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Journal articles on the topic 'Keirsey'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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1

Suri, Indah Resti Ayuni, Ruhban Masykur, and Ramayudha Dwi Aji G. "ANALISIS KEMAMPUAN KONEKSI MATEMATIS : DAMPAK LASSWELL COMMUNICATION BERBASIS PEMECAHAN MASALAH DAN KEPRIBADIAN KEIRSEY." Journal of Mathematics Education and Science 4, no. 1 (April 30, 2021): 7–14. http://dx.doi.org/10.32665/james.v4i1.168.

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This research has objectives, including analyzing the influence of the Lasswell Communication Model based on problem-solving and Keirsey's personality on the ability of mathematical connections. And to investigate the interaction between the Lasswell Communication Model based on problem-solving and Keirsey personality to the mathematical connection ability. Researchers will apply some action or treatment in this study using Quasi-experiments. The sampling technique is a technique used in selecting a sample "random" in research—the collection techniques in this study, namely: documentation techniques, interviews, essay tests. The data analysis technique used the normality test and homogeneity test using the Bartlett test. One of the parametric statistical tests is the Anava test. The study results concluded that: There is an influence between students who get the Lasswell Communication Model based on problem-solving learning on the ability of mathematical connections. There is no influence of the Keirsey personality type (guardian, artisan, rational, and idealist) on the mathematical connection abilities of students. There is no interaction between Lasswell's Communication Model learning based on problem-solving and Keirsey's personality type on students' mathematical connection abilities. Abstrak Penelitian ini memiliki tujuan, diantaranya : menganalisa pengaruh Lasswell Communication Model berbasis pemecahan masalah dan kepribadian keirsey terhadap kemampuan koneksi matematis. Serta Untuk menganalisa interaksi antara model pembelajaran Lasswell Communication Model berbasis pemecahan masalah dan kepribadian keirsey terhadap kemampuan koneksi matematis. Peneliti menggunakan Karena akan menerapkan sesuatu tindakan atau perlakuan maka dalam penelitian ini menggunakan Quasi eksperimen Teknik sampling merupakan teknik yang digunakan dalam memilih suatu sampel secara “acak kelas” dalam penelitian. Teknik pengumpulan pada penelitian ini, yaitu: Teknik dokumentasi, Wawancara, tes uraian (essay). Teknik Analisis Data dengan Uji normalitas dan Uji homogenitas menggunakan uji Bartlett, Salah satu uji statistic parametik adalah uji Anava. hasil penelitian ditarik kesimpulan bahwa: Terdapat pengaruh antara peserta didik yang memperoleh pembelajaran Lasswell Communication Model berbasis pemecahan masalah terhadap kemampuan koneksi matematis. Tidak terdapat pengaruh tipe kepribadian keirsey (guardian, artisan, rational, dan idealist) terhadap kemampuan koneksi matematis peserta didik. Tidak terdapat interaksi antara pembelajaran Lasswell Communication Model berbasis pemecahan masalah dan tipe kepribadian keirsey terhadap kemampuan koneksi matematis peseta didik.
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2

Intan Fathimah Ahmadah and Rooselyna Ekawati. "STUDENTS’ METACOGNITION PROCESS IN SOLVING MATHEMATICAL PROBLEMS IN TERMS OF KEIRSEY’S PERSONALITY TYPE." EduTeach : Jurnal Edukasi dan Teknologi Pembelajaran 2, no. 1 (February 1, 2021): 42–55. http://dx.doi.org/10.37859/eduteach.v2i1.2368.

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Metacognition plays an important role in problem-solving activities. It will help students to find what the problem is and understand how to get the solution. This study aimed at describing the student's metacognition process based on Keirsey's personality types. This research used qualitative method with descriptive approach and it was conducted involving eight students who have equal mathematical abilities and the same gender. The selected students represented Keirsey’s personality types. They were carried out through two types of tests, namely the Keirsey Temperament Sorter and the Mathematics Ability Test. The result showed that each personality type could through indicators of the metacognition process. However, there are some indicator components missed. Rational and idealist student have not been able to carry out the metacognition process in the regulation stage properly. Guardian and artisan student have been able to carry out the metacognition process well. This study suggests the teacher can facilitate students in each personality type by determining the appropriate learning model, learning activities, and assessments to obtain better results.
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3

Fox, Jezz, and Carl Williams. "Paranormal Belief, Experience, and the Keirsey Temperament Sorter." Psychological Reports 86, no. 3_suppl (June 2000): 1104–6. http://dx.doi.org/10.2466/pr0.2000.86.3c.1104.

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121 college students completed the Anomalous Experience Inventory and the Keirsey Temperament Sorter. Multiple regression analyses provided significant models predicting both Paranormal Experience and Belief; the main predictors were the other subscales of the Anomalous Experience Inventory with the Keirsey variables playing only a minor role.
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Fox, Jezz, and Carl Williams. "Paranormal Belief, Experience, and the Keirsey Temperament Sorter." Psychological Reports 86, no. 3_part_2 (June 2000): 1104–6. http://dx.doi.org/10.1177/003329410008600306.2.

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121 college students completed the Anomalous Experience Inventory and the Keirsey Temperament Sorter. Multiple regression analyses provided significant models predicting both Paranormal Experience and Belief; the main predictors were the other subscales of the Anomalous Experience Inventory with the Keirsey variables playing only a minor role.
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5

Sitton, Sarah C., and Madeleine Sophie Weber. "Diet Types: Relation of Personality to Approaches to Dieting." Psychological Reports 61, no. 3 (December 1987): 923–26. http://dx.doi.org/10.2466/pr0.1987.61.3.923.

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To determine whether personality type influences the selection of an approach to weight loss, 46 college students completed a food-habits questionnaire and the Keirsey Temperament Sorter. Analysis indicates that persons who score high on the feeling and perceiving scales of the Keirsey sorter are more likely to choose a group weight-loss program than others. There were no significant personality differences with regard to calorie counting, fasting, or use of diet foods or pills.
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6

Iskandar, Ahmad Fikri, Ema Utami, and Agung Budi Prasetio. "Word Analysis of Indonesian Keirsey Temperament." IJCCS (Indonesian Journal of Computing and Cybernetics Systems) 14, no. 4 (October 31, 2020): 365. http://dx.doi.org/10.22146/ijccs.58595.

