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PARİN, Mehmet, Tuğrul PEKER e Durali ALANAY. "REGARDING REWARDS AND PENALTY PRACTICES IN THE CLASS MANAGEMENT PROCESS TEACHER OPINIONS". SOCIAL SCIENCE DEVELOPMENT JOURNAL 8, n. 37 (15 maggio 2023): 90–105. http://dx.doi.org/10.31567/ssd.913.
Testo completoAbstract (sommario):
In this study, it was aimed to determine the situations of teachers applying reward and punishment in the classroom management process. The study group of this research, which is a qualitative study, consists of 23 teachers from different branches working in secondary education institutions within the body of Antalya Kepez District National Education Directorate. The participants of the research were formed by the maximum diversity method. The data of the research were collected through a semi-structured interview form, which is a qualitative data collection tool. In the semi-structured interview form, which was created by taking expert opinion, the teachers were asked "What are the main undisciplined behaviors of the students in classroom management?", "How and in what way do reward and punishment practices take place in the classroom management process?" have an effect on their behavior?'', ''Which rewards and punishments do you use most in order to regulate the behavior of students in the classroom?'' and ''What alternative practices can be used instead of rewards and punishments in classroom management?'' were asked. Interviews with the participants were recorded on a voice recorder. The data obtained from the interview were analyzed with qualitative data analysis methods and the interview data were defined and interpreted. In the findings obtained as a result of the research, the main undisciplined behaviors of the students are titled as the student's not knowing how to behave in the classroom, being indifferent to the school and lessons, and disrespectful towards his teachers and friends. In the second sub-problem, the most used reward application by the teachers is rewarding with a grade when the student shows positive behavior. Punishment was observed to be in the form of verbal warning when the student exhibits undesirable behavior. In the third sub-problem, the teachers stated that the reward had an effect on the behavior and the punishment had little or no effect on the behavior. In the fourth sub-problem, it was seen that teachers mostly used grades and psychological rewards as rewards, and psychological punishment the most as punishment. In the last sub-problem, it was observed that teachers did not have enough or no knowledge about alternative practices instead of rewards and punishments in classroom management. Teachers should be informed about the measured use of reward and punishment, which is a behavior control mechanism, in the classroom management process, and the possible negativities that may arise as a result of the use of reward and punishment. In classroom management, teachers should undergo in-service training on which alternative practices can be applied instead of rewards and punishments. Finally, for an effective classroom management, it is necessary to enrich the classrooms with materials and improve their physical conditions in order to teach the lesson with student-centered, activity-based methods and techniques.
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Waqiah, Waqiah, e Muhammad Zuhri Dj. "PENERAPAN REWARD DAN PUNISHMENT DALAM MENINGKATKAN MOTIVASI DAN PRESTASI BELAJAR PENDIDIKAN AGAMA ISLAM SISWA DI SMKN 4 BONE". AL-QAYYIMAH: Jurnal Pendidikan Islam 4, n. 1 (13 giugno 2021): 71–84. http://dx.doi.org/10.30863/aqym.v4i1.1571.
Testo completoAbstract (sommario):
Abstract This thesis discusses how the application of reward and punishment in increasing motivation and learning achievement of Islamic religious education of students at SMK 4 Bone. This research is a qualitative research using three approaches namely the pedagogical approach, psychological approach and theological-normative approach. The data in this study were obtained through primary and secondary data namely observation and interviews directly to Islamic religious education teachers in the study site and also interviews directly to students in SMK 4 Bone by using research instruments in the form of observation guidelines, interview guidelines, documentation and analyzed with data reduction steps, data presentation and conclusion drawer. This study aims to determine the application of reward and punishment in SMK 4 Bone, To find out the forms of the application of reward and punishment in SMK 4 Bone, and to find out the implications of the application of reward and punishment in increasing student motivation and achievement at SMK 4 Bone Results of the research The process of applying rewards and punishments to improve student motivation and learning achievement at SMK 4 Bone, namely teachers and students make a deal that if students do their assignments well and excel will be rewarded. While students who do not do the work, disrupt the teaching and learning process, and do not obey the school rules, get punishment. As for the forms of rewards given to students such as gift giving, praise, body movements such as applause, thumbs up, etc. Whereas the Punishment given can be in the form of reprimands, additional tasks and body language / expressions (such as silence, looking away etc.).
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Safitri, Mazda Leva Okta, e Rudi Hermawan. "Reward or Punishment, Which is Better to Use in Elementary Schools?" Bulletin of Science Education 3, n. 1 (31 gennaio 2023): 9. http://dx.doi.org/10.51278/bse.v3i1.539.
Testo completoAbstract (sommario):
The application of punishment and the giving of reward are important parts of education. However, sometimes the implementation of punishment and the giving of reward is still not appropriate. This research is a literacy study. This study aims to provide a reference on various forms of reward and punishment used in elementary schools. The method used is collecting several references and drawing the best conclusions from the source. The stages used in this research are collecting sources, describing the content, and drawing conclusions. Various forms of punishment and rewards are used according to the level of moral development of the child. Although it is said that rewards are more effective than punishment, the use of punishment still needs to be done because rewards cannot replace the role of punishment as a means of controlling behavior. The combination of reward and punishment is the best educational tool.
Keywords: Reward in Learning, Punishment in Learning, Elementary Schools Learning
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(雨婷 张) e (小颖 许). "The punishment is the reward – why elite Chinese students take supplementary Chinese literacy tutoring despite viewing it as ineffective". Global Chinese 9, n. 1 (1 aprile 2023): 1–25. http://dx.doi.org/10.1515/glochi-2023-0012.
Testo completoAbstract (sommario):
Abstract Reward and punishment are basic concepts in psychology. To survive better, humans and animals often need to maximize rewards and minimize punishments and threats. The human brain makes judgments about rewards and punishments based on distinguishing among complex environmental factors and makes decisions about future actions accordingly. Chinese students have spent more than a decade of primary and secondary school education with purposeful, fine-grained time management learning with the goal of success on the college entrance exam (Gaokao). The relationship between rewards and punishments for literacy tutoring at the primary and secondary school levels and the decision-making behavior of students and parents is therefore a question worth exploring. The purpose of this paper is to explore the decision-making mechanisms of elite Chinese students’ participation in or withdrawal from literacy tutoring in Chinese and the factors behind the reward and punishment mechanisms through grounded method analysis. The results show that most elite students and their parents do not believe that language literacy tutoring will significantly improve their chances for better college entrance exam scores, but there is a complex relationship between their decision-making behavior in tutoring and the reward and punishment mechanisms. Literacy improvement, emotional values, parent-child support obligations and even face-saving culture all contribute to students’ and parents’ decision-making behaviors. Choosing tutoring that is not seen as likely to improve test scores is a common phenomenon, which suggests that the punishment itself provides the reward that drives decisions to pursue literacy tutoring.
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Zaini, Bahruddin. "Reward dan Punishment dalam Perspektif Pendidikan Islam". CENDEKIA: Jurnal Studi Keislaman 8, n. 2 (2 febbraio 2023): 245–58. http://dx.doi.org/10.37348/cendekia.v8i2.182.
Testo completoAbstract (sommario):
Reward and punishment both are known as educational reaction through an action that have been done by students. rewards used tobe given for commendable act and punishments for the opposite one. Both are included in the educational media and arises as a form of effort to improve the behavior and character building of the students. The award is given as a form of expression of happiness and pride (appreciation) for the good deeds and achievements, while the punishment is given to evaluate and improve, not to judge, rebuke or revenge. These reward and punishment are necessary tobe implemented in the world of education.
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Soleyadi, Muhammad Rois. "Concept Of Reward And Punishment And Its Implementation In Education In The Modern Era: Perspectives From The Quran And Hadith". AL-WIJDÃN Journal of Islamic Education Studies 9, n. 2 (22 aprile 2024): 251–65. http://dx.doi.org/10.58788/alwijdn.v9i2.3783.
