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Developing a Growth Mindset with Carol Dweck

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Soalan Tutorial

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Tolong jawab (bulatkan) item-item dalam instrumen ini
sertakan nama, umur, pengkhususan

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Teori perkembangan Moral

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Kohlberg

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https://tse3.mm.bing.net/th?id=OIP.dP2WIZplijUVeK4xd5Vu8wHaJd&pid=Api

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a. Kerja Kursus
b. Peperiksaan

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- Tajuk-tajuk utama

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1. List out all the topics
2. See the marks
3. Observe the parts
4, Prepare a revision schedule

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Tolong buat persediaan untuk kuiz yang akan diadakan pada awal bulan September

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Tolong buat persediaan untuk kuiz yang akan diadakan pada awal bulan September

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Kuiz - Peringatan sudah diberi supaya persediaan awal perlu dibuat dan soalan-soalan mencabar menanti.

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Kuiz - Peringatan sudah diberi supaya persediaan awal perlu dibuat dan soalan-soalan mencabar menanti.

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Harap semua pelajar bersedia.

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perbezaan atr pertumbuhan dan perkembangan

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Faktor wujud perbezaan dlm diri individu

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Personaliti & konsep kendiri

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kanak-kanak berkeperluan pendidikan khas

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Perkembangan kanak-kanak

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Peringkat-peringkat Perkembangan kanak-kanak & Hubungkait dengan teori-teori Perkembangan

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Fungsi-fungsi kelenjar

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PERBEZAAN INDIVIDU

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Teori attachment Mary Ainsworth

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KELENJAR DAN FUNGSINYA

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-disediakan oleh penyelaras

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Teori attachment Mary ainsworth

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IMPLIKASI PERBEZAAN INDIVIDU

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PERKEMBANGAN VS PERTUMBUHAN

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Faktor faktor Yang mempengaruhi perlekatan

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1. Implikasi perbezaan individu terhadap guru
2. Tahap perkembangan kanak-kanak

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The dynamics of attachment and separation(bowlby)

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K4 Implikasi Perkembangan Fizikal kepada Penjagaan & Pembelajaran Bayi(1)

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Implikasi perbezaan individu dan gaya pembelajaran terhadap pdp

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Implikasi perbezaan individu dan gaya pembelajaran terhadap pdp

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sebab wujud perbezaan dalam individu

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kelenjar dalam badan manusia

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perkembangan kanak-kanak

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Situasi berkaitan moral

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Teori perkembangan moral

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Pendapat tentang scenario Heinz.

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perkembangan moral

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pendapat terhadap scenario Heinz

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pendapat terhadap scenario1, 2 dan 3

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Teori perkembangan moral Kohlberg

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Pembentangan Sigmund Freud

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EDUP3023 IS FUN!

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RUBRIK HOLISTIK 2019 PKEMBANGAN SOSIOEMOSI K2

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Teori Vygotsky dan Implikasi

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The zone of proximal development (ZPD) refers to the difference between what a learner can do without help and what he or she can achieve with guidance and encouragement from a skilled partner.

It represents tasks beyond the learner's current abilities but are attainable with the help and guidance of the more knowledgeable other (MKO)). The ZPD is the range of tasks a person can't complete independently but can accomplish with support.

Thus, the term "proximal" refers to skills the learner is "close" to mastering. The ZPD ensures challenge is not too hard or too easy.

ZPD is the zone where instruction is the most beneficial, as it is when the task is just beyond the individual's capabilities.

To learn, we must be presented with tasks just out of our ability range. Challenging tasks promote maximum cognitive growth.

ZPD Theory

The zone of proximal development was developed by Soviet psychologist and social constructivist Lev Vygotsky (1896 - 1934).

Vygotsky introduced the ZPD concept to criticize psychometric testing which only measured current abilities, not potential for development. He argued assessment should be collaborative to reveal emerging skills.

The zone of proximal development (ZPD) has been defined as:

"the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with more capable peers" (Vygotsky, 1978, p. 86).

For teachers, the ZPD is the space between current teaching knowledge and potential new level with assistance. Willingness to learn enables ZPD progression.

Vygotsky believed that when a student is in the zone of proximal development for a particular task, providing the appropriate assistance will give the student enough of a "boost" to achieve the task.

