Artículos de revistas sobre el tema "Education Textbooks Sudan"

This paper attempts to reveal how the Islamic schools in Kenya are beset by absence of relevant teaching and learning materials and the role Islamic universities can play to provide these materials. Madrasa in Kenya have played pivotal role in producing ulama and teachers of religion for more than a century before the advent of Western education on the shores of East Africa. Islamic Integrated schools on the other hand are recent phenomena that arose to mitigate the challenges posed by Western style education that leaves learners with no time to learn based Islamic sciences. The schools combine both the national secular curriculum and Islamic studies. While the national curriculum subjects have adequate teaching and learning materials developed by the Ministry of Education, the Islamic studies section of the schools face serious shortages of relevant textbooks that are aligned with the target curriculum. Different schools use different textbooks including some that were developed in countries such as Saudi Arabia, Eqypt, Yemen and Sudan. This paper argues that the absence of sufficient, curriculum specific teaching and learning resources in Islamic studies is constraining learning thus contributing to poor performance of students in the subjects. The study utilized qualitative approach to gather views across section of participants involved in Islamic education, on the quality and availability of relevant curriculum support materials and the role played by Islamic Universities in bridging the gap in the development and provision of these materials. Interviews, FGD, observation, and documentary analysis were used to collect data from students, teachers, head teachers, and MoE officials.

The course of Evaluation Process and Learning Outcome in Biology Education University of Jambi has not been provided with neither student book nor modules as student guidance for the course lecturers. Therefore, I was interested in developing textbooks for this course with the aim of helping students to understand the subject in order to minimize misconceptions and incoherence form the course objectives. This study applied ADDIE model (Analyze, Design, Development, Implementation, and Evaluation). This study went through needs and materials analysis, product design, and product development by having product validation from experts and product implementation. In the product implementation, students as respondents were required to get feedback for product improvements; lastly, product evaluation then took place. The validation results from the experts show that Biology Textbook of Process Evaluation and Learning Outcome is significantly appropriate, as noted with the score of 83. However, there is a suggestion for the textbook to improve the cover, typographical errors, layout and page numbering. The second validation results suggestions to add competence of material, number of pages, material explanation and bibliography. The product testing in a small group shows that the product is categorized as significantly appropriate with the score of 85.5. According to a student user, the product is good and handy due to its small size yet rich contents. Currently, the product, in the form of books, have been provided with ISBN, published and distributed to students and to Faculty of Teacher Training and Education and University of Jambi libraries. The books are currently in the process to be published in a large scale by Salim Media Indonesia Publisher. Keywords: Development, Biology Textbook of Process Evaluation and Learning Outcome Abstrak. Pembelajaran mata kuliah Evaluasi Proses dan Hasil Belajar Biologi di Prodi Pendidikan Biologi FKIP Universitas Jambi belum memiliki buku atau pun modul yang dapat digunakan sebagai pegangan mahasiswa dalam perkuliahan. Untuk itu lah saya tertarik untuk mengembangkan buku ajar mata kuliah ini dengan harapan dapat membantu mahasiswa dalam memahami materi mata kuliah tersebut supaya tidak terjadi kesalahan pemahaman dan keluar dari jalur atau tujuan pembelajaran. Penelitian ini menggunakan model pengembangan ADDIE (Analize, Design, Development, Implementation, Evaluation). Dalam penelitian ini melalui tahapan analisis kebutuhan dan materi, kemudian tahap desain produk yang diharapkan, kemudian menerima masukan dari evaluator materi dan evaluator media, kemudian pengembangan produk dan uji coba. Pada tahap uji coba prodak melibatkan responden dari mahasiswa untuk mendapatkan masukan dan kritikan terkait produk yang telah dibuat, terakhir tahap evaluasi dari uji coba yang telah dilakukan. Hasil validasi ahli menunjukkan bahwa buku ajar Evaluasi proses dan hasil pembelajaran biologi yang dikembangkan termasuk dalam kategori sangat layak untuk digunakan dengan skor 83. Namun masih mendapatkan masukan dari validator pertama berupa perbaikan tampilan cover, layout, kesalahan penulisan dan penomoran halaman. Kemudian masukan dari validator kedua memberikan kritikan dan masukan berupa kompetensi materi yang perlu ditambah, jumlah halaman yang perlu ditambah dan penjelasan materi serta daftar pustaka yang perlu ditambahkan. Hasil analisis pada uji coba kelompok kecil menunjukkan bahwa buku ajar yang dikembangkan termasuk dalam kategori baik ( 85,5). Menurut mahasiswa selaku pengguna produk buku ajar ini sudah baik dan cukup simpel dibawa kemana-mana karena ukurannya yang kecil dengan cakupan materi yang padat. Sekarang buku ajar mata kuliah Evaluasi proses dan hasil belajar biologi ini sudah dicetak dan sudah memiliki ISBN serta sudah disebarkan ke mahasiswa dan perpustakaan FKIP dan Perpustakaan Universitas Jambi, kemudian tahap penjajakan dengan penerbit Salim Media Indonesia untuk produksi skala besar dan pemasaran di toko buku-toko buku yang ada di Indonesia. . Kata Kunci: Pengembangan, Buku Ajar Evaluasi dan Pembelajaran Biologi

AbstractMany studies reported that reading can improve academic achievements, critical thinking skills, confidence, social behavior, and all characters required by students to get a better job and better life. In the Disruption Era, however, many students are potentially disrupted by social media interactions that affected their reading habits. The present study was aimed to explore the reading habits of students in the printed textbook. The study was carried out in 2019, involving 469 students from three study programs of the Department of Mathematics and Science Education, i.e. Biology Education, Chemistry Education, and Physics Education. Data were collected using questionnaires in a convenience sampling method with a sample of about 70% of the population. Results show that 81% of students read printed textbooks two hours or less per day, and 53% spend less than one hour. There are a few students, however, who read textbooks more than four hours per day. Students' visit to the library is mostly (35%) 3-4 times per year and >5 times per year (33%). Reading for leisure is not very popular among the students. Multiple regression models showed that students' science textbooks, students' interest in information technology books, the number of literature read, and the number of bought-books significantly determine the duration of students' reading time. Potential methods to improve students' reading habits are discussed.AbstrakBanyak penelitian sudah melaporkan bahwa membaca dapat meningkatkan kemampuan akademis, ketrampilan berfikir kritis, perilaku sosial, dan semua karakter yang diperlukan mehasiswa untuk memperoleh pekerjaan yang bagus dan kehidupan yang lebih baik. Pada Era Disrupsi sekarang ini, banyak mahasiswa yang berpotensi terganggu oleh media interaksi sosial yang dapat mengganggu kebiasaan membaca mereka. Penelitian ini bertujuan untuk mengeksplorasi kebiasaan membaca buku teks cetakan pada mahasiswa. Penelitian dilakukan pada tahun 2019, yang melibatkan 469 mahasiswa sebagai sampel dari tiga program studi di Jurusan Pendidikan Matematika dan IPA, yaitu Pendidikan Biologi, Pendidikan Kimia, dan Pendidikan Fisika. Pengumpulan data dilakukan melalui kuesioner dengan metode convinience sampling, dengan jumlah sampel sekitar 70% dari populasi. Hasil penelitian mengungkapkan bahwa 81% mahasiswa membaca buku cetakan dua jam atau kurang per hari, dan 53% membaca kurang dari satu jam per hari. Sebagian kecil mahasiswa mengaku membaca buku cetakan lebih dari empat jam per hari. Kunjungan mahasiswa ke perpustakaan umumnya 3-4 kali per semester (35%) dan >5 kali per semester (33%). Kegiatan membaca untuk hiburan tidak populer pada mahasiswa. Model regresi berganda menunjukkan bahwa minat mahasiswa terhadap buku sains, minat mahasiswa terhadap buku teknologi informasi, jumlah buku sastra yang dibaca, dan jumlah buku yang dibeli mahasiswa, merupakan empat variabel yang dapat memprediksi lama waktu membaca mahasiswa. Cara-cara yang potensial untuk meningkatkan kebiasaan membaca mahasiswa didiskusikan.