Testo completoAbstract (sommario):
Reward, as a positive stimulus, aims to strengthen desired behavior, while punishment, as a negative response, is directed at reducing undesirable behavior. These concepts reflect the ideas of reward and sin in Islam, with the Quran and Hadith providing guidance. The Quran employs terms such as tsawab and ‘iqaab to depict reward and sin. For example, in Surah Ali Imran verse 148, Allah emphasizes the provision of recompense in the world and good rewards in the Hereafter. In the educational context, rewards are not only material but also non-material, such as praise and recognition. Hadith also offers guidance on the concept of punishment in education. For instance, it indicates that educating a child involves specific stages, with physical punishment as an option when a child reaches the age of ten. Despite the allowance for punishment, affection, and gradual learning remain prioritized. In the context of implementing the concepts of reward and punishment in the modern era, the article notes new challenges in education and changes in perspectives on physical punishment. The article also discusses forms of rewards, such as verbal and non-verbal praise, symbols, enjoyable activities, and respect. Punishment is categorized into three types: associative, logical, and normative, with considerations for balance, context, consistency, psychological awareness, and alternative learning. By referencing Islamic teachings and modern psychological concepts, this article illustrates the importance of implementing reward and punishment wisely in the educational context to achieve character formation goals without compromising the psychological well-being of individuals. Keywords: Education, Punishment, Reward, Modern Era
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Sikorska, Daria. "Rewards and Punishments Applied in the Family Environment of Early Education Students". Pedagogika Rodziny 5, n. 1 (1 marzo 2015): 121–36. http://dx.doi.org/10.1515/fampe-2015-0010.
Testo completoAbstract (sommario):
Abstract It may be presumed that in the upbringing process the most compromising attitude is that supported by the use of both positive and negative reinforcements. In the pedagogical aspect, rewards and punishments are measures consciously applied in educational work, their aim being to trigger change in the behaviour of a young person. Rewards and penalties applied in the upbringing process allow human behaviours to be enhanced positively or negatively. A reward informs about success: the person then does not have a reason for changing their behaviour. A punishment informs about failure, makes one revise one’s actions and change one’s behaviours, although it may also decrease the power to aim for achievement. The aim of this article is to present parents’ opinions on the application of rewards and punishments in the family environment of early education students.
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Sapri, Sapri. "Alat Pendidikan: Reward and Punishment dalam Perspektif Falsafah Pendidikan Istam". INSANIA : Jurnal Pemikiran Alternatif Kependidikan 15, n. 1 (23 maggio 2018): 18–30. http://dx.doi.org/10.24090/insania.v15i1.1513.
Testo completoAbstract (sommario):
Abstract: The success ofthe educational process is influenced by educational tool, in the form of rewards and punishment. Both have been implemented by teachers in the learning process from early days until now. Educators or teachers should give their best to motivate each of their students by selecting the best educational toot. Therefore, we needs a proper understanding of this concept of reward and punishment. In addition, educators may only use reward and punishment as motivation. Reward and punishment must be carried out in accordance with the principtes contained in the teachings of Islam. The use of rewards is more effective than punishment, therefore, punishment may be used when other atternatives are not able to solve problems facing children.
Keywords: Reward, punishment, motivation, philosophy of Islamic Education.
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Winter, Sam, Leung Yuk-Wah e Ma Kwai-Heung. "Perceptions of Effectiveness of Rewards and Punishments: A Comparison of High- and Low-Achievers in Secondary School". Australasian Journal of Special Education 15, n. 1-2 (1992): 56–70. http://dx.doi.org/10.1017/s1030011200022557.
Testo completoAbstract (sommario):
Two Hong Kong studies are described which investigate the perceptions of junior secondary school pupils (high- and low-achieving) concerning the effectiveness of rewards and punishments. Both studies employ versions of Caffyn’s questionnaire. Initial analysis reveals that (a) there is a relationship between disaffection and achievement, and (b) pupils of both achievement levels have more favourable perceptions regarding the effectiveness of rewards than they do of punishments. A focus on the relationships between achievement and perceptions reveals that (c) high-achievers perceive a large number of rewards as more effective than do low-achievers, (d) low-achievers perceive very few other rewards as being more effective than do high-achievers, and (e) the situation is a little more balanced for punishments. The paper includes a discussion regarding particular reward and punishment items perceptions about which differentiate low-and high-achievers. Finally, it is noted that there is a high level of consistency between findings in the two studies reported in this paper. Where it is possible to make comparisons with other research findings from Hong Kong and elsewhere, a high degree of agreement between such findings is found.
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Padang, Didenickri, Masytoh Rangkuti, Reni Afriani Samosir, Yemima Xaveria Maran Siregar e Laurensia M. Perangin Angin. "The Effect of Giving Rewards and Punishment on the Learning Motivation of Class V Students at SDN 101769 Tembung". Journal of Educational Analytics 2, n. 2 (5 giugno 2023): 307–18. http://dx.doi.org/10.55927/jeda.v2i2.4423.
Testo completoAbstract (sommario):
Motivation has an important role so that the learning process in education can run well. This study aims to determine the effect of reward and punishment on the learning motivation of fifth grade students at SDN 101769 Tembung. This type of research used is quantitative research. The form of research used is descriptive survey research. The results showed that there was a positive and significant influence between giving rewards and punishments on the learning motivation of Class V students at SDN 101769 Tembung. The effect of reward and punishment on student learning motivation has an r coefficient of 0.633. Then, the magnitude of the influence of reward and punishment on student motivation is 40% which is obtained through the analysis of the coefficient of determination. Meanwhile, 60% which influences student learning motivation comes from other factors that are not included in this study.
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Fadilah, Siti Nur, e Nasirudin F. "Implementasi Reward dan Punishment Dalam Membentuk Karakter Disiplin Peserta Didik Di Madrasah Ibtidaiyah Al-Hidayah Jember". EDUCARE: Journal of Primary Education 2, n. 1 (23 giugno 2021): 87–100. http://dx.doi.org/10.35719/educare.v2i1.51.
Testo completoAbstract (sommario):
Giving stimulus from educators in the form of giving appreciation and punishment will greatly affect the way of thinking and behavior of students in achieving the goals of character education that have been set. This study aims to describe the implementation of reward and punishment in shaping the character of students' discipline. This research uses a qualitative approach with the type of case study. Methods of data collection using interviews, observation and documentation. The validity of the data used source triangulation and technical triangulation. The results of this study indicate: (1) The implementation of rewards in shaping the discipline character of students is done by giving rewards in the form of praise and giving appreciation in the form of gifts. (2) The implementation of punishment in shaping the disciplinary character of students is carried out by giving gradual warnings, giving spontaneous warnings and written warning letters. (3) Evaluation of the implementation of rewards and punishments in shaping the character of students' discipline is using process evaluation, which is an assessment carried out during the learning process by observing the attitudes of students everyday when they are in the madrasa environment.. Keywords: Reward; Punishment; Discipline; Learners Pemberian stimulus dari pendidik berupa pemberian apresiasi dan hukuman akan sangat mempengaruhi cara berpikir dan tingkah laku peserta didik dalam mencapai tujuan pendidikan karakter yang sudah ditetapkan. Penelitian ini bertujuan untuk mendeskripsikan implementasi reward dan punishment dalam membentuk karakter disiplin peserta didik. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Metode pengumpulan data menggunakan wawancara, observasi dan dokumentasi. Keabsahan data menggunakan triangulasi sumber dan triangulasi tehnik. Hasil penelitian ini menunjukkan: (1) Implementasi reward dalam membentuk karakter kedisiplinan peserta didik dilakukan dengan memberikan reward dalam bentuk pujian serta memberikan apresiasi dalam bentuk hadiah. (2) Implementasi punishment dalam membentuk karakter kedisiplinan peserta didik dilakukan dengan cara memberi peringatan secara bertahap, memberi teguran spontan dan surat peringatan tertulis. (3) Evaluasi implementasi reward dan punishment dalam membentuk karakter kedisiplinan peserta didik adalah menggunakan evaluasi proses, yaitu penilaian yang dilakukan di saat proses pembelajaran berlangsung dengan mengamati dari sikap peserta didik sehari-hari ketika berada di lingkungan madrasah. Kata Kunci: Reward; Punishment; Disiplin; Peserta Didik
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R, Rusdianto, Sattu Alang e Ulfiani Rahman. "PELAKSANAAN PEMBERIAN REWARD DAN PUNISHMENT DALAM PEMBELAJARAN PAI DI SMA NEGERI 13 MAKASSAR". Inspiratif Pendidikan 10, n. 2 (19 dicembre 2021): 104. http://dx.doi.org/10.24252/ip.v10i2.26464.
