ACUCA 4Th QTR 2016
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The Benefits of Developing Students' Characters in Higher Education
ACADEMIA ISSN, 2241-1402 http://hepnet.upatras.gr Number 20-21, 2020 Service-learning in Indonesia: The benefits of developing students’ characters in higher education Luisa Diana Handoyo1, Paidi2 and Paulus3 Suparno Yogyakarta State University, Sanata Dharma University Abstract This study provides an overview of the application of service-learning for the development of students’ character. There are three aspects to be analyzed in this research, i.e. procedures to apply service- learning, procedures to select service-learning participants, and benefits of service-learning to the development students’ character. A qualitative approach is used to review journal articles regarding the implementation of service-learning in Indonesia. In the current study, 15 research studies were found to meet the particular criteria. Results suggest that a service-learning program in higher education in Indonesia involves the procedures of implementation, procedures to select participants, and benefits to the development of students’ character. Service-learning was generally integrated into lectures with non- live-in procedures (60%), while the remainder (40%) applied live-in procedures. The majority of the service-learning participants (86.67%) were selected to participate because they attended the course that implemented service learning. In relation to the benefits of service-learning, it can be concluded that service-learning can develop students’ social care, communication skills, responsibility, creativity, hard work, discipline, and tolerance. Key-words Service-learning, character, social care, communicative, responsibility. 1 Department of Science Education, Yogyakarta State University, Yogyakarta and Department of Biology Education, Faculty of Teacher Training and Education, Sanata Dharma University, Indonesia, [email protected]. 2 Department of Biology Education, Faculty of Mathematics and Science, Yogyakarta State University, Yogyakarta, Indonesia. -
Vol. 3 No. 1 (2019)
Register Login Current Archives Author Guidelines Publication Ethics Review Process Announcements About Search Home / Archives / Vol. 3 No. 1 (2019) Make a Submission Vol. 3 No. 1 (2019) ELTR Journal, January 2019 ELTR Journal Menu: DOI: https://doi.org/10.37147/eltrj.v3i1 Editorial Team Published: 2019-01-23 Peer Reviewers Focus and Scope Publication Frequency Open Access Policy Archiving Publication Ethics Originality Screening Publication Fee: Free Indexing and Abstracting Review Process Publishing Rights Articles Online Submissions METONYMY OF THE WORD ‘INDONESIA’ IN PHRASES ‘PROUD OF INDONESIA’ USED ON FACEBOOK Author Guidelines Jennifer, Paulus Tri Nugroho Putro, Victory Cahya Adi 1-19 Privacy Statement PDF Visitor Statistics ELTR Contact THE TENTH GRADERS’ PERCEPTIONS ABOUT COLLABORATIVE LEARNING TO IMPROVE ENGLISH SPEAKING SKILLS Lourie Maria Katiandagho, Listyani Listyani 20-35 ELTR is indexed and abstracted in: PDF Google Scholar Garuda THE INFLUENCE OF SYSTEMIC FUNCTIONAL LINGUISTICS ON TEACHING FUNCTIONAL TEXTS IN A WRITING CLASS Leni Irianti 36-45 Journal Template PDF STUDENTS’ PROFILES THROUGH LEARNING APPROACHES USING BIGGS’ STUDY PROCESS QUESTIONNAIRE Tools Gusti Astika, Toar Y. G. Sumakul 46-54 Turnitin PDF Mendeley WRITING THESIS IN THE FIELD OF ENGLISH EDUCATION: HOW DIFFICULT IS IT FOR INDONESIAN EFL STUDENTS? Grammarly Syayid Sandi Sukandi 55-72 PDF PERSONALIZING POTENTIALS OF WEBLOG IN EFL CLASSROOMS Electronic ISSN: 2579-8235 Yustinus Calvin Gai Mali 73-81 PDF Open Journal Systems THE CORRELATION BETWEEN STUDENTS’ SPEAKING ANXIETY AND THEIR SPEAKING PERFORMANCE IN AN EFL CONTEXT Rahma Faridila Amaliah 82-88 Information PDF For Readers For Authors For Librarians ELTR Journal, eISSN 2579-8235, is published twice a year, in January and July, by the Publication Division of the English Language Education Study Programme Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia. -
International Conference on Psychology
PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON PSYCHOLOGY People’s Search for Meaning through Ethnicity, Culture, and Religion: Psychology’s Role in Handling Conflicts and Sustaining Harmony in Multicultural Society Editors: YB. Cahya Widiyanto A. Harimurti SDU Press PROCEEDING OF THE INTERNATIONAL CONFERENCE ON PSYCHOLOGY People’s Search for Meaning through Ethnicity, Culture, and Religion: in Multicultural Society Psychology’s Role in Handling Conflicts and Sustaining Harmony Copyright © 2017 Faculty of Psychology, Sanata Dharma University, Yogyakarta Editors: Contributors: YB. Cahya Widiyanto Mark Freeman, Monica E. Madyaningrum, Proofreader:A. Harimurti Ichsan Malik, Budi Susanto, S.J., Laurensia Aptik Evanjeli, Wiwik Sulistiani, Dewi Mustami’ah, Johana E. Prawitasari, Mintarti, Oekan Titus Odong Kusumajati S.Abdullah, Sudardja Adiwikarta, Munandar Sulaeman, Yohanes Budiarto, Titus Odong Cover Illustration & Layout: Kusumajati, Stephanus Eri Kusuma, Dyah ISBNA. Harimurti : 978-602-6369-64-2 Ayu Perwitasari, Micha Catur Firmanto, Maya EAN : 9-786026-369642 Rosmayati Ardiwinata, Suryana Sumantri, Wilis Srisayekti First published, April 2017 xviii; 177 p.; 15,5 x 23 cm. PUBLISHED BY: COLLABORATED WITH: SANATA DHARMA UNIVERSITY PRESS FACULTY OF PSYCHOLOGY SANATA DHARMA UNIVERSITY First Floor USD Library Affandi (Gejayan) Street, Mrican, Paingan, Maguwoharjo, Kecamatan Depok, Yogyakarta 55281 Kabupaten Sleman, Daerah Istimewa e-mail:Telp. (0274) [email protected] 513301, 515253; Yogyakarta 55281 Ext.1527/1513; Fax (0274) 562383 Sanata Dharma University Press Member of APPTI (Association of University Publishers in Indonesia) All rights reserved. No part of this book may be reproduced, in any form or by any means without permission in writing from the publisher. The contents of the book entirely the responsibility of the author. -
2021 Jessup Global Rounds Full Team List (Alphabetical Order)
———— 2021 Jessup Global Rounds Full Team List (Alphabetical Order) ———— Please find a full list of every Jessup team competing in the 2021 Global Rounds in alphabetical order by country and then university below. The order in which teams appear on this list does not reflect any sort of ranking. Team No. Team (Country – University) 670 Afghanistan - American University of Afghanistan 516 Afghanistan - Balkh University 261 Afghanistan - Faryab University 491 Afghanistan - Herat University 352 Afghanistan - Jami University 452 Afghanistan - Jozjan University 574 Afghanistan - Kabul University 263 Afghanistan - Kandahar University 388 Afghanistan - Kardan University 372 Afghanistan - Khost University 300 Afghanistan - Kunar University 490 Afghanistan - Kunduz University 619 Afghanistan - Nangarhar University 262 Afghanistan - Paktia University 715 Albania - EPOKA University 293 Albania - Kolegji Universitar “Bedër” 224 Argentina - Universidad de Buenos Aires 205 Argentina - Universidad Nacional de Córdoba 217 Argentina - Universidad Torcuato di Tella 477 Australia - Australian National University 476 Australia - Bond University 323 Australia - La Trobe University 322 Australia - Macquarie University 218 Australia - Monash University 264 Australia - Murdoch University 591 Australia - University of Adelaide 659 Australia - University of Melbourne 227 Australia - University of NeW South Wales 291 Australia - University of Queensland 538 Australia - University of Southern Queensland 248 Australia - University of Sydney 626 Australia - University -
The Implementation of Ignatian Pedagogy in a Jesuit University in Indonesia: Students’ Perspectives
Jesuit Higher Education: A Journal Volume 8 Number 2 Article 5 2019 The Implementation of Ignatian Pedagogy in a Jesuit University in Indonesia: Students’ Perspectives Monica Ella Harendita Sanata Dharma University, [email protected] Titik Kristiyani Sanata Dharma University, [email protected] Margaretha Madha Melissa Sanata Dharma University, [email protected] Hongki Julie Sanata Dharma University, [email protected] Follow this and additional works at: https://epublications.regis.edu/jhe Part of the Adult and Continuing Education Commons Recommended Citation Harendita, Monica Ella, Titik Kristiyani, Margaretha Madha Melissa, and Hongki Julie. "The Implementation of Ignatian Pedagogy in a Jesuit University in Indonesia: Students’ Perspectives." Jesuit Higher Education: A Journal 8, 2 (2019). https://epublications.regis.edu/jhe/vol8/iss2/5 This Scholarship is brought to you for free and open access by ePublications at Regis University. It has been accepted for inclusion in Jesuit Higher Education: A Journal by an authorized administrator of ePublications at Regis University. For more information, please contact [email protected]. Harendita et al.: The Implementation of Ignatian Pedagogy in a Jesuit University in Indonesia The Implementation of Ignatian Pedagogy in a Jesuit University in Indonesia: Students’ Perspectives Monica Ella Harendita English Language Education Study Program Sanata Dharma University [email protected] Titik Kristiyani Psychology Study Program Sanata Dharma University [email protected] Margaretha Madha Melissa Mathematics Education Study Program Sanata Dharma University [email protected] Hongki Julie Mathematics Education Study Program Sanata Dharma University [email protected] Abstract The goal of Jesuit education is to grow a whole person through its signature Ignatian Pedagogy. -