AbstrakTujuan penelitian ini adalah untuk 1) Mengembangkan buku teks membaca kritis yang sesuai dengan perspektif mahasiswa Program Studi Pendidikan Bahasa dan Sastra Indonesia, 2) Mengembangkan buku teks membaca kritis berdasarkan aspek substansi membaca kritis, aspek pembelajaran membaca, dan implementasi, 3) Mewujudkan buku teks membaca teks kritis yang aplikatif, dan 4) Mewujudkan buku teks membaca kritis yang efektif. Penelitian ini menggunakan prosedur penelitian pengembangan atau educational research and development yang terdiri dari beberapa langkah penelitian, yaitu: need assessment, self-evaluation, expert panels, two-on-one, dan rapid prototyping stage. Subjek penelitian ini terdiri dari mahasiswa Program Studi Pendidikan Bahasa dan Sastra Indonesia semester III. Instrumen yang digunakan pada penelitian ini adalah kuesioner persepsi dan tes membaca kritis. Hasil evaluasi substansi menunjukkan bahwa perlu dilakukan penggantian judul terhadap salah satu bab dalam buku teks, perubahan susunan bab, dan perbaikan tulisan dan tata bahasa. Hasil evaluasi imlementasi menunjukkan bahwa buku teks membaca kritis yang dihasilkan dianggap sudah memadai untuk digunakan sebagai bahan ajar, namun dalam pembuktian keefektifan hasilnya kurang berpengaruh terhadap peningkatan kemampuan membaca kritis mahasiswa.Kata kunci: membaca kritis, pengembangan buku teksAbstractThe aims of this research were to 1) Develop critical reading textbook based on Students’ perspective of Language and Literature Education Study Program. 2) Develop critical reading textbook based on critical reading substantion aspect, instruction, and implementation. 3) Develop an aplicable critical reading textbook. and 4) Develop an effective critical reading textbook. This researchers used research and development procedure or an educational research and development consisting of need assessment, self-evaluation, experts panel, two-on-one, and rapid prototyping stage. Semester III students of Language and Literature Education Study Program was the subject of the research . The instruments were quesioner and critical reading test. The result of substantial evaluation showed that one of the chapter need revising, the arrangement of chapter order, and grammar correcting, and spelling editting. The result of implentation showed that this critical reading textbook was appropriate for students as their learning material. Moreover, based on the result of critical reading test, there was no influence to the students’ reading comprehension.Key words: critical reading, textbook development

Abstract The aims of this research were to 1) Develop critical reading textbook based on Students’ perspective of Language and Literature Education Study Program. 2) Develop critical reading textbook based on critical reading substantion aspect, instruction, and implementation. 3) Develop an aplicable critical reading textbook. and 4) Develop an effective critical reading textbook. This researchers used research and development procedure or an educational research and development consisting of need assessment, self-evaluation, experts panel, two-on-one, and rapid prototyping stage. Semester III students of Language and Literature Education Study Program was the subject of the research . The instruments were quesioner and critical reading test. The result of substantial evaluation showed that one of the chapter need revising, the arrangement of chapter order, and grammar correcting, and spelling editting. The result of implentation showed that this critical reading textbook was appropriate for students as their learning material. Moreover, based on the result of critical reading test, there was no influence to the students’ reading comprehension. Key words: critical reading, textbook development Abstrak Tujuan penelitian ini adalah untuk 1) Mengembangkan buku teks membaca kritis yang sesuai dengan perspektif mahasiswa Program Studi Pendidikan Bahasa dan Sastra Indonesia, 2) Mengembangkan buku teks membaca kritis berdasarkan aspek substansi membaca kritis, aspek pembelajaran membaca, dan implementasi, 3) Mewujudkan buku teks membaca teks kritis yang aplikatif, dan 4) Mewujudkan buku teks membaca kritis yang efektif. Penelitian ini menggunakan prosedur penelitian pengembangan atau educational research and development yang terdiri dari beberapa langkah penelitian, yaitu: need assessment, self-evaluation, expert panels, two-on-one, dan rapid prototyping stage. Subjek penelitian ini terdiri dari mahasiswa Program Studi Pendidikan Bahasa dan Sastra Indonesia semester III. Instrumen yang digunakan pada penelitian ini adalah kuesioner persepsi dan tes membaca kritis. Hasil evaluasi substansi menunjukkan bahwa perlu dilakukan penggantian judul terhadap salah satu bab dalam buku teks, perubahan susunan bab, dan perbaikan tulisan dan tata bahasa. Hasil evaluasi imlementasi menunjukkan bahwa buku teks membaca kritis yang dihasilkan dianggap sudah memadai untuk digunakan sebagai bahan ajar, namun dalam pembuktian keefektifan hasilnya kurang berpengaruh terhadap peningkatan kemampuan membaca kritis mahasiswa. Kata kunci: membaca kritis, pengembangan buku teks

ABSTRACTThis research aims to determine how nationalism is narrated in Social Science Education textbooks elementary fourth grade based on SBC curriculum 2006. This research is a descriptive qualitatively used content analysis of textbooks fourth grade social studies and works Tantya Hisnu P. Winardi with the titles of Social Sciences for Primary School and works Retno Heny Pujiati and Umi Yuliati with the title of the book Smart Social Sciences Grade 4 Primary School. The method of this research is analysis of the content (content analysis). Techniques of the content analysis covers the following efforts: classification symbols used in the communication, the criteria in the classification, the prediction and the use of certain techniques to make predictions. Overall the materials presents nationalism has contextual and proportionate without ignoring standards of competence and basic competence curriculum SBC as what is described in the material by text books I and II. Both textbooks itself reflect the real corresponding to everyday life. Description of the material also presents academic, persuade students to think, practice, direct labor, and social skills. The material also involves daily activities, daily life, social issues, and everyday learners. Keywords: Text Book, Social Science Education, School Based Curriculum (SBC), Nasionalisme. ABSTRAK Penelitian ini bertujuan untuk mengetahui bagaimanakah