Socio-Cultural Strength: Optimization of Bhuppa’, Bhâbhu’, Ghuru, and Rato in Establishing Compliance in Madurese Familial Conduct

AbstrakOne of the lecturers in the Department of Arabic at IAIN Palangka Raya teaches the reading using newest way and innovation compared to the previous ones. The innovation contains a variety of learning materials, learning strategies and learning evaluation.From this phenomenon, the researcher concluded that in reading skill teaching as done by one of the lecturers at IAIN Palangka Raya, there are some indicators of learning that are based on Vigotsky’s social constructivism theory in which it focuses on the roles of the students and social interaction in learning between the lecturers and the students or interaction among students.The aim of this research is to describe reading skill learning performed by the third semester students of IAIN Palangka Raya in 2016-2017 Academic Year. By looking the phenomena in the field in the perspective of processes, activities and interactions during teaching and learning process.This study is classified as descriptive qualitative research using case study design at IAIN Palangka Raya in 2016-2017.Techniques of data collecton in this research include interview, observation and documentation. The data should be examined by using triangulation.The results of the study can be explained as follows: First, the goal of the teaching reading skill to the third semester students of IAIN Palangka Raya 2016-2017 in the perspectivesof Vygotsky’ social constructivism theory; it can be seen from lecturer’s explanations towards reading skill focusing on discussion together with her students. Discussion is a kind social interactions between the lecturer and her students and social interactions among students. Second, learning materials of learning of reading skill in the view of of Vygotsky’ social constructivism theory, can be seen also from lecturer’s explanation which are relevant to students’ everyday life and their experiences around them. The materials to be used are based on the consideration of the purpose, prior knowledge, time and available place, and the numbers of students who follow the lesson. Third, the strategy of learning in the view of Vygotsky’s social constructivism theory, can be seen from the strategy used by the lecturer such as; cooperative learning strategy, top down processing strategy and discovery learning strategy. These three strategies stress on the roles and the activeness of students in the learning-activities. Fourth, the evaluation of learning of reading skill in the view of Vygotsky’s social constructivism theory can be seen from the learning evaluation of reading skill as applied by the lecturer. The evaluation not only tests and examines one aspect of the skill, but also covers all aspects of the shill at once. Test of reading skill, not only deal with reading skill but also it covers other skills such as speaking skill, writing skills, structure and translation.Keywords: reading skill and Vygotsky’ social constructivism theory

This study aims to determine the comparison of the level of financial literacy of SMK N 1 Singaraja and SMA N 4 Singaraja. This research is a type of quantitative research with a comparative descriptive approach. The subjects in this study were students of SMK N 1 Singaraja and SMA N 4 singaraja and the object in this study was the level of student financial literacy. The sample in this study were 97 by using Slovin formula. The data used are primary data using a questionnaire. The questionnaire consisted of two parts, namely personal data and questions related to financial literacy. The questionnaire was analyzed with comparative descriptive analysis techniques. The average overall financial literacy rate is 71.15% in the medium category. The level of financial literacy of SMK N 1 Singaraja is 72.8% included in the medium category and SMA N 4 Singaraja by 69% is included in the medium category. The difference in the level of financial literacy is not too significant because the level of literacy does not differ too much and still in the same category.

