Decision and Learning Style Sketch of Cultural Map of Student at University of Indonesia, Depok

Social environment influences human activities, which is formed by the relationship of the groups including its role set, which also affects human behavior. Human behavior within its social environment showed learning style and decision pattern. Group relationship included its individual role can be drawn into cultural map. The intention of this study is to explore the decision and learning style within the University of Indonesia in Depok. Data were collected through questionnaire distribution in three faculties of the University of Indonesia. The result showed a cultural map in decision with dominant egalitarian decision and another cultural map with logical learning style within the University of Indonesia, Depok.     Keywords: social environment, learning style, decision-making, cultural ma

Social and political mechanisms for establishing ecosystem management objectives

While social values guide the objectives of ecosystem management, successful execution requires a public well-informed on the consequences of alternative decision options. Daniels advocates a group-learning process entitled collaborative learning to achieve this understanding. Agency personnel should assume the roles of educators, facilitators, and managers. The agencies must also open up, meditate, and share decision-making power with the public while avoiding advocacy of any particular interest-group\u27s desires. Policy makers have a role in influencing social values by fostering a nonadversarial politics of cooperation and consensus building

Correlation of Culture-Related Components for Clinical Decision-Making in Mental Health Workgroups

Conflicting ethnic identity (EI), collective emotions (CE), and critical self-reflection (CSR) among mental health clinicians who treat American Indian and Alaskan Native (AIAN) people in the U.S. raise clinical decision-making concerns. This study involved using the transformation learning theory, collective emotions theory, and clinical decision-making model to address research questions involving the relationship between EI, CE, CSR, and clinical decision-making (CDM). Participants consisted of 80 psychologists, psychiatrists, social workers, substance abuse counselors, mental health counselors, and traditional healers who were recruited from Facebook, LinkedIn, Craigslist, Instagram, and Walden’s participant pool. The Self-Reflection and Insight Scale, Workgroup Emotion Climate Scale, Multigroup Ethnic Identity Measure-Revised, Group Information Elaboration and Group Decision Making Measure, and a demographic questionnaire were used to explore relationships between CSR, CE, EI, and CDM. Multiple regression results indicate EI is a statistically significant predictor of CDM among this population. CSR and CE are not statistically significant predictors of CDM. Positive social change implications of this study include supporting mental health clinicians who treat AIAN people using cultural understanding and bridging cultural learning within workgroups in urban, reservation, and rural settings

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TGT (TEAM GAME TOURNAMENT) TERHADAP KETERAMPILAN PENGAMBILAN KEPUTUSAN SISWA PADA PEMBELAJARAN IPS DI SEKOLAH DASAR