nasionalisme dinarasikan dalam buku ajar IPS SD kelas IV SD berdasarkan kurikulum KTSP 2006. Penelitian ini merupakan deskriptif kualitatif dengan menggunakan metode analisis isi terhadap buku ajar IPS kelas IV karya Tantya Hisnu dan P. Winardi dengan judul buku Ilmu Pengetahuan Sosial untuk SD/MI dan karya Retno Heny Pujiati dan Umi Yuliati dengan judul buku Cerdas Pengetahuan Sosial untuk Kelas 4 SD/MI. Metode yang digunakan dalam penelitian ini adalah analisis isi (content analysis). Secara teknik content analysis mencangkup upaya-upaya : klasifikasi lambang-lambang yang di pakai dalam komunikasi, menggunakan kriteria dalam klasifikasi, dan menggunakan prediksi dan menggunakan teknik tertentu dalam membuat prediksi. Secara keseluruhan materi nasionalisme yang disajikan telah kontekstual dan proporsional tanpa mengabaikan standar kompetensi dan kompetensi dasar kurikulum KTSP, apa yang di uraikan dalam materi oleh buku ajar I dan buku ajar II adalah persoaalan nyata yang sesuai dengan kehidupan sehari-hari. Uraian materi yang disajikan juga sudah memuat kecakapan akademik, mengajak siswa berpikir, praktek, kerja langsung, serta kecakapan sosial, materi yang disajikan juga telah melibatkan kegiatan sehari-hari, kehidupan sehari-hari, melibatkan masalah-masalah sosial sehari-hari yang ada dilingkungan peserta didik. Kata Kunci: Buku Teks, IPS, Kurikulum Tingkat Satuan Pendidikan (KTSP), Nasionalisme.

Digital textbook is an electronic version of printed books which has been popular in education. Several related studies had confirmed the advantages of using digital textbook for ESL learners. This study was conducted to explore the effectiveness of digital textbook in increasing learners’ proficiency in English as well as the learners’ and teachers attitude towards digital textbook. The quantitative study with fifty seven participants was a true experimental research which applied pretest-posttest control group design. Having two groups of participants (experimental and control), this research was conducted by selecting the participants randomly, administering pretest, giving treatment, administering posttest, analyzing the data and interpreting the results. This research found that even though data was not normally distributed, the data still had the same variances. Therefore, the independent t-test in this research used Wilcoxon Signed Rank Test. The results discovered that the t value was 0.030 which was lower than 0.050. It indicated that the treatment was significantly effective in this research. In other words, this research revealed that digital textbook had contributed positively to the learners’ English achievement as it was seen from the better performance of the experimental group than the control group. Then, the qualitative study of this research interviewed three participants and one lecturer. Most of the participants shared the same opinion that digital textbook had positive contribution for their ESL class. Keywords: digital textbook, English proficiency, ESL Learners Abstrak Buku teks digital adalah versi elektronik dari buku cetak yang sudah terkenal di dalam dunia pendidikan. Beberapa studi terkait telah mengonfirmasi keuntungan menggunakan buku teks digital untuk pelajar ESL. Penelitian ini dilakukan untuk mengeksplorasi efektivitas buku teks digital dalam meningkatkan kemahiran peserta didik dalam bahasa Inggris serta sikap peserta didik dan guru terhadap buku teks digital. Penelitian ini merupakan penelitian kuantitatif dengan peserta yang berjumlah lima puluh tujuh dan merupakan penelitian eksperimental yang benar dalam menerapkan desain kelompok kontrol pretest-posttest. Memiliki dua kelompok peserta (eksperimental dan kontrol), penelitian ini dilakukan dengan memilih peserta secara acak, memberikan pretest, memberikan perawatan, mengelola posttest, menganalisis data dan menginterpretasikan hasil. Penelitian ini menemukan bahwa meskipun data tidak terdistribusi secara normal, data tersebut masih memiliki varian yang sama. Oleh karena itu, uji-t independen dalam penelitian ini menggunakan Wilcoxon Signed Rank Test. Hasil menemukan bahwa nilai t adalah 0,030 yang lebih rendah dari 0,050. Itu menunjukkan bahwa pengobatan secara signifikan efektif dalam penelitian ini. Dengan kata lain, penelitian ini mengungkapkan bahwa buku teks digital telah memberikan kontribusi positif terhadap prestasi bahasa Inggris peserta didik karena dilihat dari kinerja yang lebih baik dari kelompok eksperimen daripada kelompok kontrol. Kemudian, studi kualitatif dari penelitian ini mewawancarai tiga peserta dan satu dosen. Sebagian besar peserta berbagi pendapat yang sama bahwa buku teks digital memiliki kontribusi positif untuk kelas ESL mereka. Kata kunci: buku teks digital, kemahiran bahasa Inggris, Pembelajar ESL

Matematika dasar merupakan salah satu mata kuliah wajib bagi sebagian program studi di STKIP PGRI Sumatera Barat. Penelitian ini bertujuan untuk menganalisis kebutuhan mahasiswa STKIP PGRI Sumatera Barat terhadap bahan ajar pada perkuliahan matematika dasar. Penelitian dilakukan melalui survei terhadap 88 mahasiswa yang terdiri atas 31 mahasiswa dari program studi pendidikan Fisika dan 57 mahasiswa dari program studi pendidikan biologi. Sampel diambil purposif, yaitu mahasiswa yang sudah berada dikelas lanjutan. Instrumen yang digunakan pada penelitian ini adalah lembar analisis, berupa angket, dan pedoman wawancara. Angket diberikan kepada mahasiswa program studi Pendidikan Fisika dan Pendidikan Biologi. Data angket dan wawancara dianalisis secara kualitatif. Hasil penelitian ini menunjukkan bahwa mahasiswa membutuhkan buku teks bilingual dengan pendekatan konstruktivisme pada perkuliahan matematika dasar. Kata kunci: bahan ajar, matematika dasar. ABSTRACT Basic mathematics is one of the compulsory subjects for some courses in STKIP PGRI Sumatera Barat. This research aims to analyze the needs of students STKIP PGRI Sumatera Barat on teaching materials on basic mathematics lectures. The study was conducted through a survey of 88 student of advanced classes, consisting of 31 students from Physics education program and 57 students from biology education program were selected through purposive sampling. The instruments used in this research are the analysis sheet, in the form of questionnaires, and interview guidelines. Questionnaire and interview data were analyzed qualitatively. The results of this research indicate that students need bilingual textbooks with a constructivism approach in basic mathematics lectures. Keywords: teaching materials, basic mathematics.

