Purpose of the Study:This study aims to identify the forms of directive politeness act found in the educational discourse, to describe the directive politeness act technique and to formulate directive politeness act that can be used to form the readers' character, especially the students in Indonesia. Methodology:This study used a qualitative approach with multi-column data analysis technique design. The data source of this study was the directive politeness speech act containing a message of character formation in the discourse of education column in the Daily National Newspaper (DNN) Kompas and Republika in the period from January 2018 to March 2018. The data analysis in this research was carried out while the data processing and data validation technique were being conducted. The data analysis is supported by the taxonomy data analysis technique of the Levinson model underlain by the Indonesian cultural background. Result:The research results report that the use of directive politeness acts, in the discourse of education column in the daily national newspaper, can be divided into the politeness act of advising (9.62%), supporting (9.62%), and instructing (9.62%), by which the greatest number is gained. The directive speech act strategy in the discourse of education column can be divided into two types: direct strategy (83%) and indirect strategy (17%). The implication of the directive politeness act in the discourse of education column of DNN can be formulated into 11 character building values, which are religiosity, honesty, harmony-tolerance, discipline, sincerity and hard work, creativity, independence, democracy, curiosity, love for the homeland, and appreciation for other people's works and achievements. The value of honesty, religiosity, and tolerance becomes the strong feature of the discourse of education column in DNN. The results describe that the thriving and excellent main capital in building Indonesia are divinity, harmony, unity, and tolerance. Implications:The values of character education become a worthwhile benchmark in the framework to instill educational values and build readers' independence and maturity in the Indonesian context.
Taksonomi adalah klasifikasi benda mengikut ciri-ciri tertentu. Taksonomi dalam bidang pendidikan digunakan untuk mengklasifikasikan tujuan pendidikan, penyusunan penilaian dan kurikulum. Bloom telah mengkategorikan tiga ranah dalam pembelajaran, yaitu; ranah kognitif, ranah afektif dan ranah psikomotor. Taksonomi Bloom fokus pada terminologi (1) pengetahuan; (2) pemahaman; (3) penerapan; (4) analisis; (5) sintesis; dan (6) evaluasi. Sedangkan terminolginya berubah dengan adanya Taksonomi Revisi pada tahun 2001 oleh Anderson & Krathwohl dengan terminologi (1) mengingat; (2) memahami; (3) mengaplikasikan; (4) menganalisis; (5) menilai; dan (6) mencipta. Terminologi ini berubah dengan mempertimbangkan keperluan holistik agar lebih mudah dalam penerapannya oleh guru di sekolah. Fokus utama makalah ini adalah membahas ranah kognitif Revisi Anderson & Krathwohl 2001 dan penerapannya dalam pengajaran dan pembelajaran pantun di sekolah dasar. Anderson & Krahthwohl Cognitive Applications in Teaching and Learning Pantun in Elementary Schools Abstract: Taxonomy is the classification of things according to certain characteristics. Taxonomy in education is used to classify educational objectives, assessment and curriculum preparation. Bloom has categorized three domains in learning, namely; cognitive domain, affective domain and psychomotor domain. Bloom’s taxonomy focuses on the terminology of (1) knowledge; (2) understanding; (3) application; (4) analysis; (5) synthesis; and (6) evaluation. While the terminology changed with the introduction of the Revised Taxonomy in 2001 by Anderson & Krathwohl with the terminology (1) recalling; (2) understand; (3) apply; (4) analyze; (5) evaluate; and (6) create. This terminology changes by considering the holistic need to make it more relevant in its application by teachers at the school level. The main focus of this paper is a discussion on the cognitive domain of the 2001 Anderson & Krathwohl Revision and its application in the teaching and learning of verse in primary schools. Keywords: Bloom's Taxonomy, Cognitive Area, Poetry, Revised Taxonomy.
The study aims to identify the manifestation of Character Based Education Pandemic in internationalization Dynamics. It also explore concept of character as a part of pandemic process throughout human life and investigate on how pandemic plays role in character. In order to meet the purpose of the research, the qualitative approached, as it is in line with this particular study which is descriptive in nature. In accordance with many of the previous theories regarding the character based education in pandemic, it is found that the application of Character Based Education Pandemic of internationalization dynamics to be a better character. Improvement and successful program indirectly derived from manifestation of the characteristics of Character Based Education Pandemic namely faith in oneself, the aspiration towards excellence, the tenacity to challenge themselves, the engagement of support from others, and the continuous deliberate practice. Through the act of character based education, internationalization dynamics will evolve toward the betterment and so will the organization.
The aim of this chapter is to examine the strategic enhancement of global mindset and open mind to supplement the learning atmosphere into being more worldwide in looking at the intercultural divergence. The essential support to interact internationally among the students attempts to enhance cultural awareness and global competence to achieve social development to meet the needs in the global citizen learning. The critical review of several literatures was conducted through arranging the keywords and followed with extracting the data analysis to interpret the results. Both critical analysis and synthesis towards interpreting, conceptualizing, and modelling of worldwide quality together with open mind in intercultural competence. With critical exploration, the finding reveals that an attempt to empower global mindset and an open mind refers to the initiative in encouraging the extent of worldview leading to the social development for active citizenship in order to enable the mutual convenience of interaction with others from diverse backgrounds.
Magis atau unsur luar biasa sering kali ditemui dalam kebanyakan teks hikayat yang mempunyai pengaruh Hindu-Islam. Pemaparan unsur ini dianggap penting oleh pengarang tradisi untuk dijadikan intipati kepada struktur teks klasik. Kehebatan pengarang tradisi mencakna mesej kepada khalayak melalui bauran peristiwa yang luar biasa ini membawa implikasi yang besar kepada khalayak dan meransang beberapa kesan emosi tertentu. Salah satu daripada emosi ini ialah emosi hairan yang membangkitkan rasa takjub dan kagum. Objektif kajian ini adalah untuk melihat hubung kait emosi hairan dan aspek kelegaan jiwa yang akan dikupas berdasarkan teks pilihan ini. Kaedah yang digunakan dalam kajian ini bersifat kualitatif di bawah analisis deskriptif berpusatkan teks. Huraian data dan maklumat daripada kaedah analisis tekstual ini akan dibahagikan kepada analisis yang bersifat struktural yang melihat struktur ayat dan pengolahan gaya bahasa yang berupaya mewujudkan emosi hairan dan rasa takjub serta analisis yang bersifat teoritikal yang melihat aspek emosi ini daripada perspektif rasa fenomenologi sekali gus mengaitkan emosi hairan dan kesan rasa takjub ini dengan aspek kelegaan jiwa. Hasil analisis mendapati, sememangnya terdapat beberapa peristiwa di dalam teks Hikayat Marakarmah yang meransang emosi hairan dan rasa takjub serta berupaya memberikan kesan kelegaan jiwa kepada khalayak. Implikasi daripada kajian ini merumuskan emosi hairan yang menerbitkn rasa kagum khalayak kepada kebanyakan peristiwa magis yang terdapat dalam teks Hikayat Marakarmah ini menimbulkan kesan rasa lega sekali gus membuktikan kehebatan pengarang tradisi mengadun aspek estetika dan mesej yang hendak disampaikan secara tersirat.
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