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Journal articles on the topic 'Education pillars'

Author: Grafiati

Published: 28 May 2022

Last updated: 30 July 2025

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1

Suardana, I. Made, and I. Putu Ayub Darmawan. "Pillars Of Pluralistic Education For Christian Education In The Context Of Multicultural Indonesia." Eduvest - Journal Of Universal Studies 2, no. 1 (2022): 64–74. http://dx.doi.org/10.36418/edv.v2i1.327.

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Indonesia is a nation with a plurality of people. This is an advantage that can produce strength as well as a problem if it is not interpreted properly. This article presents a literature study on the pillars of pluralism education for Christian education. According to the author there are three pillars of pluralism education for Christian education in the multicultural context of Indonesia, namely the pillar of the Authority that emphasizes education in bringing wealth of faith, the pillar of Identity, namely education as a realization of humanity, and the pillar of reality which emphasizes t

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Suardana, I. Made, and I. Putu Ayub Darmawan. "Pillars Of Pluralistic Education For Christian Education In The Context Of Multicultural Indonesia." Eduvest - Journal of Universal Studies 2, no. 1 (2022): 64–74. http://dx.doi.org/10.59188/eduvest.v2i1.327.

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Indonesia is a nation with a plurality of people. This is an advantage that can produce strength as well as a problem if it is not interpreted properly. This article presents a literature study on the pillars of pluralism education for Christian education. According to the author there are three pillars of pluralism education for Christian education in the multicultural context of Indonesia, namely the pillar of the Authority that emphasizes education in bringing wealth of faith, the pillar of Identity, namely education as a realization of humanity, and the pillar of reality which emphasizes t

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Topan Eka Putra, Lola Cassiophea, Revianti Coenraad, et al. "STUDY OF BRIDGE PILLAR SHAPES ON THE POTENTIAL OF LOCAL SCOUR IN EXPERIMENTAL LEARNING FOR BUILDING ENGINEERING EDUCATION STUDENTS." BALANGA: Jurnal Pendidikan Teknologi dan Kejuruan 12, no. 1 (2024): 47–54. https://doi.org/10.37304/balanga.v12i1.15828.

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One of the elective courses in the Building Engineering Education Study Program, FKIP, Palangka Raya University is Bridge Structure. Experimental study is a way of teaching and learning that involves student activity by experiencing and proving for themselves the process and results of experiments which are closely related to everyday life. On the subject of bridge structures, it is necessary to carry out experimental studies on bridge pillars. Pillars are part of the bridge's lower structure. The existence of pillars in river flows causes changes in river flow patterns. Changes in flow patter

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Muller, Antonio, and Cesar Conceição Rodrigues Júnior. "The three pillars of bilingual physical education." Revista Tempos e Espaços em Educação 14, no. 33 (2021): e16230. http://dx.doi.org/10.20952/revtee.v14i33.16230.

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This article is a literature review with the objective of characterizing bilingual physical education, to then present and discuss the biggest challenge of the discipline, which is to keep the balance between the objectives and demands of physical education along with the process of acquiring a new language, and then create concepts for how to achieve this balance. This balance proposed for the discipline is something complex and at the same time subtle, we analyzed a specific article that seeks to concentrate all the difficulties of bilingual physical education in two dilemmas, and based on t

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Suhifatullah, M. I. "Learning to find the meaning of life as educational pillar innovation beyond the unesco concept." Educenter : Jurnal Ilmiah Pendidikan 1, no. 12 (2022): 822–28. http://dx.doi.org/10.55904/educenter.v1i12.522.

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Education is essentially an effort to actualize and develop various potential student personalities, both related to physical and mental aspects. In order for education to produce outputs that have superior competence in dealing with various problems and realities of life, UNESCO formulates 4 (four) pillars of education as a support for the education system, namely: (1) learning to know; (2) learning to do; (3) learning to be; and 4) learning to live together. However, according to the author, these pillars are not sufficient to support one's personality in achieving happiness. Because happine

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Wahyuni, Sri, Mega Novita, Nur Khoiri, and Fenny Roshayanti. "Analisis Bahan Ajar Fisika Kelas X Berdasarkan Pilar Education for Sustainable Development (ESD) dan Science, Technology, Engineering, Art, and Mathematics (STEAM)." JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) 7, no. 2 (2023): 106–14. http://dx.doi.org/10.30599/jipfri.v7i2.2152.

