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All Journal Jurnal Pendidikan IPA Indonesia Prosiding Teknologi Pendidikan Golden Ratio of Data in Summary
M. Akhyar, M.
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Economics, Econometrics & Finance Education Social Sciences

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STIMULASI KETERAMPILAN ARGUMENTASI MAHASISWA CALON GURU BIOLOGI MENGGUNAKAN VARIASI PERTANYAAN DALAM GRUP DISKUSI FACEBOOK Afandi, Afandi; Akhyar, M.; Suryani, Nunuk; Sadjidan, M.
978-602-7561-566
Publisher : Prosiding Seminar Nasional Teknologi Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (415.92 KB)

Abstract

In the context of online learning environments, the argumentation skill becomes an important priority for sustained engagement of students in productive negotiation of ideas and evidence based reasoning (Siakidou, Papadouris, & Constantinou, 2014). The aim of this study is to reveal the quality of argumentation skills stimulation used a variety of questions in Facebook group discussion for Biology student teachers. The method of this work was using quasi experiment with time series design. This study involved 24 Biology student teachers who contacted in online and expressed willingness to take part in Facebook group discussions. Results indicate that divergence questions types have a greater influence on the argumentation skills quantity rather than focal and brainstorming questions types, while the focal question types have a greater influence on the quantity of argumentation skills rather than brainstorming questions types. In addition, this study shows that brainstorming questions types (FA) have a better effect to coding scheme for individual arguments rather than focal questions types (NFA) and the divergent questions types (NJA) to stimulating the quality of argumentation skills of Biology student teachers. Further research to uncover the effect of topic discussion on the arguments quality is expected to enrich the findings in this study. Keyword: Argumentation skills stimulation, variety of questions, Facebook group discussion 
Development Frameworks of the Indonesian Partnership 21st-Century Skills Standards for Prospective Science Teachers: A Delphi Study Afandi, A.; Sajidan, S.; Akhyar, M.; Suryani, N.
Jurnal Pendidikan IPA Indonesia Vol 8, No 1 (2019): March 2019
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v8i1.11647

Abstract

In the 21st century, students from all levels of education face extreme global competition, technology that is driven by information, and rapid media-saturation. These dramatic accelerational challenges are the reason why the educational system must prepare students with the skills needed in the era of globalization. Based on a document published by The Board of National Education Standards in 2010 on the importance of establishing a framework for 21st-century education in Indonesia, the necessity of appropriate standards has become very important to the current educational system. This paper aims to discuss conceptual frameworks for prospective science teachers in Indonesia. Using an extensive literature review of three document (P21, enGauge-21CS, and ATC21S) and group discussion with a two-round Delphi study, we have constructed the Indonesian Partnership for 21st-Century Skills Standards (IP-21CSS) based on an agreement between 15 panelists. From the results of this study, we have established four IP-21CSS that were perceived by panelists as appropriate standards for prospective science teachers in Indonesia ranging from 4.5 to 5 or in the high level. These standards include: (1) 4Cs (critical thinking, creative thinking, collaboration, and communication); (2) ICTs (technology, media, and information literacy); (3) spiritual values (religious beliefs and spiritual awareness); and (4) character building (teachers’ attitudes and scientific attitudes). Therefore, it concludes that the implementation of 21st-century education learning that emphasizes each IP-21CSS indicator needs to be considered as an essential component in the courses process for prospective science teachers in Indonesia.
Framing Effects in Development Assistance Perceptions: A Cross-Country Comparison between Indonesia and Malaysia Akhyar, M.; Rahmi, R.
Golden Ratio of Data in Summary Vol. 5 No. 4 (2025): August - October
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grdis.v5i4.1661

Abstract

This study examines the influence of framing effects on public perceptions of development assistance through a qualitative literature-based approach, focusing on a cross-country comparison between Indonesia and Malaysia. The research aims to explore how different framing strategies—such as loss versus gain, ownership versus charity, and donor identity—shape perceptions of necessity, fairness, legitimacy, and alignment with national interests in two socio-politically distinct but culturally proximate contexts. Methodologically, the study synthesizes theoretical and empirical findings from political communication, development studies, and Southeast Asian media scholarship. Literature was systematically collected from peer-reviewed journals, policy reports, and relevant grey literature, then thematically coded to identify recurrent patterns, contextual moderators, and institutional influences. The results indicate that loss-framed messages generally heighten perceived urgency, while ownership and partnership frames are more effective in sustaining legitimacy, particularly when supported by transparency and participatory practices. Donor identity framing significantly affects legitimacy perceptions, with narratives emphasizing mutual benefit and co-prosperity outperforming those suggesting strategic competition or dependency. Country-specific differences emerge: Indonesian audiences respond more positively to frames highlighting transparency and community ownership, whereas Malaysian audiences are more receptive to frames underscoring competence, stability, and alignment with national development plans. The findings contribute theoretically by integrating cognitive and sociological framing theories with institutional and cultural moderators, and managerially by offering context-sensitive communication strategies for policymakers, donors, and civil society actors. This research underscores the necessity of aligning message content, messenger credibility, and institutional practice to maximize the positive impact of development assistance narratives.
Co-Authors Afandi Afandi N. SURYANI Nunuk Suryani Rahmi, R. Sadjidan, M. Sajidan Sajidan