Holistic Education Research Articles

Tantangan dan Peluang Pendidikan Bahasa Arab: Perspektif Global

Abstract: This research presents an in-depth analysis of challenges and opportunities in Arabic language education, with a focus on a global perspective. Arabic plays a crucial role on the international stage, serving not only as a religious language but also as a language of culture, science, and administration. However, Arabic language education in various countries faces several challenges that can impact the quality of learning and student comprehension. This literature review investigates some key challenges in Arabic language education, including non-aligned curricula, insufficient learning resources, and issues in developing Arabic language skills. Meanwhile, the research also highlights opportunities that can be utilized to enhance Arabic language education, such as the use of innovative educational technology, inter-institutional collaboration, and the promotion of cultural exchange programs. By analyzing various concepts and findings in related literature, this research provides profound insights into the global conditions of Arabic language education. By understanding the challenges faced and leveraging existing opportunities, effective strategies can be formulated to improve the quality of Arabic language education worldwide. This research is expected to contribute to the development of more holistic and sustainable Arabic language education policies, as well as motivate practical steps to enhance the teaching and learning of Arabic globally.

Your story, your life, your learning: Autobiography Reveals Basis for Supporting Personalized, Holistic Pedagogy

Your story, your life, your learning: Autobiography Reveals Basis for Supporting Personalized, Holistic Pedagogy

Leveraging Indian Knowledge Systems for Holistic Development of Prospective Teachers

The holistic development of prospective teachers is crucial for fostering effective and efficient educators who can nurture the all-round development of their students and contribute to a thriving society. Indian Knowledge Systems (IKS), with their rich insights into human development, offer a valuable framework for enhancing teacher education curriculum and pedagogy. By integrating the principles and practices of Indian Knowledge Systems into teacher education programs, we will empower prospective teachers to become holistic educators who embody the values of knowledge, compassion, and well-being. This paper delves into the significance of leveraging IKS for the holistic development of prospective teachers. It explores the multifaceted nature of IKS, highlighting its potential to enrich teacher education curriculum and pedagogy. Additionally, it outlines practical strategies for incorporating IKS into teacher education programs, emphasizing the importance of collaboration, experiential learning, and community engagement. Finally, it underscores the need for promoting IKS research in teacher education to further advance the integration of IKS principles and practices in this field.

Rabbani Education: Facing Realities and Readiness for the Challenges of Future Education

One of the ways to develop a generation of rabbani is through education. Rabbani education is a continuous effort through the implementation of holistic and balanced education. Education is a powerful tool to prepare and produce ideal human beings in a society. Its roots are education based on life and human development. The problem of social symptoms is now becoming more prevalent such as bullying, porn addiction, adultery and so on. This is increasing along with the increasingly sophisticated age that is growing in pursuit of the technological revolution. Today's society also places less emphasis on prayer as an obligation as a Muslim. Therefore, this study aims to examine all the problems that exist to be used as a guide in forming the perfect human being. This study uses a quantitative method from fourth grade students of pioneer religious secondary schools who have implemented rabbani education. A survey study using a questionnaire instrument was conducted. The findings of this study show positive results in giving birth to a generation of rabbani. It is hoped that the implications of this study can be used until the formation of perfect student development among school members to improve the quality of personality of Religious High School students and can then be used as a basis for guidance to other schools in Malaysia.

THE EFFECTIVENESS OF HOLISTIC CARE-BASED HEALTH EDUCATION PREVENTS EARLY TEENAGE MARRIAGE AT ISLAMIC SENIOR HIGH SCHOOL 4 BAOURNE BOJONEGORO

Background: Teenage are in the age range between 10-19 years. Meanwhile, teenage is a period of transitional development from childhood to adulthood so that it will influence holistic changes both biologically, psychologically, socially and spiritually. Early marriages (<19 tahun) should not be carried out considering the many risks that may occur to the mother and baby. Therefore, it is important to know the influence of holistic care-based health education on efforts to prevent early teenage marriage. Method: The design of this research is quasi-experimental with a pre-posttest control group design. The population in the study was all MAN 4 Baureno school student totaling 313 respondents. The sample was 37 respondents using a non-probability method using purposive sampling technique. Data was collected using a questionnaire and the Wilcoxon Sign Ranks Test was carried out with a significance level of 0.05.Result: The results of the Wilcoxon Signed Ranks Test showed a value of p = 0.000 (p<0.05) meaning that there was a significant difference in the level of knowledge and after holistic care education was carried out. Conclusion : Holistic care-based education can increase knowledge. Holistic care-based education seen from a biological, psychological, social and spiritual perspective is very suitable for health education, health services and health development that is suitable for adolescent children.

