FAQ About Tata Tertib Kelas

Secara umum, aturan diciptakan untuk menjaga ketertiban dan menjamin keselamatan dan kesejahteraan anggota kelas secara keseluruhan. Mengikuti aturan dapat membantu mencegah chaos dan mendorong keadilan dan keadilan. Tata tertib menuangkan jelas implikasi etis dari tindakan seseorang. Dengan demikian, manfaat potensial lebih besar daripada risikonya.

In the beginning of time, during the “Big Bang”, everything was almost perfectly ordered.

Because of our laws of nature, this is steadily changing into becoming more and more disordered. Interestingly, the most complex state is right in the middle of that.

Complexity is needed to have phenomena such as life. Such is the comparison with the flow occurring inside a glass of coffee and milk.

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Alam semesta tentu mempunyai keteraturan. Jika segala sesuatunya acak, maka tidak akan ada keteraturan (regularity) atau struktur (structure) apa pun, dan tidak akan ada alam semesta yang seperti itu. Faktanya, alam semesta dapat didefinisikan sebagai keteraturan. Inilah sebabnya orang Yunani menyebutnya "cosmos" (kosmos) yang artinya keteraturan.

Ibu hanya ingin mengingatkan bahwa jika kita dengan sengaja menyebarluaskan hasil karya orang lain tanpa izin, di akhirat kelak, kepada Allah, orang lain tersebut akan meminta:

1. Sebagian dosa mereka pindah ke kita
2. Sebagian pahala kita, dihibahkan ke mereka

Nilai Originalitas serta Integritas dirilah yang seharusnya dituangkan pada hasil/output pekerjaan masing-masing. Hal ini terkait personal credibility, atau kualitas kredibilitas diri yaitu kualitas kalian yang diyakini atau diterima sebagai sesuatu yang benar (truthfull), nyata (real), atau jujur. Kredibilitas pribadi adalah tentang nilai-nilai kepercayaan, rasa hormat, dan dapat dipercaya. Kredibilitas seorang leader biasanya didefinisikan dalam tingkat kepercayaan, keyakinan, dan penerimaan anggota terhadap pemimpin tersebut.

Selain daripada itu, tindakan lain dianggap tidak etis oleh karena tiga alasan: Pertama, tidak etis karena merupakan bentuk pencurian. Dengan mengambil ide dan perkataan orang lain dan berpura-pura bahwa itu adalah milik Anda, Anda mencuri kekayaan intelektual orang lain. Kedua, tidak etis karena si penjiplak kemudian mendapat keuntungan dari pencurian tersebut.

Mari kita sama-sama belajar menghargai karya orang lain dan sekaligus menjalankan praktek/aktivitas serta hasil yang lebih berkah.

Unjuk tangan untuk terlebih dahulu memperkenalkan diri.

Calon BA dapat mengajukan permohonan untuk memperkenalkan diri melalui pembacaan tulisan esai yang telah ia tulis terlebih dahulu. Esai diri dapat meng-showcase (atau meng-highlight) kegiatan lampau atau yang sedang on-going yang mendukung inisiatif nasional yang luas, seperti dukungan untuk integrasi ekonomi regional, perluasan kerja sama pemuda, promosi peluang bagi perempuan, dan mengatasi tantangan internasional. Bidang studi dapat mencakup tetapi tidak terbatas pada Pendidikan, Integrasi Pasar Keuangan, Perbankan, Asuransi dan Teknologi, Ilmu Informasi, Jurnalisme, Administrasi Publik, dan Perdagangan dan Investasi. Program dan topik ini harus mencerminkan bidang prioritas Sekretariat WB Academy dan misinya untuk mencerahkan pemuda secara berkelanjutan ('To Enlighten Youth Sustainably') dan juga dapat mencerminkan prioritas serta relevansi dengan program prioritas nasional dan kebutuhan pendidikan tinggi (Tridarma PT) dalam negeri. Kegiatan/Proyek yang cakupannya regional dan/atau memiliki implikasi yang jelas untuk seluruh wilayah Kalsel akan diprioritaskan untuk dapat diusung menjadi BA.

Jangankan mahasiswa, siswa sekolah menengah sering mengajukan pertanyaan yang sangat tidak pantas kepada guru untuk mendapatkan pujian dari teman-temannya (kudos!) atau untuk mencoba mengejutkan (shock therapy, mungkin ?) ke guru, yang merupakan bentuk perolehan kekuasaan (display of power aka influence). Sering kali ibu akan melemparkan pertanyaan kembali kepada mereka atau memberi tahu bahwa jika mereka benar-benar tertarik, mereka dapat menemui di jam kantor (office hours) di kampus dan ibu tentu akan membahasnya dengan mereka.

