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Mengembangkan Kompetensi Komunikasi Antarbudaya berbasis Kearifan Lokal untuk Membangun Keharmonisan Relasi Antar Etnis dan Agama

Daftar Isi Kata Pengantar ............................................................................... v Daftar Isi..................................................................................... xvii BAB I BUDAYA, KOMUNIKASI ANTARBUDAYA DAN KOMPETENSI BUDAYA ............................................................ 1 1.1 Relevansi Budaya dalam Komunikasi Antarbudaya ...................................................................... 1 1.2 Kompetensi Komunikasi Antarbudaya ....................... 11 1.2.1 Pengertian Kompetensi Komunikasi Antarbudaya ......................................................... 11 1.2.2 Komponen-komponen kompetensi komunikasi antarbudaya (Samovar, dkk., 2017: 61-62) ............................................................ 14 1.2.3 Model Kompetensi Budaya Deardorff .............. 19 1.2.4 Masalah-masalah umum yang dapat mengurangi kompetensi komunikasi ................ 20 1.3 Kearifan Lokal dan Kompetensi Komunikasi Antarbudaya .................................................................... 23 1.4 Pengelolaan Citra Diri untuk Resolusi Konflik: Sebuah Model Rujukan Teoritis .................................... 28 Catatan Akhir Bab BAB II ARGUMEN TELEOLOGIS KERAGAMAN BUDAYA ....... 33 2.1 Pendahuluan .................................................................... 33 2.2 Pandangan Keragaman Budaya (Cultural Diversity) Dunia Barat ..................................................... 35 2.2.1 Menyoal Relativisme Budaya: “Budaya yang berbeda memiliki kode moral yang berbeda”................................................................. 37 2.2.2 Ragam Pengertian ‘Keragaman Budaya’ yang berbasis Diskursus Identitas ..................... 43 2.2.3 Keragaman Budaya = Merayakan Perbedaan? ............................................................ 45 2.2.4 Keragaman Budaya menurut Teori Interaksionisme Simbolis (TIS) ........................... 47 2.3 Pandangan Dunia Non-Barat tentang Keragaman Budaya .............................................................................. 50 2.4 Dialog Barat dan Non-Barat tentang Keragaman Budaya .............................................................................. 58 2.4.1 Mengembangkan paham Multikulturalisme Kritis ....................................................................... 58 2.4.2 Kajian Komunikasi Media Baru Antarbudaya (INMS) ........................................... 66 2.5 Perjumpaan Keragaman Budaya dalam Komunikasi Antarbudaya.............................................. 72 Catatan Akhir Bab BAB III STRATEGI FACE NEGOTIATION BERBASIS KEARIFAN LOKAL DAN KOMPETENSI BUDAYA DALAM RESOLUSI KONFLIK ANTARETNIS: STUDI KASUS ETNIS BALI DAN LAMPUNG DI DESA BALINURAGA, LAMPUNG ..................................................... 81 3.1 Konflik Antaretnis dan Agama di Indonesia .............. 81 3.2 Resolusi Konflik berbasis Kearifan Lokal dan Kompetensi Budaya ........................................................ 90 3.3 Cultural setting Balinuraga, Kearifan Lokal, dan Kompetensi Budaya Etnis Lampung dan Etnis Bali ..................................................................................... 91 3.4 Konflik Etnis Bali-Hindu di Balinuraga dengan Etnis Lampung ................................................................ 92 3.4.1 Kronologis konflik, bentuk konflik, pohon konflik dan stake-holders konflik ......................... 92 xix 3.4.2 Bentuk–bentuk face atau citra diri etnis Bali dan etnis Lampung .............................................. 97 3.5 Kesimpulan .................................................................... 110 Catatan Akhir Bab BAB IV MANAJEMEN RELASI ANTARETNIS DAN AGAMA MASYARAKAT PAGAYAMAN DALAM MEMBANGUN KEHARMONISAN ..................................... 113 4.1 Konflik Antaretnis Di Indonesia ................................. 113 4.2 Budaya Dan Kearifan Lokal ......................................... 115 4.3 Pengaruh Budaya Dalam Konflik ............................... 118 4.4 Kompetensi Komunikasi Antarbudaya ..................... 120 4.5 Peran Budaya Dalam Membangun Toleransi Dan Keharmonisan Pada Masyarakat Pagayaman ........... 124 4.5.1 Setting Sosio-kultural Masyarakat Pagayaman .......................................................... 125 4.5.2 Kearifan Lokal Masyarakat Desa Pagayaman .......................................................... 126 4.5.3 Kearifan Lokal dan Kompetensi Budaya Masyarakat Pagayaman Sebagai Modal Sosial Kultural ..................................................... 129 Catatan Akhir Bab BAB V JURNALISME DAMAI DAN ANALISIS FRAMING KONFLIK KEBERAGAMAN: BAGAIMANA MEDIA DARING MELIPUT PERISTIWA KEKERASAN DI GEREJA ST. LIDWINA, YOGYAKARTA ............................ 135 5.1 Pendahuluan .................................................................. 135 5.2 Framing Media dan Publik ........................................... 138 5.3 Jurnalisme Damai .......................................................... 141 5.4 Analisis Framing Pemberitaan Peristiwa di Gereja St. Lidwina, Yogyakarta ............................................... 145 5.5 Jurnalisme Damai dalam Pemberitaan Peristiwa di Gereja St. Lidwina Yogyakarta ............................... 157 5.6 Simpulan ........................................................................ 163 Catatan Akhir Bab BAB VI STRATEGI AKOMODASI KOMUNIKASI ANTARBUDAYA BERBASIS KEARIFAN LOKAL DALAM RELASI ANTARETNIS DI KAMPUNG SAWAH, JAKARTA Sesilia Sophia Kadita & Veronika ......................................... 165 6.1 Kampung Sawah dan Nilai Toleransinya .................. 165 6.2 Kearifan lokal yang dimiliki Masyarakat Kampung Sawah ........................................................... 170 6.3 Strategi akomodasi konvergensi pada masyarakat Kampung Sawah ........................................................... 172 6.4 Kompetensi Budaya masyarakat Kampung Sawah . 176 6.5 Simpulan ........................................................................ 180 Catatan Akhir Bab BAB VII PERAN KOMPETENSI ANTAR BUDAYA DAN KEARIFAN LOKAL DALAM MEMBANGUN SIKAP TOLERANSI ANTARBUDAYA DAN ANTAR-AGAMA: STUDI KASUS DI DUSUN BUNENG, DESA BORO, KABUPATEN BLITAR, PROVINSI JAWA TIMUR ......................................................................................... 183 7.1 Pendahuluan .................................................................. 183 7.2 Perumusan Masalah ..................................................... 188 7.3 Teori dan Konsep .......................................................... 189 7.3.1 Teori Akomodasi Komunikasi .......................... 189 7.3.2 Budaya dan Kearifan Lokal .............................. 190 7.3.3 Kompetensi Komunikasi Antarbudaya........... 192 7.4 Jenis dan Metode Penelitian ........................................ 194 7.5 Objek Penelitian............................................................. 197 7.6 Hasil Penelitian .............................................................. 197 7.6.1 Setting Masyarakat Dusun Buneng dan Relasi Antar Etnis dan Antar Agama .............. 197 7.6.2 Penerapan Strategi Akomodasi Komunikasi di dusun Buneng ................................................ 199 7.6.3 Kompetensi komunikasi antarbudaya yang dimiliki masyarakat di Dusun Buneng ........... 203 7.7 Pembahasan ................................................................... 213 7.8 Kesimpulan .................................................................... 216 Catatan Akhir Bab DAFTAR PUSTAKA ................................................................. 219 PROFIL TIM PENELITI ........................................................... 231 INDEKS ....................................................................................... 235

