社会资本对学生自主性的影响
摘要
本研究的起因是目前关于高等教育中社会资本的研究非常稀少。印度尼西亚的教育文化部表示,在教育体系中,教师扮演着重要角色。由于教师能与下一代互动交流,因此,教师能够率先接触到未来的世界。教师的专业准备是必须选择一个整合环境的整体课程方案。教师候选人必须有能够发展他们自身能力、天赋、兴趣、态度、习惯和价值观等的社区做支持后盾。本研究的主要观点是,在教师候选人的社区,社会资本会对他们的自主性产生影响,由此影响他们的人格和教学方法,最后,他们才可能成为优秀的老师。调查在印度尼西亚的私立大学哈姆卡大学进行。
研究的目的是,调查在小学教师教育署中,学生有关社区社会资本的经验。此外,调查还想了解学生有关在社区自主性的经验,以及社会资本是如何作用于学生自主性的。
由于个案研究的对象是一个社区的学生,因此将采用定性研究作为研究方法。挑选81个来自相似社区的学生作为参与者以及三个教学人员。由两个高中学生作为研究者和参与者之间的把关人。笔者将给他们提供一个调查的问卷,三个讲述者负责采访以完善数据资源。这项调查包括社会资本的维度、自主性维度和社会资本对他们社区参与度的影响。观察和访谈用以丰富研究数据。
调查的有效性由审计跟踪、深描法和资料的三角验证法检验。审计跟踪是数据手机、分析方法和决策如何作出的详细解释；深描法由足够丰富充分的描述将研究置于有关背景和材料中一并考虑,以让读者能够将研究的情境扩展联系起来；资料的三角检验法通过使用多个来源的数据来证实新兴的发现。
实证研究通过社区内和社区外间的信任和社会网络,证实了社会资本在社区中发展。学生的平均信任度是很高的。学生的社交网络通过他们的学术要求和校内密集的联系帮助实现。社区中高度的信任和社交网络能提高学生的自信心和自控能力,这对他们创造人力资本有益处。自信心鼓励学生发挥天赋和兴趣。社会资本保障学生的社区生活安全舒适。这种情况可有社区同质化证实：他们拥有一样的年龄、学术取向,长时间处于同一团体,有着相似的价值体系。
通过调查,调查者建议教师教育项目的高等教育部分将核心课程与学生的社区社会资本结构整合起来,作为学术课程的支撑部分。信任和深交网络必须在社区的学术环境中发展。教师教育部门也必须考虑通过提高他们课堂内外的自信心和自控能力来提高学生的自主性,然后鼓励教职工积极与学生交流以获取学生的信任,同时加强学生的社交网络。由此,学生的自主性将会得到很大提高。调查者还建议其他调查者,运用定量研究和其他混合方法,调查在教育机构社区或其他情形下,社会资本对于学生自主性的影响。此外,还建议研究社会资本对其他方面的影响。研究还表明,计算机网络和计算机交互正在促成学生新习惯的形成。关于计算机网络关系和计算机交互中的社会资本和自主性的研究可能成为一个新的研究领域。
研究总结得出,社会资本的社区水平会影响学生的自主性。将社会资本与教育进行关联在很大程度上是可行的。增强社会资本将激发学生的自主性。它们可以使学生依据教师候选人来发展自己的天赋和兴趣。这将为他们接下来的学习生活完善自身的品性。
调查揭示了社会资本对学生自主性的影响。社会资本信任度在很大程度上作用于学生的自信心和自控能力,这让学生感到安心、舒适,并更好地发挥他们的社会影响力。社会资本的社交网络规模,在很大程度上影响他们处理各类事务的自信心和自控能力,这与他们的兴趣和天赋息息相关。
Reason behind my study is because social capital in higher education research still rare. Teacher plays important role in schooling system as told by Ministry of Education and Culture of Indonesia. Teacher has capability to touch the edge of future as he/she interacts with next generation. Teacher professional life preparation must be arranged from teacher education program as a whole program integrating curriculum and environmental community. Teacher candidate must supported by surrounded empowering communities that develop their skills, talents, interests, attitudes, behaviour, and values and so on. Main idea of this research is that social capital in the community of teacher candidates will impact on their self-empowerment, so it will affect their personalities and their pedagogy perspectives, at last they can be good teacher for their students. Research conducted in a private university, Universitas Muhammadiyah Prof. Dr. Hamka (UHAMKA University), in Indonesia.
The purpose of this research is to investigate the students'experiences with social capital in the community of Elementary School Teacher Education Department. Beside it research purposed to know the students'experiences with self-empowerment in the community and how the social capital impact on students' self-empowerment.