To assist a person to move through the zone of proximal development, educators are encouraged to focus on three important components which aid the learning process:

The presence of someone with knowledge and skills beyond that of the learner (a more knowledgeable other).

Social interactions with a skillful tutor that allow the learner to observe and practice their skills.

Scaffolding, or supportive activities provided by the educator, or more competent peer, to support the student as he or she is led through the ZPD.

Scaffolding Theory

The ZPD has become synonymous in the literature with the term scaffolding. However, it is important to note that Vygotsky never used this term in his writing, and it was introduced by Wood, Bruner, and Ross (1976).

Scaffolding consists of the activities provided by the educator, or more competent peer, to support the student as he or she is led through the zone of proximal development.

Support is tapered off (i.e., withdrawn) as it becomes unnecessary, much as a scaffold is removed from a building during construction. The student will then be able to complete the task again independently.

Wood et al. (1976, p. 90) define scaffolding as a process "that enables a child or novice to solve a task or achieve a goal that would be beyond his unassisted efforts."

As they note, scaffolds require the adult's "controlling those elements of the task that are initially beyond the learner's capability, thus permitting him to concentrate upon and complete only those elements that are within his range of competence" (p. 90).

It is important to note that the terms cooperative learning, scaffolding and guided learning all have the same meaning within the literature.

The following study provides empirical support both the concept of scaffolding and the ZPD.

Wood and Middleton (1975)

Procedure: 4-year-old children had to use a set of blocks and pegs to build a 3D model shown in a picture. Building the model was too difficult a task for a 4-year-old child to complete alone.

Wood and Middleton (1975) observed how mothers interacted with their children to build the 3D model. The type of support included:

* General encouragement e.g., 'now you have a go.'

* Specific instructions e.g., 'get four big blocks.'

* Direct demonstration, e.g., showing the child how to place one block on another.

The results of the study showed that no single strategy was best for helping the child to progress. Mothers whose assistance was most effective were those who varied their strategy according to how the child was doing.

When the child was doing well, they became less specific with their help. When the child started to struggle, they gave increasingly specific instructions until the child started to make progress again.

The study illustrates scaffolding and Vygotsky's concept of the ZPD. Scaffolding (i.e., assistance) is most effective when the support is matched to the needs of the learner. This puts them in a position to achieve success in an activity that they would previously not have been able to do alone.

Wood et al. (1976) named certain processes that aid effective scaffolding:

Gaining and maintaining the learner's interest in the task.

Making the task simple.

Emphasizing certain aspects that will help with the solution.

Control the child's level of frustration.

Demonstrate the task.

Intersubjectivity

Intersubjectivity is when two people (i.e., the child and helper) start a task together with a different level of skill and understanding, and both end up with a shared understanding.

As each member of the dyad adjusts to the perspective of the other, the helper has to translate their own insights in a ways that is within the grasp of the child, and the child develops a more complete understanding of the task.

It is essential that they work towards the same goal, otherwise there won't be any collaboration. It is important that they negotiate, or compromise by always working for a shared view.

If you try to force someone to change their mind, then you"ll just get conflict. You need to stay within the boundaries of the other person's zone of proximal development.

Example of Scaffolding

Vygotsky emphasized scaffolding, or providing support to learners to help them reach higher levels of understanding. This can be mapped to progressing through Bloom's taxonomy, where educators scaffold tasks from basic understanding to more complex analysis and creation.

For example, a teacher might start by providing information (Remembering) and then ask questions that require understanding.

As students become more proficient, tasks can be scaffolded to require application, analysis, evaluation, and creation.

Example: In teaching a concept like photosynthesis:

1. Remembering: The teacher provides the basic definition.

2. Understanding: Students explain the process in their own words.

3. Application: They might conduct an experiment on plants.

4. Analysis: Dive deeper into how different variables affect the process.

5. Evaluation: Debate the most critical components of photosynthesis.

6. Creation: Design an optimal environment for plant growth.

Each step can be scaffolded, starting with substantial teacher support and gradually releasing responsibility to the students as they climb Bloom's taxonomy, guiding students from foundational knowledge to higher-order thinking skills.

Scaffolding vs. Discovery Learning

Freund (1990) wanted to investigate if children learn more effectively via Piaget's concept of discovery learning or guided learning via the ZPD.