Sedangkan umat Islam di Buneng memandang Islam sebagai Rahmatan-lil-alamin: "menjadikan Islam sebagai rahmat bagi seluruh alam, bukan hanya keselamatan bagi manusia tetapi juga untuk alam lainnya. Islam yang menyelamatkan adalah Islam ...

Islamic Modernities in Southeast Asia

Exploring Indonesian Popular and Visual Culture

Demonstrates how new Islamic modernities are being negotiated and constructed through popular and visual culture in Indonesia.

Foucault notes how from the end of the eighteenth century onward there are then two technologies of power – one ... As a result of these practices, gendered bodies are subjugated to a larger national project that revolves around the ...

Business Feasibility:The Discrepances Between Perceptions and Practice

Mine Field

A feasibility study is an evolving, dynamic process. While it is used to justify what is developed and at what cost (the investment decision) it is also used throughout the procurement phase to check if the project is being developed in accordance with the original assumptions and, where change is necessary, it is also used to manage the change.Is it right to ask why the feasibility study is of so much interest today? One possible answer is that, on the one hand, it has changed the audience and on the other hand, the stakes are high.

A feasibility study is an evolving, dynamic process.

Model Pembelajaran Inovatif

Konsep Pembelajaran, Pembelajaran Berbasis High Order Thinking Skill Model Pembelajaran Berbasis Proyek (Project-Based Learning), Model Pembelajaran Berbasis E-Learning, Model Pembelajaran Berbasis Inkuiri Dan Model Pembelajaran Peneltian Sosial

Konsep Pembelajaran, Pembelajaran Berbasis High Order Thinking Skill Model Pembelajaran Berbasis Proyek (Project-Based Learning), Model Pembelajaran Berbasis E-Learning, Model Pembelajaran Berbasis Inkuiri Dan Model Pembelajaran Peneltian ...

