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Efisiensi dan efektivitas dalam pengelolaan keuangan daerah Kabupaten Cilacap Cyclo Capacity地区财务管理的效率和效率
Pub Date : 2022-11-30 DOI: 10.21831/hum.v22i2.54277
A. Rahman, Feri Lintang Saputra
Efektivitas dan efisiensi pengelolaan keuangan daerah merupakan indikator keberhasilan daerah dalam mengelola keuangan serta keberhasilan pembangunan. Pengelolaan keuangan daerah meliputi kewenangan pengelolaan keuangan daerah, prinsip umum dan struktur Anggaran Pendapatan dan Belanja Daerah (APBD). Untuk mengetahui suatu daerah mengelola keuangan dengan baik maka dapat dilihat menggunakan rasio efisiensi dan efektivitas. Tujuan penelitian ini untuk mengetahui dan menganalisis tingkat efisiensi dan efektivitas dalam pengelolaan keuangan di daerah Kabupaten Cilacap. Penelitian ini menggunakan data sekunder berupa Anggaran Pendapatan dan Belanja Daerah periode 2016-2020 Kabupaten Cilacap, data ini kemudian dianalisis menggunakan rasio efisiensi dan rasio efektivitas. Hasil pada penelitian ini adalah rata-rata tingkat efisiensi selama periode tahun 2016 sampai 2020 tergolong baik dengan rata-rata 3,37%. Tingkat efektivitas pengelolaan keuangan daerah Kabupaten Cilacap juga menunjukan sangat efektiv dengan rata rata selama periode 2016 sampai 2020 adalah 106,35 %. Diperlukan optimalisai pemanfaatan pengelolaan keuangan secara digital agar dimasa mendatang dapat diketahui kondisi keuangan secara real time.One of the indicators that can be used in managing regional budgets and the success of development is to use the ratio of efficiency and effectiveness of regional financial management.  In managing regional finances, it consists of the authority to manage regional finances, general principles and the structure of the Regional Revenue and Expenditure Budget (APBD).  To find out an area manages finances well, it can be seen using the ratio of efficiency and effectiveness.  The purpose of this study was to determine and analyze the level of efficiency and effectiveness in financial management in the Cilacap Regency area.  This study uses secondary data in the form of the Regional Revenue and Expenditure Budget for the 2016-2020 period of Cilacap Regency, this data is then analyzed using efficiency ratios and effectiveness ratios.  The results in this study are the average level of efficiency during the period 2016 to 2020 is classified as good with an average of 3.37%.  The level of effectiveness of Cilacap Regency's regional financial management also shows that it is very effective with the average during the 2016 to 2020 period being 106.35%.  It is necessary to optimize the use of digital financial management so that in the future financial conditions can be known in real time.
区域财务管理的有效性和效率是区域财政管理和发展成功的标志。区域财务管理包括区域财务管理、一般原则和区域收入和支出预算结构(APBD)。了解一个管理良好财务的区域,可以使用效率和有效性比来查看。本研究的目的是了解和分析Cilacap区财政管理的效率和有效性。该研究采用2012 -2020年西拉塔普区的收入和支出的次要数据,然后使用效率比和有效性比进行分析。这项研究的结果是2016年至2020年期间的平均效率水平为3.37%。Cilacap区域管理的有效性还显示,2016年至2020年期间的平均水平为106.35%。我们需要以数字管理的优化化方式,以便未来能够看到实时的财务状况。可以用于区域管理资金和成功发展的指标之一是利用区域金融管理的效率和效率。在区域融资方面,它是区域融资、一般原则和区域准备金和预算运作的授权。要找到一个资金来源,可以利用权宜之计的范围。这项研究的目的是确定和分析该地区的工作效率和效率。2011 -2020年的《中央情报局知识与支出预算》,这一数据随后分析了effificy ratios及其效果ratios。这项研究的结果是2016年到2020年期间的平均工作水平与3.37%的平均水平一样保密。截至2016年2020年,Cilacap re就地区金融管理而言,其影响水平还对平均水平特别有效。乐观地使用数字金融管理是必要的,这样未来的金融条件就可以实时知道。
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引用次数: 0
The effect of the guided inquiry learning model on student’s learning outcomes in fractional materials in fifth grade elementary school 引导式探究学习模式对小学五年级学生分数材料学习成果的影响
Pub Date : 2022-11-30 DOI: 10.21831/hum.v22i2.52536
M. Muhadi, S. Utaminingsih, Rismiyanto Rismiyanto
Students' mathematical abilities will only become material that follows a series of procedures without knowing its meaning if students' reasoning abilities are not developed. The purpose of the study was to determine the effect of the Guided Inquiry learning model on student learning outcomes on fraction material in grade V Elementary School. This type of research uses a quantitative approach. The design uses a quasi-experimental design with an equivalent control group design. The sample consists of 2 groups, namely group 1 using conventional learning, group 2 using the Guided inquiry model. The research instrument was in the form of test scores (pre-test scores and post-test scores). Data analysis techniques in the form of normality test, homogeneity test, t-test. The results showed that there was an influence of the Guided Inquiry learning model on the student learning outcomes of fractions in grade V Elementary School with an average of 74.84%.