ABSTRAK: Perencanaan Pembelajaran merupakan matakuliah wajib yang harus diikuti oleh mahasiswa program studi pendidikan Bahasa dan Sastra Indonesia FKIP Universitas Sriwijaya pada semester enam. Matakuliah tersebut memberikan panduan untuk calon guru dalam membuat perangkat pembelajaran dan meyimulasikannya. Untuk mengetahui kepraktisan buku ajar Perencanaan Pembelajaran Bahasa� Berbasis Pendidikan karakter dan Pendekatan Saintifik (PPBPKPS) yang sudah dikembangkan dan divalidasi oleh para ahli dan sudah diterbitkan cetakan pertama, perlu diketahui, �Bagaimanakah kepraktisan� buku� PPBPKPS, dilihat dari uji one-to-one dan uji small grup? Metode yang digunakan, bagian dari penelitian dan pengembanganfase keempat, deskriptif kuantitatif. Subjek penelitiannya adalah mahasiswa semester 6 kelas Inderalaya dan kelas Palembang, teknik pengumpulan data menggunakan angket, wawancara, dan tes,� analisis data yang digunakan adalah analisis statistik deskriptif. Tingkat kepraktisan yang digunakan mengacu pada kriteria berikut ini. 1) tidak praktis (0�54), 2) kurang praktis (55�59), 3) cukup praktis (60�75), 4) praktis (76�85), dan 5) sangat praktis (86�100). Dari uji kepraktisanbahan ajar PPBPKPS, terlihat dari� 4 aspek yang terpenuhi yakni: efektif, kreatif, efisien, dan menarik. Hasil nilai kepraktisan dari data one to one diperoleh rata-rata nilai 80.05 dan dari small grup diperoleh rata-rata 81,03, berarti bahan ajar ini tergolong praktis. Selanjutnya bahan ajar tersebut dapat digunakan oleh mahasiswa dalam kegiatan perkuliahan dan oleh guru di lapangan.KATA KUNCI: Bahan Ajar; Karakter;� Kepraktisan; Saintifik.>�PRACTICES OF TEACHING MATERIALS LEARNING BASED ON CHARACTER AND SAINTIFIC EDUCATION�ABSTRACT: Learning Planning is a compulsory subject that must be attended by students of the Indonesian Language and Literature education program FKIP Sriwijaya University in the sixth semester. The course provides guidance for prospective teachers in making learning tools and simulating them. To find out the practicality of textbooks based on Character Learning and Scientific Approaches (PPBPKPS) that have been developed and validated by experts and published the first print, the problem is, " What is the practicality of the PPBPKPS book, seen from the one-to-one test and the small group test? The method used is part of research and development, the fourth phase. The research subjects were 6th semester students of Inderalaya and Palembang classes, data collection techniques using questionnaires, interviews, and tests, the data analysis used was descriptive statistical analysis. The level of practicality used refers to the following criteria. 1) impractical (0-54), 2) rather-practical (55-59), 3) quite practical (60-75), 4) practical (76-85), and 5) very practical (86-100). From the practicality test of PPBPKPS teaching materials, it can be seen from 4 aspects that are fulfilled namely: effective, creative, efficient, and interesting, the results of practicality values from one to one data obtained an average value of 80.05 and from the small group an average of 81.03 means this teaching material is classified as practical. Furthermore, these teaching materials can be used by students in lecturing activities and by teachers in the field.KEYWORDS: Teaching Material; Practicality; Character, Scientific

Penelitian Hibah Bersaing DP2M DIKTI ini bertujuan untuk mengembangkan model pengajaran sastra Indonesia berbasis karakter. Metode penelitian yang digunakan adalah R&D model Gall & Borg dengan 4 langkah, yakni (1) studi pendahuluan, (2) tahap pengembangan, (3) tahap pengujian model, dan (4) desiminasi hasil. Produk akhir penelitian ini berupa model pembelajaran sastra Indonesia berbasis karakter beserta buku teksnya. Permasalahan yang akan dipecahkan dalam penelitian ini adalah sebagai berikut: (1) Karakter apa saja yang sudah dan belum dimiliki oleh siswa dan guru SMA, SMK, dan MA di Klaten? (2) Bagaimana pembelajaran sastra Indonesia berbasis karakter di SMA, SMK, dan MA di Klaten? (3) Perlukah pengembangan model pembelajaran sastra Indonesia berbasis karakter di SMA, SMK, dan MA di Klaten? Hasil penelitian menyimpulkan bahwa (1) dari 18 karakter yang harus dibelajarkan di tingkat SLTA, baru 14 karakter yang terinternalisasi dalam diri siswa dan guru di Klaten; (2) pembelajaran karakter dalam sastra hanya ditempelkan saja; (3) perlu model pembelajaran sastra Indonesia berbasis karakter yang aplikatif.Abstract: The research of DP2M DIKTI aims to develop the teaching- learning model of Indonesian literature based on character education. The method of this research is R & D with four steps, namely, (1) preliminary study phase/introductory study, (2) development phase, (3) trial phase, and (4) dissemination of the model. The product of this research is a learning model of Indonesian literature based on the character as well as the textbook. The research questions of the study are as follows: (1) what kinds of the character have or have not yet been owned by students and teachers of SMA, SMK, MA in Klaten; (2) how the teaching Indonesian literature based on the character is; (3) whether development of teaching Indonesian literature based on the character needs doing in SMA, SMK, and MA in Klaten. The results of the research show that (1) of the 18 characters taught in the high school level, only 14 characters are internalized within the students and teachers in Klaten; (2) teaching the character in literature subject is only written; (3) it needs learning model of Indonesian literature based on applicable character.