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Personality uniquely relates to our feeling and pattern to the aspect of actions. This behavior will change through the experience, formal education, and the surrounding environment. This works based on the Keirsey Temperament Sorter, a personality questionnaire developed by David Keirsey. This model divides the personality into four categories as Idealists, Rationals, Guardians, and Artisans. This concept is commonly recognized for the interpretation of specialist trends, potentially contributes to the process of recruitment or selection, and potential fields for analysis of social media data. Words selected by using Chi-Square with an error of 5%. Accuracy of the lexicon approach is 34%, while the best machine learning approach is Random Forest algorithm with 69.59%
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7

Harrison, Christine, and David Lester. "Learning Style and Personality Type in High School Students." Psychological Reports 87, no. 3 (December 2000): 1022. http://dx.doi.org/10.2466/pr0.2000.87.3.1022.

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8

FOX, JEZZ. "PARANORMAL BELIEF, EXPERIENCE, AND THE KEIRSEY TEMPERAMENT SORTER." Psychological Reports 86, no. 3 (2000): 1104. http://dx.doi.org/10.2466/pr0.86.3.1104-1106.

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9

Lester, David. "Attitudes toward Preventing versus Assisting Suicide: A Correction to an Earlier Publication." Psychological Reports 93, no. 3 (December 2003): 673–74. http://dx.doi.org/10.2466/pr0.2003.93.3.673.

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A sample of 50 college students was more in favor of preventing suicide than assisting suicide. Support for assisting suicide was associated with judging-perceiving scores on the Keirsey-Bates Temperament Survey.
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10

Francis, Leslie J., Charlotte L. Craig, and Mandy Robbins. "The Relationship Between the Keirsey Temperament Sorter and the Short-Form Revised Eysenck Personality Questionnaire." Journal of Individual Differences 29, no. 2 (January 2008): 116–20. http://dx.doi.org/10.1027/1614-0001.29.2.116.

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The two models of personality proposed by the Keirsey Temperament Sorter (KTS) and by the short-form Revised Eysenck Personality Questionnaire (EPQR-S) both propose measures of extraversion-introversion, but in other respects the two models are quite different. While the KTS proposes measures of sensing-intuition, thinking-feeling, and judging-perceiving, the EPQR-S proposes measures of neuroticism, psychoticism, and a lie scale. In order to test the comparability of the two indices of extraversion-introversion and the independence of the other constructs, a sample of 554 undergraduate students attending a university-sector college in South Wales, in the United Kingdom, completed the KTS and the EPQR-S. The data demonstrate that the Keirsey Temperament Sorter scales map in quite a complex way onto the model of personality proposed by the EPQR-S.
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11

McKeen, Ronald L., and Cynthia McSwain. "Keirsey-bates temperament categories: A basis for motivational interventions." Human Resource Development Quarterly 1, no. 3 (1990): 237–50. http://dx.doi.org/10.1002/hrdq.3920010306.

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12

Anjani, Rifni, Damris M, and Kamid Kamid. "Proses Berpikir Siswa dalam Memecahkan Masalah Matematika Materi Sistem Persamaan Linear Tiga Variabel yang Ditinjau dari Tipe Kepribadian Keirsey." Jurnal Cendekia : Jurnal Pendidikan Matematika 5, no. 3 (August 23, 2021): 2746–55. http://dx.doi.org/10.31004/cendekia.v5i3.835.

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Penelitian ini bertujuan untuk mengetahui proses berpikir siswa dalam memecahkan masalah matematika materi sistem persamaan linear tiga variabel yang ditinjau dari tipe kepribadian Keirsey di kelas X IPA1 SMA Negeri 2 Muaro Jambi. Jenis penelitian ini adalah penelitian kualitatif deskriptif. Subjek penelitian terdiri dari 2 siswa dari setiap tipe kepribadian guardian, artisan, rational, dan idealist. Metode pengambilan data adalah tes dan wawancara. Instrumen yang digunakan adalah angket tipe kepribadian Keirsey sebagai instrumen pemilihan calon subjek penelitian, lembar soal pemecahan masalah matematika pada materi sistem persamaan linear tiga variabel, dan pedoman wawancara. Teknik analisis data dalam penelitian ini menggunakan analisis Cresswell. Hasil penelitian menunjukkan bahwa setiap tipe kepribadian mempunyai proses berpikir yang berbeda. Tipe kepribadian guardian, artisan, dan idealist melakukan proses berpikir asimilasi dan abstraksi dalam memahami masalah, merencanakan pemecahan masalah, dan melaksanakan pemecahan masalah serta melakukan proses berpikir asimilasi dalam memeriksa kembali jawaban pada langkah pemecahan masalah Polya. Sedangkan tipe kepribadian rational melakukan proses berpikir asimilasi dan asbtraksi pada setiap langkah pemecahan masalah Polya.
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Tucker, Irving F., and Bonnie V. Gillespie. "Correlations among Three Measures of Personality Type." Perceptual and Motor Skills 77, no. 2 (October 1993): 650. http://dx.doi.org/10.2466/pms.1993.77.2.650.

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Correlational comparisons were made between the Myers-Briggs Type Indicator and both the Keirsey Temperament Sorter and its computer version, Please Understand Me, for 103 undergraduate students in psychology. Values from .68 to .86 suggest that these three instruments were measuring the same constructs. Specific differences are discussed.
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Yilmaz, Murat, and Rory V. O'Connor. "Understanding personality differences in software organisations using Keirsey temperament sorter." IET Software 9, no. 5 (October 2015): 129–34. http://dx.doi.org/10.1049/iet-sen.2014.0071.

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15

Starosky, Enio. "João à luz da Teoria Keirseyana: ausência da comensalidade no evangelho joanino?" Kerygma 13, no. 2 (September 6, 2018): 47–60. http://dx.doi.org/10.19141/1809-2454.kerygma.v13.n2.p47-60.