The integration strategy and effect evaluation of art teaching and mental health counseling in preschool education

As the foundation period of primary education, preschool education is an indispensable part of the national education system, which plays a significant role in the physical, psychological, and physiological aspects of individuals. As an essential introductory course of preschool education, art education not only bears the responsibility of aesthetic education but also plays an essential role in the development of mental health because of its disciplinary characteristics. In this paper, the control group will receive traditional art education and mental health counseling separately, while the experimental group will be provided with a holistic art education program and integrated counseling for mental well-being. The experimental results will have specific practical significance for improving children's art education and promoting children's mental health development.

Wicked Solutions for Wicked Problems

“Wicked problems” are often thought of as a situation that should not exist or an inescapable consequence of complex systems. This paper argues for a paradigm shift in instead understanding wicked problems as feedback from the system (i.e., the real world), resulting from a misalignment between our mental model of the system and the system itself, rather than inevitable outcomes of complex systems. Through a systems literature review (SLR) on effective policy and two surveys sampling the US population in order to understand how people are thinking about today’s biggest crises, this paper explores the prevalence of this traditional approach to problem solving. Essentially, wicked problems are the real-world system informing us that our mental model is flawed. When confronted with wicked problems involving webs of causality (as all wicked problems do), people often fail to recognize the needed solutions as a corollary web of actions, instead emphasizing linear causal relationships, or “root causes.” This problem-solving approach has significant consequences, as it overlooks the symmetry between the web of causality generating the problems and the web of solutions that would remedy them. This oversight leads to the implementation of partial solutions divorced from the dynamacy of interaction effects, which in turn leads policy and decision makers to conclude that critical parts of a web of solutions have been ineffective, and thus excluding them from future interventions. This is especially relevant for influential policy makers, planners, and decision makers. However, changing this mindset is in itself a wicked problem. The traditional approach to problems and systems is ineffective, necessitating a more systemic approach to policy. Our statistically significant findings confirm the prevalence of the traditional approach, prompting the recommendation for a more holistic education in critical analysis and systems thinking to address the web of causes that produce “wicked problems.” This is particularly critical for individuals being trained for careers in policy and planning.

The more empowered schools, the more fruitful students

This study emphasizes the importance of adding life skills education to school curricula, recognizing that not all students' paths will lead to traditional employment. While not all students will become doctors, engineers, or lawyers, they will all go through a process of growth. Every individual needs key life skills necessary for resilience, adaptation, and effective management of daily life. This study aims to explore the important role of education in preparing the developing generation to live at the desired level by emphasizing the importance of empowering schools to shape a more productive future. This study utilizes the case study research approach. In this technique, researchers remain outside of the situation under investigation, focusing on the examination of many aspects and components that may interact. as a result, a holistic education, active families, and a developing curriculum with 21st-century skills enable children to overcome social barriers and prepare them for postsecondary education and the workforce. This study proposes a holistic strategy that emphasizes life skills alongside academic coursework, developing individuals who are adaptable and ready to face future challenges by revisiting the traditional educational tripod.

Analysis of Pre-Test and Post-Test Results of Motor Skills through the Implementation of Small Games in Physical Education, Sports, and Health (PESH) Learning in Elementary Schools

