Comparison of Emotional Behaviour of Spanish, Chilean and England Adolescents, and Their Relationship with Effective Personality

Analysing the emotional behaviour of adolescents is fundamental because of its relationship with maladaptive behaviour and even possible psychological maladjustments. For this reason, this study had two objectives: to analyse the existence of significant differences in socio-emotional behaviour in English, Spanish, and Chilean adolescents, taking gender into account, and to analyse the relationship between emotional behaviour and the effective personality model in the Spanish and Chilean samples. A total of 2534 adolescents participated (609 English, 1677 Spanish, and 248 Chilean). The Abbreviated Scale of Emotional Behaviour (ECEA_R: aggressive tendency, social reactivity, and social support) and the Effective Personality Questionnaire—Adolescents (CPE-A: academic self-realisation, socio-affective self-realisation, and resolute efficacy) were applied. A MANOVA was carried out to study the differences in adolescents’ socio-emotional behaviour, taking gender and nationality into account, and a correlational analysis was undertaken to explore the relationship between the variables of emotional behaviour (aggressive tendency, social reactivity, and social support) and effective personality (academic self-realisation, socio-affective self-realisation, and resolute efficacy). Regarding the first objective, for aggressive tendency, English male adolescents stood out, followed by Spanish and Chilean male adolescents and females of all nationalities. In terms of social reactivity, female adolescents stood out over male adolescents and, with regard to social support, Spanish adolescents (male and female) stood out over other nationalities, followed by Chilean and English adolescents (males and females). The results of the second objective indicated a negative relationship between aggressive tendency and academic self-realisation, but a positive relationship for social reactivity and social support (only in the Spanish sample) with most of the effective personality factors. The results are relevant for the application of prevention and intervention programs that improve or implement social and affective competencies in adolescents who develop the effective personality construct.

KONSEP DAN DESAIN PENGEMBANGAN KURIKULUM PEMBELAJARAN JABATAN FUNGSIONAL PEREKAYASA

Konsep dan Desain Kurikulum Pelatihan Perekayasa disusun dengan tujuan menyediakan dokumen rencana pembelajaran sebagai acuan, arah, pedoman serta rambu-rambu pengetahuan, ketrampilan dan sikap yang didemonstrasikan peserta didik dalam pelaksanaan proses pembelajaran yang fokus pada kompetensi jabatan fungsional perekayasa. Badan Pengkajian dan Penerapan Teknologi (BPPT) sebagai lembaga pembina jabatan fungsional perekayasa melakukan penyempurnaan sistem pembinaan jabatan fungsional perekayasa melalui pengembangan kurikulum pelatihan komprehensif dan menyeluruh dengan memanfaatkan konsep Kurikulum Berbasis Kompetensi dengan penekanan pada pengembangan kemampuan perekayasa dalam melakukan (kompetensi) tugas-tugas sesuai dengan standar performansi tertentu. Konsep dan desain pengembangan kurikulum pembelajaran serta hasil evaluasi pelaksanaan pembelajaran sebelumnya dengan metodologi pembelajaran orang dewasa, ceramah, diskusi, simulasi dan lainnya pemanfaatan bantuan taxonomi bloomm dan kompetensi cognitif serta kompetensi afektif serta analisis evaluasi pembelajaran apakah dilaksanakan dengan test tulis atau tidak atau bahkan penilaian sikap. Kompetensi jabatan fungsional perekayasa baik kompetensi manajerial, kompetensi bidang maupun kompetensi socio-cultural dengan pendekatan pada program pelatihan jabatan fungsional perekayasa tingkat dasar dan program pelatihan jabatan fungsional perekayasa tingkat lanjutan diantaranya melalui menetapkan kompetensi kerja, merumuskan tujuan kurikuler umum dan tujuan kurikuler khusus, mengidentifikasi mata pelatihan yang umumnya serta mengidentifikasi materi, pokok dan sub pokok bahasan berupa topik esensial dari setiap mata pelatihan. Dan menyusun deskripsi singkat yang merupakan gambaran dan rangkuman keseluruhan tahapan diatas. The concept and design of the Engineer Training Curriculum was prepared with the aim of providing a learning plan document as a reference, direction, guidelines and signs of knowledge, skills and attitudes demonstrated by students in implementing the learning process that focuses on the competence of the engineer functional position. The Agency for the Assessment and Application of Technology (BPPT) as a supervisory agency for engineering functional positions has made improvements to the engineer functional position development system through the development of a comprehensive and comprehensive training curriculum by utilizing the Competency-Based Curriculum concept with an emphasis on developing the engineer's ability to perform (competency) tasks in accordance certain performance standards. The concept and design of learning curriculum development and evaluation results of previous learning with adult learning methodologies, lectures, discussions, simulations and other uses of public taxonomy assistance and cognitive competencies and affective competencies and learning evaluation analysis whether carried out with written tests or not or even attitude assessment. Engineer functional position competencies, both managerial competence, field competence and socio-cultural competence with approaches to basic level engineer functional position training programs and advanced engineer functional position training programs including by establishing job competencies, formulating general curricular goals and specific curricular goals, identifying eyes general training and identify the material, subject and sub-topic of the essential topics of each training subject. And compile a brief description which is an overview and summary of all the stages above.

