2 research outputs found
Berpikir Berdasarkan Teori-Teori Filsafat (Analisis Pola Berpikir Mahasiswa UINSU Medan)
Get PDFPenelitian ini menganalisis pola berpikir mahasiswa berdasarkan teori-teori filsafat. Melalui pendekatan kualitatif dengan wawancara terstruktur, temuan penelitian menunjukkan bahwa mahasiswa cenderung menggunakan pola berpikir empirisme yakni menggunakan pengalaman indrawi dan observasi langsung dalam memperoleh pengetahuan, rasionalisme yakni mengandalkan logika dan akal budi dalam memahami konsep-konsep filosofis, dan utilitarianisme yakni mempertimbangkan konsekuensi dan manfaat sosial dalam pengambilan keputusan. Pola berpikir yang beragam ini memberikan wawasan tentang peran teori filsafat dalam pengembangan keterampilan berpikir kritis dan pemahaman mendalam terhadap konsep-konsep filosofis, serta tanggung jawab sosial dalam pengambilan keputusan mahasiswa.
This study analyzes students' thinking patterns based on philosophical theories. Through a qualitative approach with structured interviews, the research findings show that students tend to use empiricism thinking patterns, which mean using sensory experience and direct observation in obtaining knowledge, rationalism thinking patterns, which mean relying on logic and reason in understanding philosophical concepts, and utilitarianism thinking patterns, which mean considering social consequences and benefits. in decision making. These diverse patterns of thinking provide insight into the role of philosophical theory in developing critical thinking skills and deep understanding of philosophical concepts, as well as social responsibility in student decision making.
 
THE ROLE OF PRAGMATIC AWARENESS IN EFL UNIVERSITY STUDENTS' COMMUNICATION SKILLS
Get PDFThis study investigates the relationship between pragmatic awareness and communication skills among EFL university students. Using a mixed-methods approach, 150 students from one of university in Medan participated in a 4-week study involving pragmatic awareness tests, communication skills assessments, semi-structured interviews, and classroom observations. Results revealed a strong positive correlation between pragmatic awareness and overall communication abilities. Students who received explicit pragmatic instruction demonstrated significant improvements in both pragmatic competence and communication skills compared to the control group. Qualitative data highlighted enhanced cultural sensitivity, improved interpretation of implicit meanings, and increased adaptability as key benefits of pragmatic awareness. The study concludes that integrating pragmatic instruction into EFL curricula is crucial for developing effective communicators in diverse cultural contexts. Implications for EFL pedagogy and suggestions for future research are discussed