This research aims to evaluate the impact of implementing small games in Physical Education, Sports, and Health (PESH) learning on the improvement of motor skills among elementary school students. The research method employed is a pure experiment with a quantitative approach. Data was collected from 17 students through motor ability tests, including the Shuttle Run, throw and catch ball, and Stork Stand Positional Balance tests. Pre-test and post-test results were analyzed to obtain average scores, standard deviations, and variances. The research findings indicate an enhancement in students' motor skills following the implementation of small games in PESH learning. In the Shuttle Run test, there was an increase in the average score from the pre-test (19.2141) to the post-test (18.7294). The throw and catch ball test also exhibited an improvement in the average score from the pre-test (16.4118) to the post-test (19.6471). In the Stork Stand Positional Balance test, an increase in motor skills was also observed, with the average score shifting from the pre-test (11.3618) to the post-test (7.9676). Furthermore, statistical analysis also indicates a decrease in the standard deviations and variances in the post-test results compared to the pre-test, indicating an enhancement in measurement consistency. This improvement reaches approximately 13.73% in the enhancement of students' motor skills. The results of this research offer positive implications for the effectiveness of using small games to enhance students' motor skills within PESH learning. This underscores the significance of creative and playful approaches in optimizing the learning process to achieve holistic physical education objectives.

Ideological and Political work in Universities Coordinating with Educational Management for Holistic Education

In the context of globalization, university students' ideologies and value orientations are facing the impact of diverse cultures. Therefore, how to better conduct ideological and political education and guide them to establish correct values has become a focus in higher education management. The achievement of this goal is inseparable from the organic integration and collaborative education of ideological and political work and educational management. ideological and political work plays a crucial role in university education, serving as an important means for students' ideological guidance and value leading. Through ideological and political courses, thematic education, practical activities, and other forms, it guides students to understand the country's major policies and social hot issues and cultivates their political quality, moral character, and sense of social responsibility. Educational management is crucial for ensuring teaching quality and maintaining order in teaching. By formulating a series of measures, it creates a conducive learning environment for students, helping them complete their studies successfully. Collaborative education emphasizes the mutual cooperation and support between ideological and political work and educational management. By setting common goals, integrating resources, sharing information, etc., ideological and political work and educational management form a synergy, jointly impacting students and promoting their all-round development.

Evaluating Holistic Education and Digital Learning model for advancing SDG4: a longitudinal mixed-effects modeling approach

Evaluating Holistic Education and Digital Learning model for advancing SDG4: a longitudinal mixed-effects modeling approach

Progress Testing in UK Medical Education: Evaluating Its Impact and Potential.

This comprehensive review critically examines the UK medical curriculum, with a particular focus on progress testing as an innovative assessment strategy. The curriculum, evolving from foundational sciences to practical applications, is encapsulated in the integrated curriculum model (ICM). This model adeptly combines theoretical knowledge with clinical practice, fostering cognitive, affective, and psychomotor skills among medical students. Central to this review is an exploration of progress testing. This method, grounded in constructivist learning theories, emphasises continuous assessment and professional development. Progress testing's regular, comprehensive examinations are instrumental in guiding students through the progressive stages of competence, as outlined in Miller's pyramid, from foundational knowledge to clinical proficiency. The review also addresses the broader impacts of progress testing on teaching approaches, student feedback, academic and pastoral support, and quality assurance. By aligning with the dynamic requirements of 21st-century medical training, progress testing not only nurtures well-rounded professionals but also ensures compliance with regulatory bodies like the General Medical Council. Its emphasis on continuous evaluation aligns with the practical realities of a medical career, driving curricular innovation and aligning with regulatory standards. The implementation of progress testing marks a significant advancement in medical education. Its continuous, holistic nature benefits both students and educators, nurturing a more engaged learning attitude and meeting evolving medical needs. The adoption of this assessment strategy is seen as pivotal in shaping competent medical professionals, ready to face the challenges of modern medical practice.

EFFECTIVENESS OF PEER COUNSELING EDUCATION USING THE HEALTH BELIEF MODEL APPROACH TO THE SUCCESS OF EXCLUSIVE BREASTFEEDING

