This study examines the challenges faced by first-year students at the College of Basic Education, University of Duhok. The research focuses on the impact of individual identities on academic and social integration. A quantitative descriptive methodology was used, employing structured questionnaires. The study reveals a range of obstacles that extend beyond initial expectations and are consistent across gender and departmental lines. The analysis shows that there is a crucial requirement for a support framework that is universally accessible and inclusive, designed to aid students in their transition to higher education. The findings of the study recommend the creation of comprehensive feedback mechanisms and interdepartmental cooperation in the development of support programs. The research emphasizes the significance of acknowledging and addressing the distinct obstacles encountered by students with intersecting marginalized identities. Suggestions for future research involve a more thorough examination of the long-term impacts of these obstacles and the investigation of focused interventions to improve student achievement and well-being. This study adds to the discussion on improving student support services and creating an inclusive academic environment that promotes the growth and development of all students, especially those who are navigating their first year in higher education.
{"title":"Challenges Faced by First-Year Students Based on Individual Identities","authors":"Shaima Ahmed Hassan","doi":"10.53754/iscs.v4i1.656","DOIUrl":"https://doi.org/10.53754/iscs.v4i1.656","url":null,"abstract":"This study examines the challenges faced by first-year students at the College of Basic Education, University of Duhok. The research focuses on the impact of individual identities on academic and social integration. A quantitative descriptive methodology was used, employing structured questionnaires. The study reveals a range of obstacles that extend beyond initial expectations and are consistent across gender and departmental lines. The analysis shows that there is a crucial requirement for a support framework that is universally accessible and inclusive, designed to aid students in their transition to higher education. The findings of the study recommend the creation of comprehensive feedback mechanisms and interdepartmental cooperation in the development of support programs. The research emphasizes the significance of acknowledging and addressing the distinct obstacles encountered by students with intersecting marginalized identities. Suggestions for future research involve a more thorough examination of the long-term impacts of these obstacles and the investigation of focused interventions to improve student achievement and well-being. This study adds to the discussion on improving student support services and creating an inclusive academic environment that promotes the growth and development of all students, especially those who are navigating their first year in higher education.","PeriodicalId":193318,"journal":{"name":"Ascarya: Journal of Islamic Science, Culture, and Social Studies","volume":"3 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140434783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents a critical discourse analysis of Donald Trump's tweets regarding COVID-19, utilizing Fairclough's three-dimensional model and Halliday's systemic functional linguistics to examine the language used. The analysis centers on two tweets that illustrate Trump's politicization of the pandemic and the propagation of stigmatization through social media. The research examines the stylistic and formal characteristics of Trump's tweets, focusing on his use of metaphorical language and blame-shifting tactics, specifically his labeling of COVID-19 as a 'Chinese virus.' The analysis also investigates discourse practices, connecting Trump's rhetoric on the U.S.-China trade agreement and pandemic response to wider political narratives. The study analyzes the socio-cultural implications of Trump's discourse at a macro level. It highlights how his discourse exacerbated xenophobia, nationalism, and social divisions during the global health crisis. The findings demonstrate that Trump's tweets influenced public perceptions and international relations, reinforcing anti-China attitudes and contributing to a polarized public response to the pandemic. This study emphasizes the significance of a critical and reflective approach to political communication, particularly during times of crisis. It also offers insights into the creation and dissemination of ideological narratives in the digital era.