如果不培养学生的推理能力,学生的数学能力只会成为遵循一系列程序而不知道其含义的材料。摘要本研究旨在探讨导探究式学习模式对小学五年级学生分数材料学习成果的影响。这种类型的研究使用定量方法。本设计采用准实验设计和等效对照组设计。样本由两组组成,第一组使用传统学习,第二组使用引导式探究模式。研究工具采用测试分数(测试前分数和测试后分数)的形式。数据分析技术的形式有正态性检验、齐性检验、t检验。结果表明:导探究式学习模式对小学五年级学生分数学习成果的影响平均为74.84%;
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引用次数: 2
Membentuk karakter yang kokoh melalui pendidikan hati 通过心灵教育形成坚强的性格
Pub Date : 2022-07-14 DOI: 10.21831/hum.v22i1.49082
Suparlan Suparlan
Pada umumnya pendidikan karakter menyentuh ranah kognitif ,afektif, dan psikomotor, belum dilandasi kesadaran spiritual dan motivasi yang tinggi, akibatnya karakter yang terbentuk merupakan karakter yang rapuh, dan kebaikan perilakunya dilatarbelakangi oleh kepentingan pribadi. Pembentukan karakter berbasis pendidikan hati menawarkan solusi pendidikan karakter yang unggul dan mampu membentuk intensitas dan konsistensi karakter yang baik. Pendidikan hati merupakan dasar dari karakter yang kokoh dan konsisten, ketika hati telah melekat pada kebaikan, maka akan menjadi sumber motif spiritual yang menggerakkan perilaku dengan kecenderungan keikhlasan, dan akan mendorong seluruh potensi psikofisik untuk berbuat baik secara konsisten. Pendidikan karakter berbasis hati dikembangkan melalui: 1) Tahap prakondisi, yaitu proses mengenali kondisi hati, mengenalkan fungsi spiritual hati, melakukan pelurusan/pengobatan hati dari berbagai penyakit hati. 2) Tahap pembentukan, yaitu proses menumbuhkan kesadaran akan pentingnya karakter, menggunakan hati dalam menentukan perilaku dan menanamkan kepekaan untuk mengambil pelajaran dari perbuatan baik. 3) Tahap perawatan, yaitu proses penyelamatan hati dari potensi kerusakan dan menghindari pengaruh karakter negatif dari lingkungan. In general, character education touches the realm of cognitive, affective, and psychomotor domains, has not been based on high spiritual awareness and motivation, as a result the character formed is a fragile character, and the goodness of behavior is motivated by personal interests. The formation of character based on heart education offers superior character education solutions and is able to form good character intensity and consistency. Heart education is the basis of a solid and consistent character, when the heart is attached to goodness, it will become a source of spiritual motives that drive behavior with a sincere tendency, and will encourage all psychophysical potentials to do good consistently. Heart-based character education is developed through: 1) Preconditioning stage, namely the process of recognizing the condition of the heart, introducing the spiritual function of the heart, performing liver straightening/treatment of various liver diseases. 2) The formation stage, namely the process of growing awareness of the importance of character, using the heart in determining behavior and instilling sensitivity to take lessons from good deeds. 3) Treatment stage, namely the process of saving the liver from potential damage and avoiding the influence of negative characters from the environment.