AbstractThe Integration of Islam and Science has been applied in several countries both domestically and abroad. The Chemistry Education Study Program has not yet implemented the integration of Islam and science, especially in the stoichiometry concept. Therefore, Chemistry Education at the Syarif Hidayatullah State Islamic University of Jakarta added the Program Learning Outcome (PLO) is in the form of mastering the basic concepts of scientific, Islamic, and Indonesian integration in basic chemistry concept. This study aims to analyze the integration of Islam and science on the stoichiometry concept using the 4-STMD method. The 4-STMD method consists of the selection stage, the structuring stage, the characterization stage, and the reduction stage. The subjects used were 49 students of chemical education class of 2016/2017, one validator of integration experts, and three validators of media experts. The instrument used was in the form of mortar test questionnaire sheets and validation sheets for integration experts and media experts. The result shows that at the selection stage, the determination of the main textbook is the book written by Raymond Chang. In the structuring phase, a draft of the Islamic integrated teaching concept is obtained that ready to be tested. At the characterization, stage have a high level of comprehension test of 80.6% with the easy category. This shows that the integrated Islamic stoichiometry concept does not need to be carried out at the reduction stage. The results of the stoichiometric material feasibility test were 96.74% with very decent criteria. The integrated Islamic stoichiometry concept can be used as a reference source in the learning of integrated Islamic chemistry.AbstrakIntegrasi Islam dan Sains sudah diterapkan dibeberapa negara baik dalam negeri maupun luar negeri. Program Studi Pendidikan Kimia belum menerapkan integrasi islam dan sains terutama dalam materi stoikiometri. Oleh sebab itu, Pendidikan kimia Universitas Islam Negeri Syarif Hidayatullah Jakarta menambahkan Program Learning Outcome (PLO) berupa menguasai konsep dasar integrasi keilmuwan, keislaman, dan keindonesiaan pada materi kimia dasar. Penelitian ini bertujuan untuk menganalisis integrasi islam dan sains pada materi stoikiometri menggunakan metode 4-STMD. Metode 4-STMD terdiri dari tahap seleksi, tahap strukturisasi, tahap karakterisasi, dan tahap reduksi. Subjek yang digunakan adalah 49 mahasiswa pendidikan kimia angkatan 2016/2017, satu validator ahli integrasi, dan tiga validator ahli media. Instrumen yang digunakan berupa lembar angket tes rumpang dan lembar validasi ahli integrasi serta ahli media. Hasil menunjukkan bahwa pada tahap seleksi dilakukan penentuan buku teks utama yaitu buku karangan Raymond Chang. Pada Tahap stukturisasi diperoleh draft bahan ajar terintegrasi keislaman yang siap diujikan. Pada tahap karakterisasi memiliki uji keterpahaman tingkat tinggi sebesar 80,6 % dengan kategori mudah. Hal ini menunjukkan materi stoikiometri terintegrasi keislaman tidak perlu dilakukan tahap reduksi. Hasil uji kelayakan materi stoikiometri sebesar 96,74 % dengan kriteria sangat layak. Materi stoikiometri terintegrasi keislaman yang dihasilkan dapat digunakan sebagai sumber referensi dalam pembelajaran kimia terintegrasi keislaman. How to Cite: Suryaningsih, S., Muslim, B., Wati, N. A. (2020). Islamic Values in the Use of Four Steps Teaching Material Development (4-STMD) Method in Teaching Stoichimetry Material. TARBIYA: Journal of Education in Muslim Society, 7 (1), 78-87. doi:10.15408/tjems.v7i1.14066.

Abstrak Penelitian ini bertujuan untuk memperoleh bahan ajar yang berkaitan dengan mata kuliah drama. Adanya bahan ajar baru diharapkan proses perkuliahan akan lebih maksimal. Penelitian ini berupa penelitian pengembangan yang bersifat deskriptif prosedural. Artinya, di dalam mengembangkan produk bahan ajar, terdapat langkah-langkah yang harus ditempuh untuk mendapatkan sebuah produk bahan ajar. Model pengembangan yang digunakan diadobsi dari model ADDIE yang dikembangkan Feiser dan Mollenda pada tahun 1990–an. “Secara garis besar model pengembangan ini terdiri dari 5 tahap yaitu: 1) analisis (analysis), 2) desain (design), 3) pengembangan (development), 4) implementasi (implementation), dan 5) evaluasi (evaluation)”.Hasil validasi oleh validator materi bahan ajar dan validator model penelitian pengembangan menunjukkan bahwa bahan ajar yang dikembangkan layak digunakan. Hasil uji coba kelompok kecil maupun kelompok besar dari pemakai bahan ajar ini, yakni mahasiswa Program Studi Pendidikan Bahasa dan Sastra Indonesia PBS FKIP Universitas Jambi memberikan gambaran bahwa isi bahan ajar ini bisa dipahami mereka. Isi materi yang dikembangkan dalam bahan ajar lebih memudahkan mahasiswa memahaminya. Langkah-langkah setiap strategi pembelajaran yang dikembangkan juga sudah dipaparkan dengan jelas. Beberapa gambar yang disertakan dalam bahan ajar ini juga menambah kemenarikan bahan ajar ini. Dengan demikian, simpulan penelitian ini adalah, bahan ajar berupa buku ajar ini layak digunakan. Oleh sebab itu, diharapkan nantinya dapat menjadi referensi dan sumber belajar bagi mahasiswa sebagai calon guru maupun guru-guru yang mengampuh mata pelajaran Bahasa Indonesia di berbagai sekolah. Kata Kunci: Bahan ajar, strategi pembelajaran Abstract This study aims to obtain teaching materials related to drama courses. The existence of new teaching materials is expected to be more maximal. This research is a descriptive procedural development research. That is, in developing teaching material products, there are steps that must be taken to get a teaching material product. The development model used was adopted from the ADDIE model developed by Feiser and Mollenda in the 1990s. "Broadly speaking, this development model consists of 5 stages, namely: 1) analysis (analysis), 2) design (design), 3) development (development), 4) implementation (implementation), and 5) evaluation (evaluation)". The results of the validation by the validator of the teaching material and the validator of the development research model show that the teaching materials developed are suitable for use. The results of the trials of small groups and large groups of users of this teaching material, namely students of the Indonesian Language and Literature Education Program PBS FKIP Jambi University illustrate that the contents of this teaching material can be understood by them. The contents of the material developed in teaching materials make it easier for students to understand it. The steps of each learning strategy developed have also been clearly described. Some of the pictures included in this teaching material also add to the attractiveness of this teaching material. Thus, the conclusion of this study is that teaching materials in the form of textbooks are suitable for use. Therefore, it is hoped that later it can become a reference and learning resource for students as prospective teachers and teachers who forgive Indonesian language subjects in various schools. Keywords: Teaching materials, learning strategies

