Religious and spiritual education in disability situations in Italy

Friso, Valeria; Caldin, Roberta

doi:10.1080/13617672.2014.953303

Cited by 3 publications

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“…After rational understanding is obtained by students, they are encouraged to practice the understanding that has been given by teachers and parents. As a private school, Muhammadiyah elementary school has taught Religion subjects with many lesson hours (Friso & Caldin, 2014), but all teachers cannot freely teach character to students with various methods to improve the emotional and social intelligence of students with affective aspects.…”

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confidence: 99%

“…Students are at home in learning assistance with their parents. The teacher is only limited to giving very limited assignments and explanations to students about the subject matter that must be studied because they learn from home (Friso & Caldin, 2014). This condition occurs in all elementary schools, both public and private elementary schools.…”

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confidence: 99%

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Comparison of emotional and social intelligence assessment of students in state and private school during the pandemic

Khilmiyah

2021

Jurnal Penelitian dan Evaluasi Pendidikan

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This study aims to determine differences in emotional and social intelligence assessment between public and private school students using Android-based PKES (Penilaian Kecerdasan Emosional-Sosial or Social-Emotional Intelligence Assessment) application in strengthening student character during the pandemic. This survey study with a quantitative approach was analyzed using a comparative model. The subjects were 120 parents and students of public and private elementary schools in Yogyakarta chosen by purposive sampling. Data were collected through interviews, observations, and Likert scale tests with the PKES application and analyzed by t-test. It reveals that state elementary school students' emotional and social intelligence emphasizes the psychomotor aspect or good behavior with the habituation method. Meanwhile, private elementary school students emphasize the cognitive aspect of character knowledge through the lecture method. The affective aspect of social-emotional intelligence in public and private elementary schools is still low. Students have not been trained to feel the good character impact with various methods, so good behavior will not last until they are old because it has not been embedded in their hearts. Different tests with t-test obtained 0.378>0.05, so the difference is insignificant. The emotional and social intelligence of public and private elementary school children during the pandemic is not much different. Because students study at home during the pandemic, their character is more influenced by parents than teachers. It implies that parents and teachers should more often train students to feel happy doing good deeds, so good character is embedded in the heart and lasts for a long time.

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confidence: 99%

Section: Informationmentioning

confidence: 99%

Comparison of emotional and social intelligence assessment of students in state and private school during the pandemic

Khilmiyah

2021

Jurnal Penelitian dan Evaluasi Pendidikan

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“…They take the view that the religious and spiritual Emotional and social intelligence assessment education teacher in such situations is positioned better when seeing such teaching as a special vocation. They use Italy as the case study by which to explore a religious and spiritual education approach to teaching in disability situations (Friso and Caldin, 2014).…”

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confidence: 99%

Emotional and social intelligence assessment model for student character reinforcement

Khilmiyah

Wiyono

2021

IJEM

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PurposeThe purpose of this study is to help teachers resolve the difficulties in assessing the students' characters through the development of valid, reliable, goodness-of-fit statistic instrument of emotional and social intelligence assessment for elementary school students.Design/methodology/approachThis study used a research and development model from Plomp with five phases, such as investigation, design, realization, testing and implementation. The research subjects were 345 students of class IV amongst 20 elementary schools in Yogyakarta. Data collection used questionnaires, documentation, interviews, Forum Group Discussion and an observation. Data analysis used descriptive analysis, Aiken's V, exploratory factor analysis and confirmatory factor analysis formulae.FindingsThe research study helps solve the difficulties of teachers in assessing emotional and social intelligence, which have previously been in only one area of psychomotor. The design of emotional and social intelligence assessment instruments is made from three domains of character, namely, cognitive, affective and psychomotor. The form of the instrument is non-test in three variations. The construct of social and emotional intelligence assessment for a character reinforcement has met the validity, reliability and goodness-of-fit statistic.Research limitations/implicationsThis study explains that the Emotional and Social Intelligence (ESI) model is applied for measuring cognitive, affective and psychomotor in children. This study proves that the ESI model is a comprehensive assessment model for evaluating the children's soft skills, includes (1) personal abilities: the ability to make rational decisions, the ability to design the future and (2) social skills: the ability to work together and the ability to understand other people.Practical implicationsTeachers can measure and determine the condition of children's soft skills by operating the ESI model. Based on the knowledge of the correct soft skill conditions, the teacher can adjust the teaching materials and teaching methods that would improve the child's soft skills regarding to their respective conditions. Mastering these soft skills will affect the children's capability in facing the challenge in the upcoming society's life.Originality/valueThe novelty of this study is the design model of the emotional and social intelligence assessment instrument developed comprehensively and practically as it is created from three domains of character and three forms of non-test questions, so that the assessment is not mechanical, and easily practiced by users.

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Emotional and Social Intelligence

Kaikov¹

2013

Encyclopedia of Management Theory

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Religious and spiritual education in disability situations in Italy

Cited by 3 publications

References 0 publications

Comparison of emotional and social intelligence assessment of students in state and private school during the pandemic

Comparison of emotional and social intelligence assessment of students in state and private school during the pandemic

Emotional and social intelligence assessment model for student character reinforcement

Emotional and Social Intelligence

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