How do the Existing Fairness Metrics and Unfairness Mitigation Algorithms contribute to Ethical Learning Analytics?

With the widespread use of learning analytics (LA), ethical concerns about fairness havebeen raised. Research shows that LA models may be biased against students of certaindemographic groups. Although fairness has gained significant attention in the broadermachine learning (ML) community in the last decade, it is only recently that attentionhas been paid to fairness in LA. Furthermore, the decision on which unfairness mitigationalgorithm or metric to use in a particular context remains largely unknown. On thispremise, we performed a comparative evaluation of some selected unfairness mitigationalgorithms regarded in the fair ML community to have shown promising results. Using a3-year program dropout data from an Australian university, we comparatively evaluatedhow the unfairness mitigation algorithms contribute to ethical LA by testing for somehypotheses across fairness and performance metrics. Interestingly, our results show howdata bias does not always necessarily result in predictive bias. Perhaps not surprisingly,our test for fairness-utility tradeoff shows how ensuring fairness does not always lead todrop in utility. Indeed, our results show that ensuring fairness might lead to enhanced utilityunder specific circumstance. Our findings may to some extent, guide fairness algorithmand metric selection for a given context.

Character Education in the Pandemic Era: A Religious Ethical Learning Model through Islamic Education

The social distancing policy in the COVID-19 outbreak has influenced the non-holistic learning process, causing several moral problems. The learning process tends to promote the cognitive aspect, while the affective aspect tends to be neglected. This research aims at offering a learning model that promotes religious ethical values through religious education in junior high schools (SMP/Sekolah Menengah Pertama) in an effort to develop effective attitudes. The development of the model is carried out in five stages of research, namely analysis, design, development, implementation, and evaluation (ADDIE). This research involved two groups of participants consisting of 376 students and 45 Islamic Education (PAI/Pendidikan Agama Islam) teachers in junior high schools in West Java. The research results explore the PAI learning model that develops religious ethical values as learning objectives. The process of internalizing these values is developed through the processes of knowing, of doing, and of being. Religious ethical values that are developed in students are the crystallization of four prophetic characters, namely fathonah, siddiq, amanah, and tabligh. The test results of two junior high schools, both public schools and religious-based schools, concluded that the application of the religious ethical learning model was able to improve students' religious ethical character at a high level. This research contributes to the development of PAI learning designs in the pandemic era based on the development of prophetic characters. In addition, this research can be a guideline for teachers or academics in developing research related to student character within the framework of character education.

Transformation of education in the perspective of secular ethics

The article analyzes the preconditions for the transformation of the higher education system to the trinity of social, emotional, and ethical learning. The author considers the formation of education system with the use of secular Buddhist ethics on the example of Emory University (Emory, USA). The article pays great attention to the speeches of Dalai Lama and the influence of Buddhist philosophy of education on the system of socio-emotional and ethical education. The theoretical analysis of the curriculum of social-emotional-ethical training presents the methodology and the methods of the study. The object of the research is the Buddhist philosophy of education. The subject of the study is SEE Learning program (social-emotional-ethical learning) as a way of reception of the Buddhist philosophy of education in the higher education system. The author considers the implementation of SEE Learning program – social-emotional-ethical learning at Emory University (Atlanta, Georgia). This program is the result of the university’s collaboration with Dalai Lama XVI and the Tibetan Exile Community. The author concludes that the change of value orientations and the decolonization of education are factors that influence the development of educational systems. Social-emotional-ethical learning can solve the problem of lack of ethical education at universities. The introduction of ethics education will enable higher education institutions to produce not only practically and theoretically competent professionals, but also individuals who are able to understand the consequences of their decisions.

Anotasi Artikel “Pembinaan Etika Peserta Didik Melalui Pembelajaran Tematik-Integratif Di Sekolah Dasar”

The following is the annotation result of the article "ethical coaching of students through thematic-integrative learning in elementary schools" which is an important coaching concept that students must get from an early age. Ethical learning is related to the concept of morality which will determine how the development of attitudes as a result of meaningful learning for students.