Kemampuan dan keterampilan membaca menulis mutlak menjadi kompetensi yang harus dimiliki setiap guru. Kemampuan membaca dapat diukur dalam kegiatan berbicara dan menulis. Kemampuan menulis mencerminkan keterampilan berbahasa secara keseluruhan. Berdasarkan observasi, dibutuhkan kegiatan pelatihan dan pendampingan untuk meningkatkan keterampilan menulis pada guru di desa Pakusari meliputi keterampilan menulis teks buku ajar dan artikel ilmiah. Kegiatan pelatihan dan pendampingan ini merupakan rangkaian kegiatan pengabdian Masyarakat (Abdimas) bertema literasi di Desa Pakusari mulai tahun 2017 hingga 2019. Hasil pelaksanaan Abdimas pada guru Sekolah Dasar dan Guru Pendidikan Anak Usia Dini di Desa Pakusari menunjukkan bahwa keterampilan menulis guru sudah baik. Luaran dalam kegiatan ini berupa buku cerita, buku bergambar, dan lembar kerja siswa menjadi bukti konkret keterampilan mereka. Namun, kurangnya motivasi, sarana, dan pembiasaan menulis menjadi hambatan dalam kegiatan menulis. Untuk itu, diperlukan kerja sama semua pihak agar kompetensi guru bisa terus menerus ditingkatkan. Kompetensi guru yang baik akan menjadi dasar dalam pengembangan pendidikan dan pembelajaran.Kata Kunci: menulis; kompetensi guru. Optimization of Teacher's Writing SkillsABSTRACTThe reading and writing skills have absolutely become competency that must be possessed by teachers. Reading ability can be measured through speaking and writing activities. Writing skills reflect overall language skills. Based on observations, training and mentoring activities are needed to improve writing skills of textbook and scientific articles for teachers in Pakusari . This training and mentoring activity is the series of Community Service (Abdimas) on literacy-based theme activities in Pakusari from 2017 to 2019. This activity was implemented for teachers of Elementary school and Early Childhood Education in Pakusari. The results of the implementation show that the teacher's writing competency is good. The teachers have been able to create story books, picture books, and student worksheets as the concrete evidence of their ability in writing skills. However, lack of motivation, tools, and habit of writing, have become obstacles in writing activities. For this reason, collaboration between all parties is needed so that teacher’s competencies can continuously be improved. Competent teacher is the basis in the development of education and learning.Key Words: teacher competencies; writing.

“I’m fat–and it’s okay! It doesn’t mean I’m stupid, or ugly, or lazy, or selfish. I’m fat!” so proclaims Joy Nash in her YouTube video, A Fat Rant. “Fat! It’s three little letters–what are you afraid of?!” This is the question I pose to my class on day one of Fat Studies. Sadly, many college students do fear fat, and negative attitudes toward fat people are quite prevalent in this population (Ambwani et al. 366). As I teach it, Fat Studies is cross-listed between Psychology and Gender Studies. However, most students who enrol have majors in Psychology or other behavioural health science fields in which weight bias is particularly pronounced (Watkins and Concepcion 159). Upon finding stronger bias among third- versus first-year Physical Education students, O’Brien, Hunter, and Banks (308) speculated that the weight-centric curriculum that typifies this field actively engenders anti-fat attitudes. Based on their exploration of textbook content, McHugh and Kasardo (621) contend that Psychology too is complicit in propagating weight bias by espousing weight-centric messages throughout the curriculum. Such messages include the concepts that higher body weight invariably leads to poor health, weight control is simply a matter of individual choice, and dieting is an effective means of losing weight and improving health (Tylka et al.). These weight-centric tenets are, however, highly contested. For instance, there exists a body of research so vast that it has its own name, the “obesity paradox” literature. This literature (McAuley and Blair 773) entails studies that show that “obese” persons with chronic disease have relatively better survival rates and that a substantial portion of “overweight” and “obese” individuals have levels of metabolic health similar to or better than “normal” weight individuals (e.g., Flegal et al. 71). Finally, the “obesity paradox” literature includes studies showing that cardiovascular fitness is a far better predictor of mortality than weight. In other words, individuals may be both fit and fat, or conversely, unfit and thin (Barry et al. 382). In addition, Tylka et al. review literature attesting to the complex causes of weight status that extend beyond individual behaviour, ranging from genetic predispositions to sociocultural factors beyond personal control. Lastly, reviews of research on dieting interventions show that these are overwhelmingly ineffective in producing lasting weight loss or actual improvements in health and may in fact lead to disordered eating and other unanticipated adverse consequences (e.g., Bacon and Aphramor; Mann et al. 220; Salas e79; Tylka et al.).The newfound, interdisciplinary field of scholarship known as Fat Studies aims to debunk weight-centric misconceptions by elucidating findings that counter these mainstream suppositions. Health At Every Size® (HAES), a weight-neutral approach to holistic well-being, is an important facet of Fat Studies. The HAES paradigm advocates intuitive eating and pleasurable physical activity for health rather than restrictive dieting and regimented exercise for weight loss. HAES further encourages body acceptance of self and others regardless of size. Empirical evidence shows that HAES-based interventions improve physical and psychological health without harmful side-effects or high dropout rates associated with weight loss interventions (Bacon and Aphramor; Clifford et al. “Impact of Non-Diet Approaches” 143). HAES, like the broader field of Fat Studies, seeks to eradicate weight-based discrimination, positioning weight bias as a social justice issue that intersects with oppression based on other areas of difference such as gender, race, and social class. Much like Queer Studies, Fat Studies seeks to reclaim the word, fat, thus stripping it of its pejorative connotations. As Nash asserts in her video, “Fat is a descriptive physical characteristic. It’s not an insult, or an obscenity, or a death sentence!” As an academic discipline, Fat Studies is expanding its visibility and reach. The Fat Studies Reader, the primary source of reading for my course, provides a comprehensive overview of the field (Rothblum and Solovay 1). This interdisciplinary anthology addresses fat history and activism, fat as social inequality, fat in healthcare, and fat in popular culture. Ward (937) reviews this and other recently-released fat-friendly texts. The field features its own journal, Fat Studies: An Interdisciplinary Journal of Body Weight and Society, which publishes original research, overview articles, and reviews of assorted media. Both the Popular Culture Association and National Women’s Studies Association have special interest groups devoted to Fat Studies, and the American Psychological Association’s Division on the Psychology of Women has recently formed a task force on sizism (Bergen and Carrizales 22). Furthermore, Fat Studies conferences have been held in Australia and New Zealand, and the third annual Weight Stigma Conference will occur in Iceland, September 2015. Although the latter conference is not necessarily limited to those who align themselves with Fat Studies, keynote speakers include Ragen Chastain, a well-known member of the fat acceptance movement largely via her blog, Dances with Fat. The theme of this year’s conference, “Institutionalised Weightism: How to Challenge Oppressive Systems,” is consistent with Fat Studies precepts:This year’s theme focuses on the larger social hierarchies that favour thinness and reject fatness within western culture and how these systems have dictated the framing of fatness within the media, medicine, academia and our own identities. What can be done to oppose systemised oppression? What can be learned from the fight for social justice and equality within other arenas? Can research and activism be united to challenge prevailing ideas about fat bodies?Concomitantly, Fat