4 research outputs found
Social Support as a Moderator of Self Efficacy and Learning Motivation Towards Students' Academic Hardiness
Get PDFThis research examined the factors that influence academic hardiness in tahfiz lessons. The author suspects that the factors contained in the social support variable are moderator variables for the variables self-efficacy, learning motivation, and gender which influence academic hardiness. This research uses a quantitative approach with multiple regression analysis. The sample consisted of 150 students in class 5 and class 6 of Islamic school X who were taken using a purposive sampling technique. In this research, the measuring tool used is the revised academic hardiness scale (RAHS) to measure the academic hardiness variable. Multi-Dimensional Scale of social support (Zimmet et al., 1988) to measure social support variables. The self-efficacy scale will be measured based on Bandura's theory to measure the dimensions of magnitude, generality, and strength. Learning motivation is measured using intrinsic and extrinsic aspects (Woolfolk, 1995). The research results show three significant regression coefficients: self-efficacy, intrinsic learning motivation, and gender. All three are influenced by social support, increasing students' academic hardiness. The author hopes that the implications of the results of this research can be reviewed and developed in further research. For example, adding other variables related to academic hardiness, such as parental and learning styles
From History to Fabulation (history) in Contemporary African Literature Between a Romantic Tale and a Diégesis of the Diverted Life
No full textLe récit effectué par un narrateur dans un roman n’est pas une création ex nihilo. Ilnaît du rapport étroit entre l’écrivain et sa société. Ainsi, raconter une histoire, c’est amorcer lerécit d’une période marquante de la vie de l’homme, telle que celle-ci se reflète dans le miroirstendhalien traîné le long de la rue par le sujet écrivant. Témoin de l’Histoire des faits relatés,l’auteur médiatise à travers son narrateur le rapport du lecteur au texte. La vie narrée transmutede ce fait du statut d’Histoire à celui de fabulation (histoire romancée), dans le cadre d’unprocessus dynamique de recréation diégétique déployant une nouvelle séquence narrative où lavie réelle se trouve détournée. Comment s’opère ce basculement de l’Histoire en un détournement devie au coeur de la société du texte ? Trois parties sous-tendent la présente réflexion qui a pourfondement épistémologique la sociocritique. Mitterrand l’appréhende comme une sémiotique.The narrative performed by a narrator in a novel is not a creation ex nihilo. It arisesfrom the close relationship between the writer and his society. Thus, to tell a story is to initiatethe narration of a significant period in the life of man, as reflected in the Stendhalian mirrordragged along the street by the writing subject. As a witness to the history of the facts recounted,the author uses his narrator to mediate the reader's relationship to the text. The narrated lifethus transmutes from the status of History to that of fabulation (romanced history), as part ofa dynamic process of diegetic re-creation deploying a new narrative sequence in which real lifeis diverted. How does this changeover of History into a diversion of life at the heart of the societyof the text take place? Three parts underlie this reflection whose epistemological basis issociocriticism. Mitterand apprehends it as semiotics
The figurations of decadence in the tetralogy of the gândara of Carlos de Oliveira
No full textDans les oeuvres de la tétralogie de la Gândara de Carlos de Oliveira, tout se passe comme si l’auteur,l’autorité narrative ou quelque intelligence démiurgique eût ouvert, dès Casa na Duna, une abominable Boîtede Pandore d’où s’échapperaient des incantations maléfiques aussitôt dissoutes dans une écriture brouillée. Lesdifférentes catégories narratives du récit se présentent ainsi comme autant d’édifices voués à la dégradationpar l’effet pernicieux de la temporalité. Parleuse de sortilèges, l’écriture de la tétralogie appelle la médiation del’interprète, seule capable d’exorciser ses funestes desseins. Voici toute la poignante ironie dont est constelléel’écriture de Carlos de Oliveira, portée par des artefacts ludiques : jeux de temps, d’actants, jeux d’espace, devie et de mort, dans lesquels la promesse d’une décadence universelle miroite ses augures. Ce travail tente dedéchiffrer sur un mode à la fois sémiotique, symbolique et psychocritique, le mécanisme des schèmes du déclinen se recommandant des thèses de Phillip Hamon sur le statut sémiologique du personnage, des théoriescratyléennes sur l’onomastique, des hypothèses de Durand et de Malebranche relatives à la phobie dumouvement indiscipliné ou encore des réflexions de Ricoeur sur les stratégies de l’utopie.In the works of the tetralogy of gândara of Carlos de Oliveira, everything happens as if the author – thenarrative authority, or some other demiurgic intelligence – had opened since Casa na Duna, a terriblePandora’s Box from which escape evil incantations immediately dissolved in a blurred writing. The narrativecategories are buildings dedicated to degradation by the pernicious effects of temporality. Spells, writing of thetetralogy of gândara speaker calls the divinatrice mediation of the interpreter, only able to exorcise his evildesigns. Here is the poignant irony which is capable writing of Carlos de Oliveira, proclaimed forcefully andworn by playful artefacts: time, actants games, space games, life and death, in which the promise of a universaldecadence shines his omens. This work analyzes in a mode both semiotics, symbolic and allegorical, themechanism of the schemes of the decline. We resort Phillip Hamon these on the semiotic status of thecharacter, cratyl’s theories on onomastic, the phobia of the indiscipline movement of Durand and Malebrancheassumptions, and also Ricoeur reflections on the strategies of utopia
Distance Learning With STEAM Approaches: is the Effect on the Cognitive Domain?
No full textThis study uses a STEAM approach to learning outcomes of biological innovation, using a quantitative approach with a quasi-experimental method with a posttest-only design with a nonequivalent group design. The population in this study are fourth-semester students of Biology Tadris UIN Sulthan Thaha Saifuddin Jambi, class IVA, IVB, IVC, and VI D, totaling 36 people. Samples were taken using class IVA and IV D with the purposive sampling technique. The instrument in this study was in the form of five essay test questions. Data analysis used t-test and correlation test (phi (Φ)). Analysis of t-test data from the calculation results shows that the use of the STEAM approach is proven to be better than online lectures without using the STEAM approach. The results of the study were continued with a correlation test (phi test (Φ)), from the results of the calculations, it was concluded that the STEAM approach had a significant effect on the learning outcomes of students’ cognitive domains in the biology learning innovation course.Penelitian ini menggunakan pendekatan STEAM terhadap hasil belajar inovasi biologi, menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen dengan desain posttest only dengan nonequivalent group design. Populasi dalam penelitian ini adalah mahasiswa semester IV Biologi Tadris UIN Sulthan Thaha Saifuddin Jambi kelas IVA, IVB, IVC, dan VI D yang berjumlah 36 orang. Sampel yang digunakan adalah kelas VIA dan IV D diambil dengan menggunakan teknik purposive sampling. Instrumen dalam penelitian ini berupa 5 soal tes essay. Analisis data menggunakan uji-t dan uji korelasi (phi (Φ)). Analisis data uji t Dari hasil perhitungan diperoleh kesimpulan bahwa penggunaan pendekatan STEAM terbukti lebih baik daripada perkuliahahan online tanpa menggunakan pendekatan STEAM. Hasil penelitian dilanjutkan dengan uji korelasi (uji phi (Φ)), dari hasil perhitungan diperoleh kesimpulan bahwa pendekatan STEAM berpengaruh signifikan terhadap hasil belajar ranah kognitif mahasiswa pada mata kuliah inovasi pembelajaran biologi
