Syamsul Aripin, Nana Meily Nurdiansyah, Armai Arief
et al.
Purpose – This study aims to gain an in-depth understanding of the effectiveness and reformulation of Islamic Religious Education (IRE) in the modern era.
Design/methods/approach – The research method used is a literature study with a descriptive qualitative approach. The data sources and data collection techniques used were obtained from books, journals, or scientific articles, and the analysis technique used was content analysis.
Findings – The results of the study show that, first, changes to Islamic Religious Education in the modern era are very complex, because the elements of modernity continue to undergo changes in terms of teaching, material, methods, and approaches. The effectiveness of Islamic Religious Education (IRE) in the modern era requires a reformulation of learning that is contextual and adaptive. Therefore, the differences that arise due to the development of science and technology need to be seen as a gift that enriches comprehensive and holistic understanding; second, learning is directed at solving the problems of modernity faced by Muslims through scientific, social, and religious approaches; third, the delivery of Islamic knowledge is not dogmatic, but emphasizes historical analysis so that students are able to understand the dynamics of the development of Islamic teachings; fourth, text-based learning methods must be balanced with critical analysis of social realities to make them more applicable; fifth, strengthening the spiritual dimension through Sufism is a fundamental requirement in shaping religious character; sixth, the effectiveness of Islamic Education is not only measured by individual piety, but also by its contribution to building social piety.
Research implications/limitations – Data sources are limited to online and offline scientific literature based on literature reviews as the primary source. Future researchers can use more in-depth techniques and methods such as research and development or case studies.
Originality/value – The results of this study provide knowledge and implications for IRE teaching models and their reformulation to contribute to the challenges and progress of the times, so that synergy between various transformations can be achieved.
Este artículo es una propuesta para la enseñanza de la prosopografía en el Centro Universitarios de Ciencias Económico Administrativas. Bosqueja sus inicios como herramienta de las ciencias sociales, hasta su consolidación como un método aceptado para la segunda mitad del siglo XX. Describe las dos grandes escuelas que identifican las estudios prosopográficos. Detalla una crisis metodológica sufrida en el último tercio del siglo. Aborda los principales pasos para su uso, acompañada esta última sección por reflexiones adecuadas para estudiantes universitarios de ciencias económico administrativas.
Theory and practice of education, Special aspects of education
Muhammad Yassin, Nizarrahmadi, Muhammad Sood
et al.
This study attempted to investigate further issues dealing with the effect of bilingual education and gender difference on students’ English achievement especially at elementary school students. The data were collected from mid-semester test and final test of a hundred and ten students of six grade at Islamic elementary school of Al Azhar 21 Pontianak. They were divided into two big categories. Half of them belong to bilingual class, while the others were from regular class. In terms of gender, they consisted of forty-nine females and sixty four males. As the purpose of the study was to probe the effect of bilingual education and gender difference on English achievement, the results indicated that both bilingual education and gender difference do not contribute significantly on English achievements. In other words, bilinguals or females do not attain English better than monolinguals or males and vice versa. As such, the study advocated to avoid the dichotomy of bilingual class and non-bilingual class at school, since they carried more obstacles and challenges in the classroom instruction.