She asked a group of children between the ages of three and five years to help a puppet decide which furniture should be placed in the various rooms of a doll's house. First, Freund assessed what each child already understood about the placement of furniture (as a baseline measure).

Next, each child worked on a similar task, either alone (re: discovery-based learning) or with their mother (re: scaffolding / guided learning). To assess what each child had learned, they were each given a more complex, furniture sorting task.

The study's results showed that children assisted by their mothers performed better at furniture sorting than the children who worked independently.

More Knowledgeable Other

The more knowledgeable other (MKO) refers to anyone who has a better understanding or a higher ability level in a particular task, process, or concept than the learner.

It's essential to note that the MKO isn't necessarily an adult or a teacher. It could be a peer, a younger person, or even technology or media, as long as they provide the learner with the knowledge or scaffolding needed to perform a task.

Often, a child's peers or an adult's children may be the individuals with more knowledge or experience.

The relationship between the MKO and the ZPD is vital to Vygotsky's theory. The MKO assists or scaffolds the learning experience to help the learner function within their ZPD.

Through this guidance, the learner can tackle and master tasks they couldn't accomplish independently.

Over time, as the learner internalizes this support and becomes more capable, the scaffolding can be reduced, and the learner can perform the task without assistance. The ZPD moves as learners acquire new skills and knowledge with the help of the MKO.

In educational settings, the concepts of MKO and ZPD have inspired practices like cooperative learning, differentiated instruction, and scaffolded learning experiences.

Teachers aim to identify each student's ZPD and then act as the MKO, or facilitate interactions with other MKOs, to provide the right level of support, allowing students to achieve and learn effectively.

Educational Applications

Vygotsky believes the role of education is to provide children with experiences which are in their ZPD, thereby encouraging and advancing their individual learning. (Berk, & Winsler, (1995).

"From a Vygotskian perspective, the teacher's role is mediating the child's learning activity as they share knowledge through social interaction" (Dixon-Krauss, 1996, p. 18).

Cooperative Learning

According to Vygotsky (1978), much important learning by the child occurs through social interaction with a skillful tutor. The tutor may model behaviors and/or provide verbal instructions for the child.

Vygotsky refers to this as cooperative or collaborative dialogue.

The child seeks to understand the actions or instructions provided by the tutor (often the parent or teacher) and then internalizes the information, using it to guide or regulate their own performance.

Lev Vygotsky views interaction with peers as an effective way of developing skills and strategies. He suggests that teachers use cooperative learning exercises where less competent children develop with help from more skillful peers - within the zone of proximal development.

Scaffolding is a key feature of effective teaching, where the adult continually adjusts the level of his or her help in response to the learner's level of performance.

In the classroom, scaffolding can include modeling a skill, providing hints or cues, and adapting material or activity (Copple & Bredekamp, 2009).

Consider these guidelines for scaffolding instruction (Silver, 2011).

Assess the learner's current knowledge and experience with the academic content.

Relate content to what students already understand or can do.

Break a task into small, more manageable tasks with opportunities for intermittent feedback.

Use verbal cues and prompts to assist students.

Scaffolding not only produces immediate results, but also instills the skills necessary for independent problem-solving in the future.

A contemporary application of Vygotsky's theories is "reciprocal teaching," used to improve students" ability to learn from text.

In this method, teachers and students collaborate in learning and practicing four key skills: summarizing, questioning, clarifying, and predicting. The teacher's role in the process is reduced over time.

Vygotsky's theories also feed into current interest in collaborative learning, suggesting that group members should have different levels of ability so more advanced peers can help less advanced members operate within their zone of proximal development.

Examples of ZPD

Example 1

Maria just entered college this semester and decided to take an introductory tennis course. Her class spends each week learning and practicing a different shot. Weeks go by, and they learn how to properly serve and hit a backhand.

During the week of learning the forehand, the instructor noticed that Maria was very frustrated because she kept hitting her forehand shots either into the net or far past the baseline.

He examines her preparation and swing. He notices that her stance is perfect, she prepares early, she turns her torso appropriately, and she hits the ball at precisely the right height.

