Research in Social Sciences and Technology

i-ii

Authors: Bulent Tarman

Dear RESSAT readers and contributors, We are excited to be with you through the May 2018 issue (3/2) of Research in Social Sciences and Technology (RESSAT). We would like to extend our appreciations to all who contributes by submitting or reviewing manuscripts or have been readers of RESSAT. In our second issue of the third year, you will find the articles on various topics of social sciences specifically focusing on education.

14-39

Authors: Fouad Yehya Yehya, Aziz Barbar, Dr., Suzanne Abou Rjeily

This paper investigates the barriers affecting the success implementation of ICT in the Lebanese secondary physics classes. It is realistic based study adopted the descriptive quantitative method to collect data by attitude test survey from 94 Lebanese secondary schools from different Lebanese districts. The results indicated that the ICT implementation in physics courses was not attained. Physics teachers must improve their ICT skills. Moreover, the low technology periods per week and revealing curriculum content, inflexibility of the curriculum to ICT implementation, insufficient existence of computer labs, lack financial support, insufficient training, inadequate technical support, unavailability of internet connectivity and the crowded class rooms were main barriers that prevent the implementation of ICT.

58-78

Authors: Ronald Maraden Silalahi, Untung Yuwono

Pancasila as the ideological foundation of Indonesia is inseparable from education. In the implementation level, education is directed to build the values of Pancasila through learning programs. However, Indonesian education is still at an alarming condition, because the competencies of the graduates are not equivalent to the graduates from the other countries. This phenomenon underlies the formation of 2013 Curricula that emphasizes on the development of Pancasila values as the core competencies. This research was aimed at reconstructing Pancasila ideology and discussing the steps to revitalize Pancasila in Indonesian education system. Critical Discourse Analysis was conducted in three stages, namely text description, discursive practice, and socio-cultural practice to reconstruct Pancasila ideology in 2013 Curricula and their juridical foundations. Focus Group Discussions were conducted to review the application of the 2013 curriculum as well as the revitalization of Pancasila in Indonesian education system. The analysis revealed that the revitalization in Indonesian education system is absolutely needed, because the values of Pancasila as one of the core competencies that must be owned by the students have not been fundamentally and appropriately implemented in education and learning process.

93-114

Authors: Nasser Tolba

This article aims to explore the phenomenon of political violence at Egyptian universities after the downfall of the Muslim Brotherhood regime on June 30, 2013. It is a critical analysis to identify the underlying causes and factors leading to this excessive violence and its impact on the Egyptian universities. The article drew on qualitative methods by interviewing 16 Muslim Brotherhood students from four public universities. The results indicate that frustration, injustice, the collapse of democracy, and interference of the security in universities played an initial role in the students’ violent behaviors. The forms of violence varied from clashes, throwing stones, and destroying university facilities and infrastructure. The effects of violence on the university were large such as, cancelling study several times, eliminating student political and cultural activities, infrastructure losses, and many arrests, injuries and victims between students and staff. Keywords: 30 June events 2013, political violence, Egypt revolution, student protests