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This study aims to analyze the teaching materials for grade X physics from two important perspectives, namely the ESD (Education for Sustainable Development) pillar and the Science, Technology, Engineering, Art, and Mathematics (STEAM) approach. The research method uses descriptive qualitative research. The population in this study was teaching materials for grade X physics used by teachers in Rembang Regency. The research instrument was a checklist of analysis instruments based on indicators of the Education for Sustainable Development pillars and STEAM components to obtain data. The results

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Hentu, Ardin Saleh, Diana Irawati, Dewi Anggareni, Wati Jumaiyah, and Rika Mustika Abriyanti. "Penerapan Evidence Based Nursing Practice (EBNP) Edukasi Video 5 Pilar terhadap Kadar Glukosa Darah Pasien Diabetes." Journal of Telenursing (JOTING) 5, no. 2 (2023): 3223–30. http://dx.doi.org/10.31539/joting.v5i2.7744.

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This research aims to identify the effectiveness of 5 pillars of education in controlling blood sugar levels. The method used in EBNP is a case study design. The application of EBNP begins with an article search by selecting articles that use the RCT method with the keyword "Education Video IN DIABETIC PATIENTS." The results of this EBNP research show that education on applying the five pillars video effectively controls blood sugar levels with a p-value of 0.01. In conclusion, using the five pillars of teaching effectively prevents blood sugar levels in diabetes patients at Tarakan Regional H

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Munajat, M., R. Avenzora, D. Darusman, and S. Basuni. "Ecotourism Pillars Enforcement to Geotourism Destination in Slamet and Serayu Mountainous Areas, Central Java Province." Jurnal Manajemen Hutan Tropika (Journal of Tropical Forest Management) 28, no. 1 (2022): 72–81. http://dx.doi.org/10.7226/jtfm.28.1.72.

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Nature based tourism, including geotourism, can have the status of ecotourism if they are able to enforce the seven pillars namely: 1) the ecological pillar, 2) the economic pillar, 3) the socio-cultural pillar, 4) the satisfaction pillar, 5) experience pillar, 6) memory pillar, and 7) education pillar. This study aims to analyse the perceptions of tourists towards the enforcement of the seven pillars of ecotourism in geotourism destinations. The study was conducted through a survey using a closed-ended questionnaire with a total number of respondents is 400 people. Data analysis was carried o

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Sholeh, Muh, Teguh Prihanto, Syahrul Syah Sinaga, and Meldy Septiawan. "UNNES Conservation: Analysis of The Acceleration of Implementation of Conservation Pillar Achievements and Character Education (Case Study: UNNES Graduate School)." E3S Web of Conferences 600 (2024): 05003. http://dx.doi.org/10.1051/e3sconf/202460005003.

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The Postgraduate School is part of Semarang State University (UNNES) which has declared itself a conservation university since 2010. The Postgraduate School is committed to supporting the realization of conservation ideals. This research focuses on analyzing the acceleration of implementation of the pillars of conservation and character education on the Semarang State University Postgraduate School campus. This research uses a qualitative approach, data sources were obtained through observation, interviews, and documentation studies. Data analysis was carried out using interactive methods. Res

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Cruzata-Martínez, Alejandro, Henry Arturo Quijano Benavides, Luz Elizabeth Vergaray Charra, Ronald M. Hernández, and Miguel A. Saavedra-López. "Education for entrepreneurship: In search of the fifth pillar "Learning to be entrepreneurial”." Revista Amazonia Investiga 10, no. 44 (2021): 73–83. http://dx.doi.org/10.34069/ai/2021.44.08.7.

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Currently, the entrepreneurship boom is on the rise, education centers from elementary to higher education are betting on providing an entrepreneurial education. The purpose of this article is: To recognize the development of social entrepreneurship competencies from the four pillars of education, adding a fifth pillar which “knows how to be an entrepreneur". In addition, it is achieved: to recognize the transforming mission of social entrepreneurship competencies within the educational field, to identify the challenges faced by educational systems and how school entrepreneurship is adapted, t

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Firmansyah, Mhd Zidan, Septria Sa'duh, Restu Permohonan Hasibuan, and Gusmaneli Gusmaneli. "Meningkatkan Kualitas Pendidikan di Indonesia: Peran Sentral Pilar-Pilar Pendidikan dalam Membentuk Generasi Unggul." AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies 4 (December 7, 2023): 57–66. http://dx.doi.org/10.58764/j.im.2023.4.43.

