Role Models Research Articles

Peran Guru PAI dalam Membentuk Kecerdasan Spiritual Peserta Didik

An Islamic Religious Education (PAI) teacher is someone who teaches Islam by directing and educating students towards the process of physical and spiritual maturation. One of the roles of PAI teachers is to shape students' spiritual intelligence. Spiritual intelligence has an important role in shaping holistic individual well-being, especially in the context of education. This research will describe important aspects of spiritual intelligence that are often neglected in the formal education curriculum, especially amidst the complex challenges faced by today's young generation. This research is classified as qualitative descriptive research using in-depth interview methods with PAI teachers who have extensive experience in teaching and guiding students in aspects of spiritual intelligence. The research results show that the role of PAI teachers is very significant in shaping students' spiritual intelligence, such as teaching religious values, developing attitudes and mentality, guiding religious life, encouraging deep understanding, and providing role models. This aims to help students understand the spiritual values in Islam to be closer to Allah and form characters based on religious values. Meanwhile, the benchmarks for achieving spiritual intelligence development are development monitoring, participant observation, writing evaluation, discussions and interviews. PAI teachers themselves also have indicators that reflect the development of students in terms of spiritual awareness, understanding of religious values and the application of religion in daily life such as spiritual awareness, understanding of religious values, worship practices, moral attitudes and behavior, quality of relationships. interpersonal, self-development, and positive influence in society.

Kurikulum Pendidikan Agama Islam Sebagai Konten di SMPN 9 Mataram

The research aims to: (1) explore information about the development of standards for the content of the Islamic Religious Education curriculum at SMP Negeri 9 Mataram; (2) understand the development of standards for the Islamic Religious Education curriculum process; and (3) identifying the development of Islamic Religious Education curriculum assessment standards. This research methodology is qualitative with data collection through observation, interviews and documentation. The validity of the data is tested through careful observation, triangulation and verification. The analysis process involves data reduction, presentation, verification, and conclusions. Research findings show that at SMP Negeri 9 Mataram, the development of content standards includes the formation of extracurricular activities. Meanwhile, the development of process standards involves the implementation of a hidden curriculum, especially the role of teachers as role models. The development of assessment standards includes the integration of three aspects of assessment: attitudes, knowledge and skills, involving the role of parents.

Alexander Gillett.

"The most exciting thing about my research is that I get to play with powerful lasers that can set fire to paper every day … The most important quality of a role model is to be kind …" Find out more about Alexander Gillett in his Introducing… Profile.

Actualization Of Parenting and Teacher Collaboration in Instilling the Character of Early Childhood Responsibility

This study aims to analyze more deeply about the actualization of parenting collaboration between parents and teachers in instilling the character of responsibility in children. A phenomenological approach was utilized to delve into the perspectives of the participants involved. Data were analyzed using the model proposed by Milles, Huberman, and Saldana, encompassing data collection, data condensation, data presentation, and drawing conclusions. The research findings indicate that collaboration between parents and teachers in instilling a sense of responsibility in early childhood can create an environment conducive to the formation of responsible values in children. Through close cooperation, children can comprehend the importance of being accountable for their actions and decisions, with parents serving as primary role models at home and teachers reinforcing these values in the school environment. Keywords: parent and teacher collaboration, character education parenting, responsibility, early childhood

Mapping Transformation: Lessons Learned from Poso District's Post-Conflict Deradicalization

The Post-Conflict Poso Deradicalization Program was launched after a series of conflicts between religious groups in Poso, Central Sulawesi, Indonesia, have been ongoing since 1998. The main objective of this program is to alleviate tensions among these groups and promote peace and reconciliation in the region. In this context, the perspective of communication science plays a crucial role in bridging the perceptual gaps that exist between the community and the Poso government. Through this research, the researcher describes and analyzes the communication network structure and the roles of actors in seeking information about the deradicalization program. This communication network research adopts a descriptive approach. Primary data was collected through interviews with actors involved in the deradicalization program. The data was then coded based on the frequency of communication among the actors. The processing and visualization of the communication network were conducted using UCINET.The research finds that the formed communication networks indicate a relatively optimal level of communication, especially among the implementing groups and participants of the deradicalization program. In the post-conflict Poso deradicalization program, both Islamic and Christian sides have influential figures who can serve as role models for the community in eradicating the seeds of conflict that can always resurface.