{"title":"Critical Discourse Analysis of Trump's Tweets on the Covid-19 Pandemic","authors":"Heevi Khaled Jamel, Marwan Abdi, Khalid Ilias Basheer","doi":"10.53754/iscs.v4i1.660","DOIUrl":"https://doi.org/10.53754/iscs.v4i1.660","url":null,"abstract":"This paper presents a critical discourse analysis of Donald Trump's tweets regarding COVID-19, utilizing Fairclough's three-dimensional model and Halliday's systemic functional linguistics to examine the language used. The analysis centers on two tweets that illustrate Trump's politicization of the pandemic and the propagation of stigmatization through social media. The research examines the stylistic and formal characteristics of Trump's tweets, focusing on his use of metaphorical language and blame-shifting tactics, specifically his labeling of COVID-19 as a 'Chinese virus.' The analysis also investigates discourse practices, connecting Trump's rhetoric on the U.S.-China trade agreement and pandemic response to wider political narratives. The study analyzes the socio-cultural implications of Trump's discourse at a macro level. It highlights how his discourse exacerbated xenophobia, nationalism, and social divisions during the global health crisis. The findings demonstrate that Trump's tweets influenced public perceptions and international relations, reinforcing anti-China attitudes and contributing to a polarized public response to the pandemic. This study emphasizes the significance of a critical and reflective approach to political communication, particularly during times of crisis. It also offers insights into the creation and dissemination of ideological narratives in the digital era.","PeriodicalId":193318,"journal":{"name":"Ascarya: Journal of Islamic Science, Culture, and Social Studies","volume":"45 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140480593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hakar J. Mohammed Salih, Jahwar Y. Arif, Shaimaa Q. Sabri
This study analyzes the use of Computer-Supported Collaborative Learning (CSCL) in computer laboratory settings for secondary school science education. The literature review evaluates the impact of collaborative methods using computer simulations, virtual experiments, and other digital technologies. The search yielded 33 relevant studies, indicating that collaborative conditions outperformed individual laboratory work in computer environments across various measures. Collaborative work in pairs or small teams has been shown to lead to better learning outcomes and expert-like reasoning patterns. Additionally, students have reported finding collaborative computer laboratory work more enjoyable, engaging, and preferable to independent work. The integration of computer-supported collaborative learning (CSCL) into science education presents opportunities to enhance students' learning experiences through interactive and collaborative approaches. This study highlights the importance of student-centered learning design, effective group dynamics, and reliable technology infrastructure for successful CSCL implementation. Additional research is required to identify the best group composition and task design, as well as the implications for effectively implementing computer-supported collaborative learning in science laboratories.
{"title":"Collaborative Learning in Computer Labs for Science Education","authors":"Hakar J. Mohammed Salih, Jahwar Y. Arif, Shaimaa Q. Sabri","doi":"10.53754/iscs.v4i1.659","DOIUrl":"https://doi.org/10.53754/iscs.v4i1.659","url":null,"abstract":"This study analyzes the use of Computer-Supported Collaborative Learning (CSCL) in computer laboratory settings for secondary school science education. The literature review evaluates the impact of collaborative methods using computer simulations, virtual experiments, and other digital technologies. The search yielded 33 relevant studies, indicating that collaborative conditions outperformed individual laboratory work in computer environments across various measures. Collaborative work in pairs or small teams has been shown to lead to better learning outcomes and expert-like reasoning patterns. Additionally, students have reported finding collaborative computer laboratory work more enjoyable, engaging, and preferable to independent work. The integration of computer-supported collaborative learning (CSCL) into science education presents opportunities to enhance students' learning experiences through interactive and collaborative approaches. This study highlights the importance of student-centered learning design, effective group dynamics, and reliable technology infrastructure for successful CSCL implementation. Additional research is required to identify the best group composition and task design, as well as the implications for effectively implementing computer-supported collaborative learning in science laboratories.","PeriodicalId":193318,"journal":{"name":"Ascarya: Journal of Islamic Science, Culture, and Social Studies","volume":"29 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140481667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Clinical nurses ought to exercise their clinical authority in accordance with the provisions outlined in the Clinical Assignment Letter and Details of Clinical Authority, as well as complete the credentialing process. However, this implementation has not been fully utilized or communicated to staff at Hospital. The aim of this research is to identify the mechanism for implementing clinical authority for PK I-III nurses upon receiving SPK in the inpatient room at Hospital X Jakarta. The research design utilizes the qualitative approach of hermeneutic phenomenology, and data collection is carried out through in-depth interviews. A total of 17 participants are involved, including 14 clinical nurses (PK I: 6, PK II: 6, PK III: 2), as well as 3 managerial nurses (2 heads of inpatient units and 1 inpatient coordinator). The thematic data analysis follows the Colaizzi method, and 3 themes emerge from the research findings: the application of clinical authority for PK I-III nurses, the availability of management elements in the application of clinical authority for PK I-III, and the lack of optimal management functions in the application of PK. The application of clinical authority in this research encompasses independent and collaborative actions, and it is essential to strengthen regulations, resocialize, and implement an electronic system to facilitate processes. To ensure that nurses work according to their qualification level, hospitals should reinforce regulations and supervision, provide support and commitment, and resocialize SPO, SPK, and RKK.