Education (General), Theory and practice of education
Studies show undergraduate students typically view research-focused educational courses negatively, with students reporting feelings of anxiety, difficulty, detachment, and reduced perceptions of relevancy to their own life. Course-based undergraduate experiences (CUREs) can provide research-related experiences to a large number of students in a convenient fashion, thus, are well-positioned to shift student perceptions of research. The purpose of this study is to explore changes in attitudes towards research in a large sample of undergraduate students’ after completing one semester of a CURE. This study used a within-subjects pre-posttest design. Data collection took place over eight semesters from fall 2019 through spring 2022 at a large metropolitan public university in the southeast region of the United States. Students enrolled in the CURE were asked to complete the Attitude Towards Research scale at the beginning and end of the semester covering the following factors: usefulness of research (F1), anxiety (F2), affect indicating positive feelings about research (F3), life relevancy of research to the students’ daily lives (F4), and difficulty of research (F5). Wilcoxon signed rank tests for paired data were conducted and Mann-Whitney U tests assessed whether there were any differences between students who completed the course face-to-face versus online. Across all eight semesters, 1,003 students (74% female, 91% Seniors) provided valid pre-posttest data. Statistically significant improvements were observed across all semesters (online and face-to-face) for research anxiety, positive attitude towards research, research relevance to own life, and research difficulty from the ATR scale (p<0.05). For usefulness of research for profession (F1), statistically significant differences were observed in four out of the eight semesters (p<0.05). Changes in students’ attitudes towards research did not differ between course modality (face-to-face versus online) except for F1. The mean change in F1 was different between students taking a face-to-face (mean: 0.22, ±SD 1.02) versus online version (mean: 0.07, ±SD 0.72) of the course (z = 2.35, p = 0.02). Findings from this study demonstrate the potential of a CURE at reducing anxiety, lowering perceived difficulty, enhancing overall impressions, and students’ overall attitudes toward research and research-based education. Continued consideration and evaluation of how and what is delivered in CUREs to students is required to advance the pedagogy of research methods.
Метою дослідження є розробка концепції впровадження інноваційних європейських практик диджиталізації як ключовий чинник забезпечення соціально-економічної безпеки в умовах глобальних викликів. За допомогою методів ризик-орієнтованого підходу, системного аналізу та моделювання розглянуто шляхи використання інноваційних європейських практик диджиталізації. Результати досліджень: 1. Здійснено діагностику проблем, які виникають при сучасному аналізі взаємозв’язку диджиталізації та соціально-економічної безпеки. 2. Проаналізовано напрями розвитку технологій, які можуть значно підвищити соціально-економічну безпеку. Глобальні виклики, такі як пандемії, економічні кризи, зміни клімату, можуть суттєво впливати на процеси диджиталізації та їхній вплив на соціально-економічну безпеку. Наукова новизна дослідження полягає в тому, що європейські практики диджиталізації виступають важливим інструментом забезпечення соціально-економічної безпеки в умовах глобальних викликів, у зв’язку з чим важливо дослідити новітні підходи, які можна запропонувати для сталого розвитку.
Доведено, що ШІ може аналізувати великі обсяги даних для прогнозування економічних криз, природних катастроф або соціальних конфліктів, що дозволяє урядам і компаніям заздалегідь підготуватися до можливих викликів; використання ШІ для оптимізації виробництва, логістики та управління ресурсами допомагає зменшити витрати й підвищити економічну стійкість. Хмарні рішення надають доступ до важливих ресурсів і послуг із будь-якої точки світу, що забезпечує безперебійну роботу бізнесу та державних установ у разі надзвичайних ситуацій. Хмарні платформи забезпечують ефективне управління великими обсягами даних, що необхідно для ухвалення стратегічних рішень. Практичне значення дослідження полягає в подоланні ключових викликів і використанні можливостей для подальшого впровадження інноваційних європейських практик диджиталізації як ключовий чинник забезпечення соціально-економічної безпеки в умовах глобальних викликів. Використання інноваційних європейських практик має значний потенціал, щоб прискорити досягнення ЦСР, але потребує врахування можливих ризиків і викликів.
Education (General), Theory and practice of education
The article is devoted to the consideration of the problem of teachers’ professional development in the fields of natural, mathematics, technology, and informatics. The purpose of the article is to substantiate the information and educational environment as a condition for the professional development of teachers of science and mathematics education and technology in Ukraine. Research methods: theoretical (analysis, synthesis, systematization; generalization, comparison); empirical (observation, online questionnaires); methods of mathematical statistics. Special attention is paid to the results of the online survey of teachers on the topic «The using of information and educational environment». 64 teachers took part in the survey. It was established that teachers consider «quality of content» and «availability of resources» to be the factors affecting the effectiveness of the information and educational environment of postgraduate pedagogical education. The main functions of the informational and educational environment of postgraduate education for teachers include providing access to relevant educational and methodological resources, creating distance learning programs, and providing examples of lessons and master classes. It was found that the content of the informational and educational environment reflects the ideas of people-centeredness, ensures the realization of the paradigm of equal access to quality education, and is based on the principles of accessibility, openness and continuity of education. It has been established that the effective integration of methodological concepts into the informational and educational environment of postgraduate pedagogical education significantly contributes to the professional growth and success of teachers.
