Influence of Social Environment on Student’s Behaviour

Arifin, Raihan binti Mohd; Wahab, Noradilah Binti Abdul; Teh, Kamarul Shukri bin Mat; Otman, Mohd. Shahril

doi:10.6007/ijarbss/v8-i7/4520

Cited by 10 publications

(8 citation statements)

References 16 publications

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“…Negative behavior is the result of immature thinking and lack of life experience. Social environmental factors can influence and be a source of learning in shaping behavior through various social learning models [22]. Social maturity is the ability to achieve an acceptable level of social behavior.…”

Section: The Significance Of the Social Environmentmentioning

confidence: 99%

The Influence of Values and the Social Environment on the Environmental Attitudes of Students: The Case of Lithuania

2021

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The aim of this study was to analyze the influence of values and social environmental factors on the pro-environmental attitudes of students. A representative survey of 1161 Lithuanian schoolchildren was conducted between October and November 2020. Health was the most important value for students, and for girls, while healthcare was more important for boys. Among the ecological values, unpolluted food, clean air, and fresh water were the most important. For Lithuanian students, school does not play a decisive role in outdoor behavior compared to family, which plays a more important role in outdoor behavior, and friends are the most important influencers of outdoor behavior. Students in Lithuania have a pro-ecological outlook, which is shaped by their interest in and practice of ecology. Students of ECO schools are more responsible than students of regular schools, although they have less pro-environmental attitudes compared to students of regular schools.

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Section: The Significance Of the Social Environmentmentioning

confidence: 99%

The Influence of Values and the Social Environment on the Environmental Attitudes of Students: The Case of Lithuania

2021

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“…This indicates that social context also defines the teachersparticipants' learning success. Environment determines learners' growth (Arifin et al, 2018).…”

Section: Ict Learning Obstacles and Teachers' Learning Strategiesmentioning

confidence: 99%

The Multi-dimensions of Teachers’ ICT learning

Suryani

Soedarso

Prasetyowati

et al. 2021

RDJE

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Todays’ teachers should respond to their students’ learning need in this digital era, but frequently they do not know how to operate technology. This situation imposes teachers to survive and grow through self-learning and learning method discovery instead of relying on formal training. This study aims to explore how teachers survive and perform their self-learning. The data are collected from an interview with a senior teacher from higher education institution and twenty-six senior high school teachers’ written responses. The data show that ICT learning requires the integration of affective, social and cognitive functioning through the process of adaptive learning from authentic environment, individual continuous and group learning. The study shows that teachers are potential adaptive learners, who learn from diverse everyday situations. They are engaging in situated learning process. ICT learning workshops are not the only platforms where they can learn ICT. On daily basis, the teachers learn from other more competent teachers, teachers learning communities and their own students

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“…Antara sekian banyaknya bidang studi yang dipelajari di sekolah, bidang studi PAI memegang posisi penting dalam membentuk karakter anak. Pembelajaran PAI diharapkan mampu mencerdaskan karakter bangsa terutama karakter disiplin, Fakta di lapangan menunjukkan, lingkungan lebih dominan mempengaruhi perilaku peserta didik (Arifin, Wahab, Teh, & Otman, 2018) dibanding dengan pendidikan agama sebagaimana yang telah diajarkan oleh guru. Hal ini berpengaruh terhadap sikap dan perilaku untuk beribadah.…”

Section: Pendahuluanunclassified

Implementasi Karakter Disiplin dalam Kurikulum 2013 Pada Bidang Studi PAI di SMA Islam Terpadu Darul Hikmah

Yusuf¹,

Ritonga²,

Mursal³

2020

Tarbiyatuna

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This research aims to describe the form of character discipline implementation in the 2013 curriculum of PAI field of study, the implementation aspects that will be described include: 1) planning of Character education discipline on curriculum 2013 of PAI field of study, 2) implementation of Character education discipline in curriculum 2013 field of study and 3) discipline character Education evaluation in PIE Curriculum 2013. For the smoothness of the study designed using qualitative descriptive approach, data sources include principals, curriculum representatives, student representatives, religious teachers and some of the students selected in snowball sampling, the technique of data analysis used is classification, reduction, and withdrawal of conclusions, to ensure the validity of data is used triangulation. From the results of the research known that: 1) the planning of character education is drawing from the Learning Plan and learning tools and methods used by teachers. 2) The implementation of disciplinary character is carried out through the Uswah Hasanah, routine activities at school, extracurricular and cooperation between the parents and the school. 3) The evaluation of the discipline of character education is carried out continuously through teacher observation, peer assessment and self-assessment.

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Influence of Social Environment on Student’s Behaviour

Cited by 10 publications

References 16 publications

The Influence of Values and the Social Environment on the Environmental Attitudes of Students: The Case of Lithuania

The Influence of Values and the Social Environment on the Environmental Attitudes of Students: The Case of Lithuania

The Multi-dimensions of Teachers’ ICT learning

Implementasi Karakter Disiplin dalam Kurikulum 2013 Pada Bidang Studi PAI di SMA Islam Terpadu Darul Hikmah

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