1,720,961 research outputs found
Kesantunan Berbahasa
No full textKesantunan merupakan aturan perilaku yang ditetapkan dan disepakati bersama oleh suatu masyarakat tertentu sehingga kesantunan sekaligus menjadi prasyarat yang disepakati oleh perilaku sosial. Kesantunan berbahasa tecermin dalam tatacaraberkomunikasi lewat tanda verbal atau tatacara berbahasa. Ketika berkomunikasi, kita tunduk pada norma-norma budaya, tidak hanya sekedar menyampaikan ide yang kita pikirkan. Tatacara berbahasa harus sesuai dengan unsur-unsur budaya yang ada dalam masyarakat tempat hidup dan dipergunakannnya suatu bahasa dalam berkomunikasi.Tujuan utama kesantunan berbahasa adalah memperlancar komunikasi. Oleh karena itu, pemakaian bahasa yang sengaja dibelit-belitkan, yang tidak tepat sasaran, atau yang tidak menyatakan yang sebenarnya karena enggan kepada orang yang lebih tua juga merupakan ketidaksantunan berbahasa. Kenyataan ini sering dijumpai di masyarakat Indonesia karena terbawa oleh budaya “tidak terus terang” dan menonjolkan perasaan
Pendidikan Karakter Berbasis Kearifan Lokal
Full text linkThe current phenomenon shows that the noble character values among children are experiencing a quite concerning crisis. One of the factors causing the deterioration of children's character is a crisis or deterioration of national cultural values or local wisdom values. Therefore, exploring cultural values or local wisdom values is a strategic step in an effort to build the nation's character. The purpose of this study was to describe (1) character education through traditional games in MIN 3 Jember, (2) character education through traditional songs in MIN 3 Jember, and (3) character education through folklore in MIN 3 Jember. To achieve this goal, this study uses a phenomenological type of qualitative approach. The data collection technique uses observation, interview, and documentary study techniques. The data collected are primary data and secondary data which include: character education strategy data through traditional games, character education through traditional songs, and character education through folk stories. After the data is collected, it is analyzed using themodel spiral analysis proposed by Cresswel (2007).
The results showed that (1) The teachers at MIN 3 Jember have used traditional games as a medium to instill character values in students. The traditional games played by students are quite varied. The steps taken by the teacher in using traditional games as a medium in instilling the character of students are: choosing traditional games that are in accordance with the learning theme, playing games together with students, followed by explaining the character values contained in the games that have been played the. (2) Teachers at MIN 3 Jember have used traditional songs as a medium to instill character values in students. The steps taken by the teacher in using traditional songs as a medium to instill the character of students, namely: choosing traditional songs that are in accordance with the learning theme, singing songs together with students, followed by explaining the character values contained in traditional songs that have been sung. (3) teachers at MIN 3 Jember have used folklore as a medium to instill character values in students. The steps taken by the teacher in using folklore to instill character values are: (a) the children read the folklore in groups or independently, (b) to find out whether the children understand the story, the teacher make inquiries via 5W + H. (c) the teacher retells the folklore to the children, and (d) the teacher conveys the messages (character values) that exist in the story
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Full text link“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
Full text linkWe 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
Full text linkWe 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
PENERAPAN PEMBELAJARAN BERDIFERENSIASI DALAM PEMBELAJARAN BAHASA INDONESIA
Full text linkMulai tahun 2022 satuan pendidikan di Indonesia menerapkan kurikulum merdeka. Salah satu aspek penting dalam kurikulum merdeka adalah pembelajaran berdiferensiasi. Pembelajaran berdiferensiasi merupakan model pembelajaran yang mengakomodasi, melayani, dan mengakui keberagaman peserta didik dalam belajar yang sesuai dengan kesiapan dan minat belajarnya. Pembelajaran berdiferensiasi mengakui perbedaan individual peserta didik dan memberikan pengalaman belajar yang sesuai dengan kebutuhan dan minat mereka. Pada pembelajaran berdiferensiasi peserta didik dapat mempelajari materi pelajaran sesuai dengan kemampuan dan kebutuhannya. Dengan menerapkan pembelajaran berdiferensiasi, guru bisa mengenali kebutuhan peserta didik yang berbeda-beda, kemudian merancang materi pembelajaran sesuai dengan kebutuhan, merancang metode pembelajaran yang paling efektif, dan menciptakan pengalaman belajar yang sesuai dan efektif untuk setiap peserta didik, sehingga peserta didik dapat mencapai tujuan pembelajaran secara maksimal.
