Building Character Strengths through “new Islamic education” in Facing Era Society 5.0: Bibliometric reviews

Elihami, Elihami and Safrina, Kana and Mashar, Riana and Murcahyanto, Hary Building Character Strengths through “new Islamic education” in Facing Era Society 5.0: Bibliometric reviews. In: Embracing Society 5.0 with Humanity. Universitas Negeri Malang, 1 . Bildung Pustaka Utama, Yogyakarta, pp. 182-193. ISBN 978-623-6225-67-7

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Abstract

study of bibliometric networks, such as co-authorship, bibliographic coupling, and co-citation networks, has recently gotten much press. [14];[24];[44];[37];[13]. The core study on bibliometric networks, such as co-authorship, bibliographic coupling, and cocitation systems, has received much attention recently [25];[11]. The creation of these networks has received much less attention. We show out that a bibliometric network may be built using various methods [15]. The complete counting strategy is often utilized, but we offer a fractional counting approach. The fundamental premise behind the fractional counting technique is that each activity, such as coauthoring or referencing a publication, should be given equal weight, independent of a publication's number of authors, citations, or references [20]. We provide two actual studies where full and fractional counting methods produce substantially different outcomes. These studies focus on university co-authorship networks and journal bibliographic coupling networks. The fractional counting strategy is better than complete counting based on theoretical reasons and actual evaluations [10]. The creation of these networks has received much less attention. We show out that a bibliometric network may be built using various methods. The whole counting method is often utilized. However, we present an alternate fractional counting method. The fundamental premise behind the fractional counting technique is that each activity, such as co-authoring or referencing a publication, should be given equal weight, independent of a publication's number of authors, citations, or references. We provide two actual studies where full and fractional counting methods produce substantially different outcomes. These studies focus on university co-authorship networks and journal bibliographic coupling networks. We find that the fractional counting technique is better than complete counting for many applications based on theoretical reasons and empirical assessments.
Character (or social-emotional skills, or non-cognitive traits; the terminology is still in need of some standardization, but for the sake of this article, they may be used interchangeably) essential for long-term success, according to research [22]. We know that young people with more "grit" (passion for long-term goals) are more likely to graduate from under-resourced high schools, and we also know that preschoolers who can delay gratification have better economic and even health outcomes as adults than preschoolers who cannot delay gratification [23]. Recent research suggests that non-cognitive abilities, or what we would call "character," account for nearly half of what determines a young person's academic, post-secondary, job market, and life outcomes [33]. Simultaneously, we learn more about how these talents may be taught in school. According to long-term evaluations of the Perry Preschool program and other high-quality early childhood education programs, the cognitive (measured academic ability) benefits of attendance begin to fade in early primary school, according to long-term evaluations of the Perry Preschool program and other high-quality early childhood education programs [21]. Positive long-term life outcomes, including employment, wages, and reduced criminal justice participation, are greatly enhanced, probably due to a set of non-cognitive or character abilities or qualities cultivated and developed in high-quality preschool programs [2] . These talents and attributes, established in the initial years of life, pay off well into middle age.
'Islam and education' refers to the relationship between
Islamic teachings and other social, political, and intellectual principles [5]. In this sense, the argument is part of a more extensive campaign to Islamize all aspects of society, such as economics, knowledge and science, politics, etc. [19];[18];[38]. By researching the discourse on Islam and education, this study aims to analyze the assumptions that support the language associated with character education in the industrial era 4.0.
They understand the role of character education in Islamic education reforms aimed at society 5.0. The intervention's circumstances may help to build more successful interventions, but the intervention area itself has to be strong enough to accommodate a wider variety of activities and methods that can also be beneficial [5];[1] . Individual elements such as the use of force, psychological needs fulfillment, goal formulation, and goal accomplishment are investigated to give potential hints about how power interventions function [40]. However, the impact of relational or contextual elements, such as the intervention setting or the facilitator's attitude toward power on intervention effectiveness, has not been investigated [47]. The consequences of intervention in educational settings are discussed [48]. Can we learn more about Building Character Strengths via "new Islamic education" in the Facing Era Society"? Bibliometric reviews at 5.0?
Furthermore, if this is the case, can we learn more about what distinguishes them from their less powerful counterparts? These articles, in short, call for a new research agenda that focuses on developing testable interventions for classrooms, teachers, schools, and districts in order to accurately inform practice and ensure that more young people develop and leverage the skills that we now know are critical for long-term success [36]. We must commit to creating and replicating scalable techniques to create school and classroom cultures in which the virtues that this series of articles indicates are crucial to healthy development and academic accomplishment can lead and improve how schools run.

Item Type:	Book Section
Subjects:	L Education > L Education (General)
Divisi / Prodi:	Faculty of Teacher Training and Education (Fakultas Keguruan dan Ilmu Pendidikan) > S1-Pendidikan Guru PAUD
Depositing User:	riana mashar
Date Deposited:	23 Aug 2023 04:01
Last Modified:	23 Aug 2023 04:01
URI:	http://eprints.uad.ac.id/id/eprint/49078

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