”Jag ville testa på att plugga på universitetet… och så ville jag få jobba med barn”

During the past two decades, teacher education has come to comprise the largest student enrollment in higher education programs in the Swedish context. This study examines 11 students enrolled in a teacher program specializing in school-age educare (grundlärare i fritidshem). School-age educare students exhibit a notable gender balance and many come from low-level educational and/or migrant backgrounds, leading to an exploration into the (re)production of class and gender dynamics. Through a thematic analysis of interviews, this article delves into how these students articulate their educational choices in relation to migrant background, gender, and class, and envision their future profession. The study highlights the dual motivation driving their specific educational decision: a desire for higher education and the need to enhance employability. Within this context, school-age educare emerges as a distinct and special kind of teacher endeavor. Gender, as perceived by the students, could both be framed as an asset and as a possible obstacle in discussions about their future profession. Male teachers could be both viewed as important role models yet also as ambivalent figures. This study offers insights into the interplay of class, gender, migrant background and educational aspirations, contributing to a more nuanced understanding of contemporary teacher education in Sweden.

The “Ripple Effect”: The Effect of Family-Work Conflict on Mentor-protégé Relationship

ABSTRACT Drawing from conservation of resources theory, this research examines how and when mentors’ family – work conflict is related to protégés’ work outcomes (i.e. job performance and career satisfaction). We proposed mentors’ family – work conflict depleted their resources, thus had a negative influence on protégés’ work outcomes. Further, we addressed the mediating role of mentoring functions (i.e. career support, psychosocial support, and role modeling) and the moderating roles of mentors’ core self-evaluation and mentor – protégé relational quality. We tested the hypothesized moderated mediation model using time-lagged data from 162 mentor – protégé dyads in a large Chinese pharmacy chain company. The results demonstrated that (a) mentors’ family – work conflict was negatively associated with protégés’ work outcomes; (b) mentoring functions mediated this relationship; (c) mentors’ core self-evaluation and mentor – protégé relational quality moderated the main effect of mentors’ family – work conflict on mentoring functions and the indirect effect of mentors’ family – work conflict on protégés’ work outcomes via mentoring functions; and (d) the indirect effect was significant when mentors’ core self-evaluation or mentor – protégé relational quality was low. Important implications for management research are discussed.

Endurance and Evolution: Exploring Levels of Resilience Among Indian Breast Cancer Survivors

Resilience for Indian women with breast cancer involves maintaining positivity and adaptability amid the complex challenges affecting their physical, emotional, and social well-being. However, research focused on resilience amongst this population in Indian settings is limited. Therefore, the aim of the study is to explore the experience of levels, patterns, and processes of resilience in Indian women living with breast cancer. A qualitative phenomenological approach was used to study resilience. Thirty-three participants from two hospitals underwent semistructured interviews, including survivors, women in cancer therapy, and family members. Data collected via audio recordings were analyzed using reflective thematic analysis techniques. The finding describes four themes of experience of resilience in women living with breast cancer. (a) Cancer diagnosis is a life-changing experience. Breast cancer diagnosis and therapy cause existential crisis, psychological distress, and social stigma. (b) Restoring healthy perception in an adverse event. Navigating challenges and achieving a balance between internal and external factors. (c) Types of support—the pathway to resilience. Enhanced their resilience through internal support including attributes, past experiences, sociodemographic factors, and brain fitness. External support includes family, friends, religious or spiritual advisors, medical care, role models, other cancer survivors, and comfortable environments. (d) Learning and growing from the experience. Gained a better perspective on life, ultimately resulting in a new normal and finding meaning in the experience. Data show breast cancer survivors experience dynamic resilience, highlighting the need for culturally tailored interventions and supportive avenues within cancer care by healthcare providers and policymakers.

Burnout and the role of mentorship for radiology trainees and early career radiologists.

Burnout is a widespread issue among physicians, including radiologists and radiology trainees. Long hours, isolation, and substantial stress levels contribute to healthcare workers experiencing a substantially higher rate of burnout compared with other professionals. Resident physicians, continuously exposed to stressors such as new clinical situations and performance feedback, are particularly susceptible. Mentorship has proven to be an effective strategy in mitigating burnout. Various mentorship delivery models exist, all aiming to have mentors serve as role models to mentees, thereby alleviating stress and anxiety. Physician groups and healthcare enterprises have actively implemented these programs, recognizing them as both successful and cost-effective. This article explores different mentorship models, their implementation processes, and the effectiveness of these programs as a standard component of academic departments.

Vices in Competitve Sports and Barriers That Hinder Inculcating Values among Learners in Primary and Secondary Schools Kenya

