Moving forward with complexity and diversity

The chief meaningful characteristic of Futures Studies is ontological and epistemological insecurity, not confidence from chaos. Our experienced world is continuously being reconstructed through flows of information and actions. There are more worlds than we could ever know. The best we can hope for is awareness from flows

Критическое мышление и будущее ислама

This is a translation of essay by Prof. Ziauddin Sardar, originally published at Oxford Islamic Studies web-site:http://www.oxfordislamicstudies.com/Public/focus/essay0313_critical_thought.htmlЭссе известного лондонского ученого, которого газета Independentназывает «британским собственным мусульманским полиматом». Сардар (р.1951 г.) — лауреат многих литературных премий, интеллектуал и критик, специализирующийся на мусульманской мысли, футурологии и связи культуры с наукой. По версии журнала Prospect, входит в 100 самых влиятельных интеллектуалов Великобритании

The Effect of Jigsaw Cooperative Learning Methods on Mathematical Communication Ability Viewed Based on Student Personality

This study uses a quasi-experimental method with the final design control test of mathematical communication skills in terms of student personality through personality tests. The sample of this study was students of class XI-IPS in MAN 6 Kampung Dukuh and MAN 6 Cibubur East Jakarta in the odd semester 2018/2019 Academic Year as many as 88 people. The instrument used in this study is a description question and personality questionnaire. The results showed that 1) The ability of mathematical communication students who got the cooperative jigsaw method was higher than the students who received conventional learning, 2) There were interactions between learning methods and personalities on mathematical communication skills, 3) Mathematical communication skills of students with extroverted personalities given jigsaw cooperative method treatment is higher than those given conventional learning treatment, 4) Mathematical communication skills of students with introverted personalities treated with cooperative jigsaw methods are lower than those given conventional learning treatments. Thus, jigsaw cooperative learning is better applied to students with an extracurricular personality

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