However, he notices that she is still gripping her racquet the same way she hits her backhand, so he goes over to her and shows her how to reposition her hand to hit a proper forehand, stressing that she should keep her index finger parallel to the racquet.

He models a good forehand for her, and then assists her in changing her grip. With a little practice, Maria's forehand turns into a formidable weapon for her!

In this case, Maria was in the zone of proximal development for successfully hitting a forehand shot. She was doing everything else correctly, but just needed a little coaching and scaffolding from a "More Knowledgeable Other" to help her succeed in this task.

When that assistance was given, she was able to achieve her goal. Provided with appropriate support at the right moments, students in classrooms will be able to achieve tasks that would otherwise be too difficult for them.

Example 2

Clinical psychology trainees at the Center for Children and Families at Florida International University are trained using approaches aligned with Vygotsky's zone of proximal development (Hong & del Busto, 2020).

Trainees are paired with more senior trainees (e.g., a first-year student with a second or third-year student) for co-therapy sessions. The senior trainee scaffolds the junior trainee's learning by initially taking the lead and modeling skills, then gradually encouraging the junior trainee to become more independent in leading sessions as they demonstrate competence.

This allows trainees to be involved in clinical care early in their training, with support and coaching from a more experienced peer. It meets them in their zone of proximal development - what they can do with guidance vs what they cannot yet do independently.

Supervisors assign trainees different roles based on experience level. More senior trainees are given opportunities to develop supervisory skills by training junior peers. Junior trainees are supported in gaining clinical skills.

The zone of proximal development concept is applied not just for patients in case conceptualization but also for trainees' own professional development. Supervisors provide individualized support and scaffolding to help each trainee progress.

Example 3

Social interaction, aided by cultural tools, supports teachers in developing new aspects of their practice and identity. The interpersonal activity facilitates the transformation of their teaching expertise.

This demonstrates the value of mediation through the ZPD (Shabani et al., 2010).

Collaborative peers and mentors: Observing and discussing teaching practices with experienced colleagues helps teachers learn new instructional approaches and strategies. This social exchange facilitates development within their ZPD.

Action research: By studying their own teaching through classroom inquiry, teachers can gain insights into improving their methods. The self-reflection shifts their ZPD forward.

Diaries: Writing reflectively about teaching experiences enables teachers to analyze their development and assumptions. This metacognition expands their ZPD.

Technology: Using digital tools and platforms introduces teachers to innovative teaching techniques. The technology mediates new pedagogical capabilities.

TESOL discourse: Engaging with academic research and theory opens teachers to alternative perspectives on teaching and learning. This discourse stretches their ZPD.

Coursework: Formal professional development courses scaffold teachers' learning of new knowledge and competencies. The instruction targets their ZPD.

Student data: Responses and achievement metrics provide feedback to teachers on areas needing growth. This evidence shifts teachers' self-perception.

References

Berk, L., & Winsler, A. (1995). Scaffolding children's learning: Vygotsky and early childhood learning. Washington, DC: National Association for Education of Young Children.

Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children.

Dixon-Krauss, L. (1996). Vygotsky in the classroom. Mediated literacy instruction and assessment. White Plains, NY: Longman Publishers.

Freund, L. S. (1990). Maternal Regulation of Children's Problem-solving behavior and Its Impact on Children's Performance. Child Development, 61, 113-126.

Hong, N., & del Busto, C. T. (2020). Collaboration, scaffolding, and successive approximations: A developmental science approach to training in clinical psychology. Training and Education in Professional Psychology, 14(3), 228.

Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's zone of proximal development: Instructional implications and teachers' professional development. English Language Teaching, 3(4), 237-248.

Silver, D. (2011). Using the 'Zone'Help Reach Every Learner. Kappa Delta Pi Record, 47(sup1), 28-31.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Wass, R., & Golding, C. (2014). Sharpening a tool for teaching: the zone of proximal development. Teaching in Higher Education, 19(6), 671-684.

Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Child Psychiatry, 17, 89−100.

Wood, D., & Middleton, D. (1975). A study of assisted problem-solving. British Journal of Psychology, 66(2), 181−191.

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Vygotsky's Zone of Proximal Development & Scaffolding Theory In Psychology

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The zone of proximal development (ZPD) refers to the difference between what a learner can do without help and what he or she can achieve with guidance and encouragement from a skilled partner.

