1,721,002 research outputs found
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
Management of Teacher's Da'wah in Schools and Madrasas based on Pesantren
Full text linkThis paper is a description of the results of research conducted to describe the management of teacher da'wah in Schools and Madrasas based on Pesantren. The research is carried out by going into the field directly to investigate phenomena that appear in the context of real life. The process is by constructing phenomena based on the data obtained and critical evaluation based on relevant theories so that the essence of events can be found to be compared with other data and with relevant theories so that their truth, robustness and suitability can be tested and concluded. The results of the study conclude that there is a different typology between the management of da'wah carried out by teachers in schools and madrasas based on pesantren. Teacher management in schools emphasizes the aspects of firmness and discipline. Meanwhile, the management of teacher da'wah in madrasas is dominant with aspects of responsibility and patience. The da'wah media used in the research area are oral, written, picture, and audio-visual
The Authority of Teacher in Madrasah Based of Islamic Boarding School
No full textTeachers are obliged to possess authority to increase pedagogical interaction effectivity. However, there has been a shift in the meaning of authority so that an in-depth study is carried out on the dimensions of teacher authority, factors that influence the teacher authority, and the dynamics of teacher authority in Madrasah based of Islamic boarding school (pesantren). This research is a qualitative research by using interview, observation and documentation methods to collect the data. The data analysis includes data reduction, data display, and conclusion drawing/verification. The results show: 1) Authority is defined as strength to be admired accompanied by respect so as to bring obedience. The dimensions of teacher authority include spiritual, cognitive, affective, skills, social and physical: 2) There are at least 3 (three) factors that can increase the teacher authority, namely assertiveness, responsibility and patience; 3) The teachers authority from inside the pesantren (ndalem) is in the form of traditional authority, while teachers from outside the pesantren must strive to gain authority in the form of charismatic authority or even legal rational authority
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
Wibawa guru dalam interaksi pedagogik : studi multisitus; sekolah dan madrasah di Mojokerto
Full text linkWibawa harus dimiliki oleh guru untuk dapat meningkatkan kualitas kegiatan belajar mengajar. Namun telah terjadi penurunan wibawa guru sehingga perlu kajian mendalam tentang wibawa guru dalam interaksi pedagogik. Studi ini dimaksudkan untuk menjawab permasalahan: (1) Bagaimana tipologi wibawa guru dalam interaksi pedagogik di sekolah dan madrasah? (2) Faktor-faktor apa yang mempengaruhi wibawa guru dalam interaksi pedagogik di sekolah dan madrasah? (3) Bagaimana urgensi wibawa guru dalam interaksi pedagogik di sekolah dan madrasah?. Permasalahan tersebut dibahas melalui studi lapangan dengan pendekatan multi situs. Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Analisis data dilaksanakan bersama-sama dengan proses pengumpulan data, dengan aktivitas analisis meliputi reduksi data, penyajian data, penarikan kesimpulan dan verifikasi.
Kajian ini menunjukkan bahwa: (1) Wibawa guru dalam interaksi pedagogik di masing-masing situs menunjukkan kondisi yang berbeda-beda sehingga menghasilkan suatu tipologi sebagai berikut: a) Wibawa yang terjadi di SMPN 1 Mojoanyar berupa charismatic authority, dan dimensi wibawa yang menonjol di situs ini adalah sikap dan sosial. b) Wibawa guru yang terjadi di SMP Muhammadiyah Plus Mojokerto juga berupa charismatic authority, dan dimensi wibawa yang menonjol di situs ini adalah fisik dan sikap. c) Wibawa guru yang terjadi di MTsN 2 Mojokerto berupa legal rational authority, dan dimensi wibawa yang menonjol di situs ini adalah pengetahuan dan ketrampilan. d) Wibawa yang terjadi di MTs. An Nahdliyyah berupa traditional authority, dan dimensi wibawa yang menonjol di situs ini adalah spiritual dan sikap. (2) Faktor yang mempengaruhi wibawa guru dalam interaksi pedagogik di setiap situs dapat dikelompokkan menjadi 3 jenis yakni faktor dominan, faktor spesifik, dan faktor akumulatif. Faktor dominan adalah faktor yang menonjol di setiap situs secara berurutan sebagai berikut: bijaksana, penampilan, disiplin, dan kekuatan batin. Faktor spesifik adalah faktor yang hanya terjadi di satu satu situs, dan tidak terjadi di situs lain yang secara berurutan adalah: usia, asyik/menyenangkan, jabatan, dan keturunan. Sedang faktor akumulatif adalah faktor yang ada di setiap situs yaitu: tegas, tanggung jawab dan sabar. (3) Urgensi wibawa guru dalam interaksi pedagogik meliputi manfaat dan tantangan. Manfaat wibawa guru meliputi: a) manfaat bagi guru, b) Manfaat bagi siswa, c) Manfaat bagi lembaga pendidikan, dan d) Manfaat bagi lingkungan. Adapun tantangan yang teridentifikasi adalah: a) Tantangan mempertahankan wibawa guru; b) Tantangan relatifitas wibawa yang terdiri dari wibawa individu, wibawa responsif, dan wibawa kolektif; c) Tantangan merdeka belajar bagi wibawa guru, dan d) Tantangan menciptakan lingkungan berwibawa.