{"title":"Application of Nurses' Clinical Authority at Hospital X Jakarta","authors":"Masri Desy Suzanna Lumban Tobing, Emiliana Tarigan, Indriati Kusumaningsih","doi":"10.53754/iscs.v4i1.653","DOIUrl":"https://doi.org/10.53754/iscs.v4i1.653","url":null,"abstract":"Clinical nurses ought to exercise their clinical authority in accordance with the provisions outlined in the Clinical Assignment Letter and Details of Clinical Authority, as well as complete the credentialing process. However, this implementation has not been fully utilized or communicated to staff at Hospital. The aim of this research is to identify the mechanism for implementing clinical authority for PK I-III nurses upon receiving SPK in the inpatient room at Hospital X Jakarta. The research design utilizes the qualitative approach of hermeneutic phenomenology, and data collection is carried out through in-depth interviews. A total of 17 participants are involved, including 14 clinical nurses (PK I: 6, PK II: 6, PK III: 2), as well as 3 managerial nurses (2 heads of inpatient units and 1 inpatient coordinator). The thematic data analysis follows the Colaizzi method, and 3 themes emerge from the research findings: the application of clinical authority for PK I-III nurses, the availability of management elements in the application of clinical authority for PK I-III, and the lack of optimal management functions in the application of PK. The application of clinical authority in this research encompasses independent and collaborative actions, and it is essential to strengthen regulations, resocialize, and implement an electronic system to facilitate processes. To ensure that nurses work according to their qualification level, hospitals should reinforce regulations and supervision, provide support and commitment, and resocialize SPO, SPK, and RKK.","PeriodicalId":193318,"journal":{"name":"Ascarya: Journal of Islamic Science, Culture, and Social Studies","volume":"95 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140482336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alfi Lailiatul Fauziyah, Ahmad Aly Syukron Aziz Al Mubarok
This study focuses on exploring the morality of students from two different environmental groups, namely students living in a pesantren environment and students living in a non-pesantren school at MTs Salafiyah Mojogeneng. Using a quantitative approach, this study used the descriptive analysis method to analyze and compare the two contexts. The study used two independent variables in its comparative analysis to examine the differences in morality between the two groups of students. The data collection methods used in this study included the use of documentation, interviews, and questionnaires to obtain the most accurate and comprehensive picture of the morality of students in both environments. In addition, the use of these multiple data collection methods also ensured the reliability and validity of the research findings. The results showed that the moral values of students living in a pesantren environment tended to be better than those of students living in non-pesantren schools. This finding indicates that the environment and teaching methods in pesantren may contribute to the development of higher moral values. Furthermore, this study also found a significant difference between the morality of students living in pesantren and non-pesantren in MTs Salafiyah Mojogeneng. This suggests that the context of residence and educational environment can play an important role in the formation of students' morality. Thus, this study concludes that there is a significant difference between the morality of students living in a pesantren environment and a non-pesantren school in MTs Salafiyah Mojogeneng.
