Proceedings of the International Conference on Science, Technology, Education, Arts, Culture and Humanity - "Interdisciplinary Challenges for Humanity Education in Digital Era" (STEACH 2018)最新文献
Pub Date : 1900-01-01DOI: 10.2991/STEACH-18.2019.18
S. Maulana, Hanna Ade Ningtiyas
{"title":"Implementation of Chapter II Article 3 in Government Education and Culture Regulation No. 23 of 2016 (Study in Bekasi Regency)","authors":"S. Maulana, Hanna Ade Ningtiyas","doi":"10.2991/STEACH-18.2019.18","DOIUrl":"https://doi.org/10.2991/STEACH-18.2019.18","url":null,"abstract":"","PeriodicalId":221746,"journal":{"name":"Proceedings of the International Conference on Science, Technology, Education, Arts, Culture and Humanity - \"Interdisciplinary Challenges for Humanity Education in Digital Era\" (STEACH 2018)","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125193565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/steach-18.2019.11
P. Rusimamto, M. Samani, Ekohariadi, Joko
Industrial Practices (PI) or internships are not only important for students in order to achieve their level of competence, but also important for apprentice partner companies in order to obtain potential employment candidates. Asked questions: 1) How was the implementation of the S1 Electrical Engineering Education industry practice, the Faculty of Engineering UNESA? 2) How is partnership management planning with the business and industry world? To reveal the implementation of an internship at the UNESA Electrical Engineering Education Study Program was carried out through research with an exspose facto approach. The research was carried out in the Department of Electrical Engineering and in the Industry where the internship students. The results of the study are 1) The implementation of internship or industrial practice of Electrical Engineering Education S1 students, the Faculty of Engineering UNESA is in accordance with the industrial practice manual issued by the UNESA Faculty of Engineering, but the implementation of PI monitoring and evaluation needs to be improved. 2) Planning the management of partnerships with the business and industry world for students of Electrical Engineering Education students has been well established and has spread to private industry, government and state-owned enterprises (BUMN). Keywords—internship, public and private sector cooperation, partnership, business world and industry.
{"title":"Cooperation Between The Public and Private Sectors in Providing Internships for Students of Education Electrical Engineering","authors":"P. Rusimamto, M. Samani, Ekohariadi, Joko","doi":"10.2991/steach-18.2019.11","DOIUrl":"https://doi.org/10.2991/steach-18.2019.11","url":null,"abstract":"Industrial Practices (PI) or internships are not only important for students in order to achieve their level of competence, but also important for apprentice partner companies in order to obtain potential employment candidates. Asked questions: 1) How was the implementation of the S1 Electrical Engineering Education industry practice, the Faculty of Engineering UNESA? 2) How is partnership management planning with the business and industry world? To reveal the implementation of an internship at the UNESA Electrical Engineering Education Study Program was carried out through research with an exspose facto approach. The research was carried out in the Department of Electrical Engineering and in the Industry where the internship students. The results of the study are 1) The implementation of internship or industrial practice of Electrical Engineering Education S1 students, the Faculty of Engineering UNESA is in accordance with the industrial practice manual issued by the UNESA Faculty of Engineering, but the implementation of PI monitoring and evaluation needs to be improved. 2) Planning the management of partnerships with the business and industry world for students of Electrical Engineering Education students has been well established and has spread to private industry, government and state-owned enterprises (BUMN). Keywords—internship, public and private sector cooperation, partnership, business world and industry.","PeriodicalId":221746,"journal":{"name":"Proceedings of the International Conference on Science, Technology, Education, Arts, Culture and Humanity - \"Interdisciplinary Challenges for Humanity Education in Digital Era\" (STEACH 2018)","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114103508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/STEACH-18.2019.1
L. Fitriana, Y. Fuad, A. H. Rosyidi
Problem solving becomes one of several competencies which forms the heart of the mathematics literate. Reviewing the process, it cannot only be explained linearly. There is a great chance that steps will be taken again. This study addresses the dynamism of open-ended problem solving shown by junior high school students with different personality types, namely guardian, artisan, rational, and idealist. The grade 7, which consists of 31 students, was purposively selected from eight classes of SMPN 5 Sidoarjo. All students had to answer Keirsey personality questionnaires, mathematics ability and open-ended problem tests. There were 15 guardians, 9 artisans, 3 rationals, 2 idealists, and 2 students were not included in any type. Four students with high mathematics ability and represented each type of Keirsey personalities were volunteer interviewed based on their answers of open-ended problem test. Data were analyzed based on the steps of Krulik and Rudnick problem solving, namely read and think, explore and plan, select a strategy, find an answer, and reflect and extend. When solving open-ended problem, guardian, artisan, and idealist students commonly repeated the previously steps taken. This condition demonstrates dynamism in problem solving. On the contrary, the rational student showed a linear process because they did not repeat the chosen steps. This results motivate teachers to familiarize some extensively exercising on problem solving skills by considering to personality differences of students. Keywords—problem solving; open-ended problem; Keirsey personality type.