Education systems worldwide aim to not only impart knowledge but also instill values among learners. In Kenya, this objective faces several vices and barriers that hinder the effective inculcation of values in primary and secondary schools. Despite efforts to promote values in educational settings, vices such as cheating, fighting, and drug use remain prevalent in competitive sports within Kenyan schools. The objective of the study was to explore the prevalence of vices and the barriers hindering the inculcation of values among learners in primary and secondary schools in Kenya, particularly within the context of competitive sports. The study employed a mixed-method approach, incorporating both qualitative and quantitative methods. A cross-sectional survey design was used to collect data from schools across 24 counties, targeting school administrators, teachers, learners, and key informants. The sample included head teachers, teachers, learners, and stakeholders from various community sectors. Data collection instruments included questionnaires, interview schedules, and focus group discussions, with pre-testing to ensure reliability and validity. The findings highlight significant challenges in promoting values within the educational system. Vices such as cheating (39.3%), fighting (24.0%), and drug use (18.0%) are prevalent in competitive sports, undermining the ethos of sportsmanship and creating adverse environments for value promotion. Despite efforts to implement value-based education, barriers such as peer pressure (36.2%), lack of role models (45.1%), heavy academic workloads, and the influence of social media persist, impeding the effective inculcation of values among learners. In conclusion, the study indicates that vices such as cheating, fighting, and drug use are prevalent in competitive sports within Kenyan schools, posing significant challenges to the promotion of values among learners. To address these challenges, the study suggests several interventions. Strengthening value-based education through curriculum integration and ethical teachings that can foster critical thinking and ethical behavior among learners. Additionally, implementing stricter oversight and penalties for examination malpractices are necessary to maintain academic integrity.

Critical Analysis of the Role of Teachers and Parents in an Effort to Improve the Disciplinary Character of Students at SD UMP Banyumas

This study aims to: 1) describe the role of teachers in enhancing the disciplinary character of students at SD UMP Banyumas, 2) explore the role of parents in this process, 3) identify supporting and inhibiting factors, 4) evaluate the effectiveness of teachers' roles, and 5) analyze the overall impact of these roles on students' discipline. The research involves principals, teachers, parents, and students using a qualitative approach with a case study method. Data were gathered through observations, interviews, and documentation and analyzed using data reduction, data presentation, and conclusion drawing, supported by source and technique triangulation. The findings reveal that: 1) Teachers act as educators, guides, role models, motivators, and evaluators. 2) Parents contribute to children's discipline by providing explanations and advice, modeling behavior, demonstrating compassion, supervising, and teaching religious values. 3) Supporting factors include a conducive environment, adequate facilities, and strong support from teachers, parents, and the community, whereas inhibiting factors encompass negative peer influence, children's preference for play, media distractions, and the absence of parental supervision. 4) Evaluation methods involve observation, self-assessment, and peer assessment, with results communicated to parents. 5) While teachers generally perform their roles effectively, some areas need improvement. Effective strategies used by teachers include habituation, modeling, lectures, and simulations. Parental involvement is crucial in fostering self-discipline from an early age.

Father knows best? Chinese parents’ perceptions of their influence on child development

ABSTRACT This study investigates how Chinese parents’ narratives about the father’s and the mother’s influence on child development reveal their gender beliefs and socialization goals. Drawing on interviews of 62 father-mother pairs from a mixed-method longitudinal study in Nanjing, China, we found that contrary to the assumption that parents of both genders benefit children’s development in their respective, gender-typical ways in extant literature, our participants believed that mothers as executor of ‘trivial’ childrearing tasks provide few positive influences than fathers who steer the ‘broad’ directions of child development and cultivation of male traits. Parents emphasized the importance of instilling masculinity in both boys and girls, which differs from the valuation of mothers’ same-gender role modeling for daughters in Western-based studies. Yet underneath the father’s ‘masculine’ influences are concerns about children’s ability to meet increasingly rigid and narrow standards for masculinity in today’s China, which imposes pressure on mothers, fathers, and sons.

Family and parenting factors are associated with emotion regulation neural function in early adolescent girls with elevated internalizing symptoms.

A prominent tripartite model proposes that parent role modeling of emotion regulation, emotion socialization behaviors, and the emotional climate of the family are important for young people's emotional development. However, limited research has examined the neural mechanisms at play. Here, we examined the associations between family and parenting factors, the neural correlates of emotional reactivity and regulation, and internalizing symptoms in early adolescent girls. Sixty-four female adolescents aged 10-12 years with elevated internalizing symptoms completed emotional reactivity, implicit (affect labeling) and explicit (cognitive reappraisal) emotion regulation tasks during functional magnetic resonance imaging. Positive family emotional climate was associated with greater activation in the anterior cingulate and middle temporal cortices during emotional reactivity. Maternal emotion regulation difficulties were associated with increased frontal pole and supramarginal gyrus activation during affect labeling, whereas supportive maternal emotion socialization and positive family emotional climate were associated with activation in prefrontal regions, including inferior frontal and superior frontal gyri, respectively, during cognitive reappraisal. No mediating effects of brain function were observed in the associations between family/parenting factors and adolescent symptoms. These findings highlight the role of family and parenting behaviors in adolescent emotion regulation neurobiology, and contribute to prominent models of adolescent emotional development.