{"title":"Comparative Study of Student Morality in Islamic Boarding Schools and Non-Islamic Boarding Schools","authors":"Alfi Lailiatul Fauziyah, Ahmad Aly Syukron Aziz Al Mubarok","doi":"10.53754/iscs.v3i1.529","DOIUrl":"https://doi.org/10.53754/iscs.v3i1.529","url":null,"abstract":"This study focuses on exploring the morality of students from two different environmental groups, namely students living in a pesantren environment and students living in a non-pesantren school at MTs Salafiyah Mojogeneng. Using a quantitative approach, this study used the descriptive analysis method to analyze and compare the two contexts. The study used two independent variables in its comparative analysis to examine the differences in morality between the two groups of students. The data collection methods used in this study included the use of documentation, interviews, and questionnaires to obtain the most accurate and comprehensive picture of the morality of students in both environments. In addition, the use of these multiple data collection methods also ensured the reliability and validity of the research findings. The results showed that the moral values of students living in a pesantren environment tended to be better than those of students living in non-pesantren schools. This finding indicates that the environment and teaching methods in pesantren may contribute to the development of higher moral values. Furthermore, this study also found a significant difference between the morality of students living in pesantren and non-pesantren in MTs Salafiyah Mojogeneng. This suggests that the context of residence and educational environment can play an important role in the formation of students' morality. Thus, this study concludes that there is a significant difference between the morality of students living in a pesantren environment and a non-pesantren school in MTs Salafiyah Mojogeneng.","PeriodicalId":193318,"journal":{"name":"Ascarya: Journal of Islamic Science, Culture, and Social Studies","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124247309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to analyse learning strategies and their application for the Alpha generation in Islamic Religious Education (PAI). This study uses qualitative research with observation, interview and documentation as research methods to obtain data. Era 4.0 has increased the need for innovative learning strategies for teachers to facilitate creative and critical thinking among students. Cooperative learning strategy was identified as one of the effective approaches to improve students' problem-solving skills in group discussion on Islamic Education Science. The findings of this study emphasise the importance of identifying appropriate learning strategies for teaching Islamic religious education to the Alpha generation. Teachers need to develop implementation strategies for Islamic religious education in primary schools in order to improve the quality of Islamic religious education and address changes in cognitive, affective and psychomotor domains. In this study, it was found that cooperative learning is an effective teaching strategy for Islamic religious education for the alpha generation. It allows students to engage in problem solving, decision making and learning with their peers. The outcome of the learning process was valued by the class and the learning outcomes were impressive. Based on the findings, it is recommended that teachers use cooperative learning strategies when teaching Islamic Religious Education to the Alpha generation.
{"title":"Islamic Religious Education Learning Strategy for Alpha Generation","authors":"Ahmad Khanif","doi":"10.53754/iscs.v3i1.461","DOIUrl":"https://doi.org/10.53754/iscs.v3i1.461","url":null,"abstract":"This study aims to analyse learning strategies and their application for the Alpha generation in Islamic Religious Education (PAI). This study uses qualitative research with observation, interview and documentation as research methods to obtain data. Era 4.0 has increased the need for innovative learning strategies for teachers to facilitate creative and critical thinking among students. Cooperative learning strategy was identified as one of the effective approaches to improve students' problem-solving skills in group discussion on Islamic Education Science. The findings of this study emphasise the importance of identifying appropriate learning strategies for teaching Islamic religious education to the Alpha generation. Teachers need to develop implementation strategies for Islamic religious education in primary schools in order to improve the quality of Islamic religious education and address changes in cognitive, affective and psychomotor domains. In this study, it was found that cooperative learning is an effective teaching strategy for Islamic religious education for the alpha generation. It allows students to engage in problem solving, decision making and learning with their peers. The outcome of the learning process was valued by the class and the learning outcomes were impressive. Based on the findings, it is recommended that teachers use cooperative learning strategies when teaching Islamic Religious Education to the Alpha generation.","PeriodicalId":193318,"journal":{"name":"Ascarya: Journal of Islamic Science, Culture, and Social