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The Piaget stages of development is a blueprint that describes the stages of normal intellectual development, from infancy through adulthood. This includes thought, judgment, and knowledge. The stages were named after psychologist and developmental biologist Jean Piaget, who recorded the intellectual development and abilities of infants, children, and teens.

Piaget's four stages of intellectual (or cognitive) development are:

Sensorimotor. Birth through ages 18-24 months

Preoperational. Toddlerhood (18-24 months) through early childhood (age 7)

Concrete operational. Ages 7 to 12

Formal operational. Adolescence through adulthood

Piaget acknowledged that some children may pass through the stages at different ages than the averages noted above and that some children may show characteristics of more than one stage at a given time. But he insisted that cognitive development always follows this sequence, that stages cannot be skipped, and that each stage is marked by new intellectual abilities and a more complex understanding of the world.

Sensorimotor Stage

During the early stages, infants are only aware of what is immediately in front of them. They focus on what they see, what they are doing, and physical interactions with their immediate environment.

Because they don't yet know how things react, they're constantly experimenting with activities such as shaking or throwing things, putting things in their mouths, and learning about the world through trial and error. The later stages include goal-oriented behavior which brings about a desired result.

Between ages 7 and 9 months, infants begin to realize that an object exists even if it can no longer be seen. This important milestone -- known as object permanence -- is a sign that memory is developing.

After infants start crawling, standing, and walking, their increased physical mobility leads to increased cognitive development. Near the end of the sensorimotor stage (18-24 months), infants reach another important milestone -- early language development, a sign that they are developing some symbolic abilities.

Preoperational Stage

During this stage (toddler through age 7), young children are able to think about things symbolically. Their language use becomes more mature. They also develop memory and imagination, which allows them to understand the difference between past and future, and engage in make-believe.

But their thinking is based on intuition and still not completely logical. They cannot yet grasp more complex concepts such as cause and effect, time, and comparison.

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The Piaget stages of development is a blueprint that describes the stages of normal intellectual development, from infancy through adulthood. This includes thought, judgment, and knowledge. The stages were named after psychologist and developmental biologist Jean Piaget, who recorded the intellectual development and abilities of infants, children, and teens.

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Who was Piaget and what are his stages of development?

Jean Piaget was a Swiss developmental psychologist who studied children in the early 20th century. His theory of intellectual or cognitive development, published in 1936, is still used today in some branches of education and psychology. It focuses on children, from birth through adolescence, and characterizes different stages of development, including:

Piaget made several assumptions about children while developing his theory:

Children build their own knowledge based on their experiences.

Children learn things on their own without influence from adults or older children.

Children are motivated to learn by nature. They don't need rewards as motivation.

There are four stages in all:

sensorimotor stage

preoperational stage

concrete operational stage

formal operational stage

The stages cover a range of ages from birth to 2 years old to young adulthood.

Piaget's stages are age-specific and marked by important characteristics of thought processes. They also include goals children should achieve as they move through a given stage.

There are a variety of terms Piaget used in his theory to explain cognitive development and how it's achieved at different stages.

Schema is a term he used to represent the building blocks of knowledge. You may think of schemas as different index cards inside the brain. Each one informs the individual on how to react to new information or situations.

For example, picture a person visiting the grocery store to buy milk. In this event, the schema is a mentally stored pattern of behavior that can be applied to this situation. The person remembers how to go through the aisles, find the milk, select the preferred kind, and then pay at the register. Whenever the person is tasked with getting milk, this particular "script" or schema is recalled from memory.

Other important terms:

Assimilation is using an existing schema and applying it to a new situation or object.

Accommodation is changing approaches when an existing schema doesn't work in a particular situation.

Equilibration is the driving force that moves all development forward. Piaget didn't believe that development progressed steadily. Instead, it moved in leaps and bounds according to experiences.

How can caregivers use schemas?

Parents and teachers can help build a child's various schemas to promote learning and development throughout the stages. This can be achieved by giving children plenty of exposure to the outside world. Being exposed to a variety of learning-by-doing experiences from a young age may help build up those internal index cards. Then, as children get older, it's about broadening the experiences and applying them to new, even hypothetical, situations.

So, how exactly can Piaget's stages be applied to education? At the root, it's about recognizing the stage a child is currently in and catering to that developmental level.

