In his Preface the author' says that he started out to review all the more important theories upon the topics ordinarily discussed under human motivation but soon found himself more and more limited to the presentation of his own point of view. This very well characterizes the book. It is a very personal product. It is an outline with some defense of the author's own thinking about instincts and appetites and sentiments and how they function in human behavior. And as the author draws so heavily upon James and McDougall, especially the latter, the book may well be looked upon as a sort of sequel to their efforts. There is a thought-provoking distinction presented between instinct and appetite. An instinct is said to be aroused always by something in the external situation; and, correspondingly, an appetite is said to be aroused by sensations from within the body itself. This places, of course, a heavy emphasis upon the cognitive factor in all instinctive behaviors; and the author prefers to use the cognitive factor, especially the knowledge of that end-experience which will satisfy, as a means of differentiating one instinct from another. In this there is a recognized difference from McDougall who placed more emphasis for differentiation upon the emotional accompaniment. The list of instincts arrived at by this procedure is much like that of McDougall, although the author is forced by his criteria to present the possibility of food-seeking and sex and sleep operating both in the manner of an appetite and also as an instinct. The Shand-McDougall concept of sentiment is taken over and used in the explanation of moral motivation. There is the development within each personality of a sentiment for some moral principle. But this sentiment is not a very powerful motivating factor. It is reinforced by social pressures and by religion, which is treated as an effort of finite man to live in harmony with the infinite reality. Those whose psychological thinking is largely in terms of McDougall will doubtless find this volume a very satisfying expansion; but those who are at all inclined to support their psychological thinking by reference to experimental studies will not be so well pleased. The James-Lange theory, for example, is discussed without mention of the many experimental studies which it has provoked. Theoretical sources appear in general to be preferred to experimental investigations.

Human MotivationThe Mind in Action: A Study of Motives and Values. A. Campbell Garnett

Artikel ini melaporkan temuan dari kelompok desain postest kontrol eksperimental yang dilakukan pada tahun 2011 untuk menyelidiki matematika logis siswa, berpikir kritis, dan kreatif dan disposisi. Studi ini melibatkan 76 siswa dari kelas-11 dari SMA di Cimahi. Penelitian ini menggunakan tiga macam tes dan skala disposisi yaitu: matematika berpikir logis dan tes skala disposisi, tes berpikir kritis matematika dan skala disposisi, dan uji pemikiran matematika kreatif dan skala disposisi. Studi ini menemukan bahwa tidak ada perbedaan kemampuan berpikir logis dan matematis diposition, matematika kemampuan berpikir kritis dan diposition, dan matematika disposisi berpikir kritis siswa diajarkan oleh pembelajaran berbasis masalah dan berpikir-bicara-menulis strategi (PBL-TTW) dan mahasiswa diajarkan dengan mengajar konvensional. Siswa 'kemampuan berpikir matematis logis diklasifikasikan sebagai media, siswa kemampuan berpikir matematis logis tergolong cukup baik, dalam disposisi siswa umum' digolongkan sebagai media. Studi ini juga menemukan bahwa siswa diajarkan oleh ajaran konvensional mencapai nilai yang lebih baik pada kemampuan berpikir kreatif matematika daripada siswa diajarkan oleh PBL-TTW. Namun, mereka yang kemampuan berpikir masih tergolong kurang baik. Temuan penting lainnya adalah tidak ada hubungan antara pemikiran logis matematika dan matematika kemampuan berpikir kritis, berpikir logis antara matematika dan matematika kemampuan berpikir kritis, dan di antara kemampuan berpikir matematis dan disposisi. Kata kunci: kemampuan berpikir logis dan disposisi, kemampuan berpikir kritis dan disposisi, kemampuan berpikir kreatif dan disposisi, belajar berbasis masalah, strategi berpikir-berbicara-menulis

Kemampuan Dan Disposisi Berpikir Logis, Kritis, Dan Kreatif Matematik (eksperimen Terhadap Siswa Sma Menggunakan Pembelajaran Berbasis Masalah Dan Strategi Think Talk Write)

Pengantar ilmu ekonomi

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Book review of The Impact of Identity in K-8 Mathematics: Rethinking Equity-Based Practices

The COVID-19 pandemic has caused educational institutions all over the world to migrate their teachings online. Since Indonesian government issued the SK Mendiknas No. 107/U/2001, educational institutions had to steadily integrate their learning process with technology. So, this study intends to investigate the effectiveness of using the open-source learning platforms known as Moodle in a selected university, Universitas Lancang Kuning (Unilak) in Indonesia. While multiple courses uses Moodle, this study selected to analyse the 2017/2018 fifth semester students as they are the ones who pioneered Moodle for other classes to use. With a quasi-experimental research design, this study used four types of test to calculate the results of the essay pre-test and post-test on both experimental and control classes. With the eventual mean of 65.53 for the experimental class and 63.25 for the control, this study proved that Moodle does effectively improve Indonesian university EFL students’ learning compared to conventional lecture-style learning. Future research is hoped to extend or compare this study with an investigation on how university EFL students are using e-learning during the COVID-19 pandemic and other factors that have not been covered in this empirical study.