Studies","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121358256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teenagers are the millennial generation who have a fundamental role in the industrial revolution 4.0 era. Based on the 2019 infographic data regarding profiles of social media users in Indonesia, it has known that social media users are dominated by residents, with an age range of 18-34 years. This age range is a person's productive age, or the phase of adolescence and early adulthood. Then, the following questions arise, what is the condition of the youth in Ponorogo Regency? Do they understand this critical role? What are they doing in their digital lives? Are they following the spirit of the industrial revolution 4.0? Based on the results of the data analysis, it shows that the contributions of adolescents, both conceptually and contextually, were formed based on adolescents' understanding of the industrial revolution 4.0. Conceptually, the comprehension of adolescents in Ponorogo Regency about the 4.0 industrial revolution is still limited to an understanding of the opportunities and challenges they face. They do not fully understand the concept of the 4.0 era. This understanding will shape the extent of contextual contributions of youth in the 4.0 era. The role of youth in Ponorogo Regency is still low, only reaching 34.5%. However, their contributions are quite diverse, starting from the fields of business, education, and social activities. Cognitively, the contribution of adolescents, both conceptually and contextually, is formed through a cognitive process that includes remembering, understanding, applying, analyzing, evaluating, and creating. From this process, the youth of Ponorogo Regency is still at the applying stage, namely how teenagers use a procedure to solve a problem that is happening or in doing a given task.
{"title":"Analisis Psikologis Kontribusi Remaja di Era Revolusi Industri 4.0","authors":"Ika Rusdiana","doi":"10.53754/iscs.v1i1.523","DOIUrl":"https://doi.org/10.53754/iscs.v1i1.523","url":null,"abstract":"Teenagers are the millennial generation who have a fundamental role in the industrial revolution 4.0 era. Based on the 2019 infographic data regarding profiles of social media users in Indonesia, it has known that social media users are dominated by residents, with an age range of 18-34 years. This age range is a person's productive age, or the phase of adolescence and early adulthood. Then, the following questions arise, what is the condition of the youth in Ponorogo Regency? Do they understand this critical role? What are they doing in their digital lives? Are they following the spirit of the industrial revolution 4.0? Based on the results of the data analysis, it shows that the contributions of adolescents, both conceptually and contextually, were formed based on adolescents' understanding of the industrial revolution 4.0. Conceptually, the comprehension of adolescents in Ponorogo Regency about the 4.0 industrial revolution is still limited to an understanding of the opportunities and challenges they face. They do not fully understand the concept of the 4.0 era. This understanding will shape the extent of contextual contributions of youth in the 4.0 era. The role of youth in Ponorogo Regency is still low, only reaching 34.5%. However, their contributions are quite diverse, starting from the fields of business, education, and social activities. Cognitively, the contribution of adolescents, both conceptually and contextually, is formed through a cognitive process that includes remembering, understanding, applying, analyzing, evaluating, and creating. From this process, the youth of Ponorogo Regency is still at the applying stage, namely how teenagers use a procedure to solve a problem that is happening or in doing a given task.","PeriodicalId":193318,"journal":{"name":"Ascarya: Journal of Islamic Science, Culture, and Social Studies","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130607459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Humans are social beings. Society does not develop without family ties. Islam has given special importance to the formation of a family-centred society. According to Islam, the purpose of marriage is not only to fulfil biological needs; rather, marriage is a sacred relationship with mutual responsibility, respect, love, and sincerity. Marriage contributes to the creation of a family between a man and a woman. Similarly, in married life, love creates affection between each other and binds the bond of dignified living and peaceful harmony. Husband and wife complement each other in family life. Both husband and wife come from two different families to form a family. As life goes on, both of them have some misunderstandings. Small mistakes lead to big mistakes. If these mistakes are not corrected, marital discord begins. Due to marital discord, the abode of happiness called family once turned into hell. This conflict goes to a serious level and sometimes becomes life-threatening. Islam urges the maintenance of marital relations until the end of life, and to that end, it prescribes patience, tolerance, and responsible behavior. In this research, the causes that are responsible for marital discord have been revealed, and an attempt has been made to determine what the husband and wife should do by searching for a clear solution in the light of Islamic Shari'ah.
