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SOSIOHUMANIKA
Published by Minda Masagi Press
ISSN : 19790112     EISSN : -     DOI : -
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
This journal, with ISSN 1979-0112, was firstly published on May 20, 2008, in the context to commemorate the National Awakening Day in Indonesia. The SOSIOHUMANIKA journal has been organized and published by Minda Masagi Press, a publishing house owned by ASPENSI (the Association of Indonesian Scholars of History Education) in Bandung, West Java, Indonesia. The SOSIOHUMANIKA journal is published every May and November. The SOSIOHUMANIKA journal is devoted, but not limited to, Social Sciences education, Humanities education, and any new development and advancement in the field of Humanities and Social Sciences education. The scope of our journal includes: (1) Language and literature education; (2) Social sciences education; (3) Sports and health education; (4) Economy and business education; (5) Science, Technology and Society in education; (6) Political and Social Engineering in education; and (7) Visual arts, dance, music, and design education.
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Articles 13 Documents
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Search results for , issue " Vol 7, No 1 (2014)" : 13 Documents clear
Re-Edukasi dan Re-Motivasi terhadap Pelaku Radikalisme dan Terorisme: Membangun Kesadaran Keagamaan yang Inklusif dan Humanis di Indonesia Mukhibat, Mukhibat
SOSIOHUMANIKA Vol 7, No 1 (2014)
Publisher : ASPENSI in Bandung, Indonesia

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Abstract

RESUME: Penanganan radikalisme dan terorisme yang terlalu bertumpu pada pendekatan legal-formal dan bersifat represif perlu ditinjau ulang, karena logika pendekatan melalui mekanisme hukum seperti itu berlawanan dengan logika yang dianut oleh para teroris. Sanksi pidana fisik tidak membuat pelaku berhenti, tetapi para teroris bertindak jauh melampaui rasa takut terhadap ancaman hukuman tersebut. Re-edukasi dan re-motivasi perlu dipertimbangkan sebagai bentuk de-radikalisasi dalam rangka menetralisir faham-faham radikal melalui pendekatan interdisipliner, seperti pendidikan, hukum, psikologi, agama, dan sosial-budaya. Kontekstualisasi ajaran agama menjadi cara efektif bagi re-edukasi dan re-motivasi dalam menanggulangi radikalisme di Indonesia. Proses ini mensyaratkan keberanian untuk mengniterpretasikan Islam dengan budaya lokal, yang tidak harus berkaitan dengan zaman Nabi. Dalam konteks Indonesia, proses ini juga seharusnya dilakukan melalui integrasi nilai-nilai pluralitas terhadap kurikulum pesantren yang memiliki hubungan dengan radikalisme. Politik kesalehan eksklusif harus di de-produksi menjadi politik kesalehan berbasis sosial yang responsif terhadap masalah kemanusiaan. Re-edukasi dan re-motivasi akan menciptakan generasi baru Muslim di Indonesia yang inklusif dan humanis, serta mampu melakukan reka-cipta kearifan lokal baru yang sejalan dengan nilai-nilai ajaran Islam.KATA KUNCI: Re-edukasi, re-motivasi, pelaku radikalisme, pesantren, dakwah, Muslim Indonesia, inklusif, dan humanis. ABSTRACT: “Re-Education and Re-Motivation towards the Radicalism and Terrorism Actors: Building Awareness on Inclusive Religious and Humanist in Indonesia”. Handling terorrism and radicalism that too based on the repressive and formal-legal approachs need to be reviewed, because the logic of approach through the law mechanisms like that is contrary to the logic espoused by the terrorists. Physically criminal sanction is not make the perpetrator to stop, but the terrorist act far beyond the fear of the threat of punishment. Re-education and re-motivation should be considered as a form of de-radicalization in order to neutralize the radical ideologies through an interdisciplinary approach, such as education, law, psychology, religion, and socio-cultural. Contextualization of religion teachings will become an effective way to re-educate and re-motivation in tackling the radicalism in Indonesia. This process requires the courage to interprete Islam with the local culture, which is not necessarily related to the time of the Prophet. In the Indonesian context, this process should be done through the integration of a plurality of values into the Islamic boarding school’s curriculum with ties to radicalism. Politics of exclusive piety should be de-producted become the political piety based on social responsibility to the problems of humanity. Re-education and re-motivation will create a new generation of Muslims in Indonesia who are inclusive and humane, and able to perform the new copyright of local wisdom that aligns with the values of Islam.KEY WORD: Re-education, re-motivation, actors of radicalism, Islamic boarding schools, preaching, Indonesian Muslims, inclusive, and humane.About the Author: Dr. Mukhibat adalah Dosen di Program Studi PAI (Pendidikan Agama Islam), Jurusan Tarbiyah STAIN (Sekolah Tinggi Agama Islam Negeri) Ponorogo, Jalan Pramuka No.156 Ponorogo, Jawa Timur, Indonesia. Untuk kepentingan akademik, penulis bisa dihubungi dengan alamat e-mail: mukhibat@yahoo.co.idHow to cite this article? Mukhibat. (2014). “Re-Edukasi dan Re-Motivasi terhadap Pelaku Radikalisme dan Terorisme: Membangun Kesadaran Keagamaan yang Inklusif dan Humanis di Indonesia” in SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan, Vol.7, No.1 [Mei], pp.19-32. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, UNHAS Makassar, and UNIPA Surabaya, ISSN 1979-0112. Chronicle of article: Accepted (March 2, 2014); Revised (April 5, 2014); and Published (May 20, 2014).    
Orientasi Kurikulum dan Konsepsi Pengajaran Fizik Berkesan dalam Kurikulum Tingkat Satuan Pendidikan Husain, Husain; Hamdan, Abdul Rahim
SOSIOHUMANIKA Vol 7, No 1 (2014)
Publisher : ASPENSI in Bandung, Indonesia