Exclusive breastfeeding for babies aged 0-6 months is very beneficial both for the baby as immunity and for the mother to prevent breast cancer and other diseases. Existing data shows that there is still a low number of mothers who provide exclusive breastfeeding, around 48% of babies aged < 6 months do not receive exclusive breastfeeding. Urgency of Research, low coverage of the success of exclusive breastfeeding both at the national level, 65%, provincial and at the research location; the majority of mothers lack knowledge in efforts to successfully provide exclusive breastfeeding; It is still felt that the methods and media used in exclusive breastfeeding education are very monotonous and require holistic and continuous education. Peer education takes the form of in-depth sharing with peers as informants so that mothers absorb information well. Peer education can increase BSE and mother's motivation in breastfeeding. This type of research is quasi-experimental with a pre-post non-control group approach. The aim of this research is to analyze the effectiveness of peer education using the health belief model approach on the success of exclusive breastfeeding. The location of this research is Cinta Damai Village, Percut Sei Tuan District, Deli Serdang Regency. The population of this study were all mothers who breastfed babies aged <6 months, using a total sampling technique. Hypothesis testing in this research uses a different test (Independent Sample T-Test). The research results found that peer counseling using the health belief model approach was effective in increasing maternal knowledge, attitudes about the success of exclusive breastfeeding (p-value 0.00) and the achievement of exclusive breastfeeding.

A Review on Humanistic Psychology and Its Application to Education

The emergence of humanistic psychology took place during the 1950s and 1960s within the United States. The school of psychology referred to as the "third force," distinct from the behavioural school and psychoanalysis, was established by Abraham Maslow and championed by Carl Rogers. The emergence of the humanistic learning theory coincided with the ascent of humanistic psychology. Humanism places emphasis on the inherent positivity and worth of human beings, as opposed to directing attention towards the examination of problematic behaviour. Furthermore, it highlights the significance of human growth and development, commonly referred to as self-actualization. The humanistic learning theory offers a comprehensive understanding of the developmental journey of individuals, emphasising the need of holistic education in nurturing and cultivating human nature. It is imperative to prioritise the cultivation of learners' inspiration and creative potential, while also providing guidance on integrating cognition and experience. This approach facilitates the affirmation of their abilities and ultimately leads to the attainment of self-realization. The humanistic learning theory places emphasis on the establishment of a conducive learning environment that enables individuals to experience the world through their own unique lens, foster comprehension of it, and attain the utmost level of self-actualization. This article uses the review method and combines humanistic learning theory to explore the application of humanistic theory in education and concludes that humanism has problems. Only by applying it to practice and continuously developing and improving it can its value be realized. The paper focuses on applying humanism in a few countries or regions, failing to explore fully and ignoring the lack of conditions for comprehensive popularization of primary education in some regions. Therefore, the issues of concern and suggestions given are not universally applicable and feasible on a global scale, and it also attempts to explain why humanistic education has not been widely implemented in China.

Exploring the Broad Impact of AI Technologies on Student Engagement and Academic Performance in University Settings in Afghanistan

This article explores the pivotal intersection of Artificial Intelligence (AI), student engagement, and academic performance in higher education, specifically at Kabul University. As technology evolves, understanding AI's implications on education becomes critical for effective pedagogical strategies and student readiness. The research aims to bridge the gap between technological advancements and educational practices, comprehensively investigating AI's impact on student engagement and academic performance. The study addresses awareness, ethical considerations, autonomy perceptions, and AI integration into curricula. Employing a quantitative approach, the study involves 200 students from various Kabul University faculties, utilizing SPSS version 23 for analysis. Regression analyses, ANOVA, and structured questionnaires allow a nuanced exploration of AI engagement dimensions. Key findings indicate commendable AI awareness in students' daily lives, with room for improvement in academic integration. Ethical considerations emphasize a baseline for ethical AI use. Autonomy perceptions and AI tool engagement reveal nuanced layers, emphasizing a holistic AI education approach. In conclusion, this research advocates a balanced AI integration in education, offering implications for pedagogical strategies, curriculum development, and institutional policies. The findings guide educators, policymakers, and institutions in navigating AI-enhanced learning environments, ensuring students' technological literacy and ethical grounding.

Collaborative Strategy in Improving the Quality of Extracurricular Services in Elementary Schools

The aim of this research is to find out the cooperation strategy for improving the quality of extracurricular services at MI Mambaul Ulum Bondowoso. This research uses a qualitative-descriptive approach. School leaders, teachers, and parents are informants who participated in this study. Data collection methods involve in-depth interviews, observations of educational activities, and document analysis. Source triangulation and data triangulation techniques are used to ensure the validity of the data. Research findings reveal some findings. First, extracurriculars can support each other and create holistic education. Second, integrated extracurricular service quality implementation also involves coordinated teacher resources, being a benchmark in reaching students with diverse motivations, and contributing to future development policy formulation.

