Pub Date : 1900-01-01DOI: 10.2991/assehr.k.200130.117
Babang Robandi, E. Kurniati, Rianita Puspita Sari
This article is aimed to describe the profile of educands in the digital era which obtained through the research of "Pedagogic in the Era of Industrial Revolution 4.0". The research method used is the phenomenology research method. Data were obtained through in-depth interviews with the Pedagogics Study Program students who work as educators. The results of the study include (1) Education 4.0: Digitalization of Education; (2) Challenges of Education 4.0; and (3) Education which is relevant to The Era of Industrial Revolution 4.0. Based on those findings of the research results, it is understood that the era of industrial revolution 4.0 is closely related to the development of the digital world which provides many opportunities and challenges, among others from the educands factor. The profile of educands in the digital era needs to be understood as the basis for considering the application of educational concepts which is relevant to the digital age. Through analysis of the research findings, the profile of the educands presented in this article, namely, the use of digital technologies and changes of educands’ characters in the digital era. Educands use digitals technologies and internet access to obtain knowledge and information, socialize and for entertaining. However, the development of industrial revolution 4.0 also bringing changes in the educands’ characters, which is the addiction to digital technologies and tend to underestimate something.
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Pub Date : 1900-01-01DOI: 10.2991/assehr.k.200130.105
R. Setiadi, Ilfiandra
Violent behaviors and conflicts in our schools are increasingly intensified. This situation can be deemed as an anomaly as education actually contains a message of peace and encourages students to be able to live in harmony. The strategy allegedly effective in building the culture of peace in our schools is through peace education, despite various ways of interpreting the word “peace”. This paper discusses the conception of peace education, violent acts and conflicts in the world of education, the definition of peace in a psychological perspective, the position and urgency of peace education, and peace education pedagogy to build the culture of peace. Peace is a construction of complex behaviors ranging from the intrapersonal to global spectrum levels. Peace education should be applied by a transformative pedagogy that requires all school stakeholders to construct a mindset of peace for the sake of peaceful schooling.
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Pub Date : 1900-01-01DOI: 10.2991/assehr.k.200130.096
N. Aisyah
This study is a survey intended to determine the level of difficulty and power of discrimination of a final test 2018/2019 academic year with the use of multiple choice applied in the subject of Aqidah-Akhlak for the Islamic Junior High School’s Eighth Grade in Yogyakarta. Method of data collection use documentation review by analyzed 40 items of the multiple-choice questions provided by Ministry of Religion in Yogyakarta, which sample is MTs X by purpose sampling technique. This research was held by analyzing different levels of difficulty and power of discrimination of any item what used AnBuso versi 8.0 further interpreted into established criteria. The main source was the document of that multiple-choice instrument. The results showed that the level of difficulty was considered no proportional with 50% medium, 30% easy and 20% hard. Meanwhile, the power of discrimination was poor 24 items, fair 7 items, good with 6 items and 4 items satisfied. Therefore, it is not good assessment instrument to measure different capability of students.
本研究是一项调查，旨在确定2018/2019学年期末考试的难度和歧视程度，并在日惹伊斯兰初中八年级的Aqidah-Akhlak科目中使用选择题。数据收集方法采用文献回顾法，对日惹宗教部提供的40项选择题进行分析，采用目的抽样技术，样本为MTs X。本研究通过分析AnBuso version 8.0中任意条目的不同难度和辨别能力，将其进一步解释为既定标准。主要来源是该多项选择题的文件。结果表明，50%中、30%易、20%难的难度水平被认为是不成比例的。辨别能力差的有24项，一般的有7项，好的有6项，满意的有4项。因此，它并不是一个很好的衡量学生不同能力的评估工具。
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