The article is dedicated to presenting the experience of conducting debates on the impact of university autonomy on the improvement of higher education quality. It emphasizes that university autonomy is a fundamental academic value and a strategic direction of development for the European Higher Education Area, as well as a key feature of a democratic society and a condition for enhancing the quality of higher education and research. Debates are characterized as an educational technology and their role in the development of professional and general competencies of third-level (educational-scientific level) higher education seekers, enhancing the level of communication skills and interactive ability for partnership interaction, teamwork skills, as well as affirming democratic values, tolerance, honesty, and respect for opponents. The arguments presented by members of the affirmation team during the debates demonstrated that university autonomy in all four dimensions (organizational, personnel, financial, and academic) allows for the creation of a self-regulated and authoritative environment conducive to improving the quality of higher education, and also obliges universities to bear responsibility to society, as they play a key role in the development of a democratic and inclusive society, sustainable and environmentally safe economic and social development, in the development of the economy and improvement of living standards. In contrast, the opposing team argued the possibilities of centralized regulation by the state in enhancing the quality of higher education and in the implementation of universities’ social responsibility.
The scientific article substantiates the important role of the initiation and development of professional pre-higher education in Ukraine in modern socio-economic conditions. It is noted that education for sustainable development of society is a holistic education, and therefore mediative, health, based on self-awareness and self-creation of the individual, which implements a new type of relationship in the system «human – nature», meeting personal needs and development through self-organization. The place of professional pre-higher education in the structure of the modern education system in Ukraine is highlighted. The main attention is focused on the analysis of the leading features of the development of professional pre-higher education in Ukraine in the conditions of sustainable development of society, among which the author singles out the creation and approval of the legal framework for educational services in this area; standardization of training of applicants for educational and professional degree «professional junior bachelor»; introduction of the competence approach and principles of student-oriented learning in educational activities; active involvement of experts, scientists, various business entities in the development of standards, modernization of the system of professional development of teachers for professional pre-higher education, expansion of the existing network of vocational education institutions with training and production infrastructure that meets modern requirements. Emphasis is placed on the fact that the introduction of professional pre-higher education in Ukraine opens wide opportunities for lifelong learning; Adult education is becoming more flexible, as a person will be able to obtain several vocational education at the expense of the budget during his or her lifetime. Further development of professional pre-higher education in Ukraine will contribute to the recognition of the national system of vocational education at the world level while preserving the best traditions and practices formed by the previous long-term activities of domestic technical schools and colleges.
Jesús Salinas Ibáñez, Bárbara de Benito Crosetti, Juan Moreno García
et al.
Una de las formas de incorporar estrategias didácticas que promuevan la flexibilidad, la autonomía y la responsabilidad en el contexto de la secuenciación adaptativa del curriculum a las diferencias de los estudiantes, pasa por diseñar itinerarios flexibles de aprendizaje. El presente estudio aborda este concepto desde la perspectiva del diseño del aprendizaje, presentando una estructura de secuencias de aprendizaje intercambiables que permiten la configuración de itinerarios personales por parte de los propios alumnos en un proceso de codiseño. A partir de un cuestionario tipo Likert se analiza la valoración general de la experiencia, de la autonomía y control del proceso, de los propios itinerarios personales de aprendizaje y de las secuencias de aprendizaje. Los resultados muestran una alta valoración de cada una de las dimensiones por parte de los estudiantes. Se concluye que la configuración de los itinerarios y la participación de los estudiantes, así como las características que presentan los itinerarios flexibles de aprendizaje para facilitar la personalización, son propuestas metodológicas valiosas.