TRANSFORMATION OF THE NURSES LEARNING FOR COMPETENCE DEVELOPMENT AND IMPROVEMENT

Transformation of the learning environment is an important factor for the innovation of the educational process. Contemporary educational paradigm requires new approaches which promote complicated and multidisciplinary competencies. Professional development of nurses depends on acquisition of new and more complicated cognitive, psychomotor and affective competencies to meet the contemporary needs of the medical care. Analyses of the empirical research results reveals that students evaluate their professional practical skills not very high that proves the need of closer connection of the theory and corresponding practice in order students can acquire high quality integrative competences, which prepare for professional, social and personal challenges. Affective competences are playing major role in modern health care but the teachers’ questionnaire data show that students underestimate attitudes for their professional life. Thus, attitude forming is an important task of nurses’ education. One more factor is to prepare nurses for digital changes in Latvia medical system that requires integrative solutions for the multifunctional, active, information technology and practice oriented learning and teaching. Content and structure of new didactic models should promote interactive, technology improved and work-based learning process in order to provide sustainable education.

Development of a List of Affective Competencies and Behavioral Indicators for Physical and Occupational Therapy

Background: Affective competencies, as demonstrated by behaviors acted upon by people, are essential components in providing optimal care and receiving trust from patients and clients of physical (PTs) and occupational therapists (OTs). These, along with knowledge and skills, have to be developed early on in the educational system. If these are generated, PT and OT schools will be guided on how to inculcate them in their respective outcomes-based education designs, from planning to assessment. Assessment of the manifestation of these affective competencies is a challenge to educators; thus, the need for behavioral indicators for each. This study developed a list of the necessary affective competencies and their behavioral indicators for PT and OT. Methodology: A sample of experts from different fields of practice in the PT and OT population groups underwent three rounds of generation and refinement to create a list of affective competencies and their consequent behavioral indicators. To come up with the final list, testing for group consistency was done using Cronbach’s alpha and mean ranks. Results: Forty-two PT and twenty-five OT experts generated the final list of affective competencies and their behavioral indicators. For the PTs, those competencies are accountability, adaptability/flexibility, altruism, compassion, creativity, diligence, effective communication, ethical reasoning, excellence, honesty, initiative, passion, patience, perseverance, professionalism, reliability, responsibility, self-reflection, and time management. For the OTs, these are altruism, compassion, conscientiousness, creativity, inquisitiveness, professionalism, and responsibility. Conclusion: The list of affective competencies and behavioral indicators generated by experts in this study were mostly reflective of the existing code of ethics of the professions, with some not stated explicitly but were reflected as such in the behavioral indicators of the other competencies.