Partner Universities
Partner universities : 1. Argentine-Pontificia Universidad Católica Argentina, Santa María de los Buenos Aires 2. Argentine-Universidad Católica de Córdoba 3. Argentine-Universidad Católica de Santa Fé 4. Australie-Australian Catholic University 5. Australie-Charles Sturt University 6. Australie-Queensland University of Technology 7. Australie-The University of Queensland 8. Bosnie-Herzégovine-International Burch University 9. Bosnie-Herzégovine-International University of Sarajevo 10. Bosnie-Herzégovine-Univerzitet u Sarajevu 11. Brésil-Pontificia Universidade Católica de Minas Gerais (PUC Minas) 12. Brésil-PontifIcia Universidade Católica do Paraná (PUCPR) 13. Brésil-Universidade de Ribeirão Preto (UNAERP) 14. Canada-KING'S COLLEGE AT THE UNIVERSITY OF WESTERN ONTARIO 15. Canada-Saint Paul University 16. Canada-University of Alberta 17. Canada-University of Ottawa 18. Canada-University of the Fraser Valley 19. Chili-Pontificia Universidad Católica de Chile 20. Chili-Universidad Mayor 21. Chili-Universidad Técnica Federico Santa María 22. Chine-Shanghai International Studies University (SISU) 23. Chine-The Chinese University of Hong Kong 24. Chine-United International College - Beijing Normal University-Hong Kong Baptist University 25. Chine-University of Saint-Joseph 26. Chine-Wuhan University 27. Colombie-Pontificia Universidad Javeriana Bogota 28. Colombie-Pontificia Universidad Javeriana de Cali 29. Colombie-Universidad del Rosario 30. Corée, République de-Catholic University of Korea 31. Corée, République de-Ewha Womans University 32. Corée, République de-Inha University 33. Corée, République de-Sejong University 34. Corée, République de-Sogang University 35. Corée, République de-Sungkyunkwan University 36. Équateur-Pontificia Universidad Católica del Ecuador 37. Équateur-Universidad San Francisco de Quito 38. États-Unis-Canisius College 39. États-Unis-Catholic University Of America 40. -
About the Authors Josefa J. Mardijono Is Currently a Senior Lecturer of the English Department-Faculty of Letters, Petra Christian University in Surabaya-Indonesia
76 About the Authors Josefa J. Mardijono is currently a senior lecturer of The English Department-Faculty of Letters, Petra Christian University in Surabaya-Indonesia. She graduated from the English Education Department in Teaching English as a Foreign Language (TEFL), Widya Mandala Catholic University. She has participated and presented papers in both local and overseas conferences. Dr George M Jacobs teaches at James Cook University, Singapore. His interests include Humane Education and such Student Centred Learning methods as cooperative learning and extensive reading. Many of his previous articles are available at georgejacobs.net. Yustinus Calvin Gai Mali is a lecturer at English Language Education Program, Satya Wacana Christian University, Salatiga, Indonesia. He earned his Master Degree from the Graduate Program of English Language Studies, Sanata Dharma University. His research interests are in the area of English Education, Education Technology, and Second Language Acquisition. Andrias Tri Susanto. is currently residing in Melbourne, Australia for his independent field work in sociolin-guistics research. It majorly taps upon practical issues on how English as a Foreign Language (EFL) successful learners interact socially with others (both EFL users and native English speakers), particularly within business communication settings. This is based upon the findings of his research on Associative Cognitive CREED published in this issue. Fatemeh Mahdavirad (PhD in TEFL) is an assistant professor of ELT at the English department of Yazd University, Iran. Her main research interests include task-based language teaching, syllabus design, discourse analysis, and SLA research. Sapto Dwi Anggoro was born in Surabaya, Indonesia on February 7, 1977. He is currently teaching English in a nursing school, Stikes (Nursing Undergraduate Department) Hang Tuah University, Surabaya. -