Teachers and parents can help by providing children with different experiences or ways to explore and experiment with their environments. It's through these experiences that children may gain understandings of different concepts in a hands-on way.

For young children entering preschool and kindergarten, Piaget's theories align more with play-based school programs, or environments where kids are offered opportunities for trial and error, and interaction with the real world.

Piaget's philosophy can be incorporated into any education program.

Examples include:

Providing chances for trial and error. Focus on the process of learning versus the end result.

Providing children with visual aids and other props, like models, to illustrate different ideas and concepts.

Using real-life examples to paint complex ideas, like word problems in math.

Providing chances to classify or group information. Outlines and hierarchies are good examples and allow kids to build new ideas from previous knowledge.

Offering problems that necessitate analytical or logical thinking. Brain teasers can be used as a tool in this instance.

You can also help your child throughout the stages by catering to their specific learning style at the time:

Sensorimotor

Use real objects in play activities.

Connect play to the five senses.

Implement routines for the youngest children. They are predictable and may be highly useful with developing communication.

Preoperational

Children learn best by doing. Allow them to actively interact with a variety of things in their environments, including books, people, games, and objects.

Ask questions while children are engaged in daily routines and allow them to come up with their own ideas.

Point out new things and encourage children to question you about those things.

Concrete operational

Create timelines, three dimensional models, science experiments, and other ways to manipulate abstract concepts.

Use brain teasers and riddles to foster analytical thinking.

Focus on open-ended questioning.

Formal operational

Offer step-by-step explanations of concepts and utilize charts and other visual aids.

Explore hypothetical situations. You may relate them to current events or social issues.

Broaden concepts whenever possible. For example, if talking about the Civil War, discuss other issues that have divided the country since that time.

There are some criticisms of Piaget's stages. In particular, researchers in the 1960s and 1970s argued that Piaget may have underestimated children's abilities by using confusing terms and particularly difficult tasks in his observations. In other studies, children have been successful with demonstrating knowledge of certain concepts or skills when they were presented in a simpler way.

Piaget's theory also expects children of a certain stage to primarily be at that stage across the board with all tasks presented to them. Other researchers uncovered that there is a range of abilities with cognitive tasks. In other words, some children may excel or struggle in one area over another.

Piaget's theory also explains that trying to teach children particularly advanced concepts would be unsuccessful. Yet in some cases, children may be able to learn advanced ideas even with brief instruction. Children may be more adaptable and competent than Piaget's stages give them credit for.

Last, Piaget primarily examined white, middle-class children from developed countries in his work. As a result, his findings may be skewed to this subset of people, and may not apply as directly to other groups or locations.

Lev Vygotsky developed his theory on child development at the same time Piaget was developing his own theory. Like Piaget, Vygotsky believed that children develop through stages. Unlike Piaget, Vygotsky believed that learning and development were tied to social interactions and culture. Whereas Piaget believed that children learn through doing, Vygotsky believed that they learn through being shown.

Maria Montessori shared some ideas with Piaget, including how children move through stages. Their theories are similar until children reach age 3. In school, Montessori classrooms are more child-directed. Piaget classrooms are more teacher-directed with a focus on routine, though there is flexibility and opportunity for child-directed activities.

Jean Piaget's work has helped people understand how knowledge is developed at different stages of childhood, starting at birth. His philosophy is still used in prekindergarten through 12th grade classrooms today. Understanding the different stages may help you better understand your own child and assist their learning development.

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Piaget Stages of Development: What Are They and How Are They Used?

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Piaget stages of development are the foundation of a well-known theory of early childhood development. We explain each of the four stages and explore strategies based on Piaget's theory for assisting in a child's learning development. We also examine why some researchers reject elements of this theory.

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PERINGKAT –PERINGKAT PERKEMBANGAN KANAK-KANAK DAN HUBUNGKAIT DENGAN

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K9 Kategori Kanak-kanak Berkeperluan Khas

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Faktor-faktor yang mempengaruhi perlekatan

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Teori Attachment Mary Ainsworth

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Penggunaan video sebelum memulakan pengajaran- yang menyentuh jiwa

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Penggunaan video sebelum memulakan pengajaran- yang menyentuh jiwa