Testo completoAbstract (sommario):
This study aims to understand the process of giving rewards and punishments in Islamic education learning at SMA Negeri 13 Makassar. This type of research is a qualitative research with a phenomenological approach. Sources of research data are the vice principal, teachers and students. The data methods used were interviews, observation and documentation. The technique of processing and analyzing data is carried out in three stages, namely: data reduction, data presentation, and drawing conclusions. These results indicate that the awarding at SMA Negeri 13 Makassar is mostly in the form of praise and added grades, while for the punishment varies in form, some punishments are given in the form of adding assignments, offering warnings, to involving parents. However, most forms of punishment involve additional duties. Supporting factors that provide rewards at SMA Negeri 13 Makassar are the authority of teachers in organizing the reward, the support of the school and parents and the motivation of students. Supporting factors are namely the support of the school and parents and the awareness of students. Inhibiting factors for rewards are namely costs, environment and different levels of students. Penalty inhibiting factors are based on the attention of parents, the existence of human rights and the diverse character of students. The results of the researcher's analysis are offering rewards and punishments that can increase students' learning motivation, student learning achievement and can improve student behavior.
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Du, Yuanyue. "Parental Punishment in Home Education". Lecture Notes in Education Psychology and Public Media 7, n. 1 (17 maggio 2023): 393–98. http://dx.doi.org/10.54254/2753-7048/7/20221004.
Testo completoAbstract (sommario):
Parental Punishment (PP) is a form of family education that has been misinterpreted from the traditional Chinese culture of filial piety. It relies heavily on the behaviorist mechanism of reward and punishment. But punishment not only makes children feel anxious and unsure of themselves but in the worst cases it can worsen the parent-child relationship. It is also clear from a cognitivist perspective that such an approach to education does not help children to understand the problem itself and its rationale. That it is difficult for children to discover the reasons for their mistakes on their own. Therefore, I question this approach and propose three alternatives that can achieve the same or even better results: utilize positive rewards, teach metacognitive strategies, and change childrens social sphere. Based on these alternatives, I conclude that we should do more to educate and raise the awareness of parents in the face of family education problems. This will improve the situation to a greater extent.
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Aidah, Aidah, Mustafiyanti Mustafiyanti e Naswa Nadia. "PENERAPAN METODE REWARD AND PUNISMENT DALAM MENINGKATKAN PRESTASI PESERTA DIDIK PADA MATA PELAJARAN AL QURAN HADITS". Journal of Innovation Research and Knowledge 3, n. 3 (18 settembre 2023): 807–12. http://dx.doi.org/10.53625/jirk.v3i3.6494.
Testo completoAbstract (sommario):
Application of Reward and Punishment in Increasing Student Learning Achievement in Al-Quran Hadith Subjects at Madrasah Aliyah Negri 01 Ogan Ilir, Thesis, Department of Islamic Religious Education, Faculty of Tarbiyah Sciences, Al-Quran Islamic Institute, Al-Ittifaqiah Indralaya.
The aim of this research is to find out and reveal how reward and punishment are applied in improving student learning achievement in the Al-Quran Hadith subject at Madrasah Aliyah Negeri 01 Ogan Ilir. In this research the author used qualitative research, qualitative descriptive methods. The results of this research show that the application of rewards and punishments in improving students' learning achievement in the Al Quran Hadith subject at Madrasah Aliyah Negri 01 Ogan Ilir was carried out to motivate students in ongoing learning, teach a sense of responsibility for what has been done, and get used to discipline. There are two forms of reward, namely non-material such as smiles, thumbs up and applause. Material rewards include giving candy, pencils, drawing paper and stars. Meanwhile, the form of punishment is preventive punishment, namely by implementing rules and regulations and repressive punishment, namely giving punishment to students. For example, if a student says something impolite, he or she is given a sanction of saying istighfar 10 to 100 times and his/her goodness star/achievement star is taken away. Another violation is that if you do not want to follow the teacher's directions, you will be given a sanction from standing in front of the class while studying or even being expelled from the class. If you are late, you will be punished by praying alone while standing in front of the class.
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Raihan, Raihan. "Penerapan Reward dan Punishment dalam Peningkatan Prestasi Belajar Pendidikan Agama Islam Terhadap Siswa SMA di Kabupaten Pidie". DAYAH: Journal of Islamic Education 2, n. 1 (24 gennaio 2019): 115. http://dx.doi.org/10.22373/jie.v2i1.4180.
Testo completoAbstract (sommario):
The implementation of rewards and punishments within the Islamic religious education learning in SMA (public senior high school) in Pidie District has not been well conducted, leading to the learning achievement of the Islamic religious education has not yet shown optimum results. Therefore, this study examined the implementation of the reward and punishment system as an effort to improve the students’ achievement in SMA in Pidie District. The study focused on the forms of rewards and punishments, and their application and relation with the improvement of the students’ learning achievement in Islamic religious education. This study used a descriptive qualitative approach, taking place in SMA Negeri 2 Sigli, SMA Negeri 1 Keumala, and SMA Negeri 1 Kembang Tanjong. Data collection techniques included observation, interview, and documentation. Data analysis techniques were data reduction, data display, and data verification. The results of the study showed that the forms of rewards provided included giving awards to the students who excelled in both academic and nonacademic domains. The rewards were also given in the forms of praises, gifts, body movements (giving thumbs up), applause, daily scores, smiles, writing names on the blackboard, and mentioning names. On the other hand, the punishments included giving advice and guidance, showing sour faces, giving loud reprimands, cleaning the schoolrooms and classrooms, providing additional duties, and memorizing surah or short verses of the Quran or hadiths. The application of rewards and punishments has become the guideline for the teachers to monitor and control the students, to create an orderly school life so that the atmosphere is conducive to teaching and learning activities, to appreciate the students who are active or successful academically and non-academically, to foster the student awareness on how to be good and quality students, and to encourage the students to gain more achievements. The rewards and punishments have been carried out regularly and programmed in teaching and learning activities as well as in extracurricular activities. The rewards and punishments were applied by involving all parties such as the teachers, the students affairs/guidance and counseling department, and the homeroom teachers. The provision of rewards and punishments have made the students more motivated in following the learning process. Furthermore, the students’ learning achievement on Islamic religious education indicated that the students have paid more attention to the lesson, believed in the ability in doing the laerning tasks, become more satisfied in the learning process, and been able to determine what actions that should be done.
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Sitorus, Azi Shohi, e Nabilla Rahmadani. "Memahami Hakikat Hukuman Dalam Pendidikan Islam". Al-Wasathiyah: Journal of Islamic Studies 2, n. 1 (20 novembre 2022): 44–55. http://dx.doi.org/10.56672/alwasathiyah.v2i1.54.
Testo completoAbstract (sommario):
In learning and teaching activities there is a punishment given to students who do not have the attitude of discipline, responsibility and courtesy to their teachers. then such students need to be punished. But giving punishment to students has rules and stages, so before giving punishment an educator must be able to prepare students in accordance with Law Number 2 of 1989. The method used in this study is a qualitative descriptive research method. This analysis is a literature interview which gets data from written materials such as books, magazines, etc. In collecting the data, we used the data which was accepted by using books on Islamic educational philosophy as well as books as well as other related magazines. Punishment cannot be separated from the essence of education, because punishment is always accompanied by a reward. Rewards are designed to increase student interest in learning, while punishment is a preventive measure for students who are not interested in learning.
Keywords: Islamic education, punishment and reward
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Fauzi, Achmad Rifki. "Character Development of Santri by Application of Reward and Punishmant at Daar El-Huda Islamic Boarding School." Scientia 2, n. 1 (25 gennaio 2023): 279–82. http://dx.doi.org/10.51773/sssh.v2i1.162.