• Terkadang Ibu dapat memberi Mahasiswa catatan dan menyuruh mereka untuk meneliti topik tersebut atau memberi tahu mereka bahwa mereka dapat memberikan presentasi di kelas terkait informasi yang mereka dapat.
• Bisa jadi Ibu akan mengirimnya ke perpustakaan untuk membaca laporan Kinsey, mencari tahu rata-rata nasional dan ibu menjadi sangat menarik untuk melihat apakah jawabannya memenuhi rasa keingintahuannya.

Misal, dapat menjadi suatu kasus dimana Mahasiswa mengajukan pertanyaan hanya demi didengar (ikut serta dalam kelas) dapat mengganggu dosen dan mahasiswa lain di kelas. Mengajukan pertanyaan yang tidak penting, menentang pendapat dosen hanya untuk berdebat, atau mengajukan pertanyaan yang jawabannya dapat ditemukan dengan sangat mudah melalui pencarian Google hanya akan membuang-buang waktu semua orang. Mungkin tidak apa-apa untuk melakukan ini sesekali, tetapi menurut pengalaman Ibu, ada mahasiswa yang terbiasa melakukan ini, dan mereka mengganggu kelas secara keseluruhan.

• Apakah perlu menurut kalian ? yakni sebenarnya menempuh, jalan terbaik yaitu menemui mereka (penanya) satu per satu di koridor atau kantor sehingga tidak ada dugaan penyimpangan, dan tanyakan lagi apakah mereka benar-benar ingin pertanyaan itu dijawab.
• Ibu bisa jadi juga memilih untuk mengatakan bahwa itu melanggar peraturan Fakultas jika Ibu menjawab, jika memang demikian, dan Ibu mungkin ingin merujuk mereka ke konselor atau perawat (psikolog) kampus. Abaikan keterkejutan dan look-at-me faktor yang keluar dari ekspresi mereka dan menganggap itu sebagai permintaan serius, lalu rujuk mereka. Hal ini terbukti dapat meminimalkan gangguan untuk semuanya.

Cth Mahasiswa Top Tier :

If the questions are from adaptive students who have good intentions, and are contributing to the class with their questions, are trying to understand parts of your instruction that is not clear, or who have questions that are on task on subject, and contribute to your instruction answer them on the spot or say great question,

Cth Mahasiswa Bottom Tier :

disfunctional students, many, whose questions are not contributing to your instruction or class or who have poor intentions. That they just want to pull attention away from your instruction to themselves, and disrupt the effectiveness of your instruction and steal and waste everyone’s time. Although its often difficult, but plays key solution is , address the dysfunction one student at a time

The key to effective teaching is to bark then bite. Warn then follow up with a consequence that has been clearly explained, then go about your instruction. Take as much time as you need to gain control of your teaching environment because setting the stage for learning is the foundation of effective teaching. Krn sebagai pengajar, tentu kita menyadari bahw No one respects a teacher who does not create an effective environment for learning due to dysfunctional behavior least of all the students who are causing the behavior.

There are several strategies that can help make students more engaged and interested in the classroom teaching-learning process:

1. Incorporate active learning techniques: Engage students actively through activities like group discussions, problem-solving exercises, case studies, or hands-on experiments. This encourages them to participate and apply the concepts they're learning.
2. Use multimedia and technology: Leverage multimedia resources like videos, animations, or interactive simulations to make lessons more visually engaging and appealing to students' diverse learning styles.
3. Relate content to real-world scenarios: Connect the academic material to practical, real-world applications and examples that students can relate to. This helps them understand the relevance and significance of what they're learning.
4. Foster collaborative learning: Encourage students to work in pairs or small groups on tasks and projects. This promotes peer-to-peer interaction, knowledge sharing, and a more dynamic classroom environment.
5. Encourage questioning and discussion: Create an open and supportive classroom atmosphere where students feel comfortable asking questions, expressing their views, and engaging in meaningful discussions around the course content.
6. Provide timely and constructive feedback: Give students regular feedback on their progress and performance, highlighting their strengths and areas for improvement. This helps them stay motivated and engaged.
7. Vary teaching methods: Use a mix of teaching approaches, such as lectures, demonstrations, hands-on activities, and self-directed learning, to cater to different learning preferences and maintain student interest.
8. Acknowledge and validate students' interests: Incorporate examples, case studies, or projects that align with students' personal interests and experiences. This can help them see the relevance and value of the course material.
9. Foster a positive and inclusive classroom environment: Promote a supportive and inclusive classroom culture where students feel respected, valued, and encouraged to participate actively.

