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All Journal Voices of English Language Education Society Universitas Muhammadiyah Yogyakarta Undergraduate Conference Proceeding
Aini, Rani Nur
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Agriculture, Biological Sciences & Forestry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Public Health Social Sciences

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Generasi Muda sebagai Agent of Change Pembagian Peran Gender dalam Keluarga Nurislamia, Fika; Azizah, Nur; Aini, Rani Nur
Proceeding Universitas Muhammadiyah Yogyakarta Graduate Conference Vol. 1 No. 1 (2020): Armoring the Youth to Contribute to the SDGs
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (328.931 KB)

Abstract

Tulisan ini menganalisis bagaimana generasi muda dapat menjadi agent of change pembagian peran dalam keluarga dengan menggunakan teori feminist, konsep gender and development serta metode penelitian ersama. Tulisan ini menemukan bahwa generasi muda yang paham mengenai teori feminist dan kesetaraan gender dapat mengubah pola ersa masyarakat yang selama ini masih membagi peran antara laki-laki dan perempuan dalam keluarga. Sebagai unit sosial terkecil dalam masyarakat, keluarga merupakan tempat di mana ersama r dasar pertama kali diterapkan. Hal tersebut berarti apapun yang dicontohkan atau diajarkan dalam keluarga akan membentuk pola ersa masyarakat ke depannya. Paradigma bahwa seorang bapak mempunyai kekuasaan mutlak dalam pengambilan keputusan dan anggapan bahwa seorang ibu harus mengurusi semua pekerjaan rumah tangga telah mendominasi pola ersa masyarakat selama berabad-abad. Hal tersebut terus dilanjutkan dengan membagi peran antara anak laki-laki dan perempuan seperti bapak dan ibunya. Pembagian peran berbasis gender dalam keluarga merupakan akar dari terciptanya masalah sosial dan pembangunan negara yang sulit terselesaikan. Mengingat generasi muda adalah agen penerus bangsa, pengenalan feminist dan kesetaraan gender oleh generasi muda di dalam keluarga dapat memperbaiki pola ersa masyarakat terhadap pembagian peran dalam keluarga untuk mencapai keadilan gender yang berpengaruh terhadap keadilan sosial dan pembangunan negara di ruang lingkup yang lebih luas sekaligus mencapai tujuan Sustainable Development Goals (SDGs) ke-5 tentang kesetaraan gender.
Teacher-Student Interaction in EFL Classrooms through Creative Problem-Solving: An Application of the Initiation-Response-Feedback Model Aini, Rani Nur; Drajati, Nur Arifah; Putra, Kristian Adi
VELES Voices of English Language Education Society Vol 8 No 2 (2024): August 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i2.26509

Abstract

Effective teaching relies heavily on solid communication and meaningful interaction between teachers and students. These elements create an environment where students are more engaged and motivated, leading to better learning outcomes. One way to enhance this interaction is through Creative Problem-Solving (CPS), which incorporates creativity into the teaching process. CPS encourages students to think imaginatively, collaborate, and apply knowledge dynamically, fostering a more engaging and interactive classroom environment. This study aims to investigate how Creative Problem-Solving (CPS) facilitates teacher-student interaction patterns by applying the Initiation-Response-Feedback (IRF) theory in an EFL classroom at a state university in Indonesia. The study involved 46 pre-service teachers, six males and 40 females, all fifth-semester undergraduate students enrolled in the Curriculum and Material Development course. Data collection methods included deep interviews and classroom observations. The research revealed that pre-service teachers faced challenges with CPS projects, especially those involving telecollaboration. However, they valued the lecturer's guidance and feedback, which played a crucial role in helping them overcome these difficulties and complete the tasks. Thus, to maximize the benefits of CPS, lecturers must provide a clear understanding of CPS principles, as it is a relatively new approach for many pre-service teachers. Additionally, encouraging pre-service teachers to seek guidance and actively engage in collaborative activities can enhance their critical thinking and overall learning experience.
Co-Authors Kristian Adi Putra Nur Arifah Drajati Nur Azizah Nurislamia, Fika