Tujuan penelitian ini adalah mengkaji tentang (1) penerapan pembelajaran berdiferensiasi dalam pembelajaran Bahasa Indonesia di Sekolah Menengah Atas Negeri 2 Tanggul Jember, dan (2) dampak penerapan pembelajaran berdiferensiasi dalam pembelajaran Bahasa Indonesia bagi peserta didik di Sekolah Menengah Atas Negeri 2 Tanggul Jember. Pendekatan penelitian ini adalah kualitatif fenomenologi. Data dalam penelitian diperoleh melalui wawancara, observasi, dan dokumentasi. Penggalian data dilakukan pada tanggal 31 Juli 2023 sampai dengan 01 Desember 2023. Adapun sumber datanya adalah guru Bahasa Indonesia di Sekolah Menengah Atas Negeri 2 Tanggul sebanyak lima orang dan peserta didik kelas X dan XI. Data yang diperoleh dianalisis dengan menggunakan teknik analisis data model interaktif Milles dan Huberman yang terdiri dari kondensasi data, penyajian data, dan verifikasi data atau penarikan kesimpulan.
Berdasarkan pemaparan analisis data dapat disimpulkan bahwa dalam menerapkan pembelajaran berdiferensiasi pada pembelajaran bahasa Indonesia di SMA Negeri 2 Tanggul Jember terdapat beberapa tahapan, yaitu: (1) guru melakukan pemetaan kebutuhan peserta didik melalui asesmen diagnostik. Asesmen diagnostik yang dilakukan oleh guru meliputi asesmen diagnostik nonkognitif dan diagnostik kognitif; (2) merancang perencanaan pembelajaran berdiferensiasi sesuai kebutuhan peserta didik. Dari hasil pemetaan pada asesmen doagnostik, guru merancang pembelajaran berdiferensiasi yang meliputi: diferensiasi konten, proses, dan produk. Pada diferensiasi konten, guru menyediakan konten materi yang diajarkan kepada peserta didik sesuai dengan kesiapan belajar, minat, atau profil gaya belajarnya (visual, auditori, kinestetik) dan kombinasi dari ketiganya. Pada diferensiasi proses, guru mengembangkan kegiatan bervariasi, dan menerapkan pengelompokan yang fleksibel. Pada diferensiasi produk, guru menyediakan keragaman variasi produk tagihan kepada peserta didik; (3) melaksanakan pembelajaran berdiferensiasi sesuai dengan perencanaan yang telah disusun. Untuk mendukung keberhasilan pembelajaran berdiferensiasi, guru menciptakan suasana lingkungan belajar yang kondusif. Beberapa cara yang telah dilakukan guru untuk menciptakan lingkungan belajar yang kondusif antara lain: dengan mengembangkan komunitas belajar, membangun sikap menghargai, menciptakan rasa aman secara fisik dan psikis, dan membangun harapan untuk mencapai kesuksesan; dan (4) melakukan evaluasi dan refleksi kegiatan pembelajaran yang sudah berlangsung. Pada tahap ini, guru melakukan kegiatan asesmen secara berkelanjutan yang dimulai dari asesmen diagnostik di awal pembelajaran dan dilanjutkan dengan melakukan penilaian proses dan penilaian hasil belajar. Penerapan pembelajaran berdiferensiasi dalam pembelajaran Bahasa Indonesia memiliki dampak positif bagi peserta didik, hal ini ditunjukkan dengan meningkatnya semangat dan antusias peserta didik selama mengikuti pembelajaran bahasa Indonesia
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
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