Disney characters as moral role models: a discourse analysis of Coco and Encanto

Popular culture characters and narratives can influence people’s understanding of moral actions, and thus guide their behaviors accordingly. Films have proven to be strong anchors in people’s understanding of morality. We examine the perception of resilience as a moral characteristic in examining not just how people become resilient (thereby focusing on impact and action) but also to study “resilience” as a discourse and discussion in society as a moral message. We argue that popular culture narratives, particularly Disney films, help reinforce moral meanings of resilience. By conducting a discourse analysis of two films-Encanto and Coco and particularly focusing on resilience, we aim to contribute to a deepened understanding of Disney’s role in producing morality through diverse narratives and characters who serve as role models.

Self-Help for Substance Use Disorder: A Qualitative Exploration of an Exemplary Organization in Türkiye

ABSTRACT Substance use disorders (SUDs) affect the well-being of individuals and their families, reducing their quality of life. This qualitative study examines the experiences of individuals having successfully navigated recovery from SUDs and their family members’ in Türkiye. Utilizing in-depth interviews with 13 participants, it illuminates the multifaceted role of self-help groups employing the 12-step program. The findings reveal that leisure activities, personal responsibility and spiritual needs are pivotal in the recovery journey. This research underscores the importance of shared life experiences in fostering a supportive community facilitating information exchange, personal development, and motivation for change. The role models within these groups amplifies the motivation for transformative change. Additionally, sustained interaction with group members serves as a natural control mechanism, reinforcing the sobriety process. In summary, self-help groups emerge as a vital resource for both individuals in recovery and their families, offering a multi-dimensional support system that aids in this process.

Voices Unveiled: Personal Reflections of Faculty of Color in Nursing Academia.

The presence of faculty of color (FOC) provides critical role modeling and mentorship for diverse students and thereby contributes to increasing diversity in the nursing workforce. Personal reflections of FOC within a predominantly White institution involved feelings of isolation, not belonging, and lacking support and mentorship. Addressing negative experiences of FOC supports retention and advances diversity, equity, and inclusion.

Profile: Brogan MacDonald

As head of sustainability across Ramboll's building structures division, Brogan MacDonald has made impressive progress in her short career so far. A year into the role, she talks to Helena Russell about how she got here, where she's going, and the importance of positive role models.

Implementation and Challenges of Character Education in Social Studies Learning in Elementary Schools

This research aims to analyze the implementation and challenges of character education in Social Sciences (IPS) learning in elementary schools. The method used is a literature study by examining various related sources obtained from various scientific articles on the Google Scholar page relating to the implementation and challenges of character education in elementary schools, especially in social studies learning. The results of the research show that the implementation of character education in school learning can be done in various ways, such as integrating character values ​​into social studies learning material, using various learning methods to develop student character, teacher example, customizing daily activities to support the character development carried out. by the school to create a positive culture and climate. However, the implementation of character education in social studies learning in elementary schools faces various challenges, such as limited teacher understanding, lack of role models from the environment, and minimal parental support. Therefore, serious efforts are needed from various parties, including schools, families and communities, to overcome these challenges and create a future generation with character.

Learning to Guide Elementary Education Majors in Teaching Physical Education: A Journey of Teacher and Student Socialization

ABSTRACT Professors in teacher education are positioned to be significant socializing agents to their students. In turn, teacher education faculty members undergo their own unique brand of socialization through association with faculty peers, students, and others. This self-study by a visiting faculty was improvement-oriented and influenced by a personal drive to be an effective instructor for students who were not majoring in physical education. I analyzed my journey via a range of data sources including: a reflective journal, critical friendship discussions, and student course ratings. These sources helped me view my teaching practice through my own lens and through the eyes of my students. Data analysis focused on identifying turning points and critical incidences that changed or challenged my thinking and/or practice. Two interrelated themes were developed: (a) A Journey from Seeking Role Model Status to a More Authentic Focus on Students; and (b) Navigating Mounting Internal Pressures. I discuss my results from a socialization lens. I found it particularly impactful to my self-study journey to have the support of a faculty team invested in my growth and development as a professional.

Implementation and Challenges of Character Education in Social Studies Learning in Elementary Schools

This research aims to analyze the implementation and challenges of character education in Social Sciences (IPS) learning in elementary schools. The method used is a literature study by examining various related sources obtained from various scientific articles on the Google Scholar page relating to the implementation and challenges of character education in elementary schools, especially in social studies learning. The results of the research show that the implementation of character education in school learning can be done in various ways, such as integrating character values ​​into social studies learning material, using various learning methods to develop student character, teacher example, customizing daily activities to support the character development carried out. by the school to create a positive culture and climate. However, the implementation of character education in social studies learning in elementary schools faces various challenges, such as limited teacher understanding, lack of role models from the environment, and minimal parental support. Therefore, serious efforts are needed from various parties, including schools, families and communities, to overcome these challenges and create a future generation with character.