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This article analyses the efforts made to improve the quality of education in Indonesia, with a special emphasis on the important role of education pillars in the formation of a superior generation. Education in Indonesia faces many problems, such as inequality, limited access and variations in education quality. This article aims to explain the role of the key pillars of education, namely curriculum, teaching staff, infrastructure and community engagement. The curriculum is considered the foundation that shapes the way students think and have skills. The article discusses the importance of cu

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Febriyana, Nuria, Indah Rohmalinda, Anita Anita, Ratu Wardarita, and Puspa Indah Utami. "JENIS DAN PILAR PENDIDIKAN UNTUK MENCAPAI TUJUAN PENDIDIKAN." Matapena: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya 5, no. 1 (2022): 89–100. http://dx.doi.org/10.36815/matapena.v5i1.1825.

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Education is needed by humans to develop. Humans who are qualified and able to compete can be created through good education. The education system is a strategy or method used in the teaching and learning process to achieve the goal so that students can actively develop their potential. The education system in Indonesia must be able to achieve the goal of national education, to educating the nation's children. A good education system can help achieve this goal. Every child is different, therefore the way of teaching is different. Various types of education and educational pillars are expected

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Avest, Ina ter. "Hospitable Education—Interreligious Education Revisited." Religions 15, no. 9 (2024): 1101. http://dx.doi.org/10.3390/rel15091101.

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In the past, the Netherlands took on the form of a pillarized society, with three ‘pillars’ (Catholic, Protestant and liberal) ‘living apart together’. Each pillar came with its own education system, health care, and newspapers. In the 1980s, a fourth ‘pillar’ was added: the Islamic pillar. During the same period at the end of the 20th century, a model was developed at one of the country’s primary schools—the Juliana van Stolberg school—for the inclusive interreligious education of all pupils, irrespective of the (religious or secular) life orientation of their parents. This innovative educati

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Wahyu Ningsih, Paidatun Nisa, and Tri Septiyani. "Implikasi Pilar Humanisasi Pendidikan Profetik Dalam Pendidikan Karakter." Morfologi: Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya 2, no. 1 (2024): 277–86. http://dx.doi.org/10.61132/morfologi.v2i1.315.

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This article entitled The Implications of the Humanization Pillar of Prophetic Education in the Concept of Character Education is a qualitative research using a literature approach, specifically a study that analyzes data based on written materials. The literature used consists of published notes, books, magazines, newspapers, manuscripts, journals or articles. The results of this study indicate that the humanization pillar plays an important role in the concept of character education based on prophetic education. Therefore, character education based on prophetic education should be able to in

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Barika, Barika, and Aan Zulyanto. "POVERTY STUDY IN BENGKULU PROVINCE (INCLUSIVE DEVELOPMENT INDEX REVIEW)." Jurnal Ilmiah Akuntansi, Manajemen dan Ekonomi Islam (JAM-EKIS) 8, no. 1 (2025): 257–71. https://doi.org/10.36085/jamekis.v8i1.7672.

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The percentage of poor people in Bengkulu Province during 2011 – 2023 is still above the national level. The problem of poverty in Bengkulu Province remains the focus of development, especially in efforts to alleviate poverty. This study aims to analyze the influence of 3 pillars of inclusive economic growth, per capita income, length of schooling, and unemployment on poverty in Bengkulu Province. The results of the research conducted showed that simultaneously, per capita income, education, and unemployment, the three pillars of the inclusive development index, had an effect on poverty in Ben

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Kusnadi, Kusnadi, and Siti Utami Dewi Ningrum. "National Politics Dr. Soetomo for Education in Indonesia: An Alternative to Strengthen the Pillars of Education." Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan 10, no. 2 (2024): 206–19. http://dx.doi.org/10.29408/jhm.v10i2.25169.

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This article discusses the important role of national politics in strengthening the pillars of education, focusing on the views and contributions of Dr. Soetomo, an Indonesian national figure who played a key role in the independence movement. This article aims to explain how the national politics promoted by Dr. Soetomo can be a relevant alternative to strengthen the education system in the Indonesian context. The method used in this research is a qualitative approach with a literature study method. Dr. Soetomo emphasized the importance of forming character, ethics, and national values to str

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Calica, Marian Feliz D., Juan Paolo Castro, Tristian Arjay Y. Montemayor, et al. "Four Pillars of Education: Extent of Realization as Manifestation of Learning." Proceedings Journal of Interdisciplinary Research 2 (October 10, 2015): 184–91. http://dx.doi.org/10.21016/irrc.2015.se01ef108o.