{"title":"Islamic Guidance on Resolving Marital Discord : A Critical Analysis","authors":"Sabbir Hasan Sabbir","doi":"10.53754/iscs.v1i1.482","DOIUrl":"https://doi.org/10.53754/iscs.v1i1.482","url":null,"abstract":"Humans are social beings. Society does not develop without family ties. Islam has given special importance to the formation of a family-centred society. According to Islam, the purpose of marriage is not only to fulfil biological needs; rather, marriage is a sacred relationship with mutual responsibility, respect, love, and sincerity. Marriage contributes to the creation of a family between a man and a woman. Similarly, in married life, love creates affection between each other and binds the bond of dignified living and peaceful harmony. Husband and wife complement each other in family life. Both husband and wife come from two different families to form a family. As life goes on, both of them have some misunderstandings. Small mistakes lead to big mistakes. If these mistakes are not corrected, marital discord begins. Due to marital discord, the abode of happiness called family once turned into hell. This conflict goes to a serious level and sometimes becomes life-threatening. Islam urges the maintenance of marital relations until the end of life, and to that end, it prescribes patience, tolerance, and responsible behavior. In this research, the causes that are responsible for marital discord have been revealed, and an attempt has been made to determine what the husband and wife should do by searching for a clear solution in the light of Islamic Shari'ah.","PeriodicalId":193318,"journal":{"name":"Ascarya: Journal of Islamic Science, Culture, and Social Studies","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127985189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to determine the feasibility and practicality of digital worksheets based on local wisdom and character in grade 4 theme 8 My Living Area. This type of research is development research with AADIE (Analysis), (Design), (Development), (Implementation), and (Evaluation) models. Data collection techniques include interviews, observation, document analysis, and questionnaires. The results of the feasibility based on three experts namely material experts, media experts, and practitioners obtained an average of 3.7 with very feasible criteria. The practicality rest was lots obtained from the student response questionnaire in the limited trial with a percentage of 70％ with a very practical classification and 30％ with a practical classification. In extensive trials, the results were obtained with a percentage of 55％ with a very practical classification and 45% with a practical classification. In addition to the practical results obtained from student responses, there are also results of learning implementation. At the first meeting, the average was 3.35 with a very practical classification, the second meeting obtained an average of 3.67 with a very good classification, and the third meeting obtained an average of 3.80 with a very good classification. Based on the results obtained from the feasibility and practicality above, it can be concluded that the digital worksheet based on local wisdom and character in grade 4 theme 8 My Living Area is feasible and practical so that it can be used in learning. Based on the results of the worksheets based on local wisdom and character in class 4 Theme 8 My Living Area, there was an increase in student learning outcomes both from local wisdom and the application of character, as well as an increase in students' interest in knowing local wisdom in Purworejo Regency.