The article considers the content of training specialists in circular economics in the Republic of Poland in the process of postgraduate education in various fields on the experience of Silesian University of Technology. The article stresses that this allows gaining knowledge on circular economy by specialists of various profiles and directing their professional activities towards solving strategic environmental problems in accordance with the goals of sustainable development of society. Curricula and forms of training in the following areas are analyzed: environmental engineering and energy, waste management economics, alternative fuels and waste energy use, air protection and environmental management systems, water supply security systems. Analysis of the curricula of such training in different areas allows us to state that the training lasts no more than two semesters, is carried out by correspondence, which provides an opportunity to combine training with professional activities. Among the forms of education, preference is given to lectures, given the novelty of the subject and the lack of relevant educational and methodological literature, textbooks and more. It should be emphasized that the training process uses the latest documents and programs of the European Union. It is shown that this problem is becoming increasingly important for Ukraine, as the restoration of Ukraine after the war will require such specialists to develop it. Therefore, a promising task is to analyze the possibilities of introducing professional training in circular economy in Ukraine in the system of both higher and postgraduate education.
INTRODUCCIÓN. Las visitas a museos representan una poderosa estrategia para el desarrollo educativo y cultural. MuRe, museografía en red, hace un paso adelante en este sentido, integrando países, personas, museos y objetos de diferente índole. MuRe fue un proyecto creado en Anilla Cultural Latinoamérica-Europa de Uruguay, el cual se desarrolló durante el año 2017 a través del Fondo Concursable para la Cultura del Ministerio de Educación y Cultura de Uruguay. MÉTODO. El objetivo de MuRe es generar un circuito expositivo en internet avanzado en tiempo real con diferentes instituciones y personas conectadas. MuRe está compuesto por dos proyectos: un proyecto de cultura e intervención y un proyecto de investigación educativa. Este artículo muestra la organización desarrollada con sus principales estrategias, los grupos de interés más relevantes, junto con las tendencias o producciones derivadas. RESULTADOS. Los participantes crearon relatos y diálogos expositivos que solamente existieron en internet en torno a los museos y su patrimonio. Dichas audiencias, que no coexistieron geográficamente, compartieron el mismo tiempo y espacio virtual. DISCUSIÓN. Los objetos expositivos se conciben en un sentido amplio, como obra de arte, objeto patrimonial material o inmaterial, con el objetivo de estimular procesos de cocreación en TIC.
El presente artículo se propone contribuir a las discusiones sobre el papel de museos frente a la crisis ambiental, mediante la discusión de la presentación del medio ambiente y de sus problemas socioambientales en las exposiciones. En esa dirección, se presenta inicialmente una revisión histórica sobre la constitución de los museos, a partir de algunas transformaciones experimentadas por sus colecciones. A continuación se desarrolla una discusión sobre la educación de los visitantes en el ámbito de las dimensiones tiempo, espacio y objeto. A partir de esa discusión se analizan las posibilidades comunicativas y educativas de las exposiciones. Por último, se presentan reflexiones sobre la exhibición del medio ambiente y sus problemas en las exposiciones de museos. A partir de este estudio, se percibe al museo público con posibilidades para la educación de la ciudadanía en cuestiones sociambientales. Por otro lado, se aprecia que en la práctica el tratamiento dado al medio ambiente y a sus problemas socioambientales no atiende a su naturaleza multifacética. Esta situación lleva a ubicar a museos públicos en una posición desfavorable frente a la posibilidad de contribuir al enfrentamiento de la crisis ambiental.
Special aspects of education, Theory and practice of education
The aim of the paper is to reconstruct the (un)used chances which are generated for early education assessment by the constructive paradigm. In my reflections I take into account two complex and interpermeating perspectives: the premises of educational theory and educational practice. I order the area of reflection thus created by means of the assessment categories present in the language of practicalised didactics and colloquial assessment discourses. The analysis of declared assumptions, tacitly adopted or overlooked in various concepts and solutions, leads to the conclusion that in early education assessment constructivism is not so much an overlooked discourse, but distorted by normative convictions and educational practices.