Testo completoAbstract (sommario):
Since the times are developing rapidly, qualified workers are needed. One way to improve this situation is education. Education is a tool for developing highly individual human resources. Character is the key to shaping quality talent. Daar El-Huda Islamic Boarding School is one of the Islamic educational institutions with various methods to improve the noble character of the students and the use of reward and punishment methods to develop the character of the students. Discovered in this study, the use of rewards and punishments is one learning method that can improve student performance. Rewards and punishments are important because they are one of the factors that support student learning. One of our efforts to improve the quality of education at Daar El-Huda Islamic boarding schools is to identify ways to meet the needs of our students. The research uses a qualitative approach that takes into account the nature of the case studies. Methods of data collection through interviews, observations and documentation. Data validity uses source triangulation and technical triangulation. This study reveals several things. First, the use of rewards and punishments is supported by Islamic boarding school regulations. The rules are not written rules. Its application must be able to improve the character of the student. Second, while rewards and punishments can be applied to students personality, the changes are not yet stable and only last for a certain period of time. Third, the offerings must be balanced, spontaneous, and repeated as necessary so that students character grows.
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Jailani, Kurnia, Joko e Agus. "Pengaruh Reward dan Punishment Terhadap Minat Belajar Siswa Pada Mata Pelajaran Al-Qur’an Hadits di Mts N 2 Surakarta Tahun Pelajaran 2023/2024". Rayah Al-Islam 7, n. 3 (28 dicembre 2023): 1004–11. http://dx.doi.org/10.37274/rais.v7i3.793.
Testo completoAbstract (sommario):
Skripsi, Pengaruh Reward dan Punishment Terhadap Minat Belajar Siswa Pada Mata Pelajaran Al-Qur’an Hadits di Mts N 2 Surakarta Tahun Pelajaran 2023/2024. Pendidikan Agama Islam, Institut Islam Mamba’ul ‘Ulum Surakarta, 2023. Penelitian ini bertujuan untuk mengetahui : (1) Pengaruh reward terhadap minat belajar siswa pada mata pelajaran Al-Qur’an Hadits. (2) Pengaruh punishment terhadap minat belajar siswa pada mata pelajaran Al-Qur’an Hadits. (3) Pengaruh reward dan punishment secara bersamaan terhadap minat belajar siswa pada mata pelajaran Al-Qur’an Hadits. Pada penelitian ini, peneliti menggunakan pendekatan kuantitatif, sampel yang diambil pada penelitian ini sebanyak 279 siswa dari jumlah populasi 994 siswa. Teknik pengambilan sampel pada penelitian ini menggunakan tabel nomogram krejcie. Adapun teknik pengumpulan data penelitian ini menggunakan kusioner (angket). Teknis analisis datanya menggunakan uji normalitas, uji regresi, dan uji multikolonieritas. Hasil dari penelitian ini menunjukan bahwa, (1) Reward berpengaruh secara signifikan terhadap minat hal ini ditunjukkan oleh nilai sign 0,000<0,05 dan koefisien regresi sebesar 0,370. (2) Punishment berpengaruh secara signifikan terhadap minat hal ini dilanjutkan oleh nilai sign 0,000<0,05 dan koefisien regresi sebesar 0,280. (3) Reward dan punishment secara bersama-sama berpengaruh signifikan terhadap minat hal ini ditunjukan nilai signifikansi 0,000<0,05.
Thesis, The Effect of Reward and Punishment on Student Learning Interest in Al-Qur'an Hadits Subjects at Mts N 2 Surakarta in the 2023/2024 Academic Year. Islamic Religious Education, Mamba'ul 'Ulum Islamic Institute Surakarta, 2023. This study aims to determine: (1) The effect of rewards on student interest in learning Al-Qur’an Hadits subjects. (2) The effect of punishment on student interest in learning Al-Qur’an Hadits subjects. (3) The effect of rewards and punishments simultaneously on student interest in learning the subject of Al-Qur'an Hadits. In this study, researchers used a quantitative approach, the sample taken in this study was 279 students from a population of 994 students. The sampling technique in this study used the Krejcie nomogram table. The data collection technique for this research uses a questionnaire. Technical data analysis uses normality test, regression test, and multicolonierity test. The results of this study indicate that, (1) Reward has a significant effect on interest, this is indicated by a sign value of 0.000 <0.05 and a regression coefficient of 0.370. (2) Punishment has a significant effect on interest, this is continued by the sign value of 0.000 <0.05 and the regression coefficient of 0.280. (3) Reward and punishment together have a significant effect on interest, this is indicated by a significance value of 0.000 <0.05.
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Amalia, Dina, Anita Afrianingsih e Sehla Safira Damayanti. "The Effectiveness of Providing Rewards and Punishment for Moral Development of Early Childhood". Child Education Journal 5, n. 2 (10 ottobre 2023): 73–84. http://dx.doi.org/10.33086/cej.v5i2.4223.
Testo completoAbstract (sommario):
The events that are currently occurring are indeed a lot of problems related to the provision of rewardsand punishment, especially in the parenting patterns given by parents to their children. So it can increaseor even reduce children’s moral development. Therefore, there are many cases of beatings and variouspunishments received by children, such as locking children in their rooms, hitting their body parts, andusing harsh words. This research is a form of social research which aims to analyze and summarizevarious conditions, as a social reality phenomenon in the form of rewards and punishments in the moraldevelopment of early childhood. It involved 39 children from KB Permata Kita Hadiwarno MejoboKudus. Data collection takes the form of observation, interviews, and documentation. The results ofthis research are that through rewards children are more confident and brave in making decisions, whilepunishment can be done through behavioral actions, education and strengthening motivation to avoidunwanted behavior. The conclusion of this research is that through reward and punishment, childrenknow what behavior is right and wrong, so that it has an impact on the child’s character effectively andefficiently to be applied in everyday life.
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Buto, Zulfikar Ali, Taufiq Taufiq e Safruddin Safruddin. "Provision of Rewards and Punishments in Improving PAI Learning Outcomes at SMPN 2 Syamtalira Aron, Aceh". ITQAN: Jurnal Ilmu-ilmu Kependidikan 13, n. 2 (16 novembre 2022): 149–68. http://dx.doi.org/10.47766/itqan.v13i2.595.
Testo completoAbstract (sommario):
The learning delivered by Islamic Religious Education (PAI) Teachers often does not touch the motivation of students' learning, so that the learning process has not been able to improve learning outcomes as expected. This incident is not much different from that experienced by PAI teachers at Public Junior High School (SMPN) 2 Syamtalira Arun, which has an impact on poor learning outcomes due to the ability of PAI Teachers to encourage students to use punishment and reward methods that are in accordance with the conditions of their students. The research questions in this study are: 1) How is the implementation of the reward and punishment method to improve PAI learning outcomes? 2) What are the obstacles faced by PAI teachers? 3) How are the teachers' efforts in overcoming the existing obstacles? This type of research uses qualitative research with a phenomenological approach to the actual conditions of the research subject at the research location. Data collection techniques are carried out through observation, interviews, and documentation. Meanwhile, the data analysis techniques are data reduction, data presentation, and drawing conclusions. The provision of rewards and punishments in improving PAI learning outcomes at SMPN 2 Syamtalira Aron is carried out in various forms, for example, giving prizes and appreciation for those who excel and praise. Meanwhile, those who break the rules are given punishments that are educational both in groups and individually. The obstacles faced by PAI teachers in implementing rewards and punishments to improve PAI learning outcomes at SMPN 2 Syamtalira Aron are complex obstacles: 1) the students are mostly villagers, and most students are busy with activities to help their parents, 2) apathetic parents who do not want to know about their children's learning outcomes, 3) the obstacle is inadequate school facilities. The efforts made by PAI teachers in overcoming obstacles in implementing rewards and punishments to improve PAI learning outcomes at SMPN 2 Syamtalira Aron: 1) completing teaching administration, such as lesson plans, syllabus, media, and preparing learning materials; 2) activates the school MGMP (Subject Teachers Discussion).
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Jepri Husin. "The Strategy of School Heads in Improving the Discipline of Education Manpower in Madrasah". Britain International of Humanities and Social Sciences (BIoHS) Journal 2, n. 3 (16 ottobre 2020): 643–48. http://dx.doi.org/10.33258/biohs.v2i3.314.