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Education is absolutely beneficial for society on the whole. It is a life-long process for each person that needs to be reinforced throughout life. Today in the 21st century, we live and work in a changing world. New laws have introduced that lead to the introduction of new policies. New ideas and approaches emerge. New problems arise and new solutions are sought. The world of work is, therefore, a constantly moving and evolving one. What this means, then, is that, if we are not constantly learning as we go about our day-to-day business, then each day we are getting further and further out of

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Wahid, Syahrur Rohman, Mohammad Ali, and Muh Nur Rochim Maksum. "The Three Pillars of Advanced Education." QISTINA: Jurnal Multidisiplin Indonesia 1, no. 2 (2022): 227–32. http://dx.doi.org/10.57235/qistina.v1i2.91.

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Advanced Islamic education is a reconstruction of education that seeks to function as optimally as possible in religious life, practice experiences and actual problems in education and is able to anticipate change by thinking projectively (visionary) and acting proactively. John Dewey's educational theory of progressivism which is the basis for progressive education has the characteristics of progressivism, namely experience, intelligence and progress, so it is important to conduct a study on the implementation of the three pillars of advanced education in educational institutions. This resear

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Cordileone, Archbishop Salvatore. "The Three Pillars of Catholic Education." Nova et vetera 22, no. 1 (2024): 7–20. http://dx.doi.org/10.1353/nov.2024.a919263.

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Mesra, Trisna, Insannul Kamil, and Rika Ampuh Hadiguna. "A Systematic Review of Sustainable Higher Education Assessment Systems: Indicators, Models, and Future Directions." Jurnal Pendidikan Progresif 15, no. 1 (2025): 560–74. https://doi.org/10.23960/jpp.v15i1.pp560-574.

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A Systematic Review of Sustainable Higher Education Assessment System: Indicators, Models, and Future Directions. Objective: Evaluation of the sustainability of higher education institutions (HEIs) has become a major focus in academia, especially as evaluation and ranking systems have evolved into increasingly complex ones. This study aims to provide a set of simple indicators for national policy makers to facilitate the measurement of progress towards sustainability in the higher education sector. Methods: Using a qualitative descriptive approach and a Systematic Literature Review (SLR) metho

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Rezeki, Ketiara, Saharni Nasution, and Elfrianto Elfrianto. "Strengthen Commitment to Educational Goals Through Targeted Monitoring and Evaluation Activities." Indonesian Journal Education 2, no. 2 (2023): 39–44. http://dx.doi.org/10.56495/ije.v2i2.528.

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The context of this study is the need for consistent sustainable quality across Indonesia. Education must also be able to positively develop the potential of students, so that they have the strength of religious spirit, intelligence, personality, ethics and noble skills that they, society, the nation and the State need. To achieve the education goals, it is important to ensure the implementation of four pillars: a) access to education, i.e. providing convenience and equal opportunities for each to access education. Besides access to education, b) equity means fairness in obtaining equal educat

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Aldana, Philipp, Carmina Aldana, Ricardo A. Hanel, et al. "Application of the 6 pillars of sustainable global surgical partnerships by the Neurosurgery Outreach Foundation with lower-middle-income countries in Asia." Neurosurgical Focus 58, no. 3 (2025): E15. https://doi.org/10.3171/2025.1.focus24828.

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OBJECTIVE The global need for neurosurgical care is significant and often unmet. Building partnerships between high-income countries (HICs) and lower-middle-income countries (LMICs) can help bridge the gap. Six features of sustainable global surgical partnerships have been identified; however, their application in neurosurgery has not been studied. The authors analyzed how the 6 pillars of sustainability are applied to neurosurgical partnerships established by the Neurosurgery Outreach Foundation (NOF) with hospitals in LMICs in Asia. METHODS NOF is an all-volunteer, nonprofit US foundation wi

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Biswas, Anup. "BRIDGING GLOBAL VISION WITH LOCAL PRAXIS: AN ANALYTICAL STUDY OF UNESCO’S FOUR PILLARS OF EDUCATION IN NEP – 2020." Social Science Review A Multidisciplinary Journal 3, no. 3 (2025): 191–97. https://doi.org/10.70096/tssr.250303032.