Penerapan Model Pembelajaran Picture and Picture dengan Bantuan Media Gambar untuk Meningkatkan Hasil Belajar Materi Cara Menghormat dalam Agama Buddha

Mengingat pentingnya penanaman konsep budi pekerti dan pada pendidikan di sekolah maka kegiatan pembelajaran seharusnya dipilih guna menumbuh kembangkan kemampuan-kemampuan dan membentuk pribadi siswa serta berpadu pada perkembangan ilmu pengetahuan dan teknologi. Selain itu pembelajaran di sekolah seharusnya menjadi suatu kegiatan yang disenangi, menantang, dan bermakna bagi peserta didik. Model picture and picture menurut Agus [dalam Pranata et.al.,2021; 7] adalah metode pembelajaran yang menggunakan gambar dipasangkan atau diurutkan menjadi urutan logis. Siswa dapat menggunakan media tersebut untuk memudahkan dalam memahami materi cara menghormati lebih muda. Gambar-gambar disajikan untuk membuat siswa berperan aktif dalam proses belajar mengajar dan mempraktekkan cara menghormati sesuai dengan jenis-jenis menghormat dalam agama buddha.

Model picture and picture menurut Agus [dalam Pranata et.al.,2021; 7] adalah metode pembelajaran yang menggunakan gambar dipasangkan atau diurutkan menjadi urutan logis.

Practical Perspectives on Educational Theory and Game Development

The video game market continues to increase, reaching millions of users on a variety of platforms and revealing how engaging and pervasive gaming can be. Games create engagement and offer both entertainment and a powerful way to understand and interact with the world. It is natural that educators see the potential of games as a learning tool that can support students who have difficulties learning and also reinvent it. Practical Perspectives on Educational Theory and Game Development is a critical scholarly resource that combines educational scenarios and game fundamentals in order to improve the way people learn and evolve. The book supports professionals with the creation of strategies for using gamification and game-based learning theory with effectiveness and measured results. Featuring a wide range of topics such as entrepreneurship, gamification, and traditional learning, this book is ideal for academicians, education professionals, curriculum designers, educational game developers, researchers, and students.

In M. Lytras, L. Daniela, & A. Visvizi (Eds.), Enhancing Knowledge Discovery and Innovation in the Digital Era (pp. 204–223). Hershey, PA: IGI Global. doi:10.4018/978-1-52254191-2.ch012 Riabov, V. V. (2016).

ICSSIET CONGRESS 3st International Congress on Social Sciences, Innovation and Educational Technologies PROCEEDINGS BOOK

ICSSIET CONGRESS 3st International Congress on Social Sciences, Innovation and Educational Technologies PROCEEDINGS BOOK

All types of activities and activities of modern society are almost inseparable from the digital world. Today's humans are born until they die, from waking up to sleeping, it seems that it is inseparable from the concept of the Internet ...

TOP 100 – Educational Innovations

This report, Top-100 Educational Innovations, presents the results of the Education Challenge project. This is an extensive research project conducted by Fundación Telefónica throughout the year to identify innovative educational initiatives, meaning those which are different but have been proven in the field of science education taken as a whole. It presents the initiatives that are considered to have the greatest development potential, and provides brief, meaningful and systematic information for each of them. We are confident that these results will be a tool that will allow us to disseminate knowledge that we consider to be of great value for the entire educational community and society in general.

Effective Projects to Promote Scientific and Technological (STEM) Careers » Selected innovation » APPS FOR GOOD With ... Many young people are demotivated by traditional teaching methods that leave them ill-prepared for the real world.

Noun Phrases and Nominalizations

The Syntax of DPs

In this doctoral dissertation offshoot, Siloni (Tel Aviv U., Israel) concentrates mainly on modern Hebrew in exploring "the wonders of nominal expressions": theoretical linguistic issues (supporting Chomsky's principles and parameters approach to an innate universal grammar faculty), as well as the structural syntactical functions of noun raising and genitival relations, event nominals, semi-relatives and reduced relatives, and verbal and nominal gerunds. A comparative analysis of the properties of Hebrew grammar with other Semitic and non-Semitic languages is also rendered. Abbreviations (not including "DP," however) and references are provided. Annotation copyrighted by Book News, Inc., Portland, OR

In this doctoral dissertation offshoot, Siloni (Tel Aviv U., Israel) concentrates mainly on modern Hebrew in exploring "the wonders of nominal expressions": theoretical linguistic issues (supporting Chomsky's principles and parameters ...