{"title":"Dynamism of Open-Ended Problem Solving: Study on Junior High School Students Behavior Based on Keirsey Personality Type","authors":"L. Fitriana, Y. Fuad, A. H. Rosyidi","doi":"10.2991/STEACH-18.2019.1","DOIUrl":"https://doi.org/10.2991/STEACH-18.2019.1","url":null,"abstract":"Problem solving becomes one of several competencies which forms the heart of the mathematics literate. Reviewing the process, it cannot only be explained linearly. There is a great chance that steps will be taken again. This study addresses the dynamism of open-ended problem solving shown by junior high school students with different personality types, namely guardian, artisan, rational, and idealist. The grade 7, which consists of 31 students, was purposively selected from eight classes of SMPN 5 Sidoarjo. All students had to answer Keirsey personality questionnaires, mathematics ability and open-ended problem tests. There were 15 guardians, 9 artisans, 3 rationals, 2 idealists, and 2 students were not included in any type. Four students with high mathematics ability and represented each type of Keirsey personalities were volunteer interviewed based on their answers of open-ended problem test. Data were analyzed based on the steps of Krulik and Rudnick problem solving, namely read and think, explore and plan, select a strategy, find an answer, and reflect and extend. When solving open-ended problem, guardian, artisan, and idealist students commonly repeated the previously steps taken. This condition demonstrates dynamism in problem solving. On the contrary, the rational student showed a linear process because they did not repeat the chosen steps. This results motivate teachers to familiarize some extensively exercising on problem solving skills by considering to personality differences of students. Keywords—problem solving; open-ended problem; Keirsey personality type.","PeriodicalId":221746,"journal":{"name":"Proceedings of the International Conference on Science, Technology, Education, Arts, Culture and Humanity - \"Interdisciplinary Challenges for Humanity Education in Digital Era\" (STEACH 2018)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127679748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/steach-18.2019.6
K. Santoso, M. T. Budiarto, R. Sulaiman
The aim of this research is to describe the process of covariational reasoning and how to build argumentation in solving covariation problems for middle school students who had verbal and visual cognitive style. This qualitative descriptive research investigated the differences in covariational reasoning and how to build argumentation process for students with verbal and visual cognitive style, whether they have different covariational reasoning processes in solving covariation problem or not. The participants of this research are 2 students, one with verbal cognitive style and other with visual cognitive style. The participant selected from the result of the cognitive style test, the mathematics performance test and the teacher’s recommendation. Data were obtained using covariation problems and interviews. The result of this study pointed out that student with verbal cognitive style were able to construct images of function’s dependent variable changing in tandem with the imagined change of the independent variable, and in some situations, were able to construct images of rate of change and were able to construct images of rate of change for contiguous intervals of a function’s domain. Student with verbal cognitive style was constructing her argumentation of mental action deductively. While, student with visual cognitive style was able to exhibit mental action of initial coordination, direction of changes coordination and had some difficulties in doing mental action of amount of change coordination. The student with visual cognitive style was constructing her argumentation of mental action inductively. We discuss implications of these results for perspectives on argumentation in covariational reasoning, students’ understandings of graphs and discuss curricular treatments of function again with a covariational lens, and areas of future research
