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Mohammad Aufin
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SINTESA PENDIDIKAN KARAKTER DAN MULTIKULTURAL BAGI LINGKUNGAN PENDIDIKAN TINGGI Mohammad Aufin

Publisher : Ilmu Psikologi Universitas Yudharta Pasuruan

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Abstract

Kajian ini untuk menemukan sintesa antara pendidikan karakter dan pen-didikan multikultural bagi lingkungan pendidikan tinggi. Hasilnya adalah bagi pendidikan tinggi idealitasnya mewujudkan dan menguatkan kelembagaan mela-lui beragam aktifitas, diantaranya ada proses pengembangan seluruh potensi ma-nusia yang menghargai pluralitas dan heterogenitas sebagai konsekuensi keraga-man budaya, etnis, suku dan aliran (agama). Ada proses menghendaki penghor-matan dan penghargaan setinggi-tingginya terhadap harkat dan martabat manusia. Ada proses mengembangkan seluruh potensi manusia, yaitu pendidikan, intelek-tual, sosial, moral, religius, ekonomi, kesopanan, dan budaya. Ada proses mela-wan eksploitasi manusia atas manusia melalui transformasi nilai kehidupan sosial yang membawa manusia kepada koreksi dan rekonstruksi atas tatanan sosial yang tidak berkeadilan. Pendidikan tinggi harus mengarahkan manusia pada cara-cara yang egaliter dan bersahaja. Pendidikan tinggi harus mentransformasi cara pan-dang dari otoriter kepada kemanusiaan. Intinya semua proses transformasi itu ber-tujuan untuk mengeliminir manusia dari sistem yang tidak berperadaban dan tidak mencerahkan kehidupan dan kemanusiaan.
KOMUNIKASI DAN PEMECAHAN MASALAH DALAM PEMBELAJARAN MATEMATIKA Mohammad Aufin

Publisher : Ilmu Psikologi Universitas Yudharta Pasuruan

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Abstract

This study aims to solve the following problems: How is the description of the comprehension in the ability of mathematic communication?  And what are the steps and processes of applying a problem solving in mathematics? The answer of the initial  problem is comprehending the ability of mathematic communication, at least it could be the references of the following:  firstly, is the goal of mathematic communication.  secondly  is the aspects of mathematic communication, such as (a) representing aspect, (b) listening aspect, (c) reading aspect, (d) discussing aspect, (e) writing aspect. The third is comprehending the instruments as the tool to measure mathematic communication. The next is  the answer of the second problem which is the initial steps of solving the problem,  that we can do are: (a) feeling that there is a difficulty or problem, (b) putting and limiting the difficulty, (c) presenting the hypothesis, (d) deductively giving causes and effects of the hypothesis stated, (e) testing the hypothesis by finding proves which can refuse the right  hypothesis and the result that will  happen. Furthermore, the problem solving it self, through the following steps, those are: (1) comprehending the problem, (2) planning the steps of the problem solving, (3) solving the problems which are suitable with the previous planning, (4) checking it once more , and giving some critics to the result.
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