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The rapidly changing landscape of global education underscores the importance of integrating international frameworks with locally relevant educational policies. UNESCO’s Four Pillars of Education – Learning to Know, Learning to Do, Learning to Live Together, and Learning to Be, —present a comprehensive approach to education in the 21st century, emphasizing not only academic knowledge but also personal and social development. India’s National Education Policy (NEP) 2020 represents a pivotal reform aimed at transforming the country’s education system to align with both national aspirations and

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As’ad, As’ad, Nana Suyana, Jupriadi Jupriadi, and Marhamah Marhamah. "Sistem Pendidikan Nasional: Akses, Equity, Financing, Monitoring Dan Evaluasi Tinjaun Kajian Literasi." Ganaya : Jurnal Ilmu Sosial dan Humaniora 7, no. 1 (2024): 89–97. http://dx.doi.org/10.37329/ganaya.v7i1.2849.

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The background to this research is the need for sustainable quality evenly throughout Indonesia. Education must also be able to actively develop the potential of students, so that they have religious spiritual strength, intelligence, personality, noble morals and skills that are needed by themselves, society, nation and state. To realize educational goals, it is important to ensure the implementation of four pillars: a) access to education, meaning providing convenience and equal opportunities for everyone to obtain education. Apart from access to education, b) equity means justice in obtainin

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José, Carlos Meca Vital, and Roberto Camello Lima Carlos. "Total Productive Maintenance and the Impact of Each Implemented Pillar in the Overall Equipment Effectiveness." International Journal of Engineering and Management Research 10, no. 2 (2020): 142–50. https://doi.org/10.31033/ijemr.10.2.17.

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<strong>Total Productive Maintenance (TPM) focuses on maximizing equipment performance, establishing a productive maintenance system that optimizes its life cycle, contributing for the continuous improvement and availability, avoiding early equipment wear, being necessary that the maintenance works on preventing with managerial focus. In this study, the impact of each implemented TPM pillar in the Overall Equipment Effectiveness (OEE) metric was analyzed, evaluating the performance resulting from each implemented pillar. The approach of the research is predicated on the Survey method, based on

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Oommen, T. K. "Education in Independent India." Contemporary Education Dialogue 15, no. 1 (2017): 5–20. http://dx.doi.org/10.1177/0973184917742248.

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This article argues that imparting literacy through the mother tongue of the child and in the setting of an inclusive classroom are the two essential steps for fostering universal elementary education.1 Nurturing appropriate methodological orientations specific to the material, life and human sciences is critical in accelerating the development of higher education. In the age of globalisation, the three pillars on which societies rest are the state, the market and the civil society. Hence, education should be the conjoint responsibility of these three pillars.

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MONAKHOVA, LIRA. "Digital pedagogical pillars in the system of teachers’ additional professional education." Man and Education, no. 2 (63) (2020): 116. http://dx.doi.org/10.54884/s181570410020794-8.

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The article discusses the use of digital pedagogical pillars in the system of teachers’ additional education caused by the challenges of the modern information society. The similarities and differences of such pillars with the electronic educational resource are shown. Various options for implementing of such pillars in education process are proposed.

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Agitiya, Triannisa Wahyu, and Tiara Tivany. "Penguatan 5 Pilar dalam Upaya Penurunan Stunting di Kelurahan Simokerto Kota Surabaya." Jurnal Ilmiah Universitas Batanghari Jambi 23, no. 3 (2023): 3111. http://dx.doi.org/10.33087/jiubj.v23i3.4253.

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The purpose of this study is to find out the five pillars in efforts to reduce stunting in Simokerto Village, Surabaya City. Research data collection using Focus Group Discussion (FGD). The targets of the EMAS Stunting Village Thematic KKN are brides-to-be, pregnant women, postpartum mothers and Baduta and toddlers. The results showed that there were 5 pillars of cultivation carried out by each "Golden Village" group in each village. Pillar 1 in the form of increasing village government commitment and leadership has activities in the form of collecting village commitments related to accelerati

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Burton, Paul. "The Three Pillars of Irregular Warfare Education." Special Warfare 37, no. 1 (2024): 14–15. http://dx.doi.org/10.21236/ad1307250.

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Philip, Beverly K. "ASA’s Strategic Pillars: Membership and Education Update." ASA Monitor 84, no. 2 (2020): 6–7. https://doi.org/10.1097/01.asm.0001079088.43100.b9.

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Setness, Joanna. "The Four Pillars of Choral Music Education." Musical Offerings 14, no. 1 (2023): 39–52. http://dx.doi.org/10.15385/jmo.2023.14.1.3.