Penelitian ini tentang bagaimana pengaruh penerapan model pembelajaran kooperatif tipe TGT terhadap keterampilan pengambilan keputusan siswa. Penelitian ini didasari dengan berbagai hal salah satunya masih kurang maksimalnya pembelajaran IPS dalam meningkatkan keterampilan pengambilan keputusan dan sebagian besar pembelajaran di sekolah dasar belum menerapkan pembelajaran kooperatif. Tujuan penelitian ini yaitu untuk mengetahui pengaruh pembelajaran TGT terhadap keterampilan pengambilan keputusan siswa di sekolah dasar. Metode penelitian yang digunakan dalam penelitian ini adalah kuasi eksperimen dengan desain penelitiannya yaitu nonrandomized pretest-posttes control group design. Populasi pada penelitian ini yaitu seluruh siswa kelas III SD yang berada di wilayah Kecamatan Maja yang peringkat sekolah yang termasuk pada kelompok rendah di Kecamatan Maja dan sampel pada penelitian ini dilakukan dengan teknik purposive sampling yaitu siswa kelas III SDN Cieurih I dan SDN Kertabasuki II.. Instrumen yang digunakan dalam penelitian ini adalah tes keterampilan pengambilan keputusan yang berjumlah lima belas butir soal. Hasil dari penelitian menyatakan bahwa terdapat perbedaan peningkatan keterampilan pengambilan keputusan yang signifikan antara kelompok eksperimen dan kelompok kontrol terlihat pada uji u Ngain yaitu 0,013 < 0,05 dan rata-rata Ngain kelompok pembelajaran TGT yaitu 3 dan kelompok pembelajaran konvensional 2. Jadi, dapat disimpulkan bahwa pembelajaran TGT lebih baik daripada pembelajaran konvensional dalam upaya meningkatkan keterampilan pengambilan keputusan siswa pada pembelajaran IPS di SD serta terdapat perbedaan peningkatan keterampilan pengambilan keputusan antara kelompok siswa rendah, sedang dan tinggi dengan menggunakan pembelajaran TGT dan pembelajaran konvensional.; This research is about how to influence the implementation of cooperative learning model of TGT to the decision making skills of students . This research is based on the various things one of which is still less than the maximum social learning to improve decision-making skills , and most of the learning in elementary school yet to implement cooperative learning. The purpose of this study is to determine the effect of learning TGT to the decision making skills of students in elementary school. The method used in this study is a quasi-experimental design in which the research is in the form of nonrandomized pretest-posttes control group design. The population in this study were all students of class third primary school located in the District of Maja that rank schools included in the low group and sample in this research is two classes namely class third of Cieurih I as an experimental class, and Kertabasuki II as the control class. Instruments used in this research is to test decision-making skills are numbered fifteen items. The results of the study that there are differences in decision making skills increase significantly between the experimental group and the control group shown in Test Ngain is 0.013 <0.05 and the average Ngain experimental group is 3 and the conventional group 2. Thus, it can be concluded that cooperative learning TGT better than conventional teaching methods lectures, discussion, discussions and assignments in order to improve decision-making skills of students in learning social studies in elementary school and there decision making skills enhancement difference between groups of students excel, medium and low using TGT learning and conventional learning

Using Progressive Pedagogies to Enhance Learner Autonomy

In this presentation I firstly review different approaches and methods that have been used to teaching English. Based on these approaches and methods, our understanding of how students learn their second language has been greatly enhanced. However, students in the 21st Century have more demands and needs than previously and we now have to use more progressive pedagogies to teach them. Some features of a progressive pedagogical approach are: learners are active participants; teachers are facilitators and guides; there is shared decision-making by the group; learning is seen as part of real-life experiences; and learning is conceptualized as a spiral where knowledge is constructed through experience and social interaction (Peters, 2012). This type of pedagogical approach is student-centred and lends itself to the promotion of learner autonomy. By way of an example I will talk about a university level English for Science course I have been involved in developing and teaching over the past five years. Keywords: Progressive pedagogies, learner autonomy, project learning

Another Piece of the “Silence in PBL” Puzzle: Students’ Explanations of Dominance and Quietness as Complementary Group Roles

A problem-based learning (PBL) assumption is that silence is incompatible with collaborative learning. Although sociocultural studies have reinterpreted silence as collaborative, we must understand how silence occurs in PBL groups. This essay presents students’ explanations of dominance, leadership, and silence as PBL group roles. An ethnographic investigation of PBL groups, informed by social constructionism, was conducted at two dental schools (in Australia and Ireland). The methods used were observation, interviews, and focus groups. The participants were volunteer first-year undergraduates. Students attributed dominance, silence, and members’ group roles to personal attributes. Consequently, they assumed that groups divided naturally into dominant leaders and silent followers. Sometimes silence had a collaborative learning function, but it was also due to social exclusion. This assumption enabled social practices that privileged some group members and marginalized others. Power and participation in decision making in PBL groups was restricted to dominant group members

PENERAPAN MODEL KLARIFIKASI NILAI TENTANG MASALAH KONFLIK SOSIAL DALAM PEMBELAJARAN IPS UNTUK MENINGKATKAN KETERAMPILAN PENGAMBILAN KEPUTUSAN: studi eksperimen kuasi pada siswa Kelas VII SMP negeri 1 terbanggi besar kabupaten lampung tengah

