KUMPULAN TEKS ARGUMENTASI : JEJAK MILENIAL DI ERA REVOLUSI 4.0

Book of Argumentative Texts; Millennials' Footprints in the Revolutionary Era 4.0 by Reza Aulia Rachman, et al. is the result of a masterpiece from one of the four competitions at the 2019 Scientific Event Of Gold Generation III organized by the Scientific and Reasoning Study Circle UKM (LSIP) IKIP Siliwangi, namely the National Argumentation Text Competition. Which aims to accommodate various kinds of arguments that are very creative, innovative, and imaginative for the millennial generation. To appreciate the competition and the role of the millennial generation, the author published this book. The event also received a very good appreciation from people throughout Indonesia, so with the support of all parties the author succeeded in publishing this book.

In the Eye of the Beholder: A Case for the Visual Hostile Media Phenomenon

The hostile media phenomenon (HMP) refers to a process in which supporters and opponents of an issue perceive the identical coverage to be biased against their own views. Despite the relevance of visual communication in our field, scholars have treated hostile media perceptions as a text-based phenomenon ignoring the unique role of visuals. This paper makes the case for a visual hostile media phenomenon (VHMP). The VHMP posits that completely balanced pictures are perceived as biased both by opponents and supporters of an issue. Two experimental studies on the Israel–Palestine conflict provide clear evidence for this reasoning. Study 1 shows that Palestine (Israel) supporters perceived a balanced photo series as biased toward Israel (Palestine) irrespective of the series’ reach. This effect was also visible for clearly slanted pro-Israel and pro-Palestine pictures (i.e., relative VHMP). Study 2 replicates these findings and sheds some first light on the underlying mechanism. Theoretical and methodological implications are discussed.

تفسیرِ قرآن میں لغتِ عرب سے استشہاد کی حیثیت اور غلام احمد پرویز کے استدلالات کا تحقیقی جائزہ

Principles of Quranic exegesis are illustration of Qur’an, gradually by Qur’an, Hadith, sayings of companions of holy prophet (SAW), Arabic literature, as well as rational reasoning. Study of Quranic commentaries reveals that, although, there is a consensus on these principles being used for Quranic exegeses but there are variations in understanding and application of these. In this context, the commentaries also differ from one scholar to other. One of these scholars is Ghulam Ahmad Pervaiz, author of Urdu exegesis of Qur’an, whose understanding and application of these principles completely differ from mainstream scholars. Pervaiz used the Arabic language and dictionary meanings as a basic source of Quranic exegeses, while other use it as secondary source. Similarly, Pervaiz rejected the principle of Quranic exegesis ‘illustration by Hadith’. This article discussed the validity and authenticity of Arabic language as a source of Quranic exegesis and Pervaiz’s application of it by disagreeing with mainstream scholars. Analysis made based on basic exegesis principles and historical traditional literature.

Human Dignity Concepts in Judicial Reasoning. Study of National and International Law

Many modern legal systems declare, that protection of human dignity plays an important role in its construction. Therefore, a question may be asked if the concept of dignity is similar in different legal systems. The following paper presents the results of the research on human dignity concepts in reasoning of national (Polish and German Supreme Courts) and international courts (ICC, ECHR). Both national systems provide a constitutional protection of human dignity, Rome Statute, which constitutes the ICC, prohibits behaviours infringing dignity (model of Geneva Conventions), whereas the European Convention of Human Rights does not include the term “human dignity”, only prohibition of torture or “inhuman or degrading treatment”, what is understood as protection of dignity. On the basis of the research there could be stated, that each legal system has developed its own concept of human dignity, although all concepts have a similar core, as nearly all ways of understanding “protection of human dignity” are combined with a commitment to respect each person. This kind of respect could be assumed as a basis of human dignity protection.