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Discourse Analysis in E-Learning-Based Course Using Moodle Platform: An Experimental Design

The objectives of research were to develop an internet-based economic learning media using MOODLE approach to improve the learning outcome of Senior High School Students in Bengkulu City. The method employed in developing an internet-based economic learning media with MOODLE approach was Borg & Gall’s Research and Development method encompassing four stages: preliminary study, development, trial, and dissemination. Trial staged employed Pretest-Posttest Control Group Design. The target of research was Senior High Schools in Bengkulu city with an independent sample test being the technique of analyzing data.  From the result of research, the following conclusions could be drawn. Internet-based economic learning media using MOODLE approach had been developed successfully to improve the learning outcome of the 11 th IIS (Social Sciences) graders of Senior High School.

https://journal.unnes.ac.id/nju/index.php/ijal/article/download/13449/7458

The Development of Internet-based Economic Learning Media using Moodle Approach

This research will show about (1) the characteristics and implementation of the ANTASARI blended learning model; (2) The appropriateness of implementation blended learning model ANTASARI; (3) the effectiveness of the ANTASARI implementation blended learning model to improve soft and social skills pass for the COVID-19 pandemic. The method of this research uses Research and Development (R&D) with the Four-D model (definition, design, development, and dissemination). The sample of this research is 45 person elementary school students on Banjarmasin. Collecting data use observation, documentation, interview, test, and questionnaire. Observation is used to know the effectiveness of implementation of the blended learning model, the improvement of critical thinking, problem-solving and independence, collaboration, negotiationand communication. Documentation is used to collect every document along with the implementation of this model. The interview is used to know the effectiveness of this model from the teacher and student side. The test is used to know the improvement of critical thinking and problem-solving skills. The last, questionnaire is used to know the effectiveness of the implementation of a blended learning model ANTASARI to improve soft and social skills. Data analysis uses the Interactive Model from Miles and Huberman. The indicator of this research improvement of soft skills included: critical thinking, problemsolving and independence and social skills included: collaboration, negotiation and communication. The result shows that (1) the characteristic and implementation of the blended learning model ANTASARI consist of Auditory, Negotiation, Team, Analysis, Somatic, Administer Information, Role Play and Interaction on Games; (2) ANTASARI's blended learning model is appropriate to be used according to the results of the validation from 3 experts with validation percentage of learning steps 91%, skills improvement 84.56% and teaching materials 86%. (3) ANTASARI's blended learning model is effective to be used in learning based on the results of evaluations using instruments of soft and social skills. The improvement after implementation blended learning model, the students who are getting high criteria on ecological awareness from 6,7% increase to 75,6%, critical thinking from 8,8% increase to 84,2%, problem-solving from 8, 2% increase to 81,3%, independence from 6,5% increase to 80,6%, collaboration from 7,2% increase to 81,4%, negotiation from 9,3% increase to 77,6%, and communication from 15, 6% increase to 77.2%. The conclusion is blended learning model ANTASARI can improve students' soft and social skills in elementary education.

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ANTASARI’s Developing Blended Learning Model Based on Ecopedagogy Study to Improve Ecological Awareness, Soft and Social Skills on Elementary Education

The National Standard of Education (NSE) in Indonesia is a legitimate instrument to reach the best achievement. Yet, there are still the other positive factors, especially on economics subjects. This research aimed to find out the direct effect of the national standard of education (NSE) involving in a standard of content (SC), standard for educator and education staff (SEE), standard of facilities (SF), standard of assessment (SA), standard of the process (SP) and competence graduate standard (CGS) on achievement motivation (AM) and economics learning achievement (ELA), and to find out the indirect influence of SC, SEE, SF, SA, SP, and CGS on ELA through AM. This descriptive quantitative research used a survey to collect the data. The population is Indonesian senior high school students who have learned the economy for, at least. A total of 1065 students were selected through using proportional stratified random sampling with the Slovin formula (error=1%). The data in this study were collected through The data were subsequently analyized using Structural Equation Modeling (Partial Least Square approach). The result of this research showed that there was a direct effect of SC, SEE, SF, SA, SP, and CGS and AM on ELA. Then, there was an indirect effect of SC, SEE, SF, SA, and CGS on ELA through AM as a mediating variable.

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The effect of curriculum 2013 on economics learning achievement: motivation as a mediating variable

The Implementation of Curriculum

The importance of understanding economic literacy, controlling lifestyle, and enhancing student entrepreneurial intentions should not be overlooked. This study aimed to determine the impact of understanding economic literacy and lifestyle on student entrepreneurial intentions. This research is included in a quantitative descriptive study using multiple regression analysis techniques. This study's population were all students of economic education at Lambung Mangkurat University, as many as 267 students. The sample size taken was 157 people by random sampling. The data collection technique used a questionnaire. This study's results indicate that students' economic literacy has a positive and significant impact on entrepreneurial intentions, lifestyle has a positive and significant impact on students' entrepreneurial intentions, and simultaneously economic literacy and lifestyle have a positive and significant impact on entrepreneurial intentions. The coefficient of determination of economic literacy and lifestyle on entrepreneurial intentions is 38%. From these results, it can be concluded that economic literacy and lifestyle positively and positively impact entrepreneurial intentions.

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Ananda Setiawan

Papers

The Development of Internet-based Economic Learning Media using Moodle Approach

ANTASARI’s Developing Blended Learning Model Based on Ecopedagogy Study to Improve Ecological Awareness, Soft and Social Skills on Elementary Education

The effect of curriculum 2013 on economics learning achievement: motivation as a mediating variable

The Implementation of Curriculum

The Impact of Understanding Economic Literacy and Lifestyle on Entrepreneurial Intention of Students in Higher Education