Perkembangan Rasa Ingin Tahu Mahasiswa melalui Pengintegrasian Nilai Islami dalam Pembelajaran Matematika

Islamic values are the basis of reference in efforts to improve students' character and attitudes. The low value of students’ character is a scourge of today's problems. This study aims to determine the development of students' curiosity through the integration of Islamic values in mathematics learning. This research is a qualitative exploratory. Data were collected by using interviews and observations. The instruments used were observation sheets and interview guidelines to determine the development of curiosity. The subjects were three students at the Mathematics Education Department, FTIK IAIN Langsa. The results showed that two subjects have developed four indicators of curiosity: namely always asking questions, not accepting something learning as boring, showing listening, speaking, reading and writing skills and showing pleasure in learning. Meanwhile, there is one subject but there is one subject that does not develop curiosity on indicators showing listening, speaking, reading and writing skills. The results of study support theories stating that the integration of learning mathematics and Islamic values has a positive impact on students’ character. Therefore, this research can be considered for the Faculty of Education to further develop learning that integrating science and Islamic values in curriculum development as an effort to develop student character

A qualitative study of motivation to read for pleasure with adolescent struggling readers using a theoretical model : how to begin?

A mixed method study explored a theoretical model that employed, combined, and added to the theories of self-determination, the reading engagement perspective, and the four-phase model of interest to motivate adolescent struggling readers to read for pleasure. The model adds to the existing body of research because it specifies an instructional starting point focusing on the powerful intrinsic motivation to read constructs of curiosity, involvement, and interest. Three teachers at different schools implemented the model with 18 students. The results and implementation varied with each teacher. Initially, students responded with an increased motivation to read for pleasure. From there, success varied with the remaining phases. Teachers had limited success with the second phase of the four-phase model of interest development. One teacher aptly maintained interest, one was unsuccessful, and the last teacher maintained interest with motivated students and led the others to more titles. All encountered difficulties when motivation to read waned. All teachers also encountered obstacles and implemented methods to restart pleasure reading. Two teachers had limited knowledge of young adult literature which affected motivation to read for pleasure. Throughout the study positive social interaction patterns positively affected students’ motivations to read

Concluding Reflections

A symposium to which one person contributes three extended papers is no unmixed pleasure for readers. This third contribution of mine will interest only those curious to see my response to other symposiasts\u27 comments on my earlier efforts (in the symposium and elsewhere). To enable this curiosity to be satisfied as costlessly as possible, I divide these concluding reflections by authors rather than themes, though with priorities suggested by themes rather than authors

People and society

Organic agriculture has excellent opportunities to create strong links between the environment it operates in, the people who live there and local nature and landscape. The Dutch organic sector aspires to strengthen these links and it is already well on its way. Together with researchers and stakeholders new concepts are being developed and put into practic

Structures, inner values, hierarchies and stages: essentials for developmental robot architectures

In this paper we try to locate the essential components needed for a developmental robot architecture. We take the vocabulary and the main concepts from Piaget’s genetic epistemology and Vygotsky’s activity theory. After proposing an outline for a general developmental architecture, we describe the architectures that we have been developing in the recent years - Petitagé and Vygovorotsky. According to this outline, various contemporary works in autonomous agents can be classified, in an attempt to get a glimpse into the big picture and make the advances and open problems visible

The virtue of curiosity

ABSTRACTA thriving project in contemporary epistemology concerns identifying and explicating the epistemic virtues. Although there is little sustained argument for this claim, a number of prominent sources suggest that curiosity is an epistemic virtue. In this paper, I provide an account of the virtue of curiosity. After arguing that virtuous curiosity must be appropriately discerning, timely and exacting, I then situate my account in relation to two broader questions for virtue responsibilists: What sort of motivations are required for epistemic virtue? And do epistemic virtues need to be reliable? I will sketch an account on which curiosity is only virtuous when rooted in a non-instrumental appreciation of epistemic goods, before arguing that curiosity can exhibit intellectual virtue irrespective of whether one is reliable in satisfying it