Thomas John Hastings Professional Experience
Engaging in Mission with the World Christian Movement Since 1922 THOMAS JOHN HASTINGS [email protected] PROFESSIONAL EXPERIENCE EXECUTIVE DIRECTOR & EDITOR August, 2016–Present Overseas Ministries Study Center & International Bulletin of Mission Research New Haven, Connecticut RESEARCH CONSULTANT 2015–2016 United Board for Christian Higher Education in Asia, New York SENIOR RESEARCH FELLOW 2012–2015 Japan International Christian University Foundation, New York, NY Recipient of a 3-year grant award from the John Templeton Foundation entitled “Advancing the Science and Religion Conversation in Japan” Grant-related academic appointments in Japan: Research Fellow 2012–Present Kagawa Archives and Resource Center, Tokyo Research Associate 2012–2016 Nanzan Institute for Religion and Culture, Nagoya Research Fellow 2013–2016 Institute for the Study of Christianity and Culture, International Christian University, Tokyo Cooperating Researcher 2014–2016 Kokoro Research Center, Kyoto University, Kyoto DIRECTOR OF RESEARCH, ASSOCIATE DIRECTOR, RESEARCH FELLOW 2008–2012 Center of Theological Inquiry, Princeton, New Jersey MISSION CO-WORKER, PRESBYTERIAN CHURCH (USA) 1988-2008 PROFESSOR OF PRACTICAL THEOLOGY 1995–2008 Tokyo Union Theological Seminary, Tokyo, Japan ASSOCIATE PROFESSOR OF CHRISTIAN EDUCATION 1993–1995 Seiwa College, Nishinomiya, Japan LECTURER & DIRECTOR OF FOREIGN FACULTY 1987–1991 Hokuriku Gakuin University, Kanazawa, Japan OTHER TEACHING EXPERIENCE • Adjunct 2017– Yale Divinity School, New Haven, Connecticut • Adjunct Fall Semester -
Students' Lived Experience of Project-Based Learning
46 PROJECT-BASED LEARNING Students’ Lived Experience of Project-Based Learning Sandy Ferianda [email protected] Sanata Dharma University Yogyakarta, Indonesia & Fransiscus Xaverius Mukarto [email protected] [email protected] Sanata Dharma University Yogyakarta, Indonesia Abstract Inspired by personal experiences during the study time in the Graduate Program in English Language Studies (ELS) Sanata Dharma University Yogyakarta, this research focused mainly on investigating the ELS students’ lived experience of project-based learning implemented by the ELS lecturers. This study employed hermeneutic phenomenology since it described and interpreted the meanings of ELS students lived experience. The participants of this study were the three ELS students considered to be illuminating from the three different streams batch of 2015. In this study we used one-on-one in depth interview to gain the data. The find- ings of this study consisted of four prefigured meanings and two emergent meanings namely a) authentic learning, b) learner autonomy, c) cooperative learning, d) multiple intelligences, e) understanding others, and f) personal development. The findings of this study gave impli- cations not only to the ELS students and lecturers, but also to the audience. Lastly, recom- mendations were also addressed to the ELS students as their habit formation, to the ELS lec- turers as their inputs to give more feedbacks to their students, and to the future researchers. Keywords: Lived experience, project-based learning. From the very beginning of the study tures to Problem Based Learning implemen- time until the end of the program, the ELS tation are an anchor of the activity, a task, lecturers always asked their students to cre- an investigation, provision of resources, ate certain projects or assignments in group scaffolding, collaboration, and opportunities or individually. -
Unai Members List August 2021
UNAI MEMBER LIST Updated 27 August 2021 COUNTRY NAME OF SCHOOL REGION Afghanistan Kateb University Asia and the Pacific Afghanistan Spinghar University Asia and the Pacific Albania Academy of Arts Europe and CIS Albania Epoka University Europe and CIS Albania Polytechnic University of Tirana Europe and CIS Algeria Centre Universitaire d'El Tarf Arab States Algeria Université 8 Mai 1945 Guelma Arab States Algeria Université Ferhat Abbas Arab States Algeria University of Mohamed Boudiaf M’Sila Arab States Antigua and Barbuda American University of Antigua College of Medicine Americas Argentina Facultad de Ciencias Económicas de la Universidad de Buenos Aires Americas Argentina Facultad Regional Buenos Aires Americas Argentina Universidad Abierta Interamericana Americas Argentina