本研究旨在确定四年级主题“我的生活区域”中基于地方智慧和个性的数字工作表的可行性和实用性。这种类型的研究是具有AADIE(分析)、(设计)、(开发)、(实现)和(评估)模型的开发研究。数据收集技术包括访谈、观察、文件分析和问卷调查。根据材料专家、媒体专家、从业人员三名专家的可行性评估结果，平均得分为3.7分，可行性标准非常高。实用性剩余是在有限试验中从学生回答问卷中获得的，其中非常实用分类的百分比为70%，实用分类的百分比为30%。在广泛的试验中，在非常实用的分类中获得的百分比为55%，在实用分类中获得的百分比为45%。除了从学生的反应中获得的实际结果之外，还有学习实施的结果。第一次会议的平均分是3.35分，分类很实用;第二次会议的平均分是3.67分，分类很好;第三次会议的平均分是3.80分，分类很好。综上所述可行性和实用性的结果，可以得出四年级主题8 My Living Area基于地方智慧和个性的数字工作表是可行的和实用的，可以在学习中使用。根据第4课主题8“我的生活区域”中基于当地智慧和品格的工作表的结果，学生在当地智慧和品格应用方面的学习成果有所增加，并且学生对了解Purworejo Regency的当地智慧的兴趣也有所增加。
{"title":"Pengembangan Worksheet Digital Berbasis Kearifan Lokal Dan Karakter Pada Kelas Iv Tema Delapan Daerah Tempat Tinggalku","authors":"Hanifah Hanifah, Sugeng Eko Putro W, S. Suyoto","doi":"10.53754/iscs.v2i2.466","DOIUrl":"https://doi.org/10.53754/iscs.v2i2.466","url":null,"abstract":"This study aims to determine the feasibility and practicality of digital worksheets based on local wisdom and character in grade 4 theme 8 My Living Area. This type of research is development research with AADIE (Analysis), (Design), (Development), (Implementation), and (Evaluation) models. Data collection techniques include interviews, observation, document analysis, and questionnaires. The results of the feasibility based on three experts namely material experts, media experts, and practitioners obtained an average of 3.7 with very feasible criteria. The practicality rest was lots obtained from the student response questionnaire in the limited trial with a percentage of 70％ with a very practical classification and 30％ with a practical classification. In extensive trials, the results were obtained with a percentage of 55％ with a very practical classification and 45% with a practical classification. In addition to the practical results obtained from student responses, there are also results of learning implementation. At the first meeting, the average was 3.35 with a very practical classification, the second meeting obtained an average of 3.67 with a very good classification, and the third meeting obtained an average of 3.80 with a very good classification. Based on the results obtained from the feasibility and practicality above, it can be concluded that the digital worksheet based on local wisdom and character in grade 4 theme 8 My Living Area is feasible and practical so that it can be used in learning. Based on the results of the worksheets based on local wisdom and character in class 4 Theme 8 My Living Area, there was an increase in student learning outcomes both from local wisdom and the application of character, as well as an increase in students' interest in knowing local wisdom in Purworejo Regency.","PeriodicalId":193318,"journal":{"name":"Ascarya: Journal of Islamic Science, Culture, and Social Studies","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126397915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As many scholars have their own viewpoints and perspectives on Chomsky's universal grammar theory, this article shows recent developments in L2 learning by Chomsky. A significant turning point at the moment is Chomsky's UG approach to language education, particularly its values and parameters. Many researchers argue that with SLA, UG has problems like Fries and Palmer. They say that there are linguistic variations that make it difficult to differentiate between the SLA and the first language acquisition. It is possible to further clarify what would be specifically based on in future linguistic studies by assessing the challenges, so that development will be advanced towards language learning and SLA.
{"title":"Critical Review on Universal Grammar of Chomsky in Learning a Second language","authors":"Tasawar Abbas, Hafiz Ghulam Yaseen","doi":"10.53754/iscs.v2i2.465","DOIUrl":"https://doi.org/10.53754/iscs.v2i2.465","url":null,"abstract":"As many scholars have their own viewpoints and perspectives on Chomsky's universal grammar theory, this article shows recent developments in L2 learning by Chomsky. A significant turning point at the moment is Chomsky's UG approach to language education, particularly its values and parameters. Many researchers argue that with SLA, UG has problems like Fries and Palmer. They say that there are linguistic variations that make it difficult to differentiate between the SLA and the first language acquisition. It is possible to further clarify what would be specifically based on in future linguistic studies by assessing the challenges, so that development will be advanced towards language learning and SLA.","PeriodicalId":193318,"journal":{"name":"Ascarya: Journal of Islamic Science, Culture, and Social Studies","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120839954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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