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Os tipos psicológicos de David Keirsey têm sido muito usados em diversos campos: empresarial, relações humanas, educação, marketing, na redação de roteiros de filmes, e ultimamente também no campo religioso. O objetivo deste trabalho é, a partir da teoria keirseyana dos temperamentos, analisar o perfil psicológico do Discípulo Amado (João), e verificar uma possível correlação com a ausência dacomensalidade no evangelho joanino.
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16

Waskel, Shirley A., and Judith Coleman. "Correlations of Temperament Types, Intensity of Crisis at Midlife with Scores on a Death Scale." Psychological Reports 68, no. 3_suppl (June 1991): 1187–90. http://dx.doi.org/10.2466/pr0.1991.68.3c.1187.

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331 subjects completed the Keirsey-Bates Temperament Sorter and Dickstein's Death Scale and responded to an intensity of midlife crisis probe. Using a Pearson product-moment coefficient, weak but significant correlations were found for the introvert-sensor-thinker-judger temperament type on the Think and Anxiety sub-scales and the Think subscale for introvert-sensor-thinker-judger (ISTJ) temperament type.
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17

Novitasari, Yenny Fitria, and Rini Setianingsih. "Profile of Flexibility of High School Students in Mathematical Problem-Solving Based on Personality Type." MATHEdunesa 8, no. 3 (August 1, 2019): 531–35. http://dx.doi.org/10.26740/mathedunesa.v8n3.p531-535.

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e-mail: rinisetianingsih@unesa.ac.id Abstract Flexibility and problem-solving are two things that cannot be separated. One of the causes of differences in strategy in problem-solving is personality. This study is descriptive study using a qualitative approach. This study aims to describe the flexibility of high school students in mathematics problem-solving based on Keirsey personality types. The subjects in this study are four students with different types of personality. For data collection, this study used personality classification tests, mathematical ability tests, mathematical flexibility tests, and interview guidelines. The results show that the guardian student solves the problem using one strategy, namely the concept of addition and fraction multiplication and the answers obtained are incorrect. The artisan students solve the problem using two different strategies, namely drawing a picture and use a variable then the results of all answers are correct. Rational student solves the problem using two different strategies, namely use a variable and draw a picture, but cannot finish the second strategy. Idealist student solves the problem using two different strategies, namely use a variable and use direct reasoning then the answers are correct, but the second strategy is an advanced strategy. Keywords: Problem-solving, flexibility, personality, Keirsey personality type.
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Ahmadah, Intan Fathimah. "Algebraic Reasoning of Student with Keirsey Personality Type in Solving Mathematical Problem." Eduma : Mathematics Education Learning and Teaching 9, no. 2 (December 1, 2020): 42. http://dx.doi.org/10.24235/eduma.v9i2.7191.

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Kelly, Kevin R., and Heidi Jugovic. "Concurrent Validity of the Online Version of the Keirsey Temperament Sorter II." Journal of Career Assessment 9, no. 1 (February 2001): 49–59. http://dx.doi.org/10.1177/106907270100900104.

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20

Masriyah and M. H. Firmansyah. "Students’ Mathematical Literacy in Solving PISA Problems Based on Keirsey Personality Theory." Journal of Physics: Conference Series 953 (January 2018): 012203. http://dx.doi.org/10.1088/1742-6596/953/1/012203.

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21

Hozik, Jennifer, and J. W. Wright. "A CROSS-CULTURAL INVESTIGATION OF PERSONALITY TRAITS AMONG ARAB AND AMERICAN BUSINESS STUDENTS." Social Behavior and Personality: an international journal 24, no. 3 (January 1, 1996): 221–29. http://dx.doi.org/10.2224/sbp.1996.24.3.221.

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This study identifies differences in the scores of Jordanian and American business students on the Keirsey Temperament Sorter personality test. The test was administered to 137 students at the University of Jordan in Amman, Jordan, and Washington College in Chestertown, Maryland. The research results show that, although there are significant differences in personality traits in two of four categories, there are more similarities than differences between the traits identified by these groups of students. This indicates that the personalities and temperaments of business students in Jordan and the United States are not remarkably different.
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22

Alfathy, Ragil Meita, Budi Astuti, and Suharto Linuwih. "The Profile of Physical Problem-Solving Based on Student’s Personality Types." Physics Communication 3, no. 1 (September 14, 2018): 21–28. http://dx.doi.org/10.15294/physcomm.v3i1.15258.

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Problem solving is important for learning physics at any level which involves the process of analysing, interpreting, reasoning, predicting, evaluating and reflecting. However, researches about problem-solving strategies or techniques based on students’ personality have not been widely practiced. This strategy is important to be studied based on thoughts, characters and actions of students. Therefore, the aims of the research are to connect students problem solving of physics based on their personality and identify students problem solving pattern based on their personality according to The Four Temperament Theory of Keirsey (1998). The method used in this research is descriptive qualitative research with the type of Investigation of Lived Experience that explores inner experiences (Gall et al, 2003). Subjects in this study are 12th grade students of science class program of MAN 1 Banyumas which is determined by stratified sampling approach. They were divided into homogeneous groups. The grouping is based on Keirsey's four personality types: Idealist, Artisan, Guardian and Rational. Each personality type, selected nine students as research subjects are determined using purposive sampling technique. The results showed that the strategy of physics problem solving of Idealist type was conceptual problem solving, Artisan type used intuitive-analogic for solving the problem, Guardian type used intuitive for solving the problem, and Rational type used analogic strategy for solving the problem.
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Agustin, Mentari Diyin Ari. "Proses Berfikir Matematis Siswa Dalam Memecahkan Masalah Matematika Ditinjau Dari Tipe Kepribadian Keirsey." Madrosatuna: Journal of Islamic Elementary School 2, no. 2 (March 1, 2019): 29. http://dx.doi.org/10.21070/madrosatuna.v2i2.1967.