Universidad Argentina de la Empresa Americas Argentina Universidad Católica de Salta Americas Argentina Universidad de Congreso Americas Argentina Universidad de La Punta Americas Argentina Universidad del CEMA Americas Argentina Universidad del Salvador Americas Argentina Universidad Nacional de Avellaneda Americas Argentina Universidad Nacional de Cordoba Americas Argentina Universidad Nacional de Cuyo Americas Argentina Universidad Nacional de Jujuy Americas Argentina Universidad Nacional de la Pampa Americas Argentina Universidad Nacional de Mar del Plata Americas Argentina Universidad Nacional de Quilmes Americas Argentina Universidad Nacional de Rosario Americas Argentina Universidad Nacional de Santiago del Estero Americas Argentina Universidad Nacional de -
Reference Points for the Design and Delivery of Degree Programmes In
Reference Points for the Design and Delivery of Degree ogrammes in Teacher Education ogrammes in Teacher Co-funded by the Programmes in Erasmus+ Programme of the European Union Teacher Education Co-funded by the Pr Points for the Design and Delivery of Degree Reference Erasmus+ Programme University of Deusto of the European Union Reference Points for the Design and Delivery of Degree Programmes in Teacher Education © University of Deusto Tuning Asia-South East Reference Points for the Design and Delivery of Degree Programmes in Teacher Education Editors: Richard R. Jugar (University of San Carlos, Philippines) & Ouda Teda Ena (Sanata Dharma University, Indonesia) Contributors: Ouda Teda Ena (Sanata Dharma University, Indonesia), Fransiscus Xaverius Mukarto (Sanata Dharma University, Indonesia), Paulus Kuswandono (Sanata Dharma University, Indonesia), Maria Asuncion Dequilla (West Visayas State University, Philippines), Alona Matulac Belarga (West Visayas State University, Philippines), Hilda Clavel Montaño (West Visayas State University, Philippines), Richard R. Jugar (University of San Carlos, Philippines), Abdul Rashid Bin Mohamed (Universiti Sains Malaysia, Malaysia), Dinn Wahyudin (Universitas Pendidikan Indonesia, Indonesia), Ekkarin Sungtong (Prince of Songkla University, Thailand), Frank Emboltura (University of San Agustin, Philippines), Hamdan Bin Said (Universiti Teknologi Malaysia, Malaysia), Nu Nu Nyunt (Yangon University of Education, Myanmar), Penvara Xupravati (Chulalongkorn University, Thailand), Su Su Thwin (Yangon University of Education, Myanmar), Shaik Abdul Malik Mohamed Ismail (Universiti Sains Malaysia, Malaysia) 2019 University of Deusto Bilbao © University of Deusto Reference Points for the Design and Delivery of Degree Programmes in Teacher Education Reference Points are non-prescriptive indicators and general rec- ommendations that aim to support the design, delivery and articu- lation of degree programmes in Teacher Education. -
2009 Participating Teams Philip C. Jessup International Law Moot Court Competition
2009 Participating Teams Philip C. Jessup International Law Moot Court Competition Teams that competed at the Shearman & Sterling International Rounds are indicated in bold. Exhibition teams are indicated with an asterisk (*). Observing teams are indicated with a pound sign (#). AFGHANISTAN Balkh University # ALBANIA Tirana Faculty of Law ARGENTINA Universidad de Buenos Aires Universidad Nacional de Cuyo ARMENIA European Regional Educational Academy M. Nalbandyan State Pedagogical University of Gyumri National Academy of Sciences of the Republic of Armenia Vanadzor State Pedagogical Institute Yerevan State University AUSTRALIA Australian National University Bond University Macquarie University Monash University Murdoch University Queensland University of Technology University of Melbourne University of New South Wales University of Queensland University of Sydney University of Tasmania University of Technology Sydney University of Western Australia University of Western Sydney Victoria University BALTIC REGION European Humanities University BELARUS Belarusian State University International Institute of Labor & Social Relations# BELGIUM Ghent University Katholieke Universiteit Leuven * BOSNIA AND HERZEGOVINA Law Faculty Sarajevo BRAZIL Centro Universitario Ritter dos Reis (UniRitter) Direito GV Faculdades Integradas do Oeste de Minas (FADOM) Universidade Catolica de Santos Universidade Federal de Minas Gerais (UFMG) Universidade Federal do Rio Grande do Sul (UFRGS) University of Passo Fundo University of Sao Paulo BULGARIA University of