Testo completoAbstract (sommario):
The purpose of this study was to determine the strategies of principals in Madrasahs, to determine the level of work discipline of teaching personnel in Madrasahs, to determine the strategies of principals in increasing the discipline of teaching personnel in Madrasahs, to describe improvement steps in improving the discipline of teaching personnel in Madrasahs. The literature review used to analyze the results of this study, namely the strategy and principal and discipline of the workforce of education and the strategy of the Principal in improving the discipline of teaching workforce. The method used in this research is descriptive-analysis using a qualitative approach, data collection techniques with the stages of observation, interviews and documentation. Data analysis procedures, namely data reduction, data presentation, drawing conclusions. The results of the study, the principal's strategy in improving the work discipline of education personnel in Madrasahs by giving examples of good character traits, providing motivation, giving reward and punishment, making rules of order, developing performance. Steps to improve the principal in improving discipline in the workforce of education in Madrasahs by means of motivating members, members of study permits, providing basic disciplinary training, member reward and punishment, the use of information technology. In conclusion, the strategy to improve the work discipline of education personnel at MTs Negeri 2 Medan is by giving examples of good character traits, providing motivation, giving rewards and punishments, making rules of order, developing performance.
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Roache, Joel, e Ramon (Rom) Lewis. "Teachers' Views on the Impact of Classroom Management on Student Responsibility". Australian Journal of Education 55, n. 2 (novembre 2011): 132–46. http://dx.doi.org/10.1177/000494411105500204.
Testo completoAbstract (sommario):
This article examines teachers' views of their management styles, classified as either ‘coercive’ or ‘relationship’ -based, for 145 primary and 363 secondary school teachers in Victoria, Australia. It finds that management that combines punishment with aggressive and hostile behaviour can exacerbate misbehaviour and increase student distraction. In contrast a combination of rewards and punishments, set in a context of discussion, validation of appropriate behaviour, involvement and trust, will encourage student responsibility and reduce misbehaviour. This study seeks to extend upon a 2001 study that reported generally similar findings from the reports of 3500 students attending the same schools as the teachers whose views are reported in this article. The discussion considers the most effective management strategies for reducing student misbehaviour and distraction, comparing both students' and teachers' views, as well as techniques that increase student responsibility and protection of rights, emphasising techniques and strategies that involve the use of recognition and rewards.
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Risasongko, Anjar Anggita, Much Arsyad Fardani e Lovika Ardana Riswari. "Teknik Reward and Punishment dalam Pembelajaran PKn di Sekolah Dasar". WASIS : Jurnal Ilmiah Pendidikan 4, n. 2 (23 dicembre 2023): 125–32. http://dx.doi.org/10.24176/wasis.v4i2.10828.
Testo completoAbstract (sommario):
The aim of this research is to determine the form of application of reward and punishment techniques in PKN learning in elementary schools.The research method used is qualitative with a case study approach. Data collection techniques are observation, interviews and documentation. Data analysis by matching patterns and making explanations. To check the validity of the data in this research, the author used source collation.The results of this research show that applying reward and punishment techniques is able to shape the character education of students so that they can be more active, educative, responsible, disciplined, obedient, orderly, focused, conducive and enthusiastic in the PKN learning process on Pancasila material. The unique form that is applied is by giving rewards in the form of school stationery, symbolic forms such as pictures of stars, words, reinforcements, candy, snacks, two thousand rupiah, shouting during learning, giving thumbs up and warm touches by teachers such as rubbed his head. Meanwhile, forms of punishment include providing reinforcement, singing national and regional songs, educational punishment, cleaning the room, standing in front of the class, additional assignments, and in verbal and written form. The conclusion in this research is that the existence of reward and punishment techniques in verbal, written and symbolic form can foster learning motivation in students.
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Jiang, Chuan, Miaohua Shi e Hanxi Zhang. "Study of Education and Punishment Based on Game Theory". Lecture Notes in Education Psychology and Public Media 11, n. 1 (26 ottobre 2023): 77–83. http://dx.doi.org/10.54254/2753-7048/11/20230716.
Testo completoAbstract (sommario):
Punishment as a means to regulate students behavior has reached a consensus in Chinese education for thousands of years, but it does not play a sufficient role in guiding the specif-ic problems in todays social practice. Based on the idea of game theory, this paper con-structs a mixed strategy game model in which schools, teachers and students participate at the same time, and through the analysis of the mixed strategy Nash equilibrium of the game model, puts forward methods to reduce students mistakes and improve students moral level. The results show that the probability of teachers implementation of educa-tional discipline is mainly related to the degree of punishment for teachers failure to im-plement educational discipline, the income and cost of paying attention to students moral cultivation; Students wrong behaviors are influenced by the spiritual benefits, costs, pun-ishments, rewards and costs obtained by teachers implementation of educational punish-ments, punishments obtained by teachers non implementation of educational punish-ments, and the benefits and costs of schools emphasis on students moral cultivation; It will be more helpful to improve the efficiency of the standardized training of students by improving the punishment for teachers failure to implement education discipline and stu-dents wrong behavior and reducing the cost of paying attention to students moral training.
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Rizkita, Karine, e Bagus Rachmad Saputra. "Bentuk Penguatan Pendidikan Karakter pada Peserta Didik dengan Penerapan Reward dan Punishment". Pedagogi: Jurnal Ilmu Pendidikan 20, n. 2 (24 novembre 2020): 69–73. http://dx.doi.org/10.24036/pedagogi.v20i2.663.
Testo completoAbstract (sommario):
The writing of this article aimed to (1) support the giving and punishment of students' learning motivation, (2) discuss indicators of students who get prizes and penalties. This research was conducted using a qualitative descriptive method to obtain facts in the field about the form of increasing character education in students with the application of gifts and penalties. Researchers conducted field studies and conducted interviews with and conducted documentation studies at SMP Negeri 1 Bojonegoro as a research location. The results of the research found by researchers at SMP Negeri 1 Bojonegoro are as follows: (1) the application of rewards and punishments to the learning motivation of students at SMP Negeri 1 Bojonegoro, (2) any indicators giving of gift and punishment
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Guo, Feng, Junwu Wang, Denghui Liu e Yinghui Song. "Evolutionary Process of Promoting Construction Safety Education to Avoid Construction Safety Accidents in China". International Journal of Environmental Research and Public Health 18, n. 19 (2 ottobre 2021): 10392. http://dx.doi.org/10.3390/ijerph181910392.
Testo completoAbstract (sommario):
Construction safety is related to the life and health of construction workers and has always been a hot issue of concern for government and construction units. The government can use “construction safety education” to reduce the probability of safety accidents in the construction process and avoid the loss of life and property of construction workers. To encourage construction units to provide safety education for construction workers before construction starts and promote construction workers to actively participate in safety education. In this paper, a tripartite evolutionary game model of government–construction units–construction workers is established, and the factors affecting each party’s behavior strategy are comprehensively analyzed. Firstly, evolutionary game theory is used to investigate the influence of different behavior strategies among government, construction units, and construction workers on the behavior strategies of the other two parties. Secondly, according to the events in different situations, the influence of critical factors on the evolution process of the model is analyzed. On this basis, combined with the construction experience and construction data of actual construction projects, the established model and preliminary conclusions are verified. Finally, a sensitivity analysis of all parameters is carried out. The results show that: (1) The government’s enhancement of reward and punishment is conducive to promoting the choice of "providing safety education" for construction orders and the choice of “actively participating in safety education” for construction workers, but the excessive reward will lead to the government’s unwillingness of participation; (2) The reasonable reward and punishment mechanism set by the government must meet the condition that the sum of rewards and punishments for all parties is more significant than their speculative gains, to ensure the construction safety under the evolutionary stability; (3) Increasing welfare subsidies for construction workers who choose to participate in safety education actively is an effective way to avoid unwilling participation of construction workers.
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Friskawati, Gita Febria, Sri Widaningsih e Rizki Illahi. "Observing student’s situational interest based on the implementation of reward and punishment in physical education". Jurnal SPORTIF : Jurnal Penelitian Pembelajaran 5, n. 2 (26 settembre 2019): 198. http://dx.doi.org/10.29407/js_unpgri.v5i2.12933.