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The study aims to desdescribe the process of thinking of students in solving mathematical problems in accordance with keirsey personality types, namely guardian, artisan, rational and idealist. The method in this study uses descriptive qualitative. Data collection technique in this study are observation, interviews, mathematical thinking test (TBM) using fractions. From the result of the study, the guardian, Artisan, Rational an Idealist type students all indicators of mathematical thingking, namely relationship, statements, communication, reasoning nd evidence and problem solving have been seen even though not yet in full. However, what is more visible is the Artisan personality type, after that the rational and guardian types. Idialist type is the type of personality that most often does not appear as a whole.
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Bloom, Amid J., and Roberta M. Snow. "Ethical decision making styles in the workplace: Relations to the keirsey temperament sorter." Systems Research 11, no. 2 (1994): 59–63. http://dx.doi.org/10.1002/sres.3850110205.

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Lestari, Wahyuni Ayu, Farida Farida, and Siska Andriani. "Analisis Kemampuan Representasi Visual Matematis: Dampak Model Pembelajaran Rolem dan Tipe Kepribadian Keirsey." Laplace : Jurnal Pendidikan Matematika 4, no. 1 (May 3, 2021): 75–87. http://dx.doi.org/10.31537/laplace.v4i1.465.

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Kemampuan representasi visual sangat penting dalam pembelajaran matematika. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Rolem dan tipe kepribadian keirsey terhadap kemampuan representasi visual matematis. Penelitian kuantitatif dengan jenis quasy experimental dan desain yang digunakan adalah post-test only control. Teknik acak kelas digunakan dalam teknik pengambilan sampel. Teknik pengumpulan data yaitu tes kemampuan representasi visual matematis dan angket tipe kepribadian. Uji hipotesis menggunakan analisis variansi dua jalan dengan sel tak sama. Berdasarkan analisis variansi dua jalan dengan sel tak sama diperoleh hasil penelitian ditolak dengan nilai signifikansi antar model pembelajaran sebesar , diterima dengan nilai signifikansi antar tipe kepribadian sebesar , diterima nilai signifikansi antar model pembelajaran dan tipe kepribadian sebesar , sehingga dapat disimpulkan bahwa terdapat pengaruh model pembelajaran Rolem terhadap kemampuan representasi visual matematis, tidak terdapat pengaruh tipe kepribadian terhadap kemampuan representasi visual matematis dan tidak terdapat interaksi model pembelajaran Rolem dan tipe kepribadian terhadap kemampuan representasi visual matematis.
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Meitha Arinindya Putri, Haerudin, and Nita Hidayati. "ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMA DITINJAU DARI KARAKTERISTIK KEPRIBADIAN KEIRSEY (ARTISAN, GUARDIAN, IDEALIS DAN RASIONAL)." Ed-Humanistics : Jurnal Ilmu Pendidikan 5, no. 2 (November 30, 2020): 691–97. http://dx.doi.org/10.33752/ed-humanistics.v5i2.1069.

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Tujuan penelitian ini adalah untuk menganalisis kemampuan komunikasi matematis siswa SMA yang ditinjau dari karakteristik kepribadian Keirsey, yakni artisan, guardian, idealis dan rasional. Metode yang digunakan pada penelitian ini adalah kualitatif deskriptif. Dengan sampel 8 orang siswa pada salah satu SMA di kabupaten Karawang yang dipilih berdasarkan perolehan dua nilai teratas dari masing-masing tipe kepribadian pada tes angket untuk menggolongkan tipe kepribadian. Adapun instrumen yang digunakan adalah angket kategori empat kepribadian Keirsey, tes tulis kemampuan komunikasi matematis, serta wawancara. Hasil penelitian ini adalah terdapat perbedaan cara masing-masing tipe kepribadian dalam menyelesaikan masalah kemampuan komunikasi matematis. Hal ini terlihat dari subjek dengan kepribadian artisan tidak mampu dalam sebagian besar indikator, menjawab soal dengan optimis, percaya diri, cenderung tergesa-gesa, kurang mengerti dalam penggunaan simbol serta menggunakan cara yang paling efektif. Subjek dengan kepribadian guardian tidak mampu dalam sebagian besar indikator, mengerjakan dengan tekun, menggunakan prosedur rutin yang umum, kurang memahami tujuan soal, lamban, serta berfokus kepada rasa aman. Subjek dengan kepribadian idealis sangat mampu dalam indikator kemampuan menuliskan apa yang diketahui dan ditanyakan sesuai permasalahan dalam soal, menyelesaikan dengan cara yang tertata, rapih, namun kurang teliti pada penggunaan simbol. Subjek dengan kepribadian rasional sangat mampu dalam indikator kemampuan menuliskan alasan dalam menjawab soal, cukup mampu indikator kemampuan menuliskan istilah-istilah dan simbol-simbol matematika, cukup mampu dalam indikator kemampuan menuliskan apa yang diketahui dan ditanyakan sesuai permasalahan dalam soal, serta kurang mampu pada indikator lainnya, menyelesaikan dengan cara teoritis, logis, cerdas, fleksibel, berpikir abstrak, serta mampu menjelaskan langkah-langkah penyelesaian secara benar dan tepat. Kata Kunci: artisan, guardian, idealis, komunikasi, rasional
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Widiyatmoko, Sugeng. "Deskripsi Penalaran Analogi Ditinjau dari Tipe Kepribadian David Keirsey Siswa SMP Negeri 1 Ajibarang." AlphaMath : Journal of Mathematics Education 4, no. 2 (May 10, 2020): 9. http://dx.doi.org/10.30595/alphamath.v4i2.7356.

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This study aimed to describe students' analogical reasoning in SMP Negeri 1 Ajibarang viewed from personality types in the material of Three-Dimensional Shapes with Flat surfaces. Data subjects in this study were students of class VIII E and the sample was taken using purposive sampling technique. Students are grouped into three categories based on David Keirsey personality types namely rational, artisan, and guardian personality. Data were collected through tests, interviews, and documentation. To analyze the research data descriptive qualitative research method which included data reduction, data presentation, and conclusion was used. In addition, echnical triangulation test was employed as a validation test of the results. The results indicated that, based on analogical reasoning ability, it was seen that rational students mastered all indicators of analogical reasoning ability, i.e. encoding, inferring, mapping, and applying. Students with artisan personality type mastered the encoding indicator only. And guardian students were able to master the encoding, inferring and applying indicator.
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Straioto, Ricardo Goulart Tredezini, Kammiri Corinaldesi Aros, Luiz Fernando Gonçalves de Figueiredo, and Francisco Antonio Pereira Fialho. "APLICAÇÃO DAS TIPOLOGIAS PSICOLÓGICAS DE KEIRSEY PARA FORMAÇÃO DE EQUIPES NO PROCESSO DE INOVAÇÃO." DAPesquisa 10, no. 14 (February 19, 2016): 53–67. http://dx.doi.org/10.5965/1808312910142015053.