Qualitative method used as research method with case study approach as research object is a community of students.81students from similar community selected as participants and three teaching staffs. Researcher assisted with two senior students as gatekeepers between researcher and participants. Questionnaire of a survey given to them and three lecturers interviewed to complement data resources. The survey consists of social capital dimensions, self-empowerment dimensions, and social capital impact on their empowerment during involvement in the community. Observation and interviews conducted to enrich research data.
Research validity checked by audit trail, thick description, and data triangulation. Audit trail is a detailed explanation of the data collection and analysis methods and how decisions were made throughout the study; rich description is providing enough rich, thick description to contextualize the study, such that the readers will be able to determine the extent to which their situation matches the research context, and; data triangulation by use multiple sources of data to confirm emerging findings.
Field research resulted that social capital developed in the community, indicated from trust and social networks among members and between members and outsider. Student's horizontal trust was quite high. Social networks of students happened assisted with their academic requirements and dense associations inside the campus. Dense trusts and social networks in the community develop students' self-efficacy and self-control which can create their human capital. With their self-efficacy students encouraged to develop their talents and interests. Social capital impacted students secure and comfortable community life. This condition supported by homogenous feature of the community:they have same ages, academic end orientation; unite in one group for a long time, and a similar value system.
From the research, researcher recommend to higher education of the teacher education program to integrate core curriculum with social capital structures in the community of students, as support to academic curriculum. Trust and Social Networks must be developed in the community of academic environment of the department. Teacher education department also must consider students' self-empowerment by support their self-efficacy and self-control inside and outside the classrooms. Then to encourage teaching staffs and staffs to positively interact with students until the students trust them and strengthen students'social network. From that condition, the student's self-empowerment will develop better than before. Researcher also recommends other researchers to investigate social capital impact on students' empowerment use quantitative or mixed methods in the community of educational institutions or in other situation. Other recommendation is to study social capital impact on other variables. Study also resulted that the cyber networks and cyber interaction being new habits for students now. Researching about relation between cyber networks and/or cyber interaction with social capital or empowerment can be a new interesting research area.
Study concluded that community level of social capital impacted on students' self-empowerment. Contextual social capital with educational purposes must be available in teacher education program. Empowering social capital will stimulates students' self-empowerment. They develop their talents and interests to their personality as teacher candidates. It enriches their personality to their next professional life.
Research revealed the social capital impact on students' self-empowerment. Trust dimension of social capital highly impacted to self-efficacy and self-control of students. With it they felt secure, comfortable and supported to develop their potencies in the community. Social network dimension of social capital highly impacted their self-efficacy and self-control as students facilitated with various activities which correlated with their interests and talents.
研究的目的是,调查在小学教师教育署中,学生有关社区社会资本的经验。此外,调查还想了解学生有关在社区自主性的经验,以及社会资本是如何作用于学生自主性的。
由于个案研究的对象是一个社区的学生,因此将采用定性研究作为研究方法。挑选81个来自相似社区的学生作为参与者以及三个教学人员。由两个高中学生作为研究者和参与者之间的把关人。笔者将给他们提供一个调查的问卷,三个讲述者负责采访以完善数据资源。这项调查包括社会资本的维度、自主性维度和社会资本对他们社区参与度的影响。观察和访谈用以丰富研究数据。
调查的有效性由审计跟踪、深描法和资料的三角验证法检验。审计跟踪是数据手机、分析方法和决策如何作出的详细解释；深描法由足够丰富充分的描述将研究置于有关背景和材料中一并考虑,以让读者能够将研究的情境扩展联系起来；资料的三角检验法通过使用多个来源的数据来证实新兴的发现。
实证研究通过社区内和社区外间的信任和社会网络,证实了社会资本在社区中发展。学生的平均信任度是很高的。学生的社交网络通过他们的学术要求和校内密集的联系帮助实现。社区中高度的信任和社交网络能提高学生的自信心和自控能力,这对他们创造人力资本有益处。自信心鼓励学生发挥天赋和兴趣。社会资本保障学生的社区生活安全舒适。这种情况可有社区同质化证实：他们拥有一样的年龄、学术取向,长时间处于同一团体,有着相似的价值体系。
通过调查,调查者建议教师教育项目的高等教育部分将核心课程与学生的社区社会资本结构整合起来,作为学术课程的支撑部分。信任和深交网络必须在社区的学术环境中发展。教师教育部门也必须考虑通过提高他们课堂内外的自信心和自控能力来提高学生的自主性,然后鼓励教职工积极与学生交流以获取学生的信任,同时加强学生的社交网络。由此,学生的自主性将会得到很大提高。调查者还建议其他调查者,运用定量研究和其他混合方法,调查在教育机构社区或其他情形下,社会资本对于学生自主性的影响。此外,还建议研究社会资本对其他方面的影响。研究还表明,计算机网络和计算机交互正在促成学生新习惯的形成。关于计算机网络关系和计算机交互中的社会资本和自主性的研究可能成为一个新的研究领域。
研究总结得出,社会资本的社区水平会影响学生的自主性。将社会资本与教育进行关联在很大程度上是可行的。增强社会资本将激发学生的自主性。它们可以使学生依据教师候选人来发展自己的天赋和兴趣。这将为他们接下来的学习生活完善自身的品性。
调查揭示了社会资本对学生自主性的影响。社会资本信任度在很大程度上作用于学生的自信心和自控能力,这让学生感到安心、舒适,并更好地发挥他们的社会影响力。社会资本的社交网络规模,在很大程度上影响他们处理各类事务的自信心和自控能力,这与他们的兴趣和天赋息息相关。