The Importance of Empowering and Educating Girl Child in India

This research paper aims to comprehend the value of girls' education in India for their empowerment. Indian society is witnessing a patriarchal society where all the important power is vested in the hands of the male. The problem of the study is that inadequate education for girls and women, results in low self-worth, uncertainty, and a lack of trust in the country's future and we cannot say the nation is developed until and unless the Girls are empowered. But regrettably, some obstacles prevent young girls from being empowered. In this paper, various legal provision for education is also highlighted. This research is purely based on qualitative research and data for research is based on secondary data viz., authentic government reports, websites, books, and journals. In this study, an attempt is made to point out gender discrimination, female education, and the reason dropout of girls from school. In light of this, it was determined that education may catalyze awareness, equity, and equality for women and girls in their revolutionary process of empowerment and the long-term sustainable development of a nation. The findings of the study are that as we compared all the states, not a single state witnessed a higher or equal literacy rate concerning girls, it is always lower than boys. The highest rate of girl dropout in India in I- IV Meghalaya has the highest rate of female dropouts with 60.6 then Jharkhand and Bihar with rates of 43.2 and 30.7 respectively. The study further suggests a few measures to ensure holistic female education to empower them including both the economic and societal development of women.

Academic development in technical high school courses in the north region of Brazil: overcoming obstacles and promoting engagement

Continuous development in academic learning can be hindered by rigid rules, resulting in a disconnection between students and the learning process. Promoting socialization and a sense of belonging in the academic environment contributes to student satisfaction. The ability to manage emotions is crucial when facing social challenges, preventing the emergence of emotional instabilities. This article presents a literature review that addresses the teaching and learning process. Based on this review, a structured questionnaire was developed and administered to 108 students from the integrated technical courses at the Tarauacá campus of IFAC, with the purpose of collecting relevant data on their perceptions, opinions, and experiences. Through this process, the psychological consequences of these aspects and their impact on academic performance and learning were aimed to be understood. Upon analyzing the selected studies and the questionnaire results, it is evident that there are practical, cognitive, and emotional challenges that affect students' learning process. To overcome these obstacles, it is important to address issues such as social pressure, differences in learning pace, and inappropriate practices, creating a positive learning environment and adapting pedagogical approaches to students' needs. The constructive approaches proposed in the reviewed studies positively influence students' academic performance, stimulating essential skills and promoting a holistic education. However, it is necessary to rethink the structure of education to keep students motivated, considering issues such as school dropout caused by challenges like remote campus location and financial limitations.

Implementasi Kepemimpinan Transformasional Muhammad Al-Fatih dalam Pendidikan

This article explores the pattern of Islamic leadership by Muhammad Al-Fatih, the conqueror of Constantinople and Rome (1432-1481 CE). The success of the Ottoman Empire, particularly Muhammad Al-Fatih, reflects the struggle for Islamic educational values. The impact and legacy of Sultan Al-Fatih in the development of Islamic education are discussed, as well as leadership values relevant to the modern educational context. Muhammad Al-Fatih, an influential leader, demonstrated excellence and the fight for Islamic educational values. This article also highlights the need for learning from history, especially in the context of Islamic education amidst the moral decline of youth and current educational challenges. Through a qualitative research method of historical literature review study, this article discusses Muhammad Al-Fatih. His contribution to the understanding of Islamic leadership values opens up insights for designing a holistic and progressive education system, expected to have a positive impact on the development of education in our country.

Constructing and Implementing a Psychological Health Education System for College Students under the Concept of "Holistic Education"

Constructing and implementing a psychological health education system for college students based on the concept of “holistic education” is of great significance for fulfilling the fundamental requirements of moral education and implementing comprehensive quality education, as well as enhancing students’ harmonious and comprehensive development. In this study, literature analysis and questionnaire surveys were conducted to explore the connotation and implications of psychological health education for college students in the context of “holistic education”. The study also identified the existing issues in psychological health education in current colleges and proposed approaches to constructing a psychological health education system for college students under the concept of “holistic education”. Only through the collective efforts of all members can a strong educational force be formed. This will contribute to improving the quality and effectiveness of psychological health education for college students.