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Media Digital Kartun Nilai Keslametriyadian
Buku Panduan Media Digital Kartun Nilai Keslametriyadian ini merupakan buku hasil penelitian hibah kompetitif Yayasan Perguruan Tinggi Slamet Riyadi. Buku ini dimaksudkan sebagai bahan panduan bagi dosen dan mahasiswa untuk mengkaji dan memahami model pendidikan karakter di Perguruan Tinggi yang memerlukan pengembangan. Selayaknya Perguruan Tinggi pada umumnya, UNISRI memiliki nilai-nilai dasar yang dikembangkan sebagai karakteristik dan penciri Perguruan Tinggi, berupa jiwa dan semangat "Slamet Riyadi". Nilai ini dieabarkan dalam konsep berani dan tegas (assertive); cermat (careful and calculation); disiplin (discipline); jujur (honest); kerjasama (team work); mementingkan kepentingan yang lebih besar (greater interest); percaya diri (self confidence); semangat pantang menyerah (high-spirited); rela berkorban dan tanpa pamrih (sacrifice and selflessly). Nilai-nilai inilah yang berusaha untuk disampaikan melalui buku ini sehingga bisa diejawantahkan dalam karakter para mahasiswa di Universitas Slamet Riyadi.
Belajar dan Pembelajaran Konsep Dasar, Teori, dan Implementasinya
"Belajar dan Pembelajaran: Konsep Dasar, Teori, dan Implementasinya" adalah buku ajar yang disusun guna membantu dan memudahkan mahasiswa memperoleh referensi yang lengkap untuk mata kuliah belajar pembelajaran. Buku ajar ini memuat kelengkapan materi, soal latihan, pendalaman materi (studi kasus) dan hasil-hasil penelitian terbaru yang terkait dengan materi. Buku ajar ini tepat ditujukan untuk mahasiswa prodi PGSD semester satu. Dengan hadirnya buku ajar ini, diharapkan para mahasiswa bisa mendapat referensi yang tepat untuk belajar, serta membantu mahasiswa untuk mengembangkan kompetensinya.
Dimensions of Thinking
Organizing and clarifying research and theory from diverse sources, including philosophy and cognitive psychology, this book provides a framework intended to help educational practitioners (principals, supervisors, curriculum directors, and teachers) plan programs for incorporating the teaching of thinking throughout the regular curriculum. Chapter 1 discusses the need for a framework for teaching thinking and presents a historical perspective on the study of thinking. Chapters 2 through 6 discuss five dimensions of thinking: (1) metacognition; (2) critical and creative thinking; (3) thinking processes--such as concept formation, problem solving, and research; (4) core thinking skills--the "building blocks" of thinking--including focusing, information-gathering, organizing and generating skills; and (5) the relationship of content-area knowledge to thinking. The final chapter presents guidelines for using the framework. (A glossary of key terms and an outline of the book are appended, and thirteen pages of references are attached.) (ARH)
Learning Design
E-learning is still in its infancy. This can be seen both in the limited pedagogical quality and lack of portability of e-learning content, and in the lack of user-friendly tools to exploit the opportunities offered by current technologies. To be successful, e-learning must offer effective and attractive courses and programmes to learners, while at the same time providing a pleasant and effective work environment for staff members who have the task to develop course materials, plan the learning processes, provide tutoring, and assess performance. To overcome these deficiencies, the IMS Global Learning Consortium Inc. released the Learning Design Specification in 2003. With Learning Design it...
Multiple Representations in Chemical Education
Chemistry seeks to provide qualitative and quantitative explanations for the observed behaviour of elements and their compounds. Doing so involves making use of three types of representation: the macro (the empirical properties of substances); the sub-micro (the natures of the entities giving rise to those properties); and the symbolic (the number of entities involved in any changes that take place). Although understanding this triplet relationship is a key aspect of chemical education, there is considerable evidence that students find great difficulty in achieving mastery of the ideas involved. In bringing together the work of leading chemistry educators who are researching the triplet relationship at the secondary and university levels, the book discusses the learning involved, the problems that students encounter, and successful approaches to teaching. Based on the reported research, the editors argue for a coherent model for understanding the triplet relationship in chemical education.
Building An Ethical School
The author argues for much greater attention to ethical education and responds to sceptics who say that it can't be done in the face of a pluralistic secular society badly fragmented over values. Seeking always for themes and issues that unite rather than divide, the author provides a conceptual foundation for ethical education broad enough for building consensus among teachers and parents, yet focused enough to provide guidance for highly specific learning activities. The second half of the book takes the reader through a carefully devised series of steps by which a school community might proceed in building their ethical school. The final chapter reminds of the many difficulties to be met along the way, but offers encouragement to strengthen the resolve of the school community. The book concludes with two helpful appendices: the first provides detailed information on exiting initiatives already underway in ethical education, the second offers an annotated bibliography of books and essays which are available for those educators who need or want to read more on the topic of ethical education.
Teacher Thinking, Beliefs and Knowledge in Higher Education
This volume addresses the important problem of understanding good university teaching, and focuses on the thinking, beliefs, and knowledge, which accompany teachers' actions. It is the first book to address this area and it promises to become a landmark volume in the field - helping us to understand a complex area of human activity and improve both teaching and learning. It is for education researchers, staff/faculty developers and educational developers.
Responding to School Violence
Why do so many school antiviolence programs backfire? And why do policymakers keep making the same mistakes? The authors of Responding to School Violence examine the pervasive rise of school security measures since the Columbine shootings, highlighting the unintended consequences of policymaking too often shaped by fear and sensationalism. Probing an array of now ubiquitous tactics and programs¿metal detectors, police patrols, zero tolerance policies, and more¿the authors show how increasingly punitive schoolhouse dynamics negatively affect student safety and even educational experiences. They also share lessons from past mistakes and identify workable, comprehensive approaches for addressing a recurrent social problem.
If You Believe in Mermaids... Don't Tell
Some things you just can't say, even to your parents. "Dad, did you ever want to be a mermaid?" Nope. Don't say it. Not if you're a boy. You gotta keep it inside. Maybe thirteen-year-old Todd Winslow is the best diver at summer camp. If only diving could save him. Underwater is a much kinder world, a secret mermaid world that no one else can know about - not Dad, and definitely not Brad, the camp's numero uno bad boy. Todd tries to fit in, playing nice with flirty model-wannabe Sylvie and shunning nature-nerd Olivia - but you can only fool people for so long. Brad is watching every move, ready to expose all that's different about Todd. Then there's the doll thing. And Dad finds out. How will...
Qualitative Social Research
Qualitative Social Research employs an accessible approach to present the multiple ways in which criticism enhances research practice. Packed full of relevant, ′real world′ examples, it showcases the strengths and pitfalls of each research method, integrating the philosophical groundings of qualitative research with thoughtful overviews of a range of commonly used methods. This book is ideal for students and prospective researchers and explains what makes qualitative sociological research practical, useful and ethical. It’s an essential guide to how to undertake research, use an appropriate research design and work with a range of qualitative data collection methods, and includes: detailed discussions of ethical issues references to new technologies in each chapter explanations of how to integrate online and visual methods with traditional data collection methods exercises to enhance learning The authors use their many years’ experience in using a range of qualitative methods to conduct and teach research to demonstrate the value of critical thinking skills at all stages of the research process.