一般来说,性格教育涉及认知、情感和心理运动领域,尚未经历高度的精神意识和动机,导致性格形成为一个脆弱的性格,良好的行为是由个人利益支撑的。基于教育的性格形成为高性格教育提供了一种解决方案,能够形成良好的性格强度和一致性。心的教育是坚强和始终如一的性格的基础,当心注定要向善时,它将成为推动行为走向卓越的精神动力来源,并将推动整个身心潜能始终如一地行善。心本教育是通过以下几个方面发展起来的:1)先决条件水平,即认识心脏状况、介绍心脏的精神功能、进行心脏管理/治疗各种心脏疾病的过程。2) 形成的层次是提高意识的过程,在性格中很重要,在决定行为时用心,在从好事中吸取教训时增加焦虑。3) 护理水平,这是一个将心脏从潜在损伤中拯救出来并避免环境负面影响的过程。一般来说,性格教育涉及认知、情感和心理运动领域,没有建立在高度的精神意识和动机之上,因此形成的性格是一个脆弱的性格,行为的善良是由个人利益驱动的。基于心灵教育的性格形成提供了优越的性格教育解决方案,能够形成良好的性格强度和一致性。心的教育是坚实和始终如一的品格的基础,当心与善相连时,它将成为精神动机的源泉,以真诚的倾向驱动行为,并将鼓励所有心理物理潜能始终如一地行善。以心为本的性格教育是通过以下几个阶段发展起来的:1)预适应阶段,即认识心脏的状况,介绍心脏的精神功能,进行肝脏矫正/治疗各种肝脏疾病的过程。2) 形成阶段,即逐渐意识到性格的重要性,用心决定行为,灌输从善举中吸取教训的过程。3) 治疗阶段,即挽救肝脏免受潜在损伤和避免环境负面影响的过程。
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引用次数: 0
Analisis SWOT pembelajaran daring era pandemi covid-19 pada sekolah dasar 新冠肺炎疫情时期小学学习的SWOT分析
Pub Date : 2022-07-14 DOI: 10.21831/hum.v22i1.47092
Diningrum Citraningsih, Rz. Ricky Satria Wiranata
Penelitian ini bertujuan untuk mengetahui SWOT yaitu strengths (kekuatan), weakness (kelemahan), opportunity (peluang), threats (ancaman) dalam pembelajaran daring era pandemic covid-19 pada jenejang sekolah dasar. Penelitian ini merupakan penelitian library research yang mana menggunakan sumber data berupa buku, artikel atau jurnal. Hasil penelitian yaitu pada dimensi strengths (kekuatan) menjelaskan tentang motivasi dari guru dan orang tua kepada peserta didik, dukungan fasilitas penunjang pembelajaran (handphone, laptop, kuota), penggunaan aplikasi portal rumah belajar Kemendikbud, menambah keahlian dan kreativitas guru dan peserta didik, dan pelaksanaan program pendampingan belajar di rumah. Pada dimensi weakness (kelemahan) menjelaskan tentang tingkat kedisiplinan peserta didik  dalam pembelajaran daring belum maksimal, kejenuhan peserta didik dengan kegiatan monoton, kurangnya waktu interaksi peserta didik dengan guru, kurangnya pengawasan dari orang tua pada anak, minimnya tingkat literasi digital. Pada dimensi opportunity (peluang) menjelaskan tentang pengembangan wawasan, pengetahuan dan keterampilan bagi guru dan peserta didik, meningkatkan kerja sama antara orang tua dan guru. Pada dimensi threats (ancaman) menjelaskan tentang penyediaan kuota internet dan biaya pembelajaran daring, jaringan internet yang kurang stabil, minimnya fasilitas pendukung berupa handphone atau laptop, kesehatan dan ketahanan tubuh. This study aims to determine SWOT, strengths, weaknesses, opportunities, threats in online learning in the era of the covid-19 pandemic at the elementary school. This research uses a library research which uses data sources in the form of books, articles or journals. The results of the study are on the strengths dimension explaining the motivation of teachers and parents to students, support for learning support facilities (mobile phones, laptops, quotas), the use of the Ministry of Education and Culture's home learning portal application, increasing the skills and creativity of teachers and students, and implementing mentoring programs. study at home. The weakness dimension explains the level of student discipline in online learning is not maximized, student saturation with monotonous activities, lack of interaction time between students and teachers, lack of parental supervision of children, lack of digital literacy levels. The opportunity dimension describes the development of insight, knowledge and skills for teachers and students, increasing cooperation between parents and teachers. The threats dimension describes the provision of internet quota and online learning costs, unstable internet network, lack of supporting facilities in the form of mobile phones or laptops, health and body resistance.