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Straioto, Ricardo Goulart Tredezini, Kammiri Corinaldesi Aros, Luiz Fernando Gonçalves de Figueiredo, and Francisco Antonio Pereira Fialho. "APLICAÇÃO DAS TIPOLOGIAS PSICOLÓGICAS DE KEIRSEY PARA FORMAÇÃO DE EQUIPES NO PROCESSO DE INOVAÇÃO." DAPesquisa 10, no. 14 (January 11, 2016): 46–60. http://dx.doi.org/10.5965/1808312911142015046.

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Hamidah, Khusnul, and Suherman Suherman. "Proses Berpikir Matematis Siswa dalam Menyelesaikan Masalah Matematika di tinjau dari Tipe Kepribadian Keirsey." Al-Jabar : Jurnal Pendidikan Matematika 7, no. 2 (December 20, 2016): 231–48. http://dx.doi.org/10.24042/ajpm.v7i2.38.

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This study aims to describe the process of mathematical thinking of students in solving mathematical problems in terms of Keirsey's personality type. This research is a qualitative-descriptive research. Research subjects taken are MAN 2 Tulang Bawang Barat class XI students by purposive sampling. Research subjects amounted to 2 people from each personality type. Data collection is done by observation, interview, and documentation. Data validity using technique triangulation. Data analysis techniques used are the concept of Miles and Huberman, namely data reduction, data presentation, and conclusion. The results showed that each of Keirsey's students in solving mathematical problems was more likely to be a student of a Guardian personality type. In solving mathematical problems begins with the acceptance of information marked by understanding the problem involves knowing what is known (M1), knowing what is being asked (M2), knowing the required requirements in problem solving (M3), as well as making the model of math from the problem with its own understanding (M4). Then proceed with the processing of information marked by implementing the problem-solving plan (R1) and proceed with executing the plan to get the answer (P1), but the steps are not complete. While in rechecking the answer (C1) students do re-check, then in drawing a conclusion (C2), students draw conclusions only on some tests.
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Correia, Kevin M. "Utility of the Keirsey Temperament Sorter for Problem Identification and Treatment Planning in Correctional Institutions." Journal of Offender Rehabilitation 33, no. 2 (July 2001): 67–86. http://dx.doi.org/10.1300/j076v33n02_05.

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Village, Andrew, Leslie J. Francis, and Charlotte Craig. "Church Tradition and Psychological Type Preferences among Anglicans in England." Journal of Anglican Studies 7, no. 1 (May 2009): 93–109. http://dx.doi.org/10.1017/s1740355309000187.

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AbstractA sample of 290 individuals attending Evangelical Anglican churches and Anglo-Catholic churches in central England completed the Keirsey Temperament Sorter, a measure of psychological type preferences. Overall, there were clear preferences for sensing over intuition, for feeling over thinking, and for judging over perceiving, which is consistent with the findings of two earlier studies profiling the psychological type of Anglican churchgoers. However, there was also a significantly higher proportion of intuitives among Anglo-Catholics than among Evangelical Anglicans, which is consistent with the greater emphasis in Anglo-Catholic churches on mystery, awe, and the centrality of sacraments in worship which may resonate with the intuitive predisposition. The implications of these findings are discussed for the benefits of breadth and diversity within Anglicanism.
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Belskaya, N. A. "The Possibilities of Applying the Personal Typology of D. Keirsey in the Identification of Gifted Adolescents." Philosophy. Psychology. Pedagogy 18, no. 2 (2018): 184–89. http://dx.doi.org/10.18500/1819-7671-2018-18-2-184-189.

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Francis, Leslie J., and Andrew Village. "The Psychological Temperament of Anglican Clergy in Ordained Local Ministry (OLM): The Conserving, Serving Pastor?" Journal of Empirical Theology 25, no. 1 (2012): 57–76. http://dx.doi.org/10.1163/157092512x635743.

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Abstract This study draws on psychological type theory as originally proposed by Jung (1971) and psychological temperament theory as proposed by Keirsey and Bates (1978) to explore the hypothesis that ordained local ministers (OLMs) within the Church of England reflect a psychological profile more in keeping with the profile of Church of England congregations than with the profile of established professional mobile clergy serving in the Church of England. Data provided by 135 individuals recently ordained as OLMs (79 women and 56 men) supported the hypothesis. Compared with established professional mobile clergy there is a higher proportion of the Epimethean Temperament (SJ) among OLMs. Oswald and Kroeger (1988) characterise SJ religious leaders as ‘the conserving, serving pastor’. The implications of these findings are discussed for the evolving ministry of the Church of England.
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Calahan, Charles A. "Keirsey's Temperament Types and Religious Preference for a Conservative Church Setting." Perceptual and Motor Skills 82, no. 2 (April 1996): 674. http://dx.doi.org/10.2466/pms.1996.82.2.674.

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Significant differences were found between the expected frequencies of Keirsey's temperament types expected in the general population and the observed frequencies of Keirsey's temperament types found in a midwestern, conservative church sample of 113 married couples. These results suggested there may be a possible relationship between Keirseyan temperament typology and the religious preference for a conservative church setting.
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Librianti, VinnyDwi, Sunardi a, and Slamin a. "MATHEMATICAL COMMUNICATION PROCESS OF JUNIOR HIGH SCHOOL STUDENTS BASED ON KEIRSEY PERSONALITY TYPE IN SOLVING OPEN GEOMETRY PROBLEMS." International Journal of Advanced Research 6, no. 3 (March 31, 2018): 856–64. http://dx.doi.org/10.21474/ijar01/6741.