Testo completoAbstract (sommario):
This study aims to identify how rewards and punishment influence the situational interests of high school student’s, observed from providing individual or group learning tasks in physical education. In addition, the method adopted was factorial 2 x 2 research design with the implementation procedure involved Experimental Counterbalance. Furthermore, samples were taken using cluster random sampling in two classes, including students of class XI IPA 1 and XI IPA 4, with a total number of 72 people, both male and female. Subsequently, data retrieval required the use of situational interest scale questionnaire by Chen et al (2007), indicating a coefficient of validity and reliability of 0.718. Therefore, the findings show significant rewards and punishment, in contrast with those that were not given, while, the learning task as individuals or group did not significantly improve situational interest.
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Aunillah, Mahila Tahta, Mia Baitul Handayani e Muhammad Labibullah Makhrus. "Penguatan Pendidikan Karakter di Madrasah Aliyah Negeri 1 Ponorogo". Rausyan Fikri Journal of Islamic Studies 1, n. 1 (21 gennaio 2023): 35–47. http://dx.doi.org/10.62283/rijis.v1i1.5.
Testo completoAbstract (sommario):
This research aimed to describe the Strategic Steps of Madrasah Aliyah Negeri 1 Ponorogo in Strengthening Character Education and to find out how big the school's priority is in efforts to strengthen character education for its students. The method that used in this research is descriptive method, with a qualitative approach. Data collection techniques using interview and observation techniques. This research resulted in findings; there is a Project to Strengthen the Pancasila Student Profile which is one of the policies in the Independent Curriculum. The Pancasila Student Profile places more emphasis on strengthening the national character of students. Then MAN 1 Ponorogo held a point application followed by punishment and rewards for students who violated the rules and students who excel with the indicators set by the school. The application of points with reward and punishment is considered effective in efforts to strengthen student character education, in addition to facilitating monitoring as well so that students are motivated to become students who are disciplined and achievers.
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Hayat, Fazal, Abid Anwar e Afzal Ahmad. "Perceptions of Teachers Regarding Influence of Reward and Punishment on Students Learning". CARC Research in Social Sciences 1, n. 2 (31 dicembre 2022): 52–56. http://dx.doi.org/10.58329/criss.v1i2.16.
Testo completoAbstract (sommario):
While the sanctions are a negative means to force individuals to modify their conduct, the prizes are a positive way to motivate them to do so. Even when we have certain desires, we do not always act on them because we are afraid of the negative outcomes that could result from our actions. People have been discussing the benefits and drawbacks of using rewards and punishments in educational settings ever since the beginning of time. There is a widespread belief among educators and other professionals that kids' minds and personalities benefit in good ways from receiving rewards. Students are motivated to put in additional effort when they are offered rewards for their efforts. Many individuals believe that the use of punishment has a negative impact on the pupils' personality and eliminates the behaviors that kids will naturally desire to engage in. Therefore, they are unable to access the educational opportunities that are open to them. Learning is a lifelong endeavor for most people. We continue to educate ourselves even after death. It is an essential characteristic of what it means to be a human being. Therefore, educational scholars, specialists, and teachers seek a definition of the words "education" and "learning" that is clear and easy to understand so that they can throw light on the complicated world of people. The beginning of education and learning can be traced all the way back to when humanity was first created. Many academics and education specialists have provided their definitions, each of which is dependent on the age. Education, on the other hand, is available to everyone since it is a sort of instruction that teaches people how to function effectively in a social setting.
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Moberly, Deborah A., Jerry L. Waddle e R. Eleanor Duff. "The use of rewards and punishment in early childhood classrooms". Journal of Early Childhood Teacher Education 25, n. 4 (gennaio 2005): 359–66. http://dx.doi.org/10.1080/1090102050250410.
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Derryberry, Douglas, e Marjorie A. Reed. "Temperament and the self-organization of personality". Development and Psychopathology 6, n. 4 (1994): 653–76. http://dx.doi.org/10.1017/s0954579400004727.
Testo completoAbstract (sommario):
AbstractThis paper explores the development of cortical plasticity and cognitive representations in light of temperamental differences in basic motivational systems. Motivational systems related to reward/approach and punishment/avoidance begin to function early in life. By controlling the child's behavioral and emotional reactions, these systems provide exteroceptive and interoceptive information capable of stabilizing cortical synapses through use-dependent processes. By controlling attention, the motivational systems further contribute to synaptic stabilization through modulatory processes. As a result, children with strong reward/approach systems are likely to develop representations that emphasize potential rewards and frustrations and may become vulnerable to impulsive disorders. Children with strong punishment/avoidance systems may develop representations emphasizing punishment and relief, along with a vulnerability to anxiety disorders. These motivationally constructed representations differentiate in varied ways across domains involving the physical world, moral rules, and the self and, thus, contribute to the various forms of impulsive and anxious psychopathology.
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Illah, Izzul, Fathullah Rusly e Imam Muttaqin. "Perceptions of Islamic Religious Education Teachers on the Child Protection Act and the Teacher Law at MTs Nahdlatul Ulama Maron Probolinggo". QISTINA: Jurnal Multidisiplin Indonesia 2, n. 1 (1 giugno 2023): 105–11. http://dx.doi.org/10.57235/qistina.v2i1.577.
Testo completoAbstract (sommario):
Education will give a child's character and personality which is carried to adulthood. Implementation of education can be used with various methods where one of them is the method of giving rewards (award) and punishment (punishment). However, the imposition of this punishment is now often used as a debate among the community because some people think that the imposition of punishment violates children's rights. The child protection law, which was supposed to function to protect children, has become a weapon that can undermine the teacher's role and duties as an educator. It is appropriate that there is a convergence of the punishment method in education and child protection laws so that teachers can still carry out their educational roles and tasks properly without feeling intimidated by the applicable laws. The purpose of this study is to provide an overview of the convergence of punishment methods in education and child protection laws. The method used is a qualitative method with a literature review and comparative study approach. The results of the research show that both teachers and students actually have a legal umbrella that regulates the rights and obligations of each. However, regulations that protect teachers are still considered blunt and have not been able to provide full protection for teachers. Therefore, it is necessary to converge the punishment method in education and child protection laws so that teachers do not bear the bad consequences of disciplining students by giving punishment.
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Guo, Shaoyong, e Ting Pang. "Simulation of Subject Coordination for a Smart Campus Based on Complex Network and Evolutionary Game Theory". Journal of Function Spaces 2022 (26 giugno 2022): 1–9. http://dx.doi.org/10.1155/2022/4141475.
Testo completoAbstract (sommario):
The construction of smart campuses can help realize the modernization of higher education. However, the subjects and mechanisms are easily ignored in the construction of smart campuses in colleges and universities. The purpose of this paper is to construct an evolutionary game model based on the complex network structure characteristics of smart campus subjects and the dynamic relationship of collaborative games. Taking the scale-free network as the carrier, the decision-making behavior among subjects is explained. Then, the importance of subject coordination and the effectiveness of the mechanisms of leadership organization, special funds, assessment rewards, and punishments are analyzed through the simulation platform, i.e., Simpy. The results show that (1) moderate subject collaboration helps to avoid the phenomenon of getting something for nothing, (2) appropriate leadership and organization mechanisms can promote the construction process, (3) special fund mechanisms can ensure sustainable development, and (4) assessment reward and punishment mechanisms can increase the popularity of achievements. The proposed method enriches relevant theories of smart campus research and provides a reference for decision-making in smart campus construction.
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Furukawa, Emi, Brent Alsop, Shizuka Shimabukuro, Paula Sowerby, Stephanie Jensen e Gail Tripp. "Increased Behavioral Sensitivity to Repeated Experiences of Punishment in Children With ADHD: Experimental Studies Using the Matching Law". Journal of Attention Disorders 25, n. 12 (27 agosto 2021): 1665. http://dx.doi.org/10.1177/1087054720914384.