Studi Evaluatif Profesionalisme Guru Lulusan S1 PGSD dalam Keterampilan Menulis

The teacher must be able to present good language ethical learning. It considers that the teacher is not only a source of learning material but also as a role model for students. Therefore, this study was conducted to describe the teacher's writing skills. This study used a descriptive analytic approach using a questionnaire and portfolio documentation. The research sample consisted of 26 teachers in Bandar Lampung. Based on research data, the average value of writing skills was 74.12. Thus, it can be concluded that the language skills of elementary school teachers in Bandar Lampung City are categorized as good.

The problem of humanitarian assessment in social, emotional and ethical learning

Introduction. The authors investigate the nature of assessment in social, emotional and ethical learning (SEE learning). The aim of this research is to develop the key principles of assessment for designing an assessment model in social, emotional and ethical learning - a new educational framework, based on the general understanding of humanitarian assessment and the specific clarification of SEE learning as an innovative educational phenomenon. Materials and Methods. The research methodology is determined by the nature of the present stage of the research. It includes analytical work in such fields of study as philosophy of education and theoretical educational research, and is based on generally used approaches and methods of the relevant academic areas, in particular: general philosophical analysis, socio-philosophical analysis, phenomenological approach, dialectical method, typology and clarification approaches, complex analysis of paradigmatic components of educational programs, reviewing psychological and educational literature, and educational modeling. Results. The authors identified the SEE learning typology as a phenomenon of the humanitarian education paradigm in the 21st century and revealed characteristics determined by its genesis and structure, covering a number of areas. The authors clarified the phenomenon of humanitarian assessment by means of explaining the contradictions in the nature of assessment and the influence of the educational paradigm on the assessment. Based on the obtained understanding and analysis of existing research investigations in the field of assessing and social-emotional learning, the authors identified general principles of humanitarian assessment within the framework of SEE learning, and developed a number of preliminary specific decisions regarding assessment in SEE learning, intended for the future assessment model of social-emotional-ethical education. Conclusions. The article concludes that the SEE learning assessment model should be determined by the humanitarian paradigm and rely on fundamental principles of humanitarian assessment. Keywords Social-Emotional and ethical learning; Emotional intelligence; Humanitarian assessment; Humanistic paradigm; Person-centered philosophical and anthropological perspective.

Meeting of the Russian school with “social, emotional and ethical learning” (SEE-Learning) – organizational and pedagogical conditions

Статья посвящена проблеме использования социально-эмоционально-этического образования (СЭЭО) в российской общеобразовательной школе, зависящего от определенных организационно-педагогических условий. Проанализировано значение направления СЭЭО как примера обновления содержания образования в соответствии с потребностями XXI в. Выявленные в анализе характеристики СЭЭО, при его типологизации как проекта педагогики «больших идей» и конкретизации как особенного гуманистическогонаправления, определили требования к внешним и внутренним условиям введения программ СЭЭО в общеобразовательной школе. Организационно-педагогические условия введения программы СЭЭО в школу определены как обусловленные выбором перспективы из двух возможных: ситуационной и деятельностной; и выбором организационного подхода из двух возможных: дефицитарного и контекстного; идентификацией соответствующей данной образовательной организации модели внедрения из списка возможных версий, ранжированных по полноте и интенсивности внедрения. Описан общий алгоритм организационно-педагогических действий по введению новой программы. Выявлены возможные риски и проблемы внедрения новой программы в аспектах внешних и внутренних препятствий, общих и индивидуальных затруднений. The article is devoted to the problem of implementing social, emotional and ethical learning (SEEL) in the Russian school as dependent on certain organizational and pedagogical conditions. The importance of the SEEL as an example of updating the content of education in accordance with the needs of 21c. has been analyzed. The characteristics of SEEL identified in the analysis, with its typology as a project of pedagogy of "big ideas" and concretization as a special humanistic movement, determined the requirements for the external and internal conditions for the introduction of SEEL programs in a school. The organizational and pedagogical conditions for the introduction of the SEEL program into school are understood as conditioned by the choice of the perspective from two possible ones: situational and activity; and the choice of an organizational approach from two possible ones: deficit and contextual; identification of the implementation model corresponding to a given educational organization from the list of possible versions, ranked by the completeness and intensity of implementation. The general algorithm of organizational and pedagogical actions for the introduction of a new program is described. Possible risks and problems of introducing a new program are identified, in terms of external and internal obstacles and general and individual difficulties.