Psychomotor Dimensions Research Articles

Psycho-Didactic Dimensions of Various Opening and Closing Surahs of the Al-Qurán and Their Implementation in PAI Learning in Madrasas

Education is a complex and dynamic process that aims to shape individuals with character and broad knowledge. In the educational process, teachers play a central role in guiding and leading students to achieve learning objectives. One of the important aspects of learning is the teacher's skill in opening and closing lessons. This skill is very important to attract students' attention, motivate them to learn, and help them understand the lesson material better. The Quran, as a guide for Muslims, has values that can be applied in various aspects of life, including in the field of education. Various openings and closings of Quranic surah contain psycho-didactic dimensions that can be applied to improve the quality of learning. This study aims to examine the psycho-didactic dimensions in various openings and closings of Quranic surah and their implementation in opening and closing lesson skills. This study uses qualitative and quantitative methods. Qualitative methods are used to find classifications of various openings and closings of Quranic surah and to analyze the psycho-didactic dimensions in various openings and closings of Quranic surah, while quantitative methods are used to analyze the implementation of psycho-didactic dimensions in opening and closing lesson skills. Data were collected through questionnaires, observations, interviews, and documentation. The results of the study show that various openings and closings of the Quranic surah contain psycho-didactic dimensions, especially affective and psychomotor dimensions. The implementation of psycho-didactic dimensions in opening and closing lesson skills shows positive results. Students are more motivated and enthusiastic in participating in learning and have a better understanding of the lesson material. The psycho-didactic dimensions in various openings and closings of Quranic surah can be applied to improve the quality of learning. The implementation of psycho-didactic dimensions in opening and closing lesson skills has proven to be effective in increasing interest, motivation, and enthusiasm.

A three-dimensional model of neural activity and phenomenal-behavioral patterns.

How phenomenal experience and behavior are related to neural activity in physiology and psychopathology represents a fundamental question in neuroscience and psychiatry. The phenomenal-behavior patterns may be deconstructed into basic dimensions, i.e., psychomotricity, affectivity, and thought, which might have distinct neural correlates. This work provides a data overview on the relationship of these phenomenal-behavioral dimensions with brain activity across physiological and pathological conditions (including major depressive disorder, bipolar disorder, schizophrenia, attention-deficit/hyperactivity disorder, anxiety disorders, addictive disorders, Parkinson's disease, Tourette syndrome, Alzheimer's disease, and frontotemporal dementia). Accordingly, we propose a three-dimensional model of neural activity and phenomenal-behavioral patterns. In this model, neural activity is organized into distinct units in accordance with connectivity patterns and related input/output processing, manifesting in the different phenomenal-behavioral dimensions. (1) An external neuralunit, which involves the sensorimotor circuit/brain's sensorimotor network and is connected with the external environment, processes external inputs/outputs, manifesting in the psychomotor dimension (processing of exteroception/somatomotor activity). External unit hyperactivity manifests in psychomotor excitation (hyperactivity/hyperkinesia/catatonia), while external unit hypoactivity manifests in psychomotor inhibition (retardation/hypokinesia/catatonia). (2) An internal neuralunit, which involves the interoceptive-autonomic circuit/brain's salience network and is connected with the internal/body environment, processes internal inputs/outputs, manifesting in the affective dimension (processing of interoception/autonomic activity). Internal unit hyperactivity manifests in affective excitation (anxiety/dysphoria-euphoria/panic), while internal unit hypoactivity manifests in affective inhibition (anhedonia/apathy/depersonalization). (3) An associative neuralunit, which involves the brain's associative areas/default-mode network and is connected with the external/internal units (but not with the environment), processes associative inputs/outputs, manifesting in the thought dimension (processing of ideas). Associative unit hyperactivity manifests in thought excitation (mind-wandering/repetitive thinking/psychosis), while associative unit hypoactivity manifests in thought inhibition (inattention/cognitive deficit/consciousness loss). Finally, these neural units interplay and dynamically combine into various neural states, resulting in the complex phenomenal experience and behavior across physiology and neuropsychiatric disorders.