THE INTEGRATION OF A PROBLEM-SOLVING FRAMEWORK FOR BRUNEI HIGH SCHOOL MATHEMATICS CURRICULUM IN INCREASING STUDENT’S AFFECTIVE COMPETENCY

A mathematics framework was developed to integrate problem-solving that incorporated simulation of real-life problems in the classrooms. The framework coined as the RECCE-MODEL emphasised understanding and thinking with a view on mathematics embedded in real-life. The RECCE which stands for Realistic, Educational, Contextual, Cognitive, and Evaluation encompass the underlying principles of teaching problem solving and guide teachers in planning, designing, developing, and facilitating real-life activity tasks in developing students’ problem-solving competencies in mathematics lessons. It also explores students’ cognitive competency in their application of abstract mathematical knowledge into real-life problems based on students’ developmental status of their thinking and reasoning skills correlating to Meanings, Organise, Develop, Execute and Link (MODEL). This study investigated the affective development of the students through activity tasks developed by the sampled teachers using the principles within the framework. In total, 94 students from two high schools in Brunei Darussalam responded to a students’ questionnaire constructed to address the MODEL aspect of the framework. In particular, the analyses involved the students’ affective competencies that corresponded to a 19-item instrument within the questionnaire. The findings showed that Brunei high school students have stimulated beliefs and positive attitudes towards non-routine problem-solving in the learning of mathematics. Meanwhile, meaningful activities developed by the teachers encouraged the development of cognitive-metacognitive and affective competencies of the students. The RECCE-MODEL framework paved the way towards understanding the relationships between effective pedagogical approaches and students’ learning, and between attitudes and cognitive abilities, and also for teachers to make better-informed decisions in the delivery of the curriculum.

IMPROVING STUDENT’S AFFECTIVE COMPETENCIES (MINIMIZING HOAX) THROUGH THE IMPLEMENTATION OF CHARACTER-BASED ECONOMIC LEARNING AND TEACHER’S REINFORCEMENT

Minimizing hoaxes that occur in students is closely related to learning outcomes in the affective domain. Therefore, the purpose of this research is to find out and analyze implementation of character-based economic learning and teacher’s reinforcement influence on student’s affective competence. Type of this research is descriptive and associative analysis. The populations of this research were class of senior high school student in East Jakarta amounting to 1793 students. The sample in this research amounted to 95 students. The sampling method was done by using proportionate random sampling. Data collection is done by filling questionnaires. Analysis of the data used is descriptive statistic and multiple regression. The results showed that there were simultaneously positive and significant effects between implementation of character-based economic learning and teacher’s reinforcement on students' affective competencies in minimizing hoax news on online social media. However, partially teacher’s reinforcement has a positive but not significant effect on students' affective competencies. Overall, the magnitude of the effect is known to be 43.50%. This gives a considerable meaning, because almost half of its contribution. Even though there are still many other factors that contribute to affective competence, namely the remaining 56.50% as other factors not examined in this study Key Words: affective competence, hoax information, implementation of character-based economic learning, reinforcement IMPLEMENTASI PEMBELAJARAN EKONOMI BERBASIS KARAKTER DAN REINFORCEMENT GURU PENGARUHNYA TERHADAP KOMPETENSI AFEKTIF SISWA DALAM MEMINIMALISIR HOAX Abstrak: Meminimalisir hoax yang terjadi pada siswa, erat kaitannya dengan hasil belajar pada ranah afektif. Oleh karena itu, tujuan penelitian ini adalah untuk mengetahui dan menganalisis pengaruh implementasi pembelajaran ekonomi berbasis karakter dan reinforcement guru terhadap kompetensi afektif siswa. Penelitian ini menggunakan analisis deskriptif dan asosiatif. Populasi penelitian adalah siswa kelas X ilmu sosial di Jakarta Timur yang berjumlah 1.793 siswa dan sampel penelitian sebanyak 95 siswa. Teknik pengambilan sampel dilakukan dengan menggunakan proporsional random sampling. Pengumpulan data dilakukan dengan kuesioner. Analisis data yang digunakan adalah deskriptif dan regresi berganda. Hasil penelitian menunjukkan bahwa secara simultan terdapat pengaruh positif dan signifikan implementasi pembelajaran ekonomi berbasis karakter dan reinforcement guru terhadap kompetensi afektif siswa dalam meminimalkan berita hoax di media sosial online. Namun, reinforcement guru memiliki pengaruh positif tetapi tidak signifikan terhadap kompetensi afektif siswa. Secara keseluruhan, besarnya pengaruh diketahui 43,50%. Hal ini memberi makna cukup besar, sebab mencakup hampir separuh kontribusinya. Padahal masih banyak faktor lain yang berkontribusi terhadap kompetensi afektif yaitu 56,50% sisanya sebagai faktor lain yang tidak diteliti dalam penelitian ini. Kata kunci: kompetensi afektif, berita hoax, implementasi pembelajaran ekonomi berbasis karakter, reinforcement