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Vainio, Katri-Liis, and Rea Raus. "USING SELECTED PERSONALITY VARIABLES IN A LEARNING PROCESS FOR HOLISTIC EDUCATION: A CASE OF A VOICE TRAINING COURSE PARTICIPANTS." Problems of Education in the 21st Century 60, no. 1 (July 10, 2014): 167–84. http://dx.doi.org/10.33225/pec/14.60.167.

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This article aims to find ways to support a learner in a holistic manner, applying Myers-Briggs Typology Indicator (MBTI) as a methodological tool to facilitate learning process by considering learner individualities. Suggestions how to use MBTI in short-term courses of adult training, concentrating on feedback, performance, communication needs are made, based on the results of a study conducted among participants of the voice training. As the MBTI results can be understood and grouped in several ways, this study also compared the results with 3 different versions: Hanson & Silver (1995), Schroeder (1993) and Keirsey & Bates (1978, 1998) findings. Results were found matching most to the findings of Hanson & Silver (1995). This study reveals the typology of learners as Introverts and Extroverts, Analytical Thinkers, Social-Reflective Feelers and Holistic Visionaries. Although the research gives only preliminary conclusions, it gives certain recommendations how to approach different learners during the learning process. Key words: adult learning, learner individualities, ecological paradigm, MBTI, voice training.
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Mulyastuti, Indah Dwi, Budiyono Budiyono, and Diari Indriati. "Students’ Mathematical Communication Skills Based on Keirseys’ Personality Types of Idealist and Gender." Journal of Mathematics and Mathematics Education 9, no. 2 (December 23, 2019): 35. http://dx.doi.org/10.20961/jmme.v9i2.48398.

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<span lang="EN-US">Learning in the 21st century can be defined as learning that provides 21st century skills, one of which is communication. Mathematics learning allows students to communicate mathematical ideas clearly. Different personality types can affect the way they communicate, and other activities in learning mathematics. This study aims to describe students' mathematical communication skills in terms of Keirsey personality types, namely Idealist and gender who have Idealist personalities. Descriptive qualitative research was used in this research and was carried out at Junior High School Negeri 1 Purwodadi in the 2019/2020 school year. The research was conducted on the subject of class VIII I with idealist personality type, then selected 1 female student and 1 male student using purposive sampling. The researcher is the main research instrument with the help of observation guidelines, questionnaires, tests of mathematical communication skills and then interviews. The data collection technique is a triangulation technique by comparing the answers to the mathematical communication skills test and interviews. Data reduction, data presentation and drawing conclusions are data analysis techniques used in this study. Female students with idealist personality types communicate better mathematically than male students with idealist personality types as shown in the results of this study. </span>
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Kowiyah, Kowiyah, Ima Mulyawati, and Khoerul Umam. "Conceptual Understanding and Mathematical Representation Analysis of Realistic Mathematics Education Based on Personality Types." Al-Jabar : Jurnal Pendidikan Matematika 10, no. 2 (December 18, 2019): 201–10. http://dx.doi.org/10.24042/ajpm.v10i2.4605.

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Conceptual understanding and representation in mathematics are both important mathematical abilities to develop. Conceptual understanding and representation abilities are needed by students to solve mathematical problems. The aim of this research was to describe the representation of mathematics of RME based on student's personality type, the conceptual understanding in RME based on student's personality type. In this research, 8 PGSD students from artisan, idealist, guardian, and rational personality types were selected as subjects. The methods used in this research were tests, interviews, and documentation of personality type questionnaires of the students according to (Keirsey, 1984)). The tests and interviews were analyzed to describe the conceptual understanding and representation abilities of the students. The results of this research were that the students with the rational personality type were very good at identifying and making examples, traits and conditions. Students with the idealist personality type were very good at identifying verbally and in written form. All four personality types’ conceptual understanding when identifying and distinguishing concepts was still poor. Meanwhile, for the mathematical representation aspect, all four personality types were very good at visual mathematical representation in the form of figures and tables.
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Gattai, Maria Cristina Pinto, and Marina Vavassori Camanho. "Perfil MBTI e a Tipologia dos Quatro Temperamentos." Psicologia Revista 30, no. 1 (September 1, 2021): 193–225. http://dx.doi.org/10.23925/2594-3871.2021v30i1p193-225.

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A presente pesquisa objetivou avaliar a existência de um perfil de personalidade e de temperamento que possa ser associado aos ocupantes de cargos de gestão. Para isso foi realizada a análise documentária de 240.233 protocolos do MBTI, do banco de dados da empresa representante da ferramenta no Brasil, emitidos no período de 2007 a 2015. Como a base de dados para este estudo foi documental, não houve necessidade de submetê-lo ao Comitê de Ética, mas apenas da autorização expressa da empresa. Para a análise do temperamento, utilizou-se a teoria de David Keirsey por permitir sua associação com o MBTI. Da totalidade de protocolos analisados, 12,55% ocupavam algum cargo de gestão quando avaliados. Os resultados apontaram que as tipologias de personalidade ESTJ (Extrovertido, Sensorial, Racional, Julgador) e ISTJ (Introvertido, Sensorial, Racional, Julgador) e o temperamento Guardião são as que mais se destacam para todos os tipos de cargos. Conclui-se que não há uma tipologia ou um de temperamento que diferencie pessoas que ocupam cargos de gestão das que não ocupam, porém, há tipologias e temperamentos mais frequentemente observados para os profissionais de diversos cargos.
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Luiz, Gilberto Venâncio. "Características do Temperamento e suas Influências no Comportamento do Consumidor." Revista Brasileira de Marketing 10, no. 2 (December 6, 2011): 30–53. http://dx.doi.org/10.5585/remark.v10i2.2256.

