Osong, Value Transformation of Oral Tradition in Regional Language Learning of SMPN 1 Bulupoddo, Sinjai Regency

This study is a quantitative descriptive study that describes the ability to read blanks of eighth-grade students of SMPN 1 Bulupoddo, Sinjai Regency. Based on the presentation of the results of the data analysis above, it can be described in detail about the osong reading ability of the eighth-grade students of SMPN 1 Bulupoddo, Sinjai Regency. Students' test results in reading blanks are then analyzed based on predetermined criteria or assessment indicators, namely the pronunciation aspect with a score of 1 to 1, intonation aspect with a score of 1 to 3, gesture aspect with a score of 1 to 3, expression aspect with a score of 1 up to 3, the aspect of appreciation with a score of 1 to 3, the aspect of appearance with a score of 1 to 3. Of the six aspects of the assessment of reading blanks, the maximum score is 18. In the contents of elong osong itself, the theme contained in it is the figure of a Bugis human who is brave and does not stand still and becomes a coward towards the nation and homeland. The tones used are generally satirical and patronizing. The atmosphere or state of the reader's soul after reading or listening to the osong can be a booster or an incendiary. While the results of the current study emphasize the ability of students to read blanks. This is what distinguishes previous research from the results of the present study. Keywords: Osong, Value Transformation, Learning, Regional Language, Sinjai

Visual Thinking Ability of Mathematics Education Students on Geometry Transformation Learning Material

Solving a problem in geometric transformation that is prioritized is the ability to think visually, this is because visualization is the heart of mathematics to solve a problem, besides that visualization can also make it easier to understand abstract mathematics, and can be used as a strategy for solving mathematical problems to be very simple. This study aims to describe the visual thinking ability of mathematics education students on the material of geometric transformation. The type of research used in this research is descriptive qualitative research. The subjects in this study were 5 students. Written tests related to geometric transformation questions, such as questions, reflections, translations, and dilations were used as data sources in this research. By describing each instrument that has been done by students in accordance with the indicators of visual thinking ability, data analysis techniques are used. The results of this study indicate that students' thinking skills only reach the stage of sorting, searching, and finding. It means only to the acquisition and reasoning. This can be seen from the responses of several students, namely students (1) four stages and three principles of visual thinking ability are achieved. Students can sort out the questions given and look for information to get answers, and can describe and visualize the answers that have been obtained. Student response (2) only did not reach the step of describing and the principle of individuation. This means that students cannot explain and describe answers in the form of pictures or graphs correctly. Student responses (3) only reached the stage of sorting and obtaining or in other words only understanding what was asked. Students in response (4) only did not reach the step of describing and the principle of visualizing/illustrating. So that it can be used as a reference related to visual research, especially on geometry material.

The Adolescent as Sentimental Education

This article dwells on my earlier method, of mining discursive taboos, specific for each novel by Dostoevsky, for the key values made prominent in these novels. More than the original chapter in my 1998 book, Dostoevsky’s Taboos, the article applies this method to the specific poetics of The Adolescent as Bildungsroman. As Arkady, the character, and then, eventually, the narrator, learns about his own faux pas about violating others’ taboos, he also learns about values entailed by these taboos. He becomes less selfish and more sensitive to the reality of other people and their pain and sore spots. As readers, we learn about compassion and a certain imperative system of values, together with this character, just as these newly unmentionable values emerge or transpire for him. Rather than being told about the “before and after” of the character, we are implicated in his transformation, learning his lessons together with him and never having any moral immunity from his faults or any opportunity to judge him from above.

The Adolescent as Sentimental Education

This article dwells on my earlier method, of mining discursive taboos, specific for each novel by Dostoevsky, for the key values made prominent in these novels. More than the original chapter in my 1998 book, Dostoevsky’s Taboos, the article applies this method to the specific poetics of The Adolescent as Bildungsroman. As Arkady, the character, and then, eventually, the narrator, learns about his own faux pas about violating others’ taboos, he also learns about values entailed by these taboos. He becomes less selfish and more sensitive to the reality of other people and their pain and sore spots. As readers, we learn about compassion and a certain imperative system of values, together with this character, just as these newly unmentionable values emerge or transpire for him. Rather than being told about the “before and after” of the character, we are implicated in his transformation, learning his lessons together with him and never having any moral immunity from his faults or any opportunity to judge him from above.