EXPLORING THE WAYS OF RAISING MATERIAL IN MATHNAVI MANAVI

To express the contents and purposes, it is not enough to have an idea, but in order to cultivate meanings and subjects; one should look for the way of expressing that opinion and idea. There are ways and means to nurture the contents and purposes that the author chooses one or more of these ways to foster the meanings in accordance with his own requirements. Rumi has used these ways in Mathnavi to nurture the meaning, design, explanation and persuasion of the audience. The present study has examined this issue in Mathnavi in a descriptive-analytical way and seeks to answer this question: What is Rumi's method in Mathnavi and how he uses it? The results of the research indicate that Rumi has used various methods in Masnavi to develop his ideas including: definition, description, reasoning, study of causes and results, affidavits, comparison, division, conversation, debates and storytelling

Interface between Theoretical Guidelines and Classroom Practices to Create Activities that Enhance the Development of Spatial Reasoning in Elementary School

The spatial reasoning has been identified by many researchers as being linked to positive mathematical performance and, therefore, is a determining factor in mathematics and scientific success at elementary, secondary and upper levels (Davis & The spatial reasoning study group, 2015). Also, spatial reasoning has been proven to be a type of reasoning that is malleable and can be develop, implying that teachers are empowered in this development (Moss, Bruce, Caswell, Flynn & Hawes, 2016; Wai, Lubinski & Benbow, 2009; Marchand, 2009a; Berthelot & Salin, 1992). The goal of this workshop is to expose theoretical guidelines to analyse and to create classroom activities focusing on developing spatial reasoning in elementary school. The interface between these theoretical guidelines and classrooms activities allows us to unfold new ideas to deal with spatial reasoning at the elementary level.

High school students interpretations and use of diagrams in geometry proofs

In high school geometry, proving theorems and applying them to geometry problems is an expectation from high school students (CCSSI, 2010). Diagrams are considered as an essential part of the geometry proofs because diagrams are included in a typical geometric statement such as a claim or problem (Manders, 2008; Shin et al., 2001). This interview-based study investigated how high school students interpret and use diagrams during the process of proving geometric claims. Particular attention is given to the semiotic resources such as symbols, visuals, and gestures that students draw from the diagrams to develop their proving activities. Hence, the goal of the current study is to contribute to the mathematics education field by providing insights into the details of semiotic aspects of diagrammatic reasoning. Study participants were grade 10-12 high school students and data was collected through one-on-one task- based clinical interviews. In general, students focused on the figural properties of the diagrams more frequently than the conceptual properties of the diagrams in their proofs even when they produced a new diagram or multiple diagrams. Regarding the semiotic structure of students' proving process, gesture resources were prominent in the semiotic structure of students' proving process in diagram-given tasks. The findings also suggested that, in general, some visual resources such as drawing a new figure or multiple figures occurred regularly in particular tasks such as diagram-free tasks with non- diagrammatic register or truth-unknown features. Overall, the frameworks used in this study showed how important it is to consider the mathematics as multi semiotic, understanding the role of gestures in students' geometrical reasoning.

Tradisi Sebagai Sumber Penalaran Hukum Islam (Studi Paradigma Ahli Sunnah Wal Jama’ah)

"Tradition ('urf) as a Source of Islamic Law Reasoning; Study Paradigm Sunnah wal Jama'ah Experts in Developing Local Culture "One tradition ( 'urf) can be used as a source of Islamic law if it does not conflict with Personality', and not all traditions can be used as a source of Islamic law. Tradition itself is an activity that is repetitive, but does not violate the order of Shariah, the tradition is not sharia, but branches (furu ') in order to address or even develop Islamic teachings amaliyah (amaliy) or often called (bid’ah hasanah) .The ahlu sunnah wal jama'ah develop local culture such as tahlilan, yasinan, istighasah, tawashul or the like in the implementation of the (practice) there is no standard rules, but it is the implementation of more emphasis on reading tahlil (la ilaha ilallah), or yasinan namely reading yasin as the heart of a Qur'an, namely istighasah appeal help in Allah and not in others, and that is ihtiram tawashul to teachers as washilah in a prayer, and of course this is bid’ah hasanah not teaching out of Personality ' ,Keywords: Tradition, 'urf, Ahl Sunnah Wa al-Jama'ah