One of the lecturers in the Department of Arabic at IAIN Palangka Raya teaches the reading using newest way and innovation compared to the previous ones. The innovation contains a variety of learning materials, learning strategies and learning evaluation.From this phenomenon, the researcher concluded that in reading skill teaching as done by one of the lecturers at IAIN Palangka Raya, there are some indicators of learning that are based on Vigotsky’s social constructivism theory in which it focuses on the roles of the students and social interaction in learning between the lecturers and the students or interaction among students.The aim of this research is to describe reading skill learning performed by the third semester students of IAIN Palangka Raya in 2016-2017 Academic Year. By looking the phenomena in the field in the perspective of processes, activities and interactions during teaching and learning process.This study is classified as descriptive qualitative research using case study design at IAIN Palangka Raya in 2016-2017.Techniques of data collecton in this research include interview, observation and documentation. The data should be examined by using triangulation.The results of the study can be explained as follows: First, the goal of the teaching reading skill to the third semester students of IAIN Palangka Raya 2016-2017 in the perspectivesof Vygotsky’ social constructivism theory; it can be seen from lecturer’s explanations towards reading skill focusing on discussion together with her students. Discussion is a kind social interactions between the lecturer and her students and social interactions among students. Second, learning materials of learning of reading skill in the view of of Vygotsky’ social constructivism theory, can be seen also from lecturer’s explanation which are relevant to students’ everyday life and their experiences around them. The materials to be used are based on the consideration of the purpose, prior knowledge, time and available place, and the numbers of students who follow the lesson. Third, the strategy of learning in the view of Vygotsky’s social constructivism theory, can be seen from the strategy used by the lecturer such as; cooperative learning strategy, top down processing strategy and discovery learning strategy. These three strategies stress on the roles and the activeness of students in the learning-activities. Fourth, the evaluation of learning of reading skill in the view of Vygotsky’s social constructivism theory can be seen from the learning evaluation of reading skill as applied by the lecturer. The evaluation not only tests and examines one aspect of the skill, but also covers all aspects of the shill at once. Test of reading skill, not only deal with reading skill but also it covers other skills such as speaking skill, writing skills, structure and translation.

Social constructivist theories have established the foundations for a variety of educational approaches involving the construction of knowledge through social and cultural interactions. In an attempt to contextualize learning in the digital age, the connectivism theory defend knowledge resides on a network of connections and learning is a process of connecting such nodes. These two approaches to learning are currently orienting some teaching practices; however, the effective application of strategies for successful technology-enhanced collaborative learning is still under review. Among the competences behind the notions of social constructivism and connectivism, collaboration, information, media, and technology literacy are becoming increasingly important in entering the workforce. Given the known benefits of collaborative learning (e.g., motivation, persistence, and efficiency), researchers and practitioners have searched for solutions to persuade students to build knowledge together. The incorporation of professional strategies (such as those derived from the agile methods) for team regulation in project management is proving to be useful for improving group dynamics and teamwork satisfaction. In this chapter, we conduct a theoretical review of social constructivist and connectivist theories defending that a combination of agile learning and project-based learning might be a turning point for the effective application of collaborative learning in the digital age.

This study to analyze the level of financial literacy and financial behavior towards investment decisions with income as a moderating variable in UMKM South Tangerang city actors. The population in this study were all UMKM in the city of South Tangerang. The sample method in this study uses a simple random sampling method, namely the Slovin formula so that a sample size of 393 UMKM actors can be obtained. The data used in this study are primary and secondary data. The primary data source was obtained from distributing questionnaires to all UMKM in South Tangerang City who were the study population. Secondary data sources (supporting) in the form of documents owned by the South Tangerang City Government Office relating to the UMKM sector and other supporting data, namely the mass media, BPS, previous research results, books and other references related to this study. In this study primary data were obtained from the first source, namely the UMKM of the city of South Tangerang. The primary data collection techniques in this study are a) Observation, b) Library Research, c) Questionnaire / Questionnaire is a data collection technique that is done by giving a set of questions or written statements to respondents to be answered using a Likert scale. Then the data analysis technique in this study is Moderated Regression Analysis (MRA) with the help of the SPSS 22.0 program. The results showed that that financial literacy affects investment decisions on UMKM actors, financial behavior variables influence investment decisions, income variables cannot moderate the significant influence of financial literacy on investment decisions and income variables cannot moderate the significant influence of financial literacy on investment decisions.