ABSTRACT:
The teacher must have authority to improve the quality of teaching and learning activities. However, there has been a decrease in teacher authority, so it is necessary to study the authority of teachers in pedagogical interactions. This study is intended to answer the following problems: (1) What is the typology of teacher authority in pedagogical interactions in schools and madrasahs? (2) What factors influence the authority of teachers in pedagogical interactions in schools and madrasahs? (3) What is the urgency for teacher authority in pedagogical interactions in schools and madrasahs? These problems are discussed through field studies with a multi-site approach. Data collection techniques using observation, interviews, and documentation. Data analysis was carried out together with the data collection process, with analysis activities including data reduction, data presentation, drawing conclusions and verification.
This study shows that: (1) The teacher authority in pedagogic interactions at each site shows different conditions, resulting in a typology as follows: a) The authority that occurs at SMPN 1 Mojoanyar is in the form of charismatic authority and the prominent dimensions of authority on this site are attitude and social. b) The authority of teachers that occurs at SMP Muhammadiyah Plus Mojokerto is also in the form of charismatic authority and the prominent dimensions of authority on this site are physical and attitude. c) The authority of teachers that occurs at MTsN 2 Mojokerto is in the form of legal rational authority and a prominent dimension of authority on this site are knowledge and skills. d) The authority that occurs at MTs. An Nahdliyyah in the form of a traditional authority and a prominent dimension of authority on this site are spiritual and attitude. (2) The factors that influence teacher authority in pedagogical interactions at each site can be grouped into 3 types, namely dominant factors, specific factors, and accumulative factors. The dominant factors are the factors that become a mainstay at each site in order as follows: wisdom, appearance, discipline, and inner strength. Specific factors are factors that only occur in one site, and do not occur in other sites, which are: age, fun, position, and heredity. While the accumulative factors are factors that exist in each site, namely: assertiveness, responsibility and patience. (3) The importance of teacher authority in pedagogic interactions includes benefits and challenges. The benefits of teacher authority include: a) benefits for teachers, b) benefits for students, c) benefits for educational institutions, and d) benefits for the environment. The challenges identified are: a) The challenge of maintaining teacher authority; b) The challenge of authority relativity which consists of individual authority, responsive authority, and collective authority; c) The challenge of merdeka belajar for the authority of teacher, and d) The challenge of creating an authoritative environment
THE AUTHORITY OF TEACHER IN MERDEKA BELAJAR DISCOURSE
Full text linkABSTRACTEducation policy in Indonesia often changes lately, it makes education practitioners uneasy. It is feared that this will affect the teacher's authority. So this study aims to determine the authority of the teacher in the Merdeka Belajar discourse. After reviewing the study of literature, it can be concluded that; 1) By using a new USBN model, teachers were very likely to be more authoritative because student graduation was determined by teachers and schools; 2) UN by using the Minimum Competency Assessment and Character Survey ware expected to create an authoritative evaluation system without cheating; 3) Simple lesson plans gave an extensive time for teachers and students together and increased the authority of teachers; and 4) PPDB zoning system which reduced the percentage of zone line, was actually not directly related to the authority of teachers, whereas it made students’ academic competition increasing.Keywords: Authority, Teacher, Merdeka Belajar
Penguatan Kompetensi Guru BK di Mojokerto untuk Mengatasi Perilaku Perundungan Dengan Pelatihan Cognitive Behavior Therapy
Full text linkViolence still occurs in schools such as bullying by students against other students. Bullying is an act of individual violence against another individual or group of people against an individual who cannot defend himself either physically or psychologically. Therefore, it takes the efforts of academics from universities to do community service by providing training to teachers, especially BK teachers in the form of cognitive behavior therapy training to prevent bullying behavior. The results of the training show that BK/counseling teachers in Mojokerto feel that they are increasingly mastering cognitive behavior therapy, and know more that the psychological impact of bullying is very dangerous. Furthermore, BK teachers have alternative ways to prevent and overcome bullying behavior, namely cognitive behavior therapy
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
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