Nurses’ Competencies in Providing Palliative Care for HIV/AIDS Patients in dr. Ario Wirawan Pulmonary Hospital, Salatiga

The aim of this research was to identify nurses’ competencies (cognitive, psychomotor and af-fective) in providing palliative care for HIV/AIDS patients. Using narrative qualitative approach, data were collected through both structured and non-structured interviews and also direct observations on research participants. Participants in this study were nurses (N = 5) of dr. Ario Wirawan Pulmonary Hospital. Data were coded in accordance to aspects and interview indicators. Result showed that participants did not have information about what and how palliative care should be carried out, and also about SK Menkes No. 812/MENKES/SK/VII/2007 that is targeted at all health professionals. This influenced participants to implement both psychomotor and affective competencies related to palliative care. Factors influencing participants’ lack of knowledge and competencies were personal factor, rooms’ routine, time and limited human resources. HIV/AIDS patients received general care with emphasis on collaborative medical treatments.

Competências pedagógicas e socioafetivas de tutores a distância na percepção de alunos

Resumo: O emprego de tecnologias de informação e comunicação baseadas na internet modificou o processo de ensino-aprendizagem a distância e tornou o tutor uma figura importante. Conhecer, com base na percepção do aluno, os efeitos de competências tutoriais na aprendizagem pode indicar ações a serem valorizadas e, consequentemente, formas de aprimorar a atuação profissional. Nesse estudo de caso, dez alunos de graduações de uma universidade particular a distância do estado do Rio de Janeiro responderam a um questionário sobre os efeitos de competências tutoriais pedagógicas e socioafetivas na aprendizagem. Para os pesquisados, a atuação tutorial contribuiria para a aprendizagem, contudo, requeria comunicabilidade, flexibilidade, empatia e ética. Essas características auxiliariam o tutor a promover a interação entre os cursistas, apoiada na motivação, na aceitação e no respeito mútuo. De modo geral, as ações tutoriais reputadas mais importantes para mediar à aprendizagem foram: informar os critérios de avaliação do curso, ajudar com dificuldades de aprendizagem e estimular posturas autônomas. Já uma ação bastante prejudicial seria demorar a responder dúvidas. Na percepção dos alunos, diversas competências tutoriais pedagógicas e socioafetivas ajudariam na aprendizagem, mas por si só não assegurariam a construção de conhecimento, dependente, principalmente, do esforço individual do estudante. Palavras‑chave: Educação a distância. Competências. Aluno. Abstract: The instructor became an important figure in e-learning. Knowing the perceptions of students about the influence of the virtual teaching competencies in learning can point out the best attitudes and guide better approaches to improve professional performance. This case study sought to identify the effects of the instructor’s pedagogical and socio-affective competencies to the learning process. Ten students engaged in e-learning college degree programs of a private university of Rio de Janeiro State (Brazil) answered a questionnaire. The subjects asserted the contribution of virtual teaching activities to learning. Nevertheless, communicability, flexibility, empathy and ethics would be needed for good performance of the instructor. To them, these skills would be valuable in promoting interaction among classmates through motivation, acceptance and mutual respect. The instructor role would be especially important during the mediation, to inform the assessment criteria, to assist with learning difficulties and to stimulate autonomous attitudes. Slow responses from the instructor to doubts would hamper learning. In subjects’ view, several pedagogical and socio-affective competencies would aid in learning, but student’s individual efforts remain the sole assured way to get success in the e-learning. Keywords: E-learning. Competencies. Student.