Reason behind my study is because social capital in higher education research still rare. Teacher plays important role in schooling system as told by Ministry of Education and Culture of Indonesia. Teacher has capability to touch the edge of future as he/she interacts with next generation. Teacher professional life preparation must be arranged from teacher education program as a whole program integrating curriculum and environmental community. Teacher candidate must supported by surrounded empowering communities that develop their skills, talents, interests, attitudes, behaviour, and values and so on. Main idea of this research is that social capital in the community of teacher candidates will impact on their self-empowerment, so it will affect their personalities and their pedagogy perspectives, at last they can be good teacher for their students. Research conducted in a private university, Universitas Muhammadiyah Prof. Dr. Hamka (UHAMKA University), in Indonesia.
The purpose of this research is to investigate the students'experiences with social capital in the community of Elementary School Teacher Education Department. Beside it research purposed to know the students'experiences with self-empowerment in the community and how the social capital impact on students' self-empowerment.
Qualitative method used as research method with case study approach as research object is a community of students.81students from similar community selected as participants and three teaching staffs. Researcher assisted with two senior students as gatekeepers between researcher and participants. Questionnaire of a survey given to them and three lecturers interviewed to complement data resources. The survey consists of social capital dimensions, self-empowerment dimensions, and social capital impact on their empowerment during involvement in the community. Observation and interviews conducted to enrich research data.
Research validity checked by audit trail, thick description, and data triangulation. Audit trail is a detailed explanation of the data collection and analysis methods and how decisions were made throughout the study; rich description is providing enough rich, thick description to contextualize the study, such that the readers will be able to determine the extent to which their situation matches the research context, and; data triangulation by use multiple sources of data to confirm emerging findings.
Field research resulted that social capital developed in the community, indicated from trust and social networks among members and between members and outsider. Student's horizontal trust was quite high. Social networks of students happened assisted with their academic requirements and dense associations inside the campus. Dense trusts and social networks in the community develop students' self-efficacy and self-control which can create their human capital. With their self-efficacy students encouraged to develop their talents and interests. Social capital impacted students secure and comfortable community life. This condition supported by homogenous feature of the community:they have same ages, academic end orientation; unite in one group for a long time, and a similar value system.
From the research, researcher recommend to higher education of the teacher education program to integrate core curriculum with social capital structures in the community of students, as support to academic curriculum. Trust and Social Networks must be developed in the community of academic environment of the department. Teacher education department also must consider students' self-empowerment by support their self-efficacy and self-control inside and outside the classrooms. Then to encourage teaching staffs and staffs to positively interact with students until the students trust them and strengthen students'social network. From that condition, the student's self-empowerment will develop better than before. Researcher also recommends other researchers to investigate social capital impact on students' empowerment use quantitative or mixed methods in the community of educational institutions or in other situation. Other recommendation is to study social capital impact on other variables. Study also resulted that the cyber networks and cyber interaction being new habits for students now. Researching about relation between cyber networks and/or cyber interaction with social capital or empowerment can be a new interesting research area.
Study concluded that community level of social capital impacted on students' self-empowerment. Contextual social capital with educational purposes must be available in teacher education program. Empowering social capital will stimulates students' self-empowerment. They develop their talents and interests to their personality as teacher candidates. It enriches their personality to their next professional life.
Research revealed the social capital impact on students' self-empowerment. Trust dimension of social capital highly impacted to self-efficacy and self-control of students. With it they felt secure, comfortable and supported to develop their potencies in the community. Social network dimension of social capital highly impacted their self-efficacy and self-control as students facilitated with various activities which correlated with their interests and talents.
引文
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