Sheikh Nawawi Al-Bantani’s thoughts on disaster

As an archipelago with a strategic area, Indonesia has a variety of potentials and is also prone to risks of disaster. The natural phenomena outlined should be understood by humans as Allah's representatives (khalifah) in prospering and managing the earth. Sheikh Nawawi Al-Bantani is one of the archipelago's scholars with multidimensional insights. His thoughts have been outlined in his books which consist of various fields. This paper tries to review Sheikh Nawawi al-Bantani's thoughts on disasters. The writing of this article uses the library research method. The results of this research include: 1) the definition of disaster in the Qur'an, namely calamity, fitnah, and bala'. 2) Human efforts in managing disasters include two main things, namely through preventive action (prevention) and practical action or how to overcome when at some point humans are hit by a disaster which includes mitigation and preparedness for disasters, emergency response attitudes, recovery (recovery of conditions after a disaster). 3) The value of Islamic education in disasters includes spiritual dimensions, cognitive dimensions, social affective dimensions, and psychomotor dimensions.

Enhancing Comprehensive Mastery of Qualitative Research Methodology for Students Through the Deconstruction of the Eid al-Fitr Greeting Model

This quasi-experimental study aims to enhance the Mastery of Comprehensive Qualitative Research Methodology (MCQRM) among Sociology students. The goal is to equip students with systematic thinking steps involving philosophy, paradigm, object of study, theory, method, statistics, case examples, and addressing real problems and solutions. The research adopts a deconstruction approach, using the model of Eid al-Fitr greetings as its substance. The participants are 26 Sociology students enrolled in the Qualitative Research Method course. Data was collected through surveys using Google Forms twice during sessions from the 9th to the 15th meeting. Responses from the first form were compared with those from the second form. The differences between them were then interpreted as indicators of changes in the mastery of comprehensive thinking steps resulting from the learning treatment. The data were analyzed using analytical descriptive statistics in SPSS software. The results show a significant improvement in the overall mastery of qualitative research methodology, with a positive change of 30.8%. Improvement is also evident in method mastery at 38.5% and statistical mastery at 11.5%. The students successfully construct comprehensive thinking steps, ranging from post-positivism philosophy to the application of social definition and social behavior paradigms. They can understand the object of sociological study in cognitive, affective, and psychomotor dimensions, integrating Action and Social Exchange theories, Qualitative Research Methods, and descriptive statistics. Through this understanding, students can present a fluent thought process from various philosophical perspectives and in solving real-world problems.

PENDIDIKAN KARAKTER PERSPEKTIF HADITS

Basically, education is not just a process of transferring knowledge in the cognitive dimension from educators to students but much deeper than that education must be able to empower students in other dimensions, namely the psychomotor dimension or affective dimension. The concept of character education (affective dimension) of interest to be developed of how the concept of character education in the perspective of the hadith and its relevance to the concept of character education in the contemporary era with reference to the hadith of the concept of character education when the fetus is still in the womb and the concept of character education in the stages of child development after birth.
 Hadith's understanding of the concept of character education, when the fetus is still in the womb, showed the provisions of Allah. the child while still in the womb of his mother who in this case is sex, death, and sustenance indicates that the child already has the potential to receive influence from the outside so that children who are still in the womb of need to continue to be treated with the values ​​of character education through various way to keep emotions in order to remain stable mom, eat kosher food, listen to the recitation of the Koran or the moral worth of music, and the like.
 Understanding the hadith about the concept of character education in the stages of child development after birth showed that the phases of the order of prayer in children begin with the command at age 7 years ago with a punch at the age of 10 years if they do not want to do give clues about the stages of character education, time, and objects formal and material that needs to be applied in accordance with the concept of education for the contemporary era.

Eğitim Yönetiminde Temel Hak ve Özgürlükler Düşüncesinin Demokratik Eğitim Çerçevesinde İncelenmesi