本研究旨在找出新冠肺炎大流行时期小学课堂学习中的优势、劣势、机会和威胁。这项研究是一项利用书籍、文章或期刊等数据来源的图书馆研究。关于优势维度的研究结果解释了教师和家长对受教育参与者的动机,对学习支持设施(手机、笔记本电脑、配额)的支持,家庭学习门户应用程序Kemendikbud的使用,提高教师和受教育参与者的技能和创造力,以及家庭学习辅助计划的实施。在弱点维度上,它解释了受过教育的参与者在非最大限度在线学习中的纪律性程度,受过教育的与会者对单调活动的完整性程度,受教育的参与者缺乏与老师互动的时间,缺乏父母对孩子的监督,数字素养的最低水平。在机会方面,它解释了教师和受过教育的参与者的知名度、知识和技能的发展,加强了家长和教师之间的合作。在威胁方面,它解释了互联网配额的提供和在线学习的成本、不稳定的互联网、手机或笔记本电脑等最低支持设施、健康和身体抵抗力。本研究旨在确定新冠肺炎大流行时期小学在线学习的SWOT、优势、劣势、机会和威胁。本研究使用图书馆研究,该研究使用书籍、文章或期刊形式的数据源。这项研究的结果是关于优势维度,解释了教师和家长对学生的动机,支持学习支持设施(手机、笔记本电脑、配额),使用教育和文化部的家庭学习门户应用程序,提高教师和学生的技能和创造力,以及实施辅导计划。在家学习。弱点维度解释了在线学习中学生纪律水平没有达到最大化,学生活动单调饱和,学生和老师之间缺乏互动时间,缺乏家长对孩子的监督,缺乏数字素养水平。机会维度描述了教师和学生的洞察力、知识和技能的发展,增加了家长和教师之间的合作。威胁维度描述了互联网配额和在线学习成本的提供、不稳定的互联网、缺乏手机或笔记本电脑形式的支持设施、健康和身体抵抗力。
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引用次数: 4
Classroom applicability of blooms mastery learning as perceived by teachers 从教师的角度看掌握型学习的课堂适用性
Pub Date : 2022-07-14 DOI: 10.21831/hum.v22i1.43372
Olusola Hassan
This study investigated the applicability of mastery learning in public senior school as perceived by teachers. The study used descriptive survey research type. Two hundred and thirty teachers were sampled from public senior secondary schools in Kosofe local government area of Lagos. Teachers’ perception on the applicability of Mastery Learning (TPABML) was designed by the researcher to measure teachers perception, the instrument was validated with reliability index of 0.74. Data collected was analysed using mean score, percentages and independent t-test of significance. Findings showed on the whole, teachers’ perception does not favour the use of blooms mastery in public senior secondary. Result also showed significant difference between teachers with post-graduate qualification and teachers with Bachelor degree, but no significant difference was found based on teachers’ experience. The result also finds no significant difference on the basis of gender.  The study recommends that Government should re-orientate teachers to change their views and make efforts to apply mastery learning as it has recorded positive results.  
本研究调查了教师对掌握性学习在公立高中的适用性。本研究采用描述性调查研究类型。从拉各斯科索夫地方政府区的公立高中抽取了230名教师。研究人员设计了教师对掌握学习适用性的感知来测量教师的感知,该工具的可靠性指数为0.74。使用平均分、百分比和独立的显著性t检验对收集的数据进行分析。研究结果显示,总的来说,教师的认知不赞成在公立高中使用花朵掌握。研究生学历的教师和本科学历的教师之间也存在显著差异,但根据教师的经验,没有发现显著差异。研究结果也没有发现基于性别的显著差异。该研究建议政府重新定位教师,改变他们的观点,并努力应用掌握学习,因为它已经取得了积极的成果。
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引用次数: 1
Kesadaran multikultural generasi Z dan implikasinya pada pendidikan Z一代多元文化意识及其对教育的影响
Pub Date : 2022-07-14 DOI: 10.21831/hum.v22i1.49102
Ariefa Efianingrum, M. Maryani, Joko Sri Sukardi, F. Hanum, Siti Irene Astuti Dwiningrum
Penelitian ini bertujuan untuk menggambarkan profil dan perbedaan kesadaran multikultural generasi Z yang direpresentasikan oleh mahasiswa UNY. Penelitian ini menggunakan pendekatan deskriptif dengan menggabungkan metode kuantitatif dan kualitatif (metode campuran). Populasi penelitian adalah mahasiswa Universitas Negeri Yogyakarta sejumlah 29.983 mahasiswa dengan pengambilan sampel secara acak multistage random sampling. Pelaksanaannya dilakukan dengan membagi populasi menjadi dua bagian, yaitu kelompok mahasiswa eksakta dan mahasiswa sosial-humaniora kemudian diambil sampelnya. Teknik penarikan sampel menggunakan