Studies courses have begun to appear on college campuses. Watkins, Farrell, and Doyle-Hugmeyer (180) identified and described four Fat Studies and two HAES courses that were being taught in the U.S. and abroad as of 2012. Since then, a Fat Studies course has been taught online at West Virginia University and another will soon be offered at Washington State University. Additionally, a new HAES class has been taught at Saint Mary’s College of California during the last two academic years. Cameron (“Toward a Fat Pedagogy” 28) describes ways in which nearly 30 instructors from five different countries have incorporated fat studies pedagogy into university courses across an array of academic areas. This growing trend is manifested in The Fat Pedagogy Reader (Russell and Cameron) due out later this year. In this article, I describe content and pedagogical strategies that I use in my Fat Studies course. I then share students’ qualitative reactions, drawing upon excerpts from written assignments. During the term reported here, the class was comprised of 17 undergraduate and 5 graduate students. Undergraduate majors included 47% in Psychology, 24% in Women Studies, 24% in various other College of Liberal Arts fields, and 6% in the College of Public Health. Graduate majors included 40% in the College of Public Health and 60% in the College of Education. Following submission of final grades, students provided consent via email allowing written responses on assignments to be anonymously incorporated into research reports. Assignments drawn upon for this report include weekly reading reactions to specific journal articles in which students were to summarise the main points, identify and discuss a specific quote or passage that stood out to them, and consider and discuss applicability of the information in the article. This report also utilises responses to a final assignment in which students were to articulate take-home lessons from the course.Despite the catalogue description, many students enter Fat Studies with a misunderstanding of what the course entails. Some admitted that they thought the course was about reducing obesity and the presumed health risks associated with this alleged pathological condition (Watkins). Others understood, but were somewhat dubious, at least at the outset, “Before I began this class, I admit that I was skeptical of what Fat Studies meant.” Another student experienced “a severe cognitive dissonance” between the Fat Studies curriculum and that of a previous behavioural health class:My professor spent the entire quarter spouting off statistics, such as the next generation of children will be the first generation to have a lower life expectancy than their parents and the ever increasing obesity rates that are putting such a tax on our health care system, and I took her words to heart. I was scared for myself and for the populations I would soon be working with. I was worried that I was destined to a chronic disease and bothered that my BMI was two points above ‘normal.’ I believed everything my professor alluded to on the danger of obesity because it was things I had heard in the media and was led to believe all my life.Yet another related, “At first, I will be honest, it was hard for me to accept a lot of this information, but throughout the term every class changed my mind about my view of fat people.” A few students have voiced even greater initial resistance. During a past term, one student lamented that the material represented an attack on her intended behavioural health profession. Cameron (“Learning to Teach Everybody”) describes comparable reactions among students in her Critical Obesity course taught within a behavioural health science unit. Ward (937) attests that, even in Gender Studies, fat is the topic that creates the most controversy. Similarly, she describes students’ immense discomfort when asked to entertain perspectives that challenge deeply engrained ideas inculcated by our culture’s “obesity epidemic.” Discomfort, however, is not necessarily antithetical to learning. In prompting students to unlearn “the biomedically-informed truth of obesity, namely that fat people are unfit, unhealthy, and in need of ‘saving’ through expert interventions,” Moola at al. recommend equipping them with an “ethics of discomfort” (217). No easy task, “It requires courage to ask our students to forgo the security of prescriptive health messaging in favour of confusion and uncertainty” (221). I encourage students to entertain conflicting perspectives by assigning empirically-based articles emanating from peer-reviewed journals in their own disciplines that challenge mainstream discourses on obesity (e.g., Aphramor; Bombak e60; Tomiyama, Ahlstrom, and Mann 861). Students whose training is steeped in the scientific method seem to appreciate having quantitative data at their disposal to convince themselves–and their peers and professors–that widely held weight-centric beliefs and practices may not be valid. One student remarked, “Since I have taken this course, I feel like I am prepared to discuss the fallacy of the weight-health relationship,” citing specific articles that would aid in the effort. Likewise, Cameron’s (“Learning to Teach Everybody”) students reported a need to read research reports in order to begin questioning long-held beliefs.In addition, I assign readings that provide students with the opportunity to hear the voices of fat people themselves, a cornerstone of Fat Studies. Besides chapters in The Fat Studies Reader authored by scholars and activists who identify as fat, I assign qualitative articles (e.g., Lewis et al.) and narrative reports (e.g., Pause 42) in which fat people describe their experiences with weight and weight bias. Additionally, I provide positive images of fat people via films and websites (Clifford et al. HAES®; Watkins; Watkins and Doyle-Hugmeyer 177) in order to counteract the preponderance of negative, dehumanising portrayals in popular media (e.g., Ata and Thompson 41). In response, a student stated:One of the biggest things I took away from this term was the confidence I found in fat women through films and stories. They had more confidence than I have seen in any tiny girl and owned the body they were given.I introduce “normal” weight allies as well, most especially Linda Bacon whose treatise on thin privilege tends to set the stage for viewing weight bias as a form of oppression (Bacon). One student observed, “It was a relief to be able to read and talk about weight oppression in a classroom setting for once.” Another appreciated that “The class did a great job at analysing fat as oppression and not like a secondhand oppression as I have seen in my past classes.” Typically, fat students were already aware of weight-based privilege and oppression, often painfully so. Thinner students, however, were often astonished by this concept, several describing Bacon’s article as “eye-opening.” In reaction, many vowed to act as allies:This class has really opened my eyes and prepared me to be an ally to fat people. It will be difficult for some time while I try to get others to understand my point of view on fat people but I believe once there are enough allies, people’s minds will really start changing and it will benefit everyone for the better.Pedagogically, I choose to share my own experiences as they relate to course content and encourage students, at least in their written assignments, to do the same. Other instructors refrain from this practice for fear of reinforcing traditional discourses or eliciting detrimental reactions from students (Watkins, Farrell, and Doyle-Hugmeyer 191). Nevertheless, this tack seems to work well in my course, with