Democracy is a management system that protects human rights and freedoms at a high level and is open to development. The more democratic a modern government is, the more rights people have, the more freedom and equal opportunities they enjoy, the understanding has forced countries to use this concept and has created the ideal of a democratic management system. Many countries around the world have tried to implement democracy governance by replacing their management systems with the concept of democracy. A critical question also arises here. Would it be more democratic for countries to write democracy into their administrative systems, define democracy as they see fit and create their own institutions? Unfortunately, most countries have not grasped the essence and logic of democracy and have planned to manage democracy with structural reforms and institutions. Democracy is based not only on laws, but also on political culture. The object of democracy refers to the conceptual features of the knowledge of democracy. Democratic skills include skills that include the concept of democracy and the application of these skills in everyday life. Democratic attitude, on the other hand, refers to democratic attitudes and positions towards democratic values through the acquisition of democratic skills. If we compare the two classifications, the democratic object corresponds to the cognitive dimension, the democratic skill corresponds to the psychomotor dimension, and the democratic position corresponds to the emotional dimension. Effective and continuous education of people in democratic attitudes, skills and values requires the existence of a democratic educational environment. Many researchers agree that there can be no democratic education without creating a democratic learning environment, that is, an educational environment dominated by a culture of democracy. If democratic education refers to the process of acquiring democratic knowledge, skills and values of an individual, democratic education also means learning in a democratic environment and from people with democratic views. Democratic education is defined as an active, functional education whose goals, programs and methods are defined according to the basic principles of democracy, which values and attaches great importance to the value and integrity of the student as an individual. Key Words: Educational Administration, Fundamental Rights and Freedoms, Democratic Education

Development of Student Worksheets (LKPD) to Measure Student Creativity

This research is a development research which aims to develop valid project based learning worksheets, practical project based learning worksheets, effective project based learning worksheets for measuring creativity. The subjects of this research trial were 32 students of class XI MIPA 2 SMAN 3 Polewali. This study uses the development of a 4-D model. The instruments used in this study were LKPD validation sheets, practitioner response questionnaires (educators/teachers), creativity test instruments and non-creativity test instruments (cognitive dimension creativity assessment sheets, affective dimension creativity questionnaires, psychomotor dimension creativity assessment sheets). LKPD eligibility criteria seen from the aspect of validity. The practicality criteria are seen from practitioners' assessment of LKPD, and the effectiveness criteria are seen from the level of creativity of students after being given project-based learning LKPD. Based on the results of the analysis, it was concluded that the developed project based learning LKPD, based on expert judgment using Aiken V index analysis, obtained a V value of 0.77 meaning that the LKPD was declared valid and feasible to use with minor revisions, then the project based learning based LKPD in terms of response physics teacher practitioners obtained an average score of 3.5 meaning that the LKPD is in the very good category and the effectiveness of project based learning LKPD is seen from the results of the analysis of student creativity, after being analyzed it is found that the average percentage of students' creativity scores on the cognitive dimension is 78.22%, the average percentage of creativity in the affective dimension is 79.25%, and the average percentage of creativity in the psychomotor dimension is 77.50% so that it can be said that the project based learning worksheets developed are effective for measuring student creativity because they have the average creativity score is above 75%

The Influence of Motivation and Learning Style on Learning Pattern Toward Students’ Speaking Improvement

In learning, there are three interrelated dimensions to support the learning, namely the cognitive, affective, and psychomotor dimensions. From these learning dimensions, there are learning styles that are included in the cognitive dimension and motivation are included in the affective dimension of learning. This study aims to find out the relationship and influence of motivation and learning style on learning pattern toward speaking improvement of UMPAR English Education students. The researcher applies a qualitative method with a case study approach based on phenomena among students. The respondents in this study consisted of three third-semester students and three fifth-semester students from the English education department UMPAR. In addition, this study conducted semi-structured interviews with students to understand deeper perceptions. The results of the interviews show that there are various student motivations in improving their speaking skills, namely: to train self-confidence, a sense of competition, to develop more, to gain appreciation, presence of a role model, and the support of other people. Apart from motivation, researchers found a learning style that plays a very important role in student learning, namely the auditory learning style with the highest score in all the VARK learning style test results for respondents. The researcher found that there were four classifications of student learning patterns in improving speaking skills, namely: Experience of applying learning media, social interaction, word notice, monologue habits. The results of the research about the influence of motivation and learning styles on learning patterns toward students’ speaking improvement show that there is a positive influence of motivation and learning styles on student learning patterns in improving speaking skills

Kompetensi Sosial Pendidik Dalam Perspektif Al-Quran

This study examines the social competence of educators from the Al-Qur'an perspective, including the affective and psychomotor dimensions based on the values ​​of the Al-Qur'an. This study uses a qualitative approach with data collection techniques through library research and interpretation methods using the maudhu'i interpretation method This research proves that the internalization of Al-Qur'an values ​​in the implementation of educator social competencies will bring out the performance of moral teachers in learning communication according to the example of the Prophet, preventing the appearance of bad traits in students such as hatred, selfishness, unfriendlyness, intolerance. , grudges and other vices that lead to antipathy towards teachers and loss of respect. This research perfects the context of human relations with religious values ​​as a manifestation of faith in Allah, so that from this understanding the theory developed is not only anthropocentric but also theo-anthropocentric.

