Article Sidebar

Download
PDF
Statistic
Read Counter : 76 Download : 57

Main Article Content

Abstract

In the character of the virtues of wisdom and knowledge contained in the five which include knowledge and wisdom, namely creativity, curiosity, love of strength, love of learning and perspective. The objective of this study is to provide a description of the strength of the character of the virtue of wisdom and knowledge of students who are also prospective English teachers. This study uses a survey method involving 91 respondents of prospective English teachers at one of university in Bandung, Indonesia. The data was gathered through the utilization of the Values in Action Inventory of Strengths (VIA-IS) instrument which was then analyzed using the Rasch Model. The results of the study indicate that the activity of reading scientific books to fill spare time is a character that is difficult for students to do. Meanwhile, the character will continue to find out about the information that is of interest, which is a character that is easy to implement. There are about 50.5% of respondents who tend to have a strong character in wisdom and knowledge, about 36.2% tend to be simple and 13.1% tend to be weak. Therefore, it is necessary to improve the process of strengthening the character of the virtue of wisdom and knowledge for prospective English teachers.

Keywords

Rasch ModelStudents' CharacterWisdom and Knowledge

Article Details

Author Biography

Syukron Fajriansyah, Universitas Pendidikan Indonesia

Syukron Fajriansyah is a postgraduate student in English Language Study Program in the Faculty of Language and Literature Education at Universitas Pendidikan Indonesia, Indonesia. His research interests include English Teaching Method, Teaching Technology, E-Learning, and Second Language Acquisition.

How to Cite
Fajriansyah, S., & Saraswati, N. (2023). Profile of Wisdom and Knowledge Character on EFL Students. Inspiring: English Education Journal, 6(2), 79–89. https://doi.org/10.35905/inspiring.v6i2.5658
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Abasimi, E., & Xiaosong, G. (2016). Character strengths and life satisfaction of teachers in Ghana.
  2. Aswad, M., & Sardi, A. (2023). The Discourse Analysis of Diction Effects on Teachers Used in Teaching English as a Foreign Language. AL-ISHLAH: Jurnal Pendidikan, 15(2), 2647-2654.
  3. Bevel, R. K., & Mitchell, R. M. (2012). The effects of academic optimism on elementary reading achievement. Journal of Educational Administration, 50(6), 773–787.
  4. Bond, T., Yan, Z., & Heene, M. (2020). Applying the Rasch model: Fundamental measurement in the human sciences. Routledge.
  5. Ermawati, E., Nurchalis, N. F., & Sardi, A. (2021). Online EFL Teaching and Learning: Different skills, Different Challenges. IDEAS: Journal on English Language Teaching and Learning. Linguistics and Literature, 9(1), 373-382.
  6. Fowler Jr, F. J. (2013). Survey research methods. Sage publications.
  7. Gustems, J., & Calderon, C. (2014). Character strengths and psychological wellbeing among students of teacher education. International Journal of Educational Psychology, 3(3), 265–286.
  8. Hidayat, W., Ahmad, J. Bin, & Hamzah, M. I. Bin. (2018). Nilai keutamaan pengetahuan dan kebijaksanaan dalam konteks pendidikan karakter bangsa. Jurnal Penelitian Dan Evaluasi Pendidikan, 22(1), 82–91.
  9. Hidayat, W., & Lawahid, N. (2020). Academic Dishonesty of Muslim Students Using Rasch Model Measurement. Proceedings of The International Conference on Environmental and Technology of Law, Business and Education on Post Covid 19, ICETLAWBE 2020, 26 September 2020, Bandar Lampung, Indonesia.
  10. Krapp, A. (2000). Interest and human development during adolescence: An educational-psychological approach.
  11. Kumfer, K. L. (1999). factors and processes contributing to resilience: the resilience framework M. Resilience and Development: Positive Life Adaptation. FL: Kluwer Academic, 179–224.
  12. Lavy, S. (2020). A review of character strengths interventions in twenty-first-century schools: Their importance and how they can be fostered. Applied Research in Quality of Life, 15, 573–596.
  13. Ma, M., Kibler, J. L., Dollar, K. M., Sly, K., Samuels, D., Benford, M. W., Coleman, M., Lott, L., Patterson, K., & Wiley, F. (2008). The relationship of character strengths to sexual behaviors and related risks among African American adolescents. International Journal of Behavioral Medicine, 15, 319–327.
  14. Mujahidah, M., & Sardi, A. (2021). A Handbook YOUR BASIC GRAMMAR For Beginner (Non-Native Speakers).
  15. Niemiec, R. M. (2013). Mindfulness and character strengths: A practical guide to flourishing. Hogrefe Publishing GmbH.
  16. Noronha, A. P. P., & Campos, R. R. F. De. (2018). Relationship between character strengths and personality traits. Estudos de Psicologia (Campinas), 35, 29–37.
  17. Park, N., Peterson, C., & Seligman, M. E. P. (2006). Character strengths in fifty-four nations and the fifty US states. The Journal of Positive Psychology, 1(3), 118–129.
  18. Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification (Vol. 1). Oxford University Press.
  19. Pishghadam, R., Nejad, T. G., & Shayesteh, S. (2012). Creativity and its relationship with teacher success. BELT-Brazilian English Language Teaching Journal, 3(2).
  20. Rahayu, R., Iskandar, S., & Abidin, Y. (2022). Inovasi Pembelajaran Abad 21 Dan Penerapannya Di Indonesia. JURNALBASICEDU, 6(2), 2099–2104.
  21. Renninger, K. A., & Hidi, S. (2002). Student interest and achievement: Developmental issues raised by a case study. In Development of achievement motivation (pp. 173–195). Elsevier.
  22. Roellyana, S., & Listiyandini, R. A. (2016). Peranan optimisme terhadap resiliensi pada mahasiswa tingkat akhir yang mengerjakan skripsi. Prosiding Konferensi Nasional Peneliti Muda Psikologi Indonesia, 1(1), 29–37.
  23. Sardi, A., Haryanto, A., & Weda, S. (2017). The Distinct types of diction used by the efl teachers in the classroom interaction. International Journal Of Science and Research (IJSR), 6(3), 1061-1066.
  24. Sardi, A., Surahmat, Z., & Nur, S. (2022). The Washback of Intensive TOEFL Training Program (ITTP) on Student’s Learning Motivation. ELS Journal on Interdisciplinary Studies in Humanities, 5(4).
  25. Sumintono, B., & Widhiarso, W. (2015). Aplikasi pemodelan rasch pada assessment pendidikan. Trim komunikata.
  26. Tang, X., & Salmela-Aro, K. (2021). The prospective role of epistemic curiosity in national standardized test performance. Learning and Individual Differences, 88, 102008.
  27. TULGAR, A. T. (2018). The effects of curiosity on second language learning in terms of linguistic, social-cultural and pragmatic development. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 9(2), 59–72.
  28. Yilmaz, A. (2021). The effect of technology integration in education on prospective teachers’ critical and creative thinking, multidimensional 21st century skills and academic achievements. Participatory Educational Research, 8(2), 163–199.