Testo completoAbstract (sommario):
Background: Research on altered motivational processes in ADHD has focused on reward. The sensitivity of children with ADHD to punishment has received limited attention. We evaluated the effects of punishment on the behavioral allocation of children with and without ADHD from the United States, New Zealand, and Japan, applying the generalized matching law. Methods: Participants in two studies (Furukawa et al., 2017, 2019) were 210 English-speaking (145 ADHD) and 93 Japanese-speaking (34 ADHD) children. They completed an operant task in which they chose between playing two simultaneously available games. Rewards became available every 10 seconds on average, arranged equally across the two games. Responses on one game were punished four times as often as responses on the other. The asymmetrical punishment schedules should bias responding to the less punished alternative. Results: Compared with controls, children with ADHD from both samples allocated significantly more responses to the less frequently punished game, suggesting greater behavioral sensitivity to punishment. For these children, the bias toward the less punished alternative increased with time on task. Avoiding the more punished game resulted in missed reward opportunities and reduced earnings. English-speaking controls showed some preference for the less punished game. The behavior of Japanese controls was not significantly influenced by the frequency of punishment, despite slowed response times after punished trials and immediate shifts away from the punished game, indicating awareness of punishment. Conclusion: Punishment exerted greater control over the behavior of children with ADHD, regardless of their cultural background. This may be a common characteristic of the disorder. Avoidance of punishment led to poorer task performance. Caution is required in the use of punishment, especially with children with ADHD. The group difference in punishment sensitivity was more pronounced in the Japanese sample; this may create a negative halo effect for children with ADHD in this culture.
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Dickinson, Alyce M. "Rewards and Punishment: A Fine Distinction: A Behavior Analyst's Reply to Alfie Kohn's (1993) Punished by Rewards". Performance Improvement Quarterly 8, n. 2 (22 ottobre 2008): 131–36. http://dx.doi.org/10.1111/j.1937-8327.1995.tb00677.x.
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Anggraini, Nini, Fachrina Fachrina, Maihasni Maihasni e Fedro Syafiola. "Efektivitas Metode Sosialisasi melalui Ganjaran dan Hukuman pada Perilaku Anak Asuh Remaja di Lembaga Kesejahteraan Sosial Anak Kota Padang". PERSPEKTIF 13, n. 2 (2 aprile 2024): 413–25. http://dx.doi.org/10.31289/perspektif.v13i2.11072.
Testo completoAbstract (sommario):
This study aims to examine the effectiveness of socialization methods through rewards and punishments in influencing the behavior of adolescent foster children in Padang children's Social Welfare Institutions. Through a qualitative approach with interview and document analysis methods, this study explores the types of rewards and punishments applied, their impact on the behavior of foster children, as well as the factors that influence the success of these methods. The findings suggest that appropriate rewarding can reinforce positive behavior, while inappropriate application of punishment has the potential to have negative effects. However, the effectiveness of this method is also influenced by factors such as the background of foster children, the quality of human resources in institutions, and family and community involvement. This study concludes that a holistic approach is needed that includes aspects of religious education, moral development, development of social skills, as well as periodic evaluation of the coaching program. Recommendations for further research include involving more diverse data collection methods such as direct observation and documentation studies, as well as more in-depth analysis of the impact of the effectiveness of the socialization methods used. This research contributes to the understanding of the effective application of socialization methods in shaping the positive behavior of adolescent foster children in child social welfare institutions.
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Costică, Stan Emil. "About Rules, Punishments and Rewards in Education". Procedia - Social and Behavioral Sciences 112 (febbraio 2014): 1160–66. http://dx.doi.org/10.1016/j.sbspro.2014.01.1280.
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Setiawan, Wahyudi. "Reward and Punishment dalam Perspektif Pendidikan Islam". AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman 4, n. 2 (24 dicembre 2017): 184–201. http://dx.doi.org/10.53627/jam.v4i2.3171.
Testo completoAbstract (sommario):
Realizing the nature of the purpose of education is our duty together. A variety of efforts in achieving the goal of education is carried out by all parties, ranging from models, devices, education/educators, and parents together. Reward and punishment is part of the model and strategy in education. A cornerstone in the application of reward and punishment found in the human psychic instincts will feel pleasure when accepting gifts and grieve while receiving punishment. In Islam, there are several verses of the Quran which explains about reward and punishment, and in the West, there is a psychological theory that explains the importance of reward and punishment. Reward aims to provide motivation and a new spirit for the children so that repetition of the conduct plus behaviour, while the punishment is given to give a deterrent effect to the child and deliver a message to other children so as not to do the violation of a rule.
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Wu, Wensheng, e Hao Chen. "Educational Reward and Punishment and the Effect of Psychological Intervention on Adolescent Depression". Journal of Environmental and Public Health 2022 (6 settembre 2022): 1–10. http://dx.doi.org/10.1155/2022/3919519.
Testo completoAbstract (sommario):
Teenage depression, also known as TD, is a common mental illness that is characterized by symptoms such as hopelessness, helplessness, pessimism, depression, and decreased energy. It has always been a hot topic to discuss how rewards and punishments work in education. In order to prevent and treat adolescent depression, this study examines the mechanisms of educational reinforcement and punishment as well as psychological interventions. In this study, the activated brain regions are analyzed using data mining (DM) technology to determine whether they are significantly more or less active than the rest of the brain of students who are not experiencing negative emotions. When the word vector has 90 dimensions, the results demonstrate that the average F1 value of the weighted word vector method is 81.3 percent. It has been established that the approach taken in this work offers a reliable way to diagnose TD.
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Darimi, Ismail, e Bachtiar Ismail. "Education “Jaman Now”: Reward and Punishment Review". JPP (Jurnal Pendidikan dan Pembelajaran) 25, n. 2 (15 ottobre 2019): 47–50. http://dx.doi.org/10.17977/um047v25i12018p047.
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Caffyn, Rachel E. "Rewards and Punishments in Schools". School Psychology International 8, n. 2-3 (aprile 1987): 85–94. http://dx.doi.org/10.1177/0143034387082004.
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Henry, Jessica, Karen Ersche e Tsen Vei Lim. "Reduced motivation to work for financial reward associated with harmful alcohol use in a community sample of young adults". BJPsych Open 7, S1 (giugno 2021): S255. http://dx.doi.org/10.1192/bjo.2021.683.
Testo completoAbstract (sommario):
AimsNeuroimaging research suggests that alcohol dependency is associated with impairments in anticipating monetary rewards, but not aversive or alcohol-related cues.We sought to investigate if reinforcement sensitivity is altered in young adults, who regularly consume harmful levels of alcohol, using a monetary incentive reinforcement (MIR) task. In light of previous research suggesting reduced motivation to obtain reward, we hypothesized that young alcohol users would show reduced motivation for monetary gain, but unimpaired loss avoidance behaviour.MethodWe recruited 46 volunteers from the local community in Cambridge (UK), half of whom reported consuming alcohol at harmful levels, as reflected by the Alcohol Use Disorder Test. Participants completed a number of personality questionnaires, including the Barratt Impulsivity Scale (BIS-11) and Sensation-Seeking-Scale (SSS-V) and performed the MIR task, which measures participants’ efforts in avoiding punishment and gaining rewards. Data were analysed using Statistical Package for Social Sciences (SPSS) version 25 (IBM, Chicago IL). Analysis of co-variance (ANOVA) were used to explore group differences in demographics, personality traits and task performance; age and gender were included as co-variates.ResultThe groups were well-matched in terms of socioeconomic status and education levels. As the alcohol group was significantly younger than the control group and dominated by females, age and gender were statistically controlled for. Alcohol users reported significantly higher levels of impulsivity (F1,41 = 6.0, p = 0.019) and sensation-seeking traits (F1,42 = 36.7, p < 0.001) and demonstrated normal sensitivity to monetary value (F1,41 = 1.07,p = 0.307). However, when challenged to on the MIR task to gain reward or avoid punishment, alcohol users were as equally motivated as control volunteers to take action to avoid financial loss (F1,41 = 2.6,p = 0.112) but showed less motivation to work towards financial reward (F1,41 = 4.7,p = 0.036). Especially for small rewards, alcohol users exerted significantly less efforts, as reflected by a reduced accuracy rate (F1,41 = 6.6,p = 0.014) and a significant increase in late responses (F1,41 = 7.7,p = 0.008). The lack of motivation to work for reward was negatively associated with the severity of alcohol use, as reflected by the AUDIT score (r=−.48,p < 0-05).ConclusionWe observed reduced motivation to obtain financial reward, but not avoid loss in a community sample of heavy drinkers. As the observed effect was directly related to alcohol use severity, it may suggest changes in reinforcement sensitivity occur at an early stage of chronic alcohol use. Future research may want to monitor reward motivation in alcohol users longitudinally to evaluate whether it would be a suitable target for early intervention.