Goma, in the Democratic Republic of the Congo (DRC) is an entrepreneurial city. Everyone whether they are financially educated or not, want to do entrepreneurship by engaging in various activities. But it is not every entrepreneur who succeed to grow their small enterprises to successful business. The objective of this paper is to find out whether financial literacy and entrepreneurship are solutions to poverty in Goma City DRC by interviewing a sample of eighty-six entrepreneurs who are registered and operate in Goma City. The purposive and stratified samples were randomly picked from a population of one hundred and ten entrepreneurs where questions in financial literacy, entrepreneurship and poverty alleviation were asked. The methodology used was quantitative and was aimed at depicting the manner in which financial literacy and entrepreneurship affect poverty alleviation. Aspects of qualitative research were also used through observation. The study made use of financial literacy and entrepreneurship scores against the level of poverty solutions per questionnaire. The research used both primary and secondary data but mainly primary data using a self-structured questionnaire. Data analysis was performed with the aid of SPSS version 16.0, Google Form, Excel and STATA version 15.0 using both descriptive and inferential statistics, econometrics and structural equations modeling. The data collected was then analyzed to establish relationship between financial literacy, entrepreneurship and poverty solutions. From the research findings, all entrepreneurs interviewed were found to have some level of financial literacy and acceptable socioeconomic status and high living standard. In contrast, less successful entrepreneurs exhibited stagnant growth, low level of financial literacy, low socioeconomic status and low living standard and majority of them were found to be in Finance and insurance sector. This study concludes that entrepreneurship is a direct solution to poverty while financial literacy is an indirect solution to poverty in Goma city through entrepreneurship. It further recommends that Government through the Ministry of Entrepreneurship of DR Congo must ensure that entrepreneurs are highly financial literate in order to increase their business rationality and profitability. Furthermore, it suggests that the Government must create the best business climate in order to encourage the entrepreneurship in Goma City.

This study aims to determine the function of the Baubau City Land Office as the implementer of accelerated complete systematic land registration (PTSL) and to determine the factors that hamper the function of the Baubau City Land Office as the implementer of the accelerated complete systematic land registration (PTSL).
 The data collected in this study are primary data and secondary data. To collect primary data, the autors used field research in two ways, namely: (1). Observation, namely directly going to the field to make observation in order to obtain the data needed both primary and secondary data .(2). Interview, which is data collection in the form of questions and andswers which is carried out directly to the respondent, in this case the Baubau City Land Authority, and all parties involved in the author’s research. Then what is meant by secondary legal material is carried out reviewing library materials relevant to research in the form of literature, scientific works ( research result), laws and regulations and related agencies.
 The data in this study were analyzed qualitatively, namely secondary data in the form of theory, definition and substance from various literatures, and laws and regulation, as well as primary data obtained from interviews, observation and field studies, then analyzed by law, theory and opinion relevant experts, in order to obtain a clear and complete picture so as to produce a conclusion that can be used to answer the problem formulation. Qualitative legal research methode is a systematic effort in legal research. Included in it are rules and techniques to satisfy the reseacher’s curiosity about a juridical phenomenon or how to find the truth in obtaining knowledge. So that in this study, generally assessing the symptoms or judicial facts under study does not use members, but simply uses quality or quality standards that are stated in words.

This study aims to explain the identity and religiosity of the Madurese based on the perspective of Madurese teenagers. The concept of identity and religiosity refers to the concept of indigenous or local wisdom of Madurese culture. This study uses a qualitative method with a descriptive approach in explaining the research study. The Sources of data used in this study are primary and secondary data sources. Sources of primary data were obtained directly from Madurese youth using FGD and semi-structured interviews with 7 students of class X in Pamekasan Regency. Each student meets the requirements of being born and raised in Madura and his parents are Madurese. While the secondary data sources are data obtained from the study of books, literature, and the results of previous research on the Madurese which have relevance to the focus of this research. Interviews with Madurese cultural observers were conducted to complete primary and secondary data as a triangulation of data sources, especially to obtain information on the concept of religiosity and identity indigenously or by referring to the local wisdom of Madurese culture. The analysis of the results of the study explains that being a Madurese is having high self-esteem, of course, self-esteem in the indigenous Madurese concept, namely ajina aba ", temperamental-tempered, hardworking, overly confident, and Muslim. If they are not Muslims, then they are not Madurese. Madurese teenagers are described as Islamic Religious with strong faith and devotion to Allah SWT and implemented in the implementation of the pillars of Islam. The factor of high religiosity in Madurese youth is seen in carrying out Islamic religious worship and practices. It can also be interpreted, many Madurese teenagers perform the five daily prayers, fast, pay zakat, and perform worship or ritual obligations in Islam. Empirical and theoretical studies explain the same finding, namely the Madurese are famous for their identity with Islam and uphold religious symbols as the embodiment of local wisdom values.