{"title":"Argumentation in Covariational Reasoning: Middle School Student’s Solving Covariation Problem with Different Cognitive Style","authors":"K. Santoso, M. T. Budiarto, R. Sulaiman","doi":"10.2991/steach-18.2019.6","DOIUrl":"https://doi.org/10.2991/steach-18.2019.6","url":null,"abstract":"The aim of this research is to describe the process of covariational reasoning and how to build argumentation in solving covariation problems for middle school students who had verbal and visual cognitive style. This qualitative descriptive research investigated the differences in covariational reasoning and how to build argumentation process for students with verbal and visual cognitive style, whether they have different covariational reasoning processes in solving covariation problem or not. The participants of this research are 2 students, one with verbal cognitive style and other with visual cognitive style. The participant selected from the result of the cognitive style test, the mathematics performance test and the teacher’s recommendation. Data were obtained using covariation problems and interviews. The result of this study pointed out that student with verbal cognitive style were able to construct images of function’s dependent variable changing in tandem with the imagined change of the independent variable, and in some situations, were able to construct images of rate of change and were able to construct images of rate of change for contiguous intervals of a function’s domain. Student with verbal cognitive style was constructing her argumentation of mental action deductively. While, student with visual cognitive style was able to exhibit mental action of initial coordination, direction of changes coordination and had some difficulties in doing mental action of amount of change coordination. The student with visual cognitive style was constructing her argumentation of mental action inductively. We discuss implications of these results for perspectives on argumentation in covariational reasoning, students’ understandings of graphs and discuss curricular treatments of function again with a covariational lens, and areas of future research","PeriodicalId":221746,"journal":{"name":"Proceedings of the International Conference on Science, Technology, Education, Arts, Culture and Humanity - \"Interdisciplinary Challenges for Humanity Education in Digital Era\" (STEACH 2018)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128706563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/steach-18.2019.23
A. Setiawan, M. Jannah, W. .
This study aims to obtain a structural equation model of the direct and indirect effects between psychological and physical factors, namely concentration, arm muscle strength, and wrist flexibility on the accuracy of forehand drives and backhand drives on table tennis extracurricular activities at Al Falah Deltasari Middle School in Sidoarjo Regency. This study uses quantitative research with nonexperimental design research, using correlational methods. The subjects of this study were students who followed table tennis extracurricular aged 12-15 years consisting of twenty-eight students. Data were analyzed by descriptive statistics using the SPSS 22.0 program. Testing with hypotheses is done by correlation test, and multiple correlation. Based on the results of the correlation test in this study X1 concentration and accuracy of forehand drive with a value of r count 0.406> r table 0.367, X2 arm muscle strength and forehand drive accuracy r counts 0.370> r table 0.367, X3 wrist flexibility and forehand drive accuracy 0.381> r table 0. 367. Then the second variable X2 concentration r counted 0.374> rtanel 0.367, arm muscle strength r counted 4.21> rtable 0.367, wrist flexion counted 0.379> rtable 0.367. Next, the multiple correlation test is X1 concentration, X2 arm muscle strength X2, X3 Wrist Strength to the accuracy of the forehand drive with R value is 0.374, then the significance of F is 1,300 with R Square 14%. Furthermore, for X1 concentration, X2 arm muscle strength X2, X3 Wrist Determination of backhand drive accuracy with R value is 0.911, then the significance of F is 1.442 with R Square 15.3%. Keywords— concentration, arm muscle strength, wrist flexibility, accuracy.