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RESUME: Kurikulum merupakan salah sebuah komponen yang sangat menentukan dalam satu sistem pendidikan, kerana kurikulum merupakan alat untuk mencapai matlamat pendidikan dan sebagai petunjuk perlaksanaan pengajaran dan pembelajaran pada semua peringkat pendidikan. Sistem pendidikan di Indonesia, dimulakan tahun 2006, telah menjalankan satu model kurikulum dengan apa yang dikenali sebagai KTSP (Kurikulum Tingkat Satuan Pendidikan). Kajian ini bertujuan untuk mengenalpasti orientasi kurikulum dan konsepsi pengajaran Fizik berasaskan pengalaman mengajar dan kelayakan akademik. Satu set soal selidik digunakan untuk mengumpulkan maklumat mengenai orientasi kurikulum dan konsepsi pengajaran dari sampel sebanyak 101 guru Fizik SMAN (Sekolah Menengah Atas Negeri) di Makassar, Sulawesi Selatan, Indonesia. Dapatan kajian yang diperoleh melalui min dan analisis ANOVA dengan menggunakan SPSS 17. Dapatan kajian menunjukkan bahawa tahap orientasi kurikulum daripada guru dengan pengalaman mengajar lebih 15 tahun diperolehi paling tinggi dan tahap konsepsi pengajaran pula diperolehi tinggi. Kajian ini juga mendapati bahwa wujud perbezaan yang signifikan antara tahap orientasi kurikulum pengajaran Fizik berasaskan pengalaman mengajar, tetapi tidak dengan kelayakan akademik; serta wujud pula perbezaan yang signifikan antara tahap konsepsi pengajaran Fizik berasaskan pengalaman mengajar, tetapi tidak dengan kelayakan akademik. KATA KUNCI: Model kurikulum, subjek Fizik, guru sekolah menengah, pengalaman mengajar, kelayakan akademik, dan keberkesanan pendidikan. ABSTRACT: “Curriculum Orientation and Conception of Effective Teaching the Physics in the School-Based Curriculum”. Curriculum is one of the crucial components in the education system, because the curriculum is a tool to achieve educational goals and as an indicator of teaching and learning at all levels of education. The education system in Indonesia, initiated in 2006, has carried out a model curriculum to what is known as KTSP (School-Based Curriculum). This study aims to identify the curriculum orientation and the teaching conception of Physics based on the teaching experience and academic qualifications. A questionnaire was used to collect information about the orientation of the curriculum and teaching conception of a sample of 101 teachers of Physics at SMAN (Public Senior High School) in Makassar, South Sulawesi, Indonesia. The results obtained by the mean and ANOVA analysis using SPSS 17. Findings showed that the curriculum orientation of teachers with teaching experience over 15 years is earned highest and the level of teaching conception also involved high. The study also found that there were significant differences between the orientation of Physics teaching curriculum based on teaching experience, but not with academic qualifications; and there was significant difference between the level of Physics teaching conception based on teaching experience, but not with academic qualifications.KEY WORD: Model of curriculum, Physics, high school teacher, teaching experience, academic qualifications, and effectiveness of education.  About the Authors: Husain ialah Pelajar Program Doktoral di Fakulti Pendidikan UTM (Universiti Teknologi Malaysia), Skudai, Johor, Malaysia; dan Prof. Madya Dr. Abdul Rahim Hamdan ialah Pensyarah Kanan di Fakulti Pendidikan UTM, Skudai, Johor Malaysia. Bagi urusan sebarang akademik, penulis boleh dihubungi dengan alamat emel: husdisma22@gmail.comHow to cite this article? Husain & Abdul Rahim Hamdan. (2014). “Orientasi Kurikulum dan Konsepsi Pengajaran Fizik Berkesan dalam Kurikulum Tingkat Satuan Pendidikan” in SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan, Vol.7, No.1 [Mei], pp.79-88. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, UNHAS Makassar, and UNIPA Surabaya, ISSN 1979-0112. Chronicle of article: Accepted (March 25, 2014); Revised (April 30, 2014); and Published (May 20, 2014).    
Impact of Shopping Experience on Consumer Loyalty: An Empirical Study of Organized and Unorganized Retailers in India Zia, Adil
SOSIOHUMANIKA Vol 7, No 1 (2014)
Publisher : ASPENSI in Bandung, Indonesia