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O presente artigo tem como objetivo verificar a existncia de diferenas entre agrupamentos de pessoas com temperamentos semelhantes em relao ao seu comportamento de consumo, que sejam significativas para elucidar que as caractersticas do temperamento influenciam o comportamento de consumo das pessoas. Para chegar a esse objetivo foram aplicados, a uma amostra 167 pessoas, o questionrio Keirsey Temperament Sorter II a fim de identificar as caracteristicas do temperamento dos indivduos e um questionrio contendo 30 perguntas relacionadas aos construtos racionalidade, materialismo, compulsividade, simbolismo e emoo. Aps esse levantamento foi aplicada a tcnica de anlise fatorial para reduo do nmero de variveis e confirmao dos construtos. Por meio dos fatores criados, a partir dessa anlise, foram definidos quatro agrupamentos de individuos com temperamentos semelhantes. A partir desses agrupamentos, foi calculada as mdias para cada grupo de acordo com os construtos e analisadas as diferenas entre eles em relao s caracteristicas do temperamento e o comportamento de consumo. Verificou-se que grupos com caracteristicas racionais de temperamento so menos emocionais em suas decises e menos compulsivos no processo de compra; o grupo com caractersticas mais emocionais no temperamento eram mais compulsivos no processo de compra. Dessa forma, pode-se concluir que o temperamento exerce influncia significativa no comportamento de compra dos individuos. DOI: 10.5585/remark.v10i2.2256
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Kapustina, Valeriia, and Eugenia Bykova. "The innovative personal potential: the content of the concept and empirical study." SHS Web of Conferences 69 (2019): 00057. http://dx.doi.org/10.1051/shsconf/20196900057.

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The article is devoted to the theoretical analysis of an innovative personal potential as a psychological construct. Well-known definitions of an innovative personal potential have such characteristics as openness to new information and experience (cognitive component), a desire to change/willingness to create something new (motivational component), innovative activity (behavioral component) and value-semantic system (axiological component). The empirical study of an innovative personal potential of student was held in Novosibirsk State Technical University. Authors used psychological tests (KTS by D. Keirsey, TAS by S. Badner; Tests by F. Williams, the scale of self-esteem of an innovative personality traits by N.M. Lebedeva, A.N. Tatarko, “Problems of the real world” by R. Sternberg). The sample included 177 students. The correlational analysis showed that students, who consider themselves innovative persons, show interest, plays with ideas, reflects on the hidden meaning. They are tolerant to new situations, to the emergence of possible difficulties, they tend to be open, relaxed, free, mobile, trendwatching and are able to deviate from obvious and generally accepted things and develop a simple idea to make it more interesting. Also, it is found that Rational and Idealist types have more apparent characteristics of an innovative personal potential.
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43

Relawati, Dinda Wahyu Mei, and Agung Lukito. "METAPHORICAL THINKING OF STUDENTS WITH DIFFERENT SENSING PERSONALITY TYPES IN SOLVING ALGEBRA PROBLEMS." MATHEdunesa 9, no. 2 (June 30, 2020): 267–75. http://dx.doi.org/10.26740/mathedunesa.v9n2.p267-275.

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This research aims at describing metaphorical thinking of students with varying personality types in solving algebra problems. The subjects of this study consist of two students of the same sex and equal mathematical abilities namely female students with guardian personality type and artisan personality type based on Keirsey personality type. Data collection methods used are problem solving task and task-based interview. The results show that metaphorical thinking of two subjects differ mainly in the component connect. In connect component, the guardian student is connects the problem given with the weekly savings process, while the artisan student connects with the farmer's hat and process of making a ladder. In relate component both students find common ideas between the problem given and the ideas they have. In explore component, the guardian student describes the similarity of ideas between the problem given with the weekly savings process and makes a model, while the artisan student describes the similarity of ideas with process of making a ladder using pictures and curves. In analyze component, the two students re-explain the previous steps that have been taken. Then in transform component, the two students change the model of their ideas. Whereas in experience component, both students do not apply the results obtained to solve the problems in new context.
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44

Dolynnyi, Serhii. "PERSONALITY PSYCHOLOGY IN THE CONTEXT OF CONFLICT INTERPRITATIONS." Science and Education 2021, no. 2 (June 2021): 15–19. http://dx.doi.org/10.24195/2414-4665-2021-2-2.

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The article analyzes the most important psychological preconditions of a conflict situation on the basis of which the strategy and tactics of people's behavior in case of differences of their interests are formed. The main psychological models of conflict are presented in the study, which is used to interpret sociotypes that highlight the psychological portrait of the individual in the perspective of modernity. The purpose of the study is to substantiate the causal dysfunctions in the implementation of conflict situations and highlight ideas for avoiding conflict demonstrated by the individual. The study used the Keirsey questionnaire to assess the temperament of participants and K. N. Thomas' methodology to determine their typical ways of responding to a conflict situation, which identified the tendency of sociotypes to rivalry and cooperation, the desire for compromise, conflict avoidance and flexibility in decision making. The article considers a concept of personality types and their interaction in the structure of interpersonal relationships. According to the methodology of D. Keirsey, which is based on the typology of Carl Jung and the theory of information metabolism of A. Kempynsky, there are 16 types of information sharing between individuals. The formation of a sensitive image of a person as an adequate information subject characterizes the problem of defining a person’s personality in a continuous flow of information, communicative perceptions, innovative competencies and different value systems. Having followed the method of K. N. Thomas that is designed to determine the typical ways of individuals’ responds to conflict situations, we determine an inclination of the above mentioned sociotypes to competition and cooperation, as well as desire to compromise and avoid conflicts, and flexibility in decision making. In the framework of the Socionic model, the subjects of information influences make adequate assessment of their potential, find appropriate ways of self-realization, competitively and objectively perceive the abilities of others in order to form a harmonious relationship with them. The problem that arises in a conflict always stands in the way of the implementation of goals, which refer to both the interests and fears of person. Barriers that work against the implementation of needs and interests in a conflict are always associated with communication, since other people’s activities are often perceived as a dissonance of individual and his/her environment. A mixture of contradictions caused by different types of experience and behavior, character traits and other factors of interpersonal interaction provide the basis of conflict. The conceptual importance of personality covers a wide range of internal mental processes that determine the features of human behavior in different situations. The objective conflict management is the only way that leads to positive dynamics in the conflict of interest, with the main criterion being the ability to compromise, based on the understanding that contradictions can give ground to the development that, in its turn, can bring about effective cooperation.
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Zelenina, N. V., I. V. Fedotkina, and V. V. Yusupov. "Personality traits as predictors of stress-induced somatic diseases in military academy cadets." Medicо-Biological and Socio-Psychological Problems of Safety in Emergency Situations, no. 2 (June 17, 2020): 93–99. http://dx.doi.org/10.25016/2541-7487-2020-0-2-93-99.