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This paper investigates how the philosophy of several key choral music educators influenced their working methods and the principles that they emphasized in their teaching. Lowell Mason, named the “Father of Music Education”, and the first public school music teacher in Boston, spearheaded the school singing movement in the mid 1800’s. F. Melius Christiansen, teaching at St. Olaf College in Northfield, MN left a legacy of the “ideal” choral sound and elevated the choir to a prestigious position in schools. John Finley Williamson, with the Westminster Choir, blended “sung-speech” and the qualit

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Dallakyan, Svetlana, Anna Makaryan, Verej Isanians, et al. "Policy priorities for improving Global Innovation Index score and innovative performance in upper-middle-income countries: Implications for Armenia." Problems and Perspectives in Management 23, no. 1 (2025): 569–83. https://doi.org/10.21511/ppm.23(1).2025.43.

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As an upper-middle-income country, Armenia should develop and implement targeted policies, such as increased R&amp;amp;D investments, education reforms, and industry-academia collaboration, to enhance its innovation performance. Strengthening these areas is expected to contribute to higher Global Innovation Index (GII) rankings, reflecting improved national innovation capacity.This study aims to estimate the impact of various GII components (including pillars, sub-indices, and sub-pillars) on the overall GII and pillar scores for upper-middle-income countries. Based on these findings, the

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Abu-Alruz, Jamal, Salah Hailat, Mahmoud Al-Jaradat, and Samer Khasawneh. "Attitudes toward Pillars of Sustainable Development: The Case for University Science Education Students in Jordan." Journal of Teacher Education for Sustainability 20, no. 2 (2018): 64–73. http://dx.doi.org/10.2478/jtes-2018-0015.

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Abstract The primary aim of the study is to determine the attitudes of science education students at a public university in Jordan toward sustainable development. The validated instrument has been applied to a sample of 198 university students taking science education classes. Descriptive analyses have been used to analyse the data collected. Results of the study indicate overall positive attitudes toward three pillars of sustainable development (economic viability, society, and education). However, students’ attitudes toward the environment as a pillar of sustainable development are negative.

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Tasman Hamami. "Muhammadiyah and Nahdlatul Ulama Education: Two Main Pillars of National Education in Indonesia." Jurnal Pendidikan Agama Islam 18, no. 2 (2021): 307–30. http://dx.doi.org/10.14421/jpai.2021.182-06.

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Muhammadiyah and NU are the mainstream Islamic social organizations established before the Indonesian independence. These organizations drive the renewal of Islamic thought, da'wah, social, health, and education. They have thousands of educational institutions spread throughout Indonesia and play an important role in the development of Islamic education, so they are the main pillars of National Education. This study aimed to discuss the role and contribution of Muhammadiyah and NU as pillars of national and Islamic education. A historical approach through source search (heuristics), assessment

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Šmolík, Vojtěch, and Jan Prouza. "Education in Citizenship or Obedience? The Case of Post-Genocide Rwanda." Archiv orientální 92, no. 1 (2024): 1–31. http://dx.doi.org/10.47979/aror.j.92.1.1-31.

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Post-conflict reconstruction conventionally consists of four pillars—security, political, economic, and social. Ideally, all these pillars are interconnected and develop simultaneously to accelerate the reconstruction and make it stable. Rwanda undoubtedly succeeded in many aspects of its post-conflict reconstruction and it is no wonder that it is frequently presented as a model for other African countries recovering from an intrastate conflict. But is this portrayal real? Aren’t there hidden pitfalls which could, in a long-term perspective, reverse the reconstruction into destruction? This pa

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Henderson, Colette. "Advanced practice education and development." Practice Nursing 32, no. 11 (2021): 443–48. http://dx.doi.org/10.12968/pnur.2021.32.11.443.

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Colette Henderson looks at the importance of education and development for advanced practitioners UK government policy directives support the development of multidisciplinary advanced practice roles. Advanced practitioners must align their practice and subsequent continuing professional development (CPD) with four pillars of practice: clinical practice; facilitation of learning; leadership and evidence; and research and development. Lifelong learning is a mandatory requirement for healthcare practitioners. This article will focus on the importance of education and development for advanced prac

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Rosyidi, Luthfi Nur, Puji Sucia Sukmaningrum, and Tika Widiastuti. "BIBLIOMETRIC ANALYSIS OF ZAKAT RESEARCH FOR SUPPORTING SDGS." Jurnal Ekonomi dan Bisnis Islam (Journal of Islamic Economics and Business) 10, no. 1 (2024): 165–89. http://dx.doi.org/10.20473/jebis.v10i1.54251.

