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All Journal Academic Journal of Educational Sciences (Jurnal Akademik bidang Ilmu-Ilmu Pendidikan)
Nalley, Hilda M.
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Education

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THE CONCEPTUALIZATION OF SOLIDARITY AND TOLERANCE LEARNING IN PROVERBS OF ADANG LANGUAGE HAAN, JOHN WEM; BUSTAN, FRANSSISKUS; BERA, LAURENSIUS KIAN; DJAHIMO, SANTRI; NALLEY, HILDA M.; LIUNOKAS, YANPITHERZON; ADANG, SARIMIN
Academic Journal of Educational Sciences Vol 6 No 2 (2022): December
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v6i2.9253

Abstract

The research questions triggering the current research are (1) what valuable ideas of tolerance and solidarity are expressed in Adang proverbs? (2) How are the ideas of tolerance and solidarity conceptualized in proverbs? (3) How are the value-bearing proverbs of Adang taught and transmitted from generations to generations? (4) How do people of Adang community put these ideas of solidarity and tolerance in practice in their daily life? To investigate the answers to the questions, descriptive qualitative method was employed in the research, where data gathering was conducted via observation and interviews. Data obtained were then analyzed qualitatively. To obtain valid and reliable data as well as valid and reliable results of data analysis, looping and triangulation were applied. The results show that there are at least four important ideas of solidarity (or in Durkheim terms: four conscience of mechanical solidarity) expressed in Adang proverbs, namely (1) solidarity in settlement/ housing, (2) solidarity in sharing of livelihood, (3) solidarity in friendship and networking; and (4) solidarity in poverty and prosperity. These concepts or ideas of solidarity are all pertaining to Durkheim’s mechanical type of solidarity. With respect to ideas of tolerance, two Adang proverbs of multi-contexts idea of tolerance are uncovered. All these ideas or concepts of tolerance and solidarity are conceptualized metaphorically, i.e, with comparison to natural phenomena, including wild-life both marine and agricultural. The concepts of tolerance and solidarity lessons are communally up-held in daily life of the community and are taught and transmitted from generations to generations via folk songs, tales and puzzles.
ON THE POWER OF KNOWING ONES’ MAJOR INTELLIGENCE(S), IMAGINATION, AUTOSUGGESTION, AND TOTAL LEARNING FELIKS, TANS; NALLEY, HILDA M.; BHAE, JOHN
Academic Journal of Educational Sciences Vol 6 No 2 (2022): December
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v6i2.9254

Abstract

This article discusses some philosophically crucial issues of lives of any people in general, of university students in particular. First, it argues that to succeed in their lives, people have to have a clear imagination of their future, that is, what kind of life it is that they want to have in the years to come (i.e. an ontological issue). Such a dream, however, must be based on their understanding of their potentials or, in Howard Gardner’s term (1993), their major intelligence(s). If not, they will fail, no matter how hard/smart they try to succeed. Hence comes the second issue, that is, how people can make such a dream, which is the bigger the better, true in their lives (i.e. an epistemological issue). Knowing ones’ strengths, however, is just a part of their success stories; it is not sufficient because they must also believe in themselves (i.e. autosuggestion), that is, if they work/learn a bit harder/smarter (i.e. being total in working/learning), they will succeed. Third, it gives some reasons why it is important for people to succeed (i.e. an axiological issue), that is, success is good not only for those who succeed, but also for others, i.e., those who have been marginalised in their societies: the poor, the oppressed, and the voiceless. It is for those reasons that all should try their best to succeed, let alone university students as future leaders.
THE IMPLEMENTATION OF FLIPPED CLASSROOM MODEL IN LEARNING DEGREES OF COMPARISON BY SENIOR HIGH SCHOOL STUDENTS EMU, NERLAN KONGA; NALLEY, HILDA M.; HUAN, ELISNA
Academic Journal of Educational Sciences Vol 6 No 2 (2022): December
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v6i2.9258

Abstract

The aims of this research were to find out the students' ability in learning degrees of comparison by implementing the flipped classroom method. The tenth-grade students of SMA Kristen Pandhega Jaya, Indonesia were chosen as the subject of this research. The method used in this study is quantitative and qualitative methods and the research design was Classroom Action Research (CAR) in one cycle. The techniques of data collection were pre and post-test, observation sheets, focus group discussion, and field notes. The data were analyzed quantitatively and qualitatively. The results show that the students’ scores increased significantly from pre-test to post-test. In pre-test, only 3.33% student reached the Minimum Mastery Criteria, while in post-test it changed to 90%. Besides, the students’ mean score also improved from 30.4 to 81.4. This improvement happened because students pre-learned the materials, the learning it self was student-centered, and the flipped classroom was recycled. In summary, the flipped classroom model can improve the students’ ability in learning degrees of comparison.
ON THE IMPORTANCE OF FOUR CS IN SCHOOLS AND BEYOND FELIKS, TANS; NALLEY, HILDA M.; BHAE, JOHN
Academic Journal of Educational Sciences Vol 7 No 1 (2023): June
Publisher : Postgraduate School, Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/ajes.v7i1.11724

Abstract

In this article, we argue that our students at any level, that is, from primary to tertiary institutions, must have good competences concerning critical thinking, creativity, collaboration, and communication, contemporarily known as 4Cs, namely, four major competences of the 21st Century, while they are in schools because they need those kinds of competences to succeed beyond those educational institutions. It is, therefore, crucial for our teachers, including lecturers, to always train their students in such a way that their mastery of those crucial competences is excellent when they are in schools in accordance with their levels of formal education. It is believed that having great competences as such in schools helps the students, among other things, successfully solve any problems they face when they live their real lives in their society after their formal schooling. In other words, those who fail in their real lives after formal schooling are those who have poor competences in relation to critical thinking, creativity, collaboration, and communication. So, making sure that our students have excellent competences on critical thinking, creativity, collaboration, and communication, when they are in schools, is necessary for them to succeed in their lives after their formal schooling.
Co-Authors ADANG, SARIMIN Bera, Laurensius Kian Bhae, John BUSTAN, FRANSSISKUS Elisna Huan EMU, NERLAN KONGA Haan, John Wem Liunokas, Yanpitherzon Tans Feliks