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Relevance. The need to improve medical and psychological support for cadets of higher military educational institutions in order to reduce disease incidence and subsequent dismissal of military professionals for health reasons. Intention. To identify personality-associated predictors of stress-induced somatic diseases in cadets.Methodology. 433 male cadets aged 21-24 years in their 5-6th year of training were examined. We used the D. Keirsey personality questionnaire and the Giessen personality inventory. Somatic morbidity was analyzed based on the results of annual medical examinations and correlated with the International classification of diseases, injuries and behavioral disorders, 10th revision (ICD-10).Results and Discussion. The growth of somatic morbidity of cadets in the course of training was established. Diseases of the digestive system (K00–K93 according to ICD-10) were most common, their percentage increased from 0 % in the first year to 7.3 % in the 5-6th years of training. Diseases of the circulatory system (I00–I99) and diseases of the skin and subcutaneous tissue (L00–L99) increased up to 2.7 %. Personality characteristics of cadets have been studied. Typological and psychosocial personality characteristics associated with the risk of health disorders in the learning process were identified.Conclusion. Typological and psychosocial personality traits can be predictors of stress-induced somatic diseases in cadets in the course of training. Vulnerability to cardiovascular diseases is closer associated with typological personality traits, to skin diseases – with psychosocial traits, and diseases of the digestive system correlated with both typological and psychosocial personality traits.
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Bealing, William E., A. Blair Staley, and Richard L. Baker. "An Exploratory Examination of the Relationship between a Short Form of the Keirsey Temperament Sorter and Success in an Introductory Accounting Course: A Research Note." Accounting Education 18, no. 3 (June 2009): 331–39. http://dx.doi.org/10.1080/09639280802532257.

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47

Hossain, Shawqi Mohammed, Mahmudul Hasan, and Mohammed Golam Murtuza. "A Team Formation Framework for Managing Diversity in Multidisciplinary Engineering Project." International Journal of Engineering Pedagogy (iJEP) 7, no. 1 (February 28, 2017): 84. http://dx.doi.org/10.3991/ijep.v7i1.6461.

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Team formation is one of the essential elements in constructing effective teamwork of any team size that requires different skill sets. Diversity in team encourages students to challenge and compete with one another while searching for new ideas, which in turn can lead to a better team performance. In a well-functioning diverse teams, the students who performed poorly may gain benefit by observing how excellent students approach the assignments. They may also benefit by getting advice and assistance from the excellent students. Studies have shown that Malaysian university graduates lack of team skills. The purpose of this paper is to propose a framework for forming a diverse multidisciplinary team among engineering undergraduates based on selected criteria such as individual personality type, gender, and other relevant demographic information. The proposed framework can also be used to design an automated team-formation system based on the identified metrics. The purpose of the framework is to consolidate the existing team formation literature, and to develop and test interventions for maximizing individual member and team performance as a whole that makes an effective team. For this study, a multidisciplinary approach was used where first year engineering students from three different faculties, namely Faculty of Electrical Engineering (FKE), Faculty of Mechanical Engineering (FKM), and Faculty of Biosciences and Medical Engineering (FBME) at Universiti Teknologi Malaysia (UTM) worked on an innovation project using the Conceive, Design, Implement, and Operate (CDIO) framework. Keirsey Temperament Sorter was used as an instrument to identify an individual's personality type.
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Tuli, Sanjeev Y., Lindsay A. Thompson, Heidi Saliba, Erik W. Black, Kathleen A. Ryan, Maria N. Kelly, Maureen Novak, Jane Mellott, and Sonal S. Tuli. "Pediatric Residents' Learning Styles and Temperaments and Their Relationships to Standardized Test Scores." Journal of Graduate Medical Education 3, no. 4 (December 1, 2011): 566–70. http://dx.doi.org/10.4300/jgme-d-10-00147.1.

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Abstract Background Board certification is an important professional qualification and a prerequisite for credentialing, and the Accreditation Council for Graduate Medical Education (ACGME) assesses board certification rates as a component of residency program effectiveness. To date, research has shown that preresidency measures, including National Board of Medical Examiners scores, Alpha Omega Alpha Honor Medical Society membership, or medical school grades poorly predict postresidency board examination scores. However, learning styles and temperament have been identified as factors that may affect test-taking performance. The purpose of this study is to characterize the learning styles and temperaments of pediatric residents and to evaluate their relationships to yearly in-service and postresidency board examination scores. Methods This cross-sectional study analyzed the learning styles and temperaments of current and past pediatric residents by administration of 3 validated tools: the Kolb Learning Style Inventory, the Keirsey Temperament Sorter, and the Felder-Silverman Learning Style test. These results were compared with known, normative, general and medical population data and evaluated for correlation to in-service examination and postresidency board examination scores. Results The predominant learning style for pediatric residents was converging 44% (33 of 75 residents) and the predominant temperament was guardian 61% (34 of 56 residents). The learning style and temperament distribution of the residents was significantly different from published population data (P = .002 and .04, respectively). Learning styles, with one exception, were found to be unrelated to standardized test scores. Conclusions The predominant learning style and temperament of pediatric residents is significantly different than that of the populations of general and medical trainees. However, learning styles and temperament do not predict outcomes on standardized in-service and board examinations in pediatric residents.
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Rossaert, Isabelle. "Manu Keirse: ‘Op oudere leeftijd is elke stap er een van verlies’." TvV Tijdschrift voor Verzorgenden 50, no. 1 (January 2018): 12–14. http://dx.doi.org/10.1007/s41183-018-0525-4.

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50

Calahan, Charles A. "Keirsey's Temperament Types and Religious Preference for a Filipino Sample in a Conservative Church." Perceptual and Motor Skills 84, no. 3_suppl (June 1997): 1198. http://dx.doi.org/10.2466/pms.1997.84.3c.1198.

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Significant associations were found for the frequencies of Keirsey's temperament types expected in the general population and the observed frequencies among Filipinos from a conservative church. The result suggested a possible relationship between typology of temperament and the religious preference for a conservative church setting in the Philippines.
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