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Introduction: This research aims to reveal and map the publication regarding zakat to achieve SDGs. Methods: Based on the Scopus database, this study attempts to present an overview of papers, authors, journals, and countries that are prominent in zakat research using the bibliometric technique. Results: Until November 2022, there were 618 documents published by 1,356 authors. And zakat-related research has increased over the last 14 years, with Malaysia having the most authors publishing articles in the field of zakat. Non-Muslim countries, such as the United States, are also included on the

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Sahnan, Ahmad. "Konsep Akhlak dalam Islam dan Kontribusinya Terhadap Konseptualisasi Pendidikan Dasar Islam." AR-RIAYAH : Jurnal Pendidikan Dasar 2, no. 2 (2019): 99. http://dx.doi.org/10.29240/jpd.v2i2.658.

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This paper discusses akhlak concept and it`s conceptualization of Islamic primary school. In Islam akhlak occupy a very vital position because it involves horizontal and vertical relations. Likewise in Islamic primary school akhlak becomes a pillar on other pillars. Akhlak determination is very important in setting educational goals, teaching practices, methods, infrastructure, values that are instilled and all implementation. When akhlak and values of Islam are not contained in education, it is certain that the pillars of education are impossible to realize properly. The akhlak contribution i

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Magfirawaty, Magfirawaty, Mohamad Syahral, Dion Ogi, et al. "Measurement of Digital Literacy Index of High School Students or Equivalent in Bogor Regency." Jurnal Abdimas 28, no. 2 (2024): 208–14. https://doi.org/10.15294/26fmrt40.

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The digitalization era is developing rapidly in Indonesia. The pandemic that occurred accelerated digital transformation in various fields. Various digital platforms were developed to support the continuity of education during the pandemic so that they could develop digital skills and improve the status of digital literacy in Indonesia. In addition to the positive impacts, there are also negative impacts from the development of digital transformation. The National Cyber and Crypto Polytechnic which focuses on information security is committed to encouraging increased digital skills and literac

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Collein, Irsanty. "The Effect of 4 Pillars of Health Education on Blood Sugar Levels in Type 2 Diabetes Mellitus." Poltekita : Jurnal Ilmu Kesehatan 17, no. 3 (2023): 529–34. http://dx.doi.org/10.33860/jik.v17i3.2290.

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Diabetes mellitus occurs more frequently in rural areas than urban areas and occurs more frequently in groups with low education. Type 2 Diabetes Mellitus disease management through the implementation of the four pillars of diabetes treatment, including education, dietary nutrients, exercise, and pharmacology. The study aimed to determine the effect of the 4 pillars of DM health education on blood sugar levels. Pre-experimental research design with a one-group pre-test and post-test design approach using paired t-test. The number of samples is determined by the sample formula to test the hypot

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Bucăţa, George, Florin Popescu, and Cosmin Tileagă. "Digital Transformation of Higher Education System." International conference KNOWLEDGE-BASED ORGANIZATION 28, no. 1 (2022): 158–68. http://dx.doi.org/10.2478/kbo-2022-0025.

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Abstract Digital transformation of higher education undergoes cultural, mental, and technological change as an overall process. The present paper represents a correlation of the current literature that brings to light the key pillars aspects of the digital transformation of higher education. The objective of this research study was to outline a model of digital transformation strategy applicable to the Romanian academic environment. The original contribution of this study lies in establishing the key pillars elements and necessary stages for the implementation of digital transformation strateg

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Muthia Zahra, Khairatul Uswah, and Gusmaneli Gusmaneli. "Pembelajaran PAI Berbasisi Empat Pilar dalam Meningkatkan Hasil Belajar Siswa." IHSANIKA : Jurnal Pendidikan Agama Islam 2, no. 4 (2024): 132–39. https://doi.org/10.59841/ihsanika.v2i4.1901.

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This study aims to explore the influence of Islamic Religious Education (PAI) learning based on the four pillars of education Learning to Know, Learning to Do, Learning to Be, and Learning to Live Together on improving student learning outcomes. its effect on improving student learning outcomes. The results show that the implementation of the four pillars of education significantly improves students' understanding of PAI materials, as well as develops their social and emotional skills. The end result of the implementation of the four pillars of education is that students can not only obtain go

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Supratman, Lucy Pujasari. "Communicative Leadership in Constructing Innovative Learning Organization." MIMBAR, Jurnal Sosial dan Pembangunan 33, no. 2 (2017): 376. http://dx.doi.org/10.29313/mimbar.v33i2.2694.