BackgroundUse of theory is essential for advancing the science of knowledge translation (KT) and for increasing the likelihood that KT interventions will be successful in reducing existing research-practice gaps in health care. As a sociological theory of knowledge, social constructivist theory may be useful for informing the design and evaluation of KT interventions. As such, this scoping review explored the extent to which social constructivist theory has been applied in the KT literature for healthcare professionals.MethodsSearches were conducted in six databases: Ovid MEDLINE (1948 – May 16, 2011), Ovid EMBASE, CINAHL, ERIC, PsycInfo, and AMED. Inclusion criteria were: publications from all health professions, research methodologies, as well as conceptual and theoretical papers related to KT. To be included in the review, key words such as constructivism, social constructivism, or social constructivist theories had to be included within the title or abstract. Papers that discussed the use of social constructivist theories in the context of undergraduate learning in academic settings were excluded from the review. An analytical framework of quantitative (numerical) and thematic analysis was used to examine and combine study findings.ResultsOf the 514 articles screened, 35 papers published between 1992 and 2011 were deemed eligible and included in the review. This review indicated that use of social constructivist theory in the KT literature was limited and haphazard. The lack of justification for the use of theory continues to represent a shortcoming of the papers reviewed. Potential applications and relevance of social constructivist theory in KT in general and in the specific studies were not made explicit in most papers. For the acquisition, expression and application of knowledge in practice, there was emphasis on how the social constructivist theory supports clinicians in expressing this knowledge in their professional interactions.ConclusionsThis scoping review was the first to examine use of social constructivism in KT studies. While the links between social constructivism and KT have not been fully explored, the Knowledge to Action framework has strong constructivist underpinnings that can be used in moving forward within the broader KT enterprise.

The primary aim of this paper was the assessment of the utilization of inclusive education resources for learners with disabilities in public primary schools in Rwanda. This paper was supported by the Vygotsky’s social constructivism theory and Using a descriptive research design, the study focused on a population of 1,055 individuals, comprising 270 teachers, 450 learners, 270 parents, 20 education staffs and 45 head teachers, with a sample size of 290 respondents: 124 students, 74 teachers, 74 leaners with disabilities, 6 education staff and 12 head teachers. Teachers were chosen by a basic random selection method and 14 headmasters were chosen via a purposive sampling strategy. While interview guides were used to get primary data from headmasters, questionnaires were used to collect primary data from instructors. The data shows that only 35.5% of students believe their schools have playgrounds that adequately accommodate games for learners with disabilities, indicated by a mean score of 3.0. Additionally, 45.1% of students confirmed the availability of special games equipment, such as sand pits and musical instruments, with a mean score of 2.9. These findings suggest that while some facilities and specialized equipment exist, they are likely insufficient to meet the diverse play needs of all learners with disabilities. The data reveals that only 38.7% of students agreed their schools provide sufficient play toys and field equipment for learners with disabilities, with mean scores of 3.1 and 2.9, respectively. Accessibility to school playgrounds is limited, with only 45.1% reporting that these areas accommodate all learners, yielding a mean score of 2.8. Furthermore, while 45.2% of students indicated access to appropriate assistive technology, only 41.4% agreed on the availability of adequate inclusive education resources, with mean scores of 2.8 and 2.9, respectively. The results of this paper show that parents and instructors in public primary schools in Rwanda have different The findings of this study reveal that while the government and stakeholders have made commendable efforts to promote inclusive education, the actual use and accessibility of available resources remain inconsistent and insufficient and also many schools face challenges related to inadequate teaching and learning materials, lack of adapted infrastructure, and limited assistive technologies tailored to the diverse needs of learners with disabilities. The government should increase budgetary allocations specifically dedicated to inclusive education, ensuring that schools are adequately resourced with assistive devices, adapted learning materials, and inclusive infrastructure. It is also recommended that the government decentralize the provision and monitoring of inclusive education resources to ensure equitable distribution, especially in rural and underprivileged areas. Additionally, policies supporting inclusive education should be regularly reviewed and enforced to ensure their effectiveness and alignment with international standards on the rights of persons with disabilities. The Ministry of Education should develop and implement comprehensive training programs focused on inclusive education for all teachers and school leaders.