Dalam implementasi pembelajaran IPS di lapangan, keterampilan pengambilan keputusan (decision making) menjadi salah satu kajian utama dalam rangka menyiapkan siswa untuk mempunyai keterampilan memecahkan masalah dalam kehidupan sehari-hari melalui berbagai macam isu-isu dan permasalahan sosial. Meningkatkan keterampilan siswa dalam pengambilan keputusan menjadi hal yang harus dikembangkan guru secara terus-menerus terutama dalam pembelajaran IPS, agar kepekaan siswa tehadap masalah dan alternatif pemecahan menjadi semakin terasah. Salah satu strategi untuk meningkatkan keterampilan pengambilan keputusan adalah dengan implementasi model klarifikasi nilai.Secara umum penelitian ini bertujuan untuk mengidentifikasi perbedaan keterampilan pengambilan keputusan (decision making) siswa antara implementasi model klarifikasi nilai tentang masalah konflik sosial dengan model pembelajaran langsung (direct instruction). Desain penelitian ini digunakan rancangan penelitian kuantitatif dengan eksprimen semu (quasi expriment) dengan kelompok eksperimen implementasi model klarifikasi nilai dan kelompok dengan perlakuan model pembelajaran langsung (direct instruction) tentang konflik sosial. Metode penentuan sampel menggunakan teknik sampel purposive random sampling siswa kelas VII SMP Negeri 1 Tebanggi Besar adalah Kabupaten Lampung Tengah Propinsi Lampung.Metode pengumpulan data menggunakan tes dan observasi untuk mengetahui proses implementasi model. Analisis datanya menggunakan t tes yang menunjukkan bahwa nilai probabilita (p-value = 0.000). Karena p-value (0.000) lebih kecil dari α (0.005). Hasil penelitian menunjukkan ada perbedaan keterampilan pengambilan keputusan (decision making) siswa antara implementasi model klarifikasi nilai tentang masalah konflik sosial dengan model pembelajaran langsung (direct instruction) pada siswa kelas VII SMP Negeri 1 Terbanggi Besar Kabupaten Lampung Tengah Propinsi Lampung. Perlunya guru untuk mengimplementasikan model klarifikasi nilai secara lebih intensif dalam pembelajaran IPS serta mengarahkan siswa untuk membentuk dan menemukan dalam proses klarifikasi nilai berupa nilai-nilai individu yang bersumber dari nilai-nilai ideal dalam masyarakat terutama untuk mengembangkan keterampilan membuat keputusan. ---------- In the field of social studies learning implementation, skill of decision making becomes one of the main study in order to prepare students to have the skills to solve problems in everyday life through a wide range of issues and social issues. Improving the students’ skills in making decision becomes something that must be developed by teacher continuously, especially in social studies learning, so that students’ sensitivity toward problems and its solution alternative is sharper. One strategy to improve decision-making skills is the implementation of value clarification model. In general, this study aims to identify differences of students’ decision-making skills between the implementation of value clarification model on the issue of social conflict with the direct learning model. This research used quantitative research design with quasi experiment both experiment group of implementation of value clarification model and direct learning model about social conflict. The sampling method is purpose random sampling of 7th grade student of SMPN. 1 Terbanggi Besar, region of Lampung Tengah, Province of Lampung. Data collection method use tests and observation to determine the implementation process models. Data analysis using the t test shows that the probability value (p - value = 0.000). Because the p-value (0.000) is less than α (0.005). The result shows that there is difference in the students’ decision-making skills between the implementation of value clarification model on the issue of social conflict with the direct learning model of the 7th grade students of SMP Negeri 1 Terbanggi, Region of Lampung Tengah, Province of Lampung. Thus, teacher is needed to implement value clarification model more intensively in social studies learning and to assist students to form and find, in value clarification process, individual value which is coming from ideal value in the society mainly for improving decision making skill