many students opting to disclose their relevant circumstances during classroom discussions: Throughout the term I very much valued and appreciated when classmates would share their experiences. I love listening and hearing to others experiences and I think that is a great way to understand the material and learn from one another.It really helped to read different articles and hear classmates discuss and share stories that I was able to relate to. The idea of hearing people talk about issues that I thought I was the only one who dealt with was so refreshing and enlightening.The structure of this class allowed me to learn how this information is applicable to my life and made it deeper than just memorising information.Thus far, across three terms, no student has described iatrogenic effects from this process. In fact, most attribute positive transformations to the class. These include enhanced body acceptance of self and others: This class decreased my fat phobia towards others and gave me a better understanding about the intersectionality of one’s weight. For example, I now feel that I no longer view my family in a fat phobic way and I also feel responsible for educating my brother and helping him develop a strong self-esteem regardless of his size.I never thought this class would change my life, almost save my life. Through studies shown in class and real life people following their dreams, it made my mind completely change about how I view my body and myself.I can only hope that in the future, I will be more forgiving, tolerant, and above all accepting of myself, much less others. Regardless of a person’s shape and size, we are all beautiful, and while I’m just beginning to understand this, it can only get better from here.Students also reported becoming more savvy consumers of weight-centric media messages as well as realigning their eating and exercise behaviour in accordance with HAES: I find myself disgusted at the television now, especially with the amount of diet ads, fitness club ads, and exercise equipment ads all aimed at making a ‘better you.’ I now know that I would never be better off with a SlimFast shake, P90X, or a Total Gym. I would be better off eating when I’m hungry, working out because it is fun, and still eating Thin Mints when I want to. Prior to this class, I would work out rigorously, running seven miles a day. Now I realise why at times I dreaded to work out, it was simply a mathematical system to burn the energy that I had acquired earlier in the day. Instead what I realise I should do is something I enjoy, that way I will never get tired of whatever I am doing. While I do enjoy running, other activities would bring more joy while engaging in a healthy lifestyle like hiking or mountain biking.I will never go on another diet. I will stop choosing exercises I don’t love to do. I will not weigh myself every single day hoping for the number on the scale to change.A reduction in self-weighing was perhaps the most frequent behaviour change that students expressed. This is particularly valuable in that frequent self-weighing is associated with disordered eating and unhealthy weight control behaviours (Neumark-Sztainer et al. 811):I have realised that the number on the scale is simply a number on the scale. That number does not define who you are. I have stopped weighing myself every morning. I put the scale in the storage closet so I don’t have to look at it. I even encouraged my roommate to stop weighing herself too. What has been most beneficial for me to take away from this class is the notion that the number on the scale has so much less to do with fitness levels than most people understand. Coming from a numbers obsessed person like myself, this class has actually gotten me to leave the scales behind. I used to weigh myself every single day and my self-confidence reflected whether I was up or down in weight from the day before. It seems so silly to me now. From this class, I take away a new outlook on body diversity. I will evaluate who I am for what I do and not represent myself with a number. I’m going to have my cake this time, and actually eat it too!Finally, students described ways in which they might carry the concepts from Fat Studies into their future professions: I want to go to law school. This model is something I will work toward in the fight for social justice.As a teacher and teacher of teachers, I plan to incorporate discussions on size diversity and how this should be addressed within the field of adapted physical education.I do not know how I would have gone forward if I had never taken this class. I probably would have continued to use weight loss as an effective measure of success for both nutrition and physical activity interventions. I will never be able to think about the obesity prevention movement in the same way.Since I am working toward being a clinical psychologist, I don’t want to have a client who is pursuing weight loss and then blindly believe that they need to lose weight. I’d rather be of the mindset that every person is unique, and that there are other markers of health at every size.Jones and Hughes-Decatur (59) call for increased scholarship illustrating and evaluating critical body pedagogies so that teachers might provide students with tools to critique dominant discourses, helping them forge healthy relationships with their own bodies in the process. As such, this paper describes elements of a Fat Studies class that other instructors may choose to adopt. It additionally presents qualitative data suggesting that students came to think about fat and fat people in new and divergent ways. Qualitative responses also suggest that students developed better body image and more adaptive eating and exercise behaviours throughout the term. Although no students have yet described lasting adverse effects from the class, one stated that she would have preferred less of a focus on health and more of a focus on issues such as fat fashion. Indeed, some Fat Studies scholars (e.g., Lee) advocate separating discussions of weight bias from discussions of health status to avoid stigmatising fat people who do experience health problems. While concerns about fostering healthism within the fat acceptance movement are valid, as a behavioural health professional with an audience of students training in these fields, I have chosen to devote three weeks of our ten week term to this subject matter. Depending on their academic background, others who teach Fat Studies may choose to emphasise different aspects such as media representations or historical connotations of fat.Nevertheless, the preponderance of positive comments evidenced throughout students’ assignments may certainly be a function of social desirability. Although I explicitly invite critique, and in fact assign readings (e.g., Welsh 33) and present media that question HAES and Fat Studies concepts, students may still feel obliged to articulate acceptance of and transformations consistent with the principles of these movements. As a more objective assessment of student outcomes, I am currently conducting a quantitative evaluation, in which I remain blind to students’ identities, of this year’s Fat Studies course compared to other upper division/graduate Psychology courses, examining potential changes in weight bias, body image and dieting behaviour, adherence to appearance-related media messages, and obligatory exercise behaviour. I postulate results akin to those of Humphrey, Clifford, and Neyman Morris (143) who found reductions in weight bias, improved body image, and improved eating behaviour among college students as a function of their HAES course. 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