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Abstract

ABSTRACT: Indian retail is a mix, or organized as well as unorganized, in retail stores. Shopping experience plays an important determinant factor of consumer’s loyalty, irrespective of type of retail store (organized or unorganized). Favorable shopping experience leads to positive propensity towards consumers’ loyalty, whereas unfavorable shopping experience leads to dis-loyalty. This paper is an attempt to know the impact of shopping experience on consumer’s loyalty in an organized as well as unorganized retails setup. SEM (Structural Equation Modeling) technique was applied on a sample of 706 consumers to know the impact of various factors of shopping experience on consumer loyalty. The results indicate that all the three factors of shopping experience, considered for the study, have positive impact on consumer loyalty, namely: ERE (Executional Related Excellence), E (Expediting), and PR (Problem Recovery). The ERE, which means patiently explanation and advice, checking stock, helping find products, having product knowledge, and providing unexpected product quality, has the least impact on consumer loyalty. The E, which connotes being sensitive to customers’ time and long check-out lines, and being pro-active in helping speed up the shopping process, has the highest impact on consumer loyalty. While the PR, which means helping resolve and compensate for problems, upgrading quality, and ensuring complete shopper satisfaction, has the least impact on consumer loyalty.KEY WORD: Shopping experience, consumer loyalty, organized and unorganized retailers, executional related excellence, expediting, and problem recovery. RESUME: “Dampak Pengalaman Belanja atas Loyalitas Konsumen: Sebuah Studi Empiris tentang Pengecer Terorganisir dan Tak Terorganisir di India”. Pengecer India adalah campuran, atau baik terorganisir (modern) maupun tak terorganisir (tradisional), dalam toko-toko eceran. Pengalaman belanja merupakan faktor penentu dan penting bagi loyalitas konsumen, terlepas dari jenis toko eceran (terorganisir atau tak terorganisir). Pengalaman belanja yang menguntungkan menyebabkan kecenderungan positif terhadap loyalitas konsumen, sedangkan pengalaman belanja yang tidak menguntungkan menyebabkan ketidakloyalan konsumen. Makalah ini merupakan upaya untuk mengetahui dampak dari pengalaman belanja terhadap loyalitas konsumen yang dirancang dalam toko-toko eceran teorganisir dan tak terorganisasir. Teknik-teknik SME (Model Kesamaan Struktural) diterapkan pada sampel sebanyak 706 konsumen untuk mengetahui dampak dari berbagai faktor pengalaman berbelanja terhadap loyalitas konsumen. Hasil penelitian menunjukkan bahwa semua tiga faktor pengalaman belanja, yang dipertimbangkan dalam penelitian ini, berdampak positif terhadap loyalitas konsumen, yaitu: ERE (Pelaksanaan Terkait Keunggulan), E (Kecepatan), dan PR (Pemulihan Masalah). Faktor ERE, yang berarti dengan sabar memberikan penjelasan dan saran, memeriksa stok, membantu menemukan produk, memiliki pengetahuan produk, dan menyediakan kualitas produk yang tak terduga, memiliki dampak paling sedikit pada loyalitas konsumen. Faktor E, yang berkonotasi sensitif terhadap waktu pelanggan dan panjang garis untuk keluar, serta menjadi pro-aktif dalam membantu mempercepat proses belanja, memiliki pengaruh paling tinggi terhadap loyalitas konsumen. Sementara faktor PR, yang berarti membantu menyelesaikan dan mengkompensasi masalah, meningkatkan kualitas, dan menjamin kepuasan pembeli, memiliki dampak paling sedikit pada loyalitas konsumen.KATA KUNCI: Pengalaman belanja, loyalitas konsumen, pengecer terorganisir dan tak terorganisir, pelaksanaan terkait keunggulan, kecepatan, dan pemulihan masalah.About the Author: Dr. Adil Zia is working as an Assistant Professor at the Department of Business Administration, Murshidabad Centre AMU (Aligarh Muslim University), Uttar Pradesh, India. His areas of interest include Research Methods, Consumer Behavior & Marketing Management. E-mail address: adilzia@live.comHow to cite this article? Zia, Adil. (2014). “Impact of Shopping Experience on Consumer Loyalty: An Empirical Study of Organized and Unorganized Retailers in India” in SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan, Vol.7, No.1 [Mei], pp.134-144. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, UNHAS Makassar, and UNIPA Surabaya, ISSN 1979-0112. Chronicle of article: Accepted (March 19, 2014); Revised (April 26, 2014); and Published (May 20, 2014).    

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