Cognitive-Perceptive and Psychomotor Relationships in Students with Autism Spectrum Disorder

This article analyzes the relationship between symptomatic groups that make up the diagnosis of people with Autistic Spectrum Disorder (ASD) and the motor structure themselves to design a global intervention program facilitating integrated psychosocial development. A total of 28 participants with ASD participated in this experimental study. Correlation analysis observed to three variables- dimensions: diagnostic, cognition and psychomotor variables show significant data regarding interactions between to three dimensions statistically calculated. So variables of diagnostic dimension correlate with cognitive variables (r= .896) and with psychomotor dimension (r= 682). Likewise, cognitive dimension correlate significantly with motor dimension (r= .766). Finally, it´s designed an integral systemic psychoeducational program to facilitate global development of people with ASD.

Independent and Learning Outcome in Online Learning

This study aims to determine and analyze the effect of Independence on Learning Outcomes in online learning during the Covid 19 pandemic. This research applies explanatory survey method. The object of this research is the State Islamic Institute (IAIN Kerinci). The sample in this study was all 6th semester Islamic Education Management Students, totaling 65 people. The results of the study showed that there was a correlation between independent learning and learning outcomes during the COVID-19 pandemic with a moderate correlation. As for the level analysis for the variable of learning independence during the Covid 19 pandemic with the dimension of self-confidence being at a moderate level, the dimension of self-learning being at a moderate level, the dimension of mastering expertise in the field is at a moderate level, the dimension of respecting time is at a high level, and the dimension of respecting time is at a high level. responsibility is at the moderate level. Meanwhile, the level analysis for the learning outcome variables on the affective dimension is at a high level, the psychomotor dimension is at a moderate level and cognitive is also at a moderate level.

Filter dan Kps Untuk Meningkatan Pemahaman Materi dan Hasil Belajar Sejarah Pada Materi Manusia Praaksara

Many students consider history learning in the form of rote learning, so students are reluctant to learn, especially for students who do not like to read. Teachers have an important role in presenting learning so that the lessons presented are not boring. Therefore, skills are needed in developing interesting approaches and methods or learning models that make students enthusiastic to follow the teaching and learning process to completion. The use of learning media can be used to enhance the effectiveness and efficiency in achieving learning objectives. Documentary films and History Smart Cards are one of the media that can be used to improve understanding of the material and student learning outcomes on the material of human life. The method used in this paper is a qualitative method so that the resulting data is in the form of descriptive data, where the data will provide an overview of the use of media-based historical learning models (Media Based Learning. The use of filters and KPS has an influence on increasing understanding and learning outcomes on the material). Pre-literate human life that can be seen from the completeness of learning outcomes used for cognitive assessment and filling in the KPS can be used as a psychomotor dimension.

Uma breve análise da possibilidade do Unschooling enquanto proposta metodológica de educação integral para homeschooling no Brasil

Unschooling é uma metodologia homeschooling bastante conhecida nos Estados Unidos, mas pouco difundida em território brasileiro. O objetivo deste artigo é analisar a metodologia de unschooling e compará-la à descrição de educação integral de várias autoridades sobre o tema, e das cartilhas de educação integral do Ministério da Educação, e validá-la (ou não) como proposta de educação integral para ensino doméstico no Brasil. Para isso, na metodologia, foi analisada a obra base do fundador do método, John Holt (Holt & Farenga, 2017), dentre outras, na qual é explicado o que é o unschooling e sua prática, além de examinar e descrever os conceitos de educação integral, no contexto brasileiro, a fim de examinar não apenas a exequibilidade do referido método de ensino no lar, mas também sua eficácia no alcance integral do aluno, nas dimensões afetiva, cognitiva e psicomotora. Como resultado da pesquisa, constatou-se que o unschooling é uma metodologia homeschooling que alcança todas as dimensões do aluno, servindo plenamente como tipo de educação integral no Brasil.