Education is at the transition stage between its “ICT-free” past and “ICT-oriented” future. The article examines the trends in education in the digital age. Over the centuries prior to digital technologies, education had evolved into a system that applied paper technology using the most sophisticated methods to fulfill its mission of developing and accrediting knowledge and skills. The future of the educational system, of course, should be one, in which it will expand this ability to the complex use of digital technologies. Like every modern enterprise, education is currently learning and adapting to the opportunities provided by information and communication technologies, albeit slowly. Scientists-technologists help speed up the process, because the learning cycles of the educational system are long, and the ones accompanying them - youth culture, employment requirements, scientific knowledge - are short and change ever faster.
Pendidikan adalah hak setiap warga Negara Indonesia, sehingga pemerintah wajib menyediakan kesempatan seluas-luasnya kepada rakyatnya agar dapat memperoleh pendidikan yang berkualitas. Pembukaan UUD 1945 alinea 4 menyatakan bahwa Negara bertujuan mencerdaskan kehidupan bangsa. Efektifitas suatu proses pembelajaran secara umum ditentukan oleh kurikulum dan system pendidikan yang diterapkan pada lingkungan pendidikan tersebut, berkaitan dengan pendidikan yang diterapkan terhadap anak yatim maka diperlukan adanya kurikulum khusus yang dapat menjawab dan mengakomodir kebutuhan seorang anak yatim, baik secara fisik maupun secara spiritual. Penelitian ini dilakukan di Pesantren Yatim Ibnu Taimiyah Bogor dengan audience santri-santri yatim dari jenjang Madrasah Ibtidaiyyah (MI), Madrasah Tsanawiyah (MTs) dan Madrasah Aliyah (MA). Secara psikologi anak-anak yatim merasa kehilangan dengan meninggal-nya salah satu orang tua mereka yaitu ayah. Hasil dari penelitian ini menunjukan bahwa hilangnya figur ayah dalam kehidupan mereka mengakibatkan mereka merasa kurang terlindungi sehingga kepribadian mereka cenderung lebih bebas. Diperlukan adanya model pendidikan yang mengarahkan dan membimbing mereka untuk menjadi manusia yang mandiri baik pada saat proses pembelajarannya ataupun hasil dari pembelajaran tersebut. Pendidikan berkarakter Islami yang memberikan pola pembelajaran yang disesuaikan dengan tingkatan umur dan kematangan spiritual menjadi sesuatu yang harus ada bagi pendidikan mereka.
Jessica R. Chittum, Brett D. Jones, Sehmuz Akalin
et al.
Abstract Background One significant factor in facilitating students’ career intentions and persistence in STEM (science, technology, engineering, and mathematics) fields is targeting their interests and motivation before eighth grade. To reach students at this critical stage, a design-based afterschool STEM program, titled Studio STEM, was implemented to foster motivation and engagement in STEM topics and activities. The purpose of this study is twofold: (a) to investigate how Studio STEM affected students’ beliefs about science and whether these beliefs differed from their peers who did not participate in the program, and (b) to examine a case study of one Studio STEM implementation to investigate elements of the curriculum that motivated students to engage in the program. Results After completing two Studio STEM programs, participants’ ratings of their values for science and science competence were higher than those of non-participants. In addition, the Studio STEM participants’ motivational beliefs about science and intentions to pursue a college degree were more resilient over time than their peers. We also found that students could be motivated in a voluntary afterschool program (Studio STEM) in which they grappled with STEM concepts and activities, and could verbalize specific program elements that motivated them. Conclusions Through this study, we found that students could be motivated in Studio STEM and that the experience had a positive impact on their perceptions about science as a field. Importantly, Studio STEM appeared to halt the decline in these students’ motivational beliefs about science that typically occurs during the middle school years, indicating that afterschool programs can be one way to help students maintain their motivation in science. Studying the program features that the students found motivating may help educators to make connections between research and theory, and their classroom instruction to motivate their students.