The primary aim of this paper was the assessment of the Perception of teachers and parents towards the competences of learners with physical disabilities in public primary schools in Rwanda. This paper was supported by the Vygotsky’s social constructivism theory and Using a descriptive research design, the study focused on a population of 1,055 individuals, comprising 270 teachers, 450 learners, 270 parents, 20 education staffs and 45 head teachers, with a sample size of 290 respondents: 124 students, 74 teachers, 74 leaners with disabilities, 6 education staff and 12 head teachers. Teachers chosen by a basic random selection method and 14 headmasters chosen via a purposive sampling strategy. While interview guides were used to get primary data from headmasters, questionnaires were used to collect primary data from instructors. Given their lack of confidence in reading, writing, and communication, as well as their struggles with self-care and social integration, the study underlines the pressing need for improved resources, specialized training, and assistive technologies. Inclusive education resources and the skills obtained by these students showed a substantial positive association (R = 0.803), suggesting that more availability and quality of resources greatly improve abilities (p = 0.000).Regression analysis indicated that inclusive education resources accounted for 64.5% of the variance in competencies, so supporting the need for schools to invest in sufficient educational tools and infrastructure to assist the development of essential skills among students with disabilities. With an eye toward resource use, training, and policy execution, the study advised improving inclusive education via cooperation among students, parents, instructors, school leaders, and educational officials.

.

This study aims to analyze the practice of mepahukh tradition in the Alas tribal community as a process of finding a mate for young people and young women of the Alas tribe who have an impact on child marriage. In this study the author uses a type of field research (field research) and is qualitative research. Through the approach of sociology of Islamic law, the author tries to examine the impact of the traditional practice of mepahukh child marriage in the Alas tribal community. As for this study, there are also two types of data sources used by the author, namely primary data and secondary data. The results showed that the practice of Meupahukh tradition in the Alas tribal community, especially in Alur Buluh Village, Bukit Tusam District, Southeast Aceh Regency, had an impact on child marriage. As through social construction theory, Peter Berger and Thomas Luckman see society as a process that takes place in three dialectical moments at once, namely externalization, the impact of Meupahukh tradition on underage marriage occurred because there was no policy from the government, neither local regulations nor policies from the Aceh customary council that regulated the minimum age of marriage. Objectification, assuming that marriage is an easy thing and as a way to get out of the village or area where they live and economic factors. Internalization, there is no age limit for young men and women to follow the procession of the Meupahukh tradition even this tradition is also followed by children who are still in elementary school. The involvement of children in the Meupahukh tradition can certainly encourage underage marriage.

The phenomenon of sexual violence is illustrated as the iceberg phenomenon. Every year the number of cases of sexual violence increases. Among the victims of sexual violence, women are the most common ones. This study aimed to examine how the social construction of sexual violence from the side of women as female politicians. The research method was qualitative. Primary data were obtained through observation and in-depth interviews. The theory employed was the social construction theory by Peter L. Berger and Thomas Luckmann. The results showed that in the externalization process, sexual violence is a reality that still has weaknesses in its handling in Indonesia due to the existence of patriarchal values in society. The objectification process resulted in a debate between the use of the KUHP and the Elimination of Sexual Violence Bill (RUU PKS) as the legal basis for sexual violence. The internalization process is a reinterpretation of sexual violence after externalization and objectivation. This study concludes, in this process, female politicians interpret sexual violence as an act of attacking the sexuality of the victim which damages the physical and psychological aspects.

Attacking persons based on their physique is often called body shaming. Body shaming occurs not only in the real world, but also in cyberspace, especially as the development of the media can have a negative impact on one's thinking. On the other hand there are efforts made to counter body shaming, through the campaign on loving oneself, or often called self love. This study aims to find out how the Self Love Warrior (SLW) organization conducts a campaign through Instagram @selflovewarrior.id so that it can encourage the community, especially Indonesian women, to stand up against body shaming, and help Indonesian women to love themselves more (self love). This study used a qualitative approach and case study research method. The theory used in this study was the social construction theory. Primary data were sourced from interviews, where researcher conducted interviews with three main informants, namely the proprietor, the head of design, and head of content of SLW. Based on interview results, the researcher found that self love and body shaming are indeed related, and wise use of social media can benefit every user. The SLW organization has been successful in carrying out each of its campaigns, as can be seen from the audience 's response to each SLW post.