Mathematical literacy is crucial to understand phenomena and good decision-making in real life. This study aims to describe aspects of Islamic nuanced mathematical literacy in prospective teachers, which were viewed from the four personalities of Keirsey. This qualitative descriptive research used a questionnaire of MTBI personality types and a mathematical literacy test with Islamic nuances. The subjects are students in the 7th semester of the mathematics education program at an Islamic university in Kediri City, East Java, Indonesia. The findings showed that rational and idealist subjects could fulfill the "formulating" indicator, but not the guardian and artisan subjects. They were not able to translate problems into mathematical form. The indicators of "employing" and "interpreting" show that subjects with rational personality types can determine better strategies than artisan, guardian, and idealist personality types. That is, it is necessary to integrate the interconnections between the mathematics learning programs related to Islamic elements. A more in-depth portrait of mathematical literacy is needed in different situations from prospective mathematics teachers at Islamic universities.
The results of a survey on students in a university in Kediri found the fact that students are still confused and do not have any idea about their future careers even though the study period is almost complete. This might be because they lack knowledge about career options that are appropriate to their field of study, feel less confident about their abilities, lack self-awareness related to their potential, and do not yet know how to prepare themselves for the work world. These phenomena illustrate the lack of student career maturity. This condition might cause an increase in the unemployment rate or job mismatch. Against this backdrop, we designed and implemented strategies to overcome these problems using a Cognitive Information Processing approach. In particular, we conducted Focus Group Discussions (FGD) with students, implemented career counselling, and carried out career socialization. This research used a pre-experimental design, particularly a one-group pretest and posttest design. The result shows that students experienced a significant increase in their career maturity. Students now have a better picture of career options that match their educational background, have short-term and long-term planning related to career readiness after completing education and have confidence in their abilities or potential.
Ketika kasus bullying mulai dikeluhkan orangtua peserta didik maka sorotan tajam akan ditujukan kepada pihak sekolah. Oleh karena itu, pihak sekolah diharapkan mampu menjalankan tujuan konsep pendidikan yang ada sehingga kasus bullying bisa dicegah kemunculannya. Pihak sekolah dituntut untuk melakukan pengawasan yang efektif kepada seluruh peserta didik sehingga peluang bullying bisa ditiadakan terjadi di lingkungan sekolah. Bertolak pada sekolah yang diteliti maka diperoleh fakta bahwa guru-guru wali kelas mengalami kesulitan membedakan perilaku anak-anak yang sewajarnya dan tindakan bullying itu sendiri di kalangan peseta didik. Pemahaman guru yang minim terkait konsep bullying menjadi salah satu pencetus tindakan bullying menjamur di kalangan peserta didik. Oleh karena itu, penelitian ini bertujuan untuk merumuskan sebuah langkah sistematis untuk memberikan pengetahuan dan keterampilan kepada para guru dalam bentuk pelatihan anti bullying yang menekankan pada pengenalan konsep dasar bullying sehingga guru bisa mampu berperan aktif dalam mencegah perilaku bullying. Hasil penelitian membuktikan bahwa pelatihan anti-bullying yang diberikan kepada guru telah meningkatkan pengetahuan guru mengenai definisi, bentuk, faktor, dampak, cara mengidentifikasi, dan guru terlibat dalam upaya mencegah bullying dengan memanfaatkan fungsi bystander (saksi) di sekolah.
: Students as graduates from universities certainly have more knowledge and skills than the lower levels. However, this does not require that students be ready for the world of work. Students still feel anxious and lack confidence in the world of work, even though they are in the final semester and will graduate from college. If this condition is continued, students will have difficulty competing in the world of work later. Therefore, students may need tough conditions themselves that help to overcome obstacles in themselves as well as obstacles in the world of work, this tough condition is called hardiness. The purpose of this study is to determine the level of hardiness and the level of work readiness as well as to determine the relationship between hardiness and job readiness in Islamic Psychology students of IAIN Kediri class 2018. The subjects of this study amounted to 97 students of Islamic Psychology IAIN Kediri class 2018. As for the sampling technique, Researchers used a non-probability technique, namely accidental sampling. Furthermore, for data processing using the SPSS 20 for windows application using descriptive statistical analysis methods of frequency and non-parametric statistics with Spearman Rho hypothesis testing. Based on this research, it was found that the average student's hardiness level was in the medium category, amounting to 45.4%. The level of student work readiness is in the medium category average of 47.4%. Based on the results of the analysis of Spearman Rho, a score of 0.802 was obtained with a significance value (2 tailed) of 0.000. This statement can be interpreted as Ha is accepted and Ho is rejected. Then the correlation value is positive and has very strong criteria, which means that the relationship between hardiness and work readiness is 0.802 and has very strong criteria. Kay word: Hardiness, Working readiness, students.
Penelitian ini mengkaji kasus motivasi belajar rendah yang ditemui pada salah satu siswi di jenjang sekolah menengah pertama yang sekaligus menjadi subjek dalam penelitian ini. Subjek merupakan anak remaja perempuan yang berusia 13 tahun yang mengalami kendala dalam mengoptimalkan hasil belajarnya karena memiliki usaha dan daya juang yang rendah dalam mengikuti proses pembelajaran di sekolah maupun di rumah. Keluhan para guru dan orangtua mendorong peneliti mencari alternatif penanganan untuk meningkatkan motivasi belajar siswi tersebut. Adapun alternatif yang dipilih oleh peneliti adalah memberikan konseling behavioral dengan teknik self-management untuk meningkatkan motivasi belajar subjek. Konseling behavioral dengan teknik self-management ini mengkombinasikan tiga teknik yaitu teknik self-monitoring, stimulus-control, dan self-reward yang dilaksanakan selama 8 sesi konseling. Metode yang digunakan dalam penelitian ini adalah desain eksperimental kasus tunggal (DEKT). Hasil eksperimen yang dilakukan adalah pelaksanaan konseling behavioral dengan teknik self-management terbukti mampu meningkatkan motivasi belajar subjek. Subjek secara konsisten memperlihatkan perilaku-perilaku yang mendukung proses belajarnya di sekolah maupun di rumah, misalnya subjek fokus mendengarkan penjelasan guru di dalam kelas dan jika ada tugas subjek sudah berinisitif untuk segera mengerjakan dan menyelesaikan tugas tersebut.
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