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The lecturers have the duties totransfer science and technology and conduct research as well as undertake community service (three pillars of higher education). Telkom University which turned into four years has been working hard to encourage all lecturers in achieving the three pillars. It has given the evident as best classified listings college of Higher Education in Indonesia. The Faculty of Communication is the youngest faculty in Telkom University. This study used qualitative method with descriptive case study. The result is that innovative leadership of the Head of Department is needed

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Abaalkhail, Mohammed, and Zahir Irani. "Pillars of quality in education: a british perspective." International Journal of Innovation and Knowledge Management in Middle East and North Africa 2, no. 1 (2015): 51–70. http://dx.doi.org/10.47556/j.ijikmmena.2.1.2013.4.

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Royo, Carme, and Timo Halttunen. "Three pillars for better inclusion in higher education." European Journal of University Lifelong Learning 06, no. 01 (2022): 51–58. http://dx.doi.org/10.53807/0601h91r.

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la Velle, Linda. "Discourse and pedagogy: two pillars of teacher education." Journal of Education for Teaching 47, no. 3 (2021): 305–8. http://dx.doi.org/10.1080/02607476.2021.1924529.

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Daniya Asanova. "PROBLEMS AND PILLARS OF BUSINESS EDUCATION IN KAZAKHSTAN." World Science 1, no. 8(36) (2018): 57–60. http://dx.doi.org/10.31435/rsglobal_ws/30082018/6055.

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   The beginning of development of Kazakhstani business education dates back to the end of the 80s – beginning of the 90s of the XX century. Along with the achievements in the sphere of business education, there are key issues that hampers the development of business schools and have an impact on the learning outcomes and the quality of business education in general. This article reviews the stages of development of business education in Kazakhstan and explores key issues in this sphere. Furthermore, the author suggests a series of systematic measures to strengthen the capaci

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Baskwill, Amanda. "The Pillars of the IJTMB—Exploring TMB Education." International Journal of Therapeutic Massage & Bodywork Research Education & Practice 17, no. 3 (2024): 1–4. http://dx.doi.org/10.3822/ijtmb.v17i3.1083.

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This editorial is the final in a three-part series discussing the pillars of the International Journal of Therapeutic Massage and Bodywork: research, practice, and education. Highlighting the need for scholarly discourse, this piece aims to inspire therapeutic massage and body-work (TMB) educators to share their creative approaches to educational matters. The author advocates for a united effort to share knowledge and practices that will enrich TMB education and, ultimately, professional practice.

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Sokarina, Ayudia, and Rosyid Arifin. "Towards the concept of divine justice income: an imaginary dialogue." IMANENSI: Jurnal Ekonomi, Manajemen dan Akuntansi Islam 4, no. 1 (2019): 14–22. http://dx.doi.org/10.34202/imanensi.4.1.2019.14-22.

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Abstrak Tulisan ini adalah sebuah dialog imajiner antara dua akuntan yang berbeda latar belakang lingkungan pendidikan. Salah seorang dengan pendidikan sekuler (akuntan-sekuler: Asek) dan seorang lainnya berasal dari lingkungan pendidikan pesantren (akuntan-syariah: Asyah). Keduanya berdialog mengenai konsep income hingga melahirkan sebuah konsep yang mereka sebut sebagai konsep income berkeadilan Ilahi. Konsep income berkeadilan Ilahi mengandung tiga rukun yaitu: rukun paritas, rukun kewargaan, dan rukun pembuktian. Ketiga rukun itu digambarkan seperti struktur lapisan bumi. Tulisan ini mengg

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Zygmunt, Tomasz. "Three Pillars of Communicative Competence." Language, Culture, Politics. International Journal 1 (October 21, 2022): 87–100. http://dx.doi.org/10.54515/lcp.2022.1.87-100.

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The main point of view demonstrated in the present paper is to express criticism to those program of foreign language studies which still rely on the traditional approach to language education and favor the development of linguistic competence in students. Harmonious functioning of the contemporary world depends, to much extent, on human coexistence and communication both on the micro and macro scale. In the case of the macro scale contacts, the English language has been sanctioned an international means of communication. The examination of the Internet resources with reference to higher educa

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