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Adi Suryani
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COLLECTIVE LEARNING IN A LEARNING ORGANIZATION: GROWING TEAM LEARNING CULTURE TO SURVIVE AND DEVELOP Adi Suryani
JURNAL SOSIAL HUMANIORA (JSH) Vol 5, No 2 (2012)
Publisher : Institut Teknologi Sepuluh Nopember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (438.109 KB) | DOI: 10.12962/j24433527.v5i2.616

Abstract

A learning organization has a deep culture of learning. It is constantlyencourage its member to learn. This learning activity is not only for adapting tothe rapid changing of its internal and external environment, but also forgrowing. The effort of a learning organization to create a conducive learningclimate can be indicated by training its members. Working towards a learningorganization has both its strengths and drawbacks. The strengths are it canimprove the organization performance and organization survival. However,learning too rapid can lead to learning stress. Moreover it can lead to harshinternal competition.
HOME-SCHOOL INTERACTION: REMODELLING A FRAMEWORK OF PARENTS-TEACHERS RELATIONSHIP FOR SUPPORTING STUDENTS’ LEARNING Adi Suryani
JURNAL SOSIAL HUMANIORA (JSH) Vol 6, No 1 (2013)
Publisher : Institut Teknologi Sepuluh Nopember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (507.463 KB) | DOI: 10.12962/j24433527.v6i1.607

Abstract

Family and school are not separated social institution. Many parents view that it is schools and teachers which and who should be responsible for their children education. These views should be challenged by arising concern and awareness of parents and teachers of the importance of shared responsibility and cooperativeness. Parents are responsible for laying the basic/foundation of children’s learning, basic values, moral education, and basic social learning. Teachers and schools bear responsibility for developing those basic education. During their learning at school, students have a chance to develop their social competence. School also can be environment where children are gradually learning to be adult learners. They can be adult learners through engaging in collaborative learning activities. Through this social learning, children can learn develop social concern and sensitivity. Moreover, they can develop their learning through experience.
The Role of Teachers’ Experiential Learning and Reflection for Enhanching their Autonomous Personal and Professional Development Adi Suryani; Tri Widyastuti
JURNAL SOSIAL HUMANIORA (JSH) Vol 8, No 1 (2015)
Publisher : Institut Teknologi Sepuluh Nopember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (248.713 KB) | DOI: 10.12962/j24433527.v8i1.1239

Abstract

Today’s teachers are not only teaching, but they have to fulfill various educational roles. This situation demands teachers to learn continuously. They should develop themselves to improve students’ achievement. To grow continuously, teachers should not just wait for formal, instructed or top-down training or learning. They should be autonomous and self directed. They should be aware and analyze what they need and how they should obtain knowledge or skill that they need. Autonomous teachers learn by reflecting their daily teaching and learning experiences. They use their experience as opportunity to learn. There are three main sources of teachers’ learning: their teaching experiences, sharing ideas in professional communities, and by researching.     
A COMPARATIVE ANALYSIS ON: THE SIMILARITIES AND DIFFERENCES OF THE THE PHILOSOPHICAL PERSPECTIVE AND METHODOLOGY ADOPTED IN TWO DIFFERENT QUALITATIVE RESEARCHES Adi Suryani
JURNAL SOSIAL HUMANIORA (JSH) Vol 6, No 2 (2013)
Publisher : Institut Teknologi Sepuluh Nopember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (479.803 KB) | DOI: 10.12962/j24433527.v6i2.603

Abstract

Qualitative research has substantial philosophical dimension difference from quantitative research. Instead of adopting positivism, qualitative research focuses on more interpretivism and Relativism philosophical perspectives. From these two analyzed researches (Local responses to decentralization policy in Indonesia and Two sides of the same coin: Modernity and tradition in Islamic Education in Indonesia), we learn that both of them put their research stance on interpretivism and constructionism, eventhough they use different methodology. This different methodology emerges because of different focus, goals (objectives), and questions of the research. The Two sides of the same coin uses ethnographic method, while The Local responses adopts interview and official document analysis. Because The Two sides of the same coin adopts ethnographic methodology, it takes one Pesantren as its research site and research it as one whole system. Meanwhile, The Local responses takes six secondary school students to be interviewed. Thus, qualitative researches can be vary depending on research goals (objectives), focus, and problems (questions.       
REDEFINING THE POTENTIAL ROLE OF CHARISMATIC LANGUAGE TEACHERS IN CREATING SUPPORTIVE ACADEMIC ATMOSPHERE THROUGH STUDENTS’ MOTIVATIONAL AROUSAL Adi Suryani
JURNAL SOSIAL HUMANIORA (JSH) Vol 9, No 1 (2016)
Publisher : Institut Teknologi Sepuluh Nopember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (268.908 KB) | DOI: 10.12962/j24433527.v9i1.1279

Abstract

Charismatic language teachers have considerable potentials to nurture motivations in their students. They have personal magnetism which frequently they exhibit through their characters, communication, and how they develop relationship with their students. Charismatic teachers tend to be energetic, emphatic, warm, express confidence, love challenge, communicate vision, develop warm communication, put concern, trust, be inspiring and motivational. These characters allow them to be role model and inspire their motivation to their students. Their trusting behaviour also can lead to the creation of supportive classroom climate since supportive learning situation needs sense of autonomy. By having this sense of autonomy, students can voice their perspectives, beliefs and finally develop their autonomy self-regulation. By using their personal aura, charismatic language teachers can stimulate their students’ inner motivation.  
ICT IN EDUCATION: ITS BENEFITS, DIFFICULTIES, AND ORGANIZATIONAL DEVELOPMENT ISSUES Adi Suryani
JURNAL SOSIAL HUMANIORA (JSH) Vol 1, No 1 (2008)
Publisher : Institut Teknologi Sepuluh Nopember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (308.077 KB) | DOI: 10.12962/j24433527.v1i1.677

Abstract

This essay describes some benefits of implementing ICT in classroom, especially within the area of collaborative and self-managed learning. However, implementing ICT in classroom is not an easy and simple matter. There are many issues which should be addressed. Those issues range from the school culture, teachers barriers, finance, leadership, curriculum, and ethical issues. Those problems are experienced by both developed and developing countries. This also refutes a widespread assumption that developing countries experience more barriers for implementing ICT than developed countries.  
Co-Authors Tri Widyastuti