Cognitive computing is the new wave of Artificial Intelligence (AI), relying on traditional techniques based on expert systems and also exploiting statistics and mathematical model. In particular, cognitive computing systems can be regarded as a "more human" artificial intelligence. In fact, they mimic human reasoning methodologies, showing special capabilities in dealing with uncertainties and in solving problems that typically entail computation consuming processes. Moreover, they can evolve, exploiting the accumulated experience to learn from the past, both from errors and from successful findings. From a theoretical point of view, cognitive computing could replace existing calculators in many fields of application but hardware requirements are still high, even if the cloud infrastructure, which is expected to uphold its rapid growth in the very next future, can support their diffusion and ease the penetration of such a novel variety of systems, fostering new services as well as changes in many settled paradigms. In this paper, we focus on benefits that this technology can bring when applied in the education field and we make a short review of relevant experiences.
<p>En este artículo se presentan el análisis realizado en el marco de mi trabajo final de licenciatura en educación primaria. Esta investigación se centró en indagar dos variables importantes, por un lado la <strong>diversidad sociocultural</strong> y por otro los <strong>actos escolares</strong> ya que los mismos pueden ser considerados como rituales en los que se “reproduce la cultura hegemónica“(Blázquez, 2012), en los cuales se cuenta “la historia” de un país que desde hace varios siglos es cuna de inmigrantes.</p> <p>Este trabajo se llevó adelante bajo la perspectiva metodológica cualitativa, seleccionando una escuela pública de educación primaria de una localidad perteneciente al departamento de Chilecito, provincia de La Rioja que en los últimos años ha recibido a población migrante de países vecinos como grupo central de su matrícula escolar.</p> <p>Tomando estas referencias, se vuelve importante indagar en: ¿Cómo se aborda la diversidad sociocultural en esta escuela?, ¿Quiénes son los involucrados en esa construcción?, ¿Cuáles son los roles que se le asignan a los estudiantes migrantes en los actos escolares seleccionados? ¿De qué forma se manifiesta la diversidad sociocultural en discursos y prácticas concretas?</p><p><strong>Palabras clave: </strong>Escuelas públicas – Educación primaria – Efemérides – Diversidad sociocultural – Actos escolares – Colectividad boliviana – Estudiantes migrantes.<strong> </strong></p> <p><strong> </strong></p> <p><strong>Abstract</strong></p> <p><strong>SOCIOCULTURAL DIVERSITY IN SCHOOL EVENTS</strong></p> <p> </p><p>In this work it is presented the analysis done in the framework of my final work of the Primary Education Bachelors Degree. This research focused on inquiring two important variables, on one side the sociocultural disersity and, on the other, the school</p><p>events since they can be considered as rituals in which the hegemonic culture is reproduced (Blázquez 2012) in which the story of a country is told and from centuries it is cradle of inmigrants.</p> <p>This work was directed under the qualitative methodologic perspective, one primary public school was selected from an área of Chilecito department, in La Rioja province. This school has recieved migrant population from neighbor conuntries as the main group of its school enrollment.</p> <p>Taking these references, it is important to inquire: How was the sociocultural diversity approached in this school? Who are involved in this topic? What is the role that migrant students have in the selected school events? How sociocultural diversity manifests itself in spechees and concrete practices?</p> <p><strong>Keywords: </strong>Public schools – Primary education – Ephemeris - Sociocultural diversity – School events – Bolivian community – Migrant students.</p><p> </p><p> </p>
El articulo muestra los resultados de un estudio sobre las experiencias significativas que caracterizan el uso de las TIC en el contexto escolar. Como objetivo general se plantea identificar el nivel del uso pedagógico de las TIC en los proyectos de aula significativos presentados por los docentes, en el marco del programa Computadores para Educar y su estrategia de formación y acceso para la apropiación pedagógica de las TIC, para el logro de este propósito, se elaboró una escala que muestra los diferentes usos y niveles pedagógicos de las TIC. Metodológicamente este estudio se define como cualitativo - descriptivo, de tipo documental que exige recopilar y analizar la información a través de categorías de uso y niveles de apropiación de las TIC. Los resultados mostraron que los docentes utilizan las TIC como medios de información y comunicación, pero su uso en el aprendizaje se sitúa en un nivel bajo; razón por la cual se concluye a manera de recomendación establecer programas deformación docente a partir del rediseño curricular con inclusión en TIC y la construcción de redes de aprendizaje basadas en experiencias significativas que incluyan su uso de estos medios en la educación.