COLLABORATIVE LEARNING IN THE 21ST CENTURY TEACHING AND LEARNING LANDSCAPE: EFFECTS TO STUDENTS’ COGNITIVE, AFFECTIVE AND PSYCHOMOTOR DIMENSIONS

Collaborative Learning (CL) is an approach to teaching and learning that involves a group of learners working together. The study aims to assess collaborative learning effects in the 21st-century teaching-learning landscape, particularly on the students' cognitive, affective and psychomotor dimensions. This study utilized the descriptive-evaluative method of research with a validated questionnaire as the primary data gathering instrument. Results showed that females dominate male students as to their number in first and second-year levels. The majority of the respondents aged 20 and below have participated in various collaborative activities and assignments in and out of the class with a typical size of 5 to 7 group members. Collaborative learning found to have a very high effect on Students' Academic Learning (cognitive), Collaborative Skills (affective) and least on Skills development (psychomotor). The researchers recommend that male students be engaged in group dynamics and learning activities; it must involve teenagers and suffice their activities' preference. Activities that demand greater participation, drills and exercises, and thinking activities must allow the students to develop their cognitive, affective, and psychomotor dimensions for holistic learning.

Group Guidance with Folklore Method as Alternative Developing Tolerance Character

Diversity in Indonesia raises the tolerance problem. The research goal to find guidance and counseling services right to develop character tolerance. Research and development approach used in research. Research and development steps include preliminary study, development hypothetical group guidance model-based folklore, validation of expert judgment and expert practitioners, experimental test form group guidance model-based folklore on a limited basis — descriptive qualitative and descriptive quantitative in research analysis. The findings show Aspects of peace and mutual respect for students in the low category, during the self-awareness of students in the high category. School counselor role in group guidance services for prevention, development, understanding, and distribution of tolerance character. Tolerance characters appear in cognitive, affective, and psychomotor dimensions with indicators of peace, respect for differences and individuals, and awareness. Group guidance model-based folklore methods is the right solution for the internalization of character tolerance trough limited test with indicate that there was a significant change in tolerance level after the experimental analysis.

How Balinese Adolescents Perceived Romantic Relationship

The romantic relationship is an interesting topic to study because it emerges as an important part of adolescent development that becomes increasingly important in subsequent years of individual development. One of the limitations of research in this field is the difficulty of providing unique and standards definitions of romantic relationships due to cultural differences in conceptions and the differences within individuals from the same cultural group. This study aims to explore the concept of a romantic relationship from the perceptions of Balinese adolescents and terms that represent it that can be used as a basis to comprehend the dynamics of romantic relationships in Balinese culture nowadays. Two phases of the study conducted through survey and FGD. Balinese adolescents were aged 15-17 years old (n= 277). Through thematic analysis procedures, some emergent themes were identified as romantic relationship conceptualization. This relationship was conceptualized as an exclusive relationship, consisting of affective, cognitive, and psychomotor dimensions, and was represented by many terms. This study concluded that the concept of romantic relationships for each individual from the same cultural group could be perceived differently, leading to varied forms of adolescents' behavior.

Tracing the psychopathology of bipolar disorder to the functional architecture of intrinsic brain activity and its neurotransmitter modulation: a three-dimensional model.

Bipolar disorder (BD) shows complex alterations in psychomotor, affective, and thought dimensions, as described by Kraepelin in his fundamental model of manic-depressive illness. In turn, the expression of behavioral/phenomenological dimensions is traceable to intrinsic brain activity. We reported a data overview on intrinsic brain functioning and its changes in BD. Accordingly, we proposed a three-dimensional model of the relationship between brain functioning and behavioral/phenomenological patterns, along with its application to BD. In this model, intrinsic brain activity is organized in distinct units in accordance to connectivity patterns and related setting of input/output processing, underlying the different behavioral/phenomenological dimensions. An external unit (mainly involving the sensorimotor network) is connected with the external environment and sets the exteroceptive input/somatomotor output processing, underlying the psychomotor dimension. An internal unit (mainly involving the salience network) is connected to the internal/body environment and sets the interoceptive input/visceromotor output processing, underlying the affective dimension. Finally, an associative unit (mainly involving the default-mode network) is not connected with the environment and sets the processing of associative inputs/outputs, underlying the thought dimension. In each unit, neurotransmitter signaling couples the subcortical-cortical loop, which modulates the network activity levels, in turn setting input/output processing and related expression levels of the behavioral/phenomenological dimension. Different combinations in neurotransmitter signaling favor network balancing into distinct functional brain states, which manifest in different combinations of excitation or inhibition in psychomotricity, affectivity, and thought, resulting in the manic, depressive, and mixed states of BD. Our working model might provide a coherent framework for tracing the complex BD psychopathology to core functional brain alterations.