Implementing a combination of these strategies can help create a more engaging and interactive teaching-learning process that captures students' attention and fosters their active involvement in the classroom.

Almost all people including teens are naturally curious and interested in many things. They want also to be accepted, they want to feel good about themselves and they like to do many things that can help them learn. The task of the teacher is to remove any obstacles they may have for learning, find the way to make their interests and the curriculum to match and choose wisely what to do with each group and individual.

The basic human inner motivation is based on autonomy, a need to get better in something you feel you can acchieve and feelings of belonging and validation, as Deci and Ryan have shown. It is also good to feel integrity and in control and do things that serve your moral values. A teacher can use this motivation as a power tool for learning. When students feel their true needs are met in the classroom, they will work eagerly.

One way to mess this up is to make learning too competitive and motivated by fears of not getting a good life without studying. A stressed student will not perform well. Feelings of joy, security and excitement about personal growth work better.

The teens of today know a lot. By appreciating their knowledge, by being curious about things important to them (like the games they play, podcasts they listen, memes that make them feel happy during a sleepless night, their hobbies and special interests, worries or questions) a teacher can make their teaching more relevant and interesting.

Helping university students gather data for their research is an essential part of developing their research skills. Here are some strategies to guide them in collecting their own data effectively:

1. Clarify the Research Question

• Specificity: Ensure that students have a well-defined research question or hypothesis. A clear question will guide what data they need to collect.
• Scope: Help them narrow down the scope of their research to ensure the data collection process is manageable.

2. Teach Data Collection Methods

• Surveys and Questionnaires: Show students how to design and distribute surveys using tools like Google Forms, SurveyMonkey, or Qualtrics.
• Interviews: Provide guidance on conducting structured or semi-structured interviews, including preparing questions and choosing the right participants.
• Observation: Teach observational techniques if applicable, such as noting behaviors or events systematically.
• Experiments: For experimental research, guide them in setting up controlled environments and recording results accurately.
• Existing Data: Encourage students to explore existing datasets from reputable sources like government databases, academic repositories, or industry reports if primary data collection isn’t feasible.

3. Encourage Ethical Data Collection

• Informed Consent: Teach students to obtain informed consent from participants and respect confidentiality and anonymity.
• Ethical Approval: If necessary, guide them through the process of obtaining ethical approval from the university’s ethics committee.

4. Provide Tools and Resources

• Software Training: Offer training on software tools for data collection and analysis, such as SPSS, R, NVivo, or Excel.
• Sampling Techniques: Teach students different sampling methods (random, stratified, snowball) to ensure their data is representative.
• Fieldwork Preparation: If data collection involves fieldwork, prepare them with necessary skills, like how to take notes or record observations.

5. Promote Critical Thinking

• Data Relevance: Encourage students to critically assess the relevance and reliability of the data they collect.
• Bias Awareness: Teach them to recognize and minimize biases in data collection methods, such as leading questions in surveys or observer bias in observations.

6. Offer Practical Support

• Logistics: Assist with logistical aspects, such as arranging access to specific populations, securing permissions for fieldwork, or accessing databases.
• Pilot Studies: Encourage students to conduct pilot studies to test their data collection methods and make necessary adjustments.

7. Motivate Self-Initiative

• Independent Exploration: Encourage students to take the initiative by exploring different avenues for data collection, such as attending conferences, reaching out to professionals in the field, or utilizing social media.
• Networking: Help them build networks that might provide data opportunities, such as connecting with industry experts, NGOs, or community organizations.

8. Guide on Data Management

• Organization: Teach students to organize their data systematically from the start, using spreadsheets or databases.
• Backup: Stress the importance of regularly backing up their data to prevent loss.
• Documentation: Encourage them to keep detailed notes on how data was collected, any issues encountered, and decisions made during the process.

9. Provide Ongoing Support

• Regular Check-ins: Schedule regular meetings to discuss progress and troubleshoot any issues in data collection.
• Workshops: Organize workshops or seminars on data collection techniques, inviting guest speakers or experts if possible.

10. Encourage Collaboration

• Group Projects: If appropriate, allow students to work in groups for data collection, which can enhance learning through collaboration.
• Peer Feedback: Encourage students to share their data collection plans with peers for feedback and suggestions.

By equipping students with the right tools, knowledge, and support, you can empower them to gather the data they need for their research confidently and competently.

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