{"title":"Effects Concentration, Arm Muscle Strength, And Wrist Flexibility On The Accuracy Of Forehand Drives And Backhand Drives","authors":"A. Setiawan, M. Jannah, W. .","doi":"10.2991/steach-18.2019.23","DOIUrl":"https://doi.org/10.2991/steach-18.2019.23","url":null,"abstract":"This study aims to obtain a structural equation model of the direct and indirect effects between psychological and physical factors, namely concentration, arm muscle strength, and wrist flexibility on the accuracy of forehand drives and backhand drives on table tennis extracurricular activities at Al Falah Deltasari Middle School in Sidoarjo Regency. This study uses quantitative research with nonexperimental design research, using correlational methods. The subjects of this study were students who followed table tennis extracurricular aged 12-15 years consisting of twenty-eight students. Data were analyzed by descriptive statistics using the SPSS 22.0 program. Testing with hypotheses is done by correlation test, and multiple correlation. Based on the results of the correlation test in this study X1 concentration and accuracy of forehand drive with a value of r count 0.406> r table 0.367, X2 arm muscle strength and forehand drive accuracy r counts 0.370> r table 0.367, X3 wrist flexibility and forehand drive accuracy 0.381> r table 0. 367. Then the second variable X2 concentration r counted 0.374> rtanel 0.367, arm muscle strength r counted 4.21> rtable 0.367, wrist flexion counted 0.379> rtable 0.367. Next, the multiple correlation test is X1 concentration, X2 arm muscle strength X2, X3 Wrist Strength to the accuracy of the forehand drive with R value is 0.374, then the significance of F is 1,300 with R Square 14%. Furthermore, for X1 concentration, X2 arm muscle strength X2, X3 Wrist Determination of backhand drive accuracy with R value is 0.911, then the significance of F is 1.442 with R Square 15.3%. Keywords— concentration, arm muscle strength, wrist flexibility, accuracy.","PeriodicalId":221746,"journal":{"name":"Proceedings of the International Conference on Science, Technology, Education, Arts, Culture and Humanity - \"Interdisciplinary Challenges for Humanity Education in Digital Era\" (STEACH 2018)","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133754069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/steach-18.2019.9
Muchammad Bayu Tejo Sampurno
Children with autism are children who have communication problems that make them isolated from their environment. Art, has flexibility in the delivery of communication through the symbols that are in it. This makes art appear as one of the media communication options for children with autism. In its relation with other disciplines, any methods of healing or therapy are collaborating with art. This study discusses how to see the autistic child's therapy process as a show that can be enjoyed aesthetically and artistically. This study uses practice-led research and ethnography approach. The study was conducted on single case, R, children with autism in Yogyakarta, Indonesia. The results showed that the identification of aesthetic and artistic aspects that can be used as a reference to see the therapeutic process as performing art can also improve communication and memory skills in children with autism. In addition, the therapeutic process seen as the performing arts can increase the confidence of both children with autism, their families, and their audience. It is expected that there will be an integrated therapy process that can be a new therapy model to improve the quality of life of children
{"title":"A Case Study of Therapeutic Process Autistic Children As Performing Art In Indonesia","authors":"Muchammad Bayu Tejo Sampurno","doi":"10.2991/steach-18.2019.9","DOIUrl":"https://doi.org/10.2991/steach-18.2019.9","url":null,"abstract":"Children with autism are children who have communication problems that make them isolated from their environment. Art, has flexibility in the delivery of communication through the symbols that are in it. This makes art appear as one of the media communication options for children with autism. In its relation with other disciplines, any methods of healing or therapy are collaborating with art. This study discusses how to see the autistic child's therapy process as a show that can be enjoyed aesthetically and artistically. This study uses practice-led research and ethnography approach. The study was conducted on single case, R, children with autism in Yogyakarta, Indonesia. The results showed that the identification of aesthetic and artistic aspects that can be used as a reference to see the therapeutic process as performing art can also improve communication and memory skills in children with autism. In addition, the therapeutic process seen as the performing arts can increase the confidence of both children with autism, their families, and their audience. It is expected that there will be an integrated therapy process that can be a new therapy model to improve the quality of life of children","PeriodicalId":221746,"journal":{"name":"Proceedings of the International Conference on Science, Technology, Education, Arts, Culture and Humanity - \"Interdisciplinary Challenges for Humanity Education in Digital Era\" (STEACH 2018)","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131661999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Proceedings of the International Conference on Science, Technology, Education, Arts, Culture and Humanity - "Interdisciplinary Challenges for Humanity Education in Digital Era" (STEACH 2018)
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