikan Islam harus memiliki format kurikulum baru yang mengedepankan pembentukan akhlaq mulia, intelektual dan kecakapan keterampilan untuk menjawab tantangan di atas.
Tujuan penelitian adalah untuk mendeskripsikan dan merumuskan dasar perencanaan, proses, dan hasil pengembangan kurikulum integratif berwawasan internasional. Penelitian dilakukan di SMP Al-Firdaus Sukoharjo Jawa Tengah dan MTs Bilingual Muslimat NU Pucang Sidoarjo Jawa Timur dengan pendekatan fenomenologis dan rancangan multi kasus. Teknik pengumpulan data dengan wawancara mendalam, observasi non partisipan dan dokumentasi. Teknik analisis data dengan analisis kasus tunggal model interaktif dan lintas kasus Robert K. Yin.
Hasil penelitian: 1) Dasar perencanaan pengembangan kurikulum integratif berwawasan internasional meliputi dasar religious, filosofis psikologis, pedagogis, sosial-budaya, serta perkembangan ilmu pengetahuan dan teknologi; 2) Proses pengembangan diklasifikasikan menjadi dua: a) proses integrasi di pertengahan meliputi studi banding kurikulum, riset penerimaan kurikulum, penyesuaian kurikulum, implementasi kurikulum pada pembelajaran, evaluasi kurikulum, serta pemantapan dan review kurikulum; dan b) proses integrasinya di awal meliputi studi banding kurikulum, penyesuaian kurikulum, implementasi kurikulum pada pembelajaran, evaluasi kurikulum, serta review kurikulum; dan 3) Hasil pengembangan meliputi: a) tujuan pembelajaran (self-learning goals development dengan proses adopsi dan adaptif); b) isi/materi pembelajaran (Inter Disciplinary Unit, adopsi dan adaptif, materi holistk, materi esensial; c) proses pembelajaran (pendekatan interdisipliner, student centered learning, problem based learning-HOTS, visible thinking tools, bilingual); dan d) evaluasi pembelajaran (tes: daily test, AH1 & AH2, PAS/T, CISPT, Check Point dan non tes: penilaian proses, project, exhibition)
Subjek dan Karakteristik Kepemimpinan Transformasional dan Peran Strategisnya di Lembaga Pendidikan Islam
No full textTujuan kajian ini adalah untuk mengeksploarasi subjek dan karakteristik kepemimpinan transformasional serta peran strategisnya dalam lembaga pendidikan Islam. Dengan menerapkan metode koleksi dan analisis data secara kualitatif dalam bentuk kajian pustaka (library research), kajian ini menunjukkan bahwa kepemimpinan transformasional yang dianggap sebagai model kepemimpinan paling efektif dalam mengelola lembaga pendidikan Islam, memerlukan subjek (pelaku) yang dapat menjalankan fungsi trafnsformatifnya. Kepala sekolah beserta wakilnya, guru, dan orang tua sebagai pemimpin transformatif di lembaga pendidikan Islam harus memiliki visi jauh ke depan, memiliki komunikasi yang efisien, memahami kebutuhan bawahan, serta menjalankan proses pemberdayaan dan memiliki nilai pribadi yang kuat. Karakteristik ini harus melekat pada diri seorang pemimpin sebagai satu kesatuan yang utuh dan tidak terpisahkan. Selain itu, kepemimpinan harus diikuti dengan perilaku komunikasi dan konsolidasi anggota dalam mewujudkan visi, perhatian terhadap bawahan, dan pemenuhan komitmen yang tinggi. Semua itu merupakan suksesi transformasi pendidikan dengan peran strategisnya masing-masing dan oleh karenanya harus bekerja sama dengan apik agar tujuan pendidikan yang diidealkan dapat terwujud.
The purpose of this study is to explore the subjects and characteristics of transformational leader-ship and its strategic role in Islamic educational institutions. By applying the data collection method which was analyzed qualitatively in the form of library research, this study shows that transformational leadership which is considered as the most effective leadership model in managing Islamic educational institutions, requires a subject (actor) who can carry out his transformative function. The principal and his deputies, teachers, and parents as transformative leaders in Islamic educational institutions must have far-sighted vision and efficient communication, understand the needs of subordinates, as well as carry out the empowerment process and have strong personal values. These characteristics must be inherent in a leader as a unified whole and inseparable. In addition, in carrying out the leadership process, it must be followed by the behavior of communicating and strengthening members in realizing the vision, as well as attention to subordinates and fulfillment of high commitment. All of this is a succession of educational transformation with their respective strategic roles and must—therefore—work together neatly so that the idealized educational goals can be achieved.Tujuan kajian ini adalah untuk mengeksploarasi subjek dan karakteristik kepemimpinan transformasional serta peran strategisnya dalam lembaga pendidikan Islam. Dengan menerapkan metode koleksi dan analisis data secara kualitatif dalam bentuk kajian pustaka (library research), kajian ini menunjukkan bahwa kepemimpinan transformasional yang dianggap sebagai model kepemimpinan paling efektif dalam mengelola lembaga pendidikan Islam, memerlukan subjek (pelaku) yang dapat menjalankan fungsi trafnsformatifnya. Kepala sekolah beserta wakilnya, guru, dan orang tua sebagai pemimpin transformatif di lembaga pendidikan Islam harus memiliki visi jauh ke depan, memiliki komunikasi yang efisien, memahami kebutuhan bawahan, serta menjalankan proses pemberdayaan dan memiliki nilai pribadi yang kuat. Karakteristik ini harus melekat pada diri seorang pemimpin sebagai satu kesatuan yang utuh dan tidak terpisahkan. Selain itu, kepemimpinan harus diikuti dengan perilaku komunikasi dan konsolidasi anggota dalam mewujudkan visi, perhatian terhadap bawahan, dan pemenuhan komitmen yang tinggi. Semua itu merupakan suksesi transformasi pendidikan dengan peran strategisnya masing-masing dan oleh karenanya harus bekerja sama dengan apik agar tujuan pendidikan yang diidealkan dapat terwujud.
The purpose of this study is to explore the subjects and characteristics of transformational leader-ship and its strategic role in Islamic educational institutions. By applying the data collection method which was analyzed qualitatively in the form of library research, this study shows that transformational leadership which is considered as the most effective leadership model in managing Islamic educational institutions, requires a subject (actor) who can carry out his transformative function. The principal and his deputies, teachers, and parents as transformative leaders in Islamic educational institutions must have far-sighted vision and efficient communication, understand the needs of subordinates, as well as carry out the empowerment process and have strong personal values. These characteristics must be inherent in a leader as a unified whole and inseparable. In addition, in carrying out the leadership process, it must be followed by the behavior of communicating and strengthening members in realizing the vision, as well as attention to subordinates and fulfillment of high commitment. All of this is a succession of educational transformation with their respective strategic roles and must—therefore—work together neatly so that the idealized educational goals can be achieved
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