Značaj porodičnih karakteristika za psihomotorni razvoj dece sa razvojnom disfazijom

Difficulties in sensory processing can be a risk for the development of language, speech, as well as cognitive and motor abilities in children. The aim of the research was to investigate the relationship between the sensory and psychomotor abilities of children with developmental dysphasia and the socio-demographic characteristics of their primary families. The consequences of different developmental difficulties affect not only the child, but the parents as well. Gender, education, number of children, and birth order are some of the characteristics which can be significant for diagnozing and treatment of the developmental difficulties caused by developmental dysphasia. The sample consisted of 47 parents of preschool children with developmental dysphasia diagnose, which were included in logopedic treatment. The Modified Sensory Profile and the questionnaire about socio-demographic characteristics of the family were used in the research. The data were processed by descriptive statistics, t-test for independent samples, and ANOVA. The results showed that there were statistically significant differences on the psychomotor dimensions of sensory processing relative to the educational level of parents, but also the order of birth and the number of children. The data indicate that there is a great need for a wider spectrum of opportunities for intervention and support for the parents of children with developmental dysphasia by offering them different training sessions, as well as by including them in the physical activities which focus on the coordination abilities and fine motorics, especially when it comes to the preschool children.

SOCIAL THEORIES AND DISCURSIVE AND NON-DISCURSIVE SOCIAL PRACTICES: AN EDUCATIONAL TEST

The article is devoted to identifying the potential of using the results of the study of non-discursive social practices to understand the behavioral basis for the possible practical use of social theories. The example of the field of education focuses on the distinction between cognitive, affective and psychomotor dimensions of social communication. Assumptions have been made about the underestimation of the affective, and especially the psychomotor realm, to identify the resource and limits of discursive practices. Classical studies in educational psychology, primarily the works of Benjamin Bloom, David Krathwohl, Anita Harrow and their followers, are involved in philosophical analysis as its object. Educational practices are bodily practices no less than discursive ones. However, it is impossible to reduce these practices to the entering either to the self-sufficient universe of the text or into the self-sufficient universe of the body. The realm of the emotional serves as a link between the bodily and the cognitive, and applying to the emotional experience of values can be the best way to consolidate both bodily and cognitive practices. One of the important conclusions is the recognition not only of the relative autonomy of the cognitive, affective and psychomotor realms in the theoretical aspect, but also the identification of their practical interdependence. The sphere of education appears as a model for observing how a person masters the levels and, parallel and mutually determined, dimensions of the pyramids of the development of personal abilities. Achieving perfection by a person in one dimension is impossible without the simultaneous development of his abilities in the other two. Discourse appears for the person as a situation in which he/she experiences the integral result of the development of his/her abilities in all three dimensions — cognitive, affective and psychomotor.

Pursuing the ideal of integration in Pentecostal theological education: A case study of Pentecost Theological Seminary, Ghana.

Theological colleges aim at training well-formed, well-resourced Christian leaders who possess a compelling personality and moral authority for impactful and transformational leadership. This is achievable largely through an integrated approach to the curriculum that places equal value on the development of the “head, heart, and hands”, the institutional ideal of holding the cognitive, affective and psychomotor dimensions of theological training in equilibrium. In addition, the contextual and contemporary relevance of such a curriculum is critical for maximum effect. The initial slow and hesitant approach of the Pentecostal movement to theological education has made them dependent on other Christian persuasions for models in theological education. This article reports on an empirical study to describe and evaluate the curriculum of Pentecost Theological Seminary in Ghana, in order to appreciate the extent of integration and relevance accomplished, and to contribute to institutional efforts at further integration.