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Pearlstein, Richard B. "Rewarded by Punishment". Performance Improvement Quarterly 8, n. 2 (22 ottobre 2008): 136–40. http://dx.doi.org/10.1111/j.1937-8327.1995.tb00678.x.
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Diana Martiani Situmeang. "REIMAGINING LEARNING DURING THE COVID-19 PANDEMIC WITH EMPHASIS ON PUNISHMENT AND REWARD". Jurnal Pendidikan dan Kebudayaan 1, n. 3 (15 novembre 2021): 94–99. http://dx.doi.org/10.55606/jurdikbud.v1i3.187.
Testo completoAbstract (sommario):
This research aims to find out the extent to which punishment and rewards have an effect on student discipline in the era of online learning. Discipline is an effort to help students develop self-control independently. Discipline will make life orderly, can even regulate behavior and become the basic capital of morality. It is training and guiding a child consistently, and telling him exactly how far he can go. Furthermore, it is explained that discipline means a willingness to obey the rules and stay away from prohibitions. Discipline is something that deals with one's self-control over forms of rules. The application of discipline cannot be separated from the rules as a limit of behavior. Discipline is seen as a process of practice or learning that is concerned with development and growth. What is learned will lead to a way of life so that it can benefit itself and for society This is the moral basis in community life. This research was conducted using quantitative approaches with descriptive methods of correlation. The population distribution in this study was student of Christian education in Tarutung, North Tapanuli, represented by 40 (forty) respondents as sample (N=40). The sampling technique used was random sampling, where all respondents had the same level of probability to fill the questionnaire. Simple regression analysis was used to explore the relationship between the punishment-reward and discipline. The result appears that the correlation that occurs between the two variables is 0.714. Further, it appears that the effect of giving punishment and reward on student’s discipline is 50.9%, while the other 49.1% is influenced by other factors.
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Miftahuddin. "Karakteristik Pemikiran Ibn Khaldun Tentang Reward Dan Punishment Dalam Pendidikan". Rayah Al-Islam 4, n. 02 (28 ottobre 2020): 288–302. http://dx.doi.org/10.37274/rais.v4i02.328.
Testo completoAbstract (sommario):
This article was written to describe and uncover Ibn Khaldun's concept of reward and punishment methods in education. This description of thought is focused on the patterns and characteristics of concepts that include foundation, principle and implementation. The target of writing this article is finding a safer and more effective model of reward and punishment implementation in education. This article was written in qualitative descriptive methods and with the content analysis approach. The main reference in this article is al-Muqaddimah written by Ibn Khaldun. The some points can be confirmed through the author‘s analysis, among them the clarity of the foundation and principles of Ibn Khaldun in his concept of reward and punishment methods in education, both philosophical, sharia and sociological. Based on basic, sharia and realistic concepts it is possible to design a safer and more effective model of implementing reward and punishment methods.
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Safari, Riska Ardilla, Ika Ari Pratiwi e Siti Masfuah. "PEMBERIAN REWARD DAN PUNISHMENT TERHADAP HASIL BELAJAR PENDIDIKAN PANCASILA KELAS V". SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 13, n. 3 (14 dicembre 2023): 271. http://dx.doi.org/10.24114/sejpgsd.v13i3.50121.
Testo completoAbstract (sommario):
The learning method is used as a means used to achieve learning objectives, namely the teacher uses the reward and punishment method in learning Pancasila Education. This study used a descriptive qualitative research method conducted at SD Negeri 02 Tempur. This study aims to describe the impact of reward and punishment on learning outcomes in Pancasila Education. The data collection technique used was through the observation, interview and documentation stages consisting of 10 people including 1 class V teacher and 9 class V students consisting of 3 male students and 6 female students. The results of the study show that reward and punishment have an impact on students' affective learning outcomes. The positive impact of reward and punishment is that it makes students more accomplished and more confident in increasing their knowledge, students do not repeat their behavior or mistakes and have an attitude of responsibility. The negative impact of reward and punishment is that it makes students feel arrogant about their learning outcomes and makes students less confident.
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Baroroh, Umi. "KONSEP REWARD DAN PUNISHMENT MENURUT IRAWATI ISTADI (KAJIAN DALAM PERSPEKTIF PENDIDIKAN ISLAM)". Jurnal Penelitian Agama 19, n. 2 (30 dicembre 2018): 48–64. http://dx.doi.org/10.24090/jpa.v19i2.2018.pp48-64.
Testo completoAbstract (sommario):
Abstract: This research was conducted to find out how reward and punishment according to Irawati certainly does not conflict with the value of Islamic education. This is a library research the data of which were taken from several works of Irawati Istadi and direct interviews with her. The researcher also took some data from several researchers who discussed Irawati Istadi's thoughts and from Islamic education figures whose thoughts had relevance to the research theme. Content analysis methods is applied to draw conclusions. From this research, it can be concluded that the concept of reward and punishment according to Irawati Istadi turns out to be compatible with the Islamic education. However, in Irawati's thought, there are also some differences shows the development of thoughts from previous figures of Islamic education and certainly did not conflict with the values of Islamic education.
Keywords: reward, punishment, Islamic education, Irawati Istadi, educator.
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Chen, Xinming. "A Study of Using Reward and Punishment in The Education of School-Aged Children— Based on Behaviorism Theory Operant Conditioning". Journal of Education, Humanities and Social Sciences 10 (5 aprile 2023): 86–90. http://dx.doi.org/10.54097/ehss.v10i.6896.
Testo completoAbstract (sommario):
Reward and punishment can change children’s behaviors, so the two strategies are widely used in education, especially with young learners. Researchers found that the two strategies have positive and negative effects on children, but they put little emphasis on how to use them more effectively. Through literature analysis and case analysis, this paper aims to discuss the advantages and disadvantages of using reward and punishment on school-aged children based on B.F. Skinner’s Operant conditioning and his experiment skinner box. The research found that using reward and punishment on school-aged children is necessary. The strategies have an immediate effect, and they can increase prosocial behaviors. They are more useful than reasoning when the educated are young. However, some researchers argue that reward and punishment only focus on short-term success. They become a representation of power and decrease the autonomy of children when they are overused. Three strategies are suggested in this paper for effective use of reward and punishment, including using them immediately after behaviors, selecting the proper reinforcement and concentrating on behaviors rather than children themselves.
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Jakešová, Jitka, e Silvie Slezáková. "Rewards and Punishments in the Education of Preschool Children". Procedia - Social and Behavioral Sciences 217 (febbraio 2016): 322–28. http://dx.doi.org/10.1016/j.sbspro.2016.02.095.
Testo completo
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Gusnarib, Gusnarib, Askar Askar e Ali Ali. "INCREASING MOTIVATION TO LEARN ISLAMIC RELIGIOUS EDUCATION POST-EARTHQUAKE THROUGH REWARDS AND PUNISHMENTS". HUNAFA: Jurnal Studia Islamika 19, n. 1 (30 giugno 2022): 29–51. http://dx.doi.org/10.24239/jsi.v19i1.657.29-51.
Testo completoAbstract (sommario):
The results of this study show that there are many ways that teachers can motivate students to learn at SMK Negeri 1 Palu after the earthquake, among others, by using various methods and activities. Because when the teacher uses the same method continuously it can cause boredom and reduce the enthusiasm for learning of students. Furthermore, the teacher can also increase the learning motivation of students by making students active. After the earthquake the teacher gave more prizes to students who had high scores in Islamic Religious Education subjects such as tuition free scholarships for 6 months and usually the teacher gave praise that made students more motivated in learning. After the earthquake, students who violate the subject of Islamic religious education will be given educational punishments, namely two different punishments depending on the size or size of the mistakes made by students. The background of the formation of rewards and punishments at SMK Negeri 1 Palu is the desire to reward students who are active / accomplished and if they provide sanctions / penalties based on objective data.