rumus Lemeshow diperoleh sampel sebesar 95,73. Untuk menghindari adanya respon yang droup out maka jumlah sampel dibulatkan menjadi 200 orang untuk masing-masing kelompok mahasiswa eksakta dan mahasiswa sosial-humaniora dengan total 400 mahasiswa untuk kedua kelompok. Teknik pengumpulan data menggunakan kuesioner yang diadopsi dari kuesioner yang dikembangkan oleh Tim Zamroni dan kawan-kawan. Analisis data penelitian ini menggunakan teknik analisis data kuantitatif dengan statistik uji-t. Hasil penelitian menunjukkan bahwa terdapat perbedaan kesadaran multikultural mahasiswa berdasarkan latar belakang keilmuan, yaitu mahasiswa dari fakultas sosial humaniora dan mahasiswa dari fakultas sains. Perbedaan ini menunjukkan bahwa latar belakang sosial budaya berimplikasi pada perbedaan kesadaran budaya. Diperlukan program yang holistik untuk memperkuat kesadaran multikultural di kalangan generasi Z. The purpose of this research was to describe the profile of multicultural awareness of the students’ of Yogyakarta State University (UNY). This study used a descriptive approach by combining quantitative and qualitative methods (mix methods). The quantitative approach is used as the main method and the qualitative approach as the secondary method. The research population was students of Yogyakarta State University with a total of 29983 people. Multistage random sampling was conducted by dividing the population into two parts, namely groups of exact science students and social-humanities students, then the samples were taken. The sampling technique using the Lemeshow formula, obtained a sample of  95.73. To avoid a dropout of responses, the number of samples was rounded up to 200 people for each group of exact science students and social-humanities students with a total of 400 students for both groups. The data collection technique used a questionnaire which was adopted from the questionnaire developed by Tim Zamroni et al. Data analysis was quantitative analysis using T-test statistics. The results indicate that there are differences of the students’multicultural awareness based on scientific backgrounds, such as social humanities and science. This difference shows that scientific backgrounds can form different multicultural awareness. Socio-cultural background influences multicultural experiences in cultural communication and adaptation in social
该研究旨在描述UNY学生所代表的Z一代的多文化意识的概要和多样性。该研究采用描述性的方法与定量方法和定性方法(混合方法)相结合。研究对象是日市州立大学的学生,共有29983名学生,他们随机抽样进行了抽样。研究人员将埃克萨塔学生和人文学生的人口分成两部分,然后对其进行采样。采用Lemeshow公式提取样本技术获得的样本为95.73。为了避免任何突然的反应,样本的数量增加到每个eksakta学生和社会人文学生的200人,两组学生的总人数为400人。数据收集技术采用了赞罗尼团队和同事开发的问卷调查技术。本研究采用uj -t统计数据分析技术进行研究。研究表明,基于人文学科社会学院的学生和科学系的学生,学生多文化意识的不同之处在于。这些差异表明,社会文化背景暗示着文化意识的不同。这项研究的目的是描述日经学会的多元文化意识资料。这个研究用的是量量和对应性方法的妥协。量的倾向就像主要的方法和次要的方法一样被使用。研究人口是日惹州立大学的学生,共有29983人。多阶段的样本被分配到两个部分,namely groups的exact科学学生和社会人文学生,然后样本就被吸收了。样本技术使用公式,得到95。73的样本。为了防止低责任的结果,每组exact科学学生和社会人文学生都被围捕到200人身上,两组学生总共有400人。来自赞比西尼和al团队的数据收集技术产生了一个问题。数据分析是用数据分析的数据分析。各种文化意识在科学背后这一区别表明,科学的背景可以是不同的多元文化意识。文化背景影响多文化交流和社会互动适应体验。一个广泛的项目要求在Z代中加强多元文化意识。
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引用次数: 2
Nilai-nilai karakter peristiwa Isra Mi’raj dalam pendidikan agama Islam di Indonesia 以色列事件在印尼伊斯兰教育中的价值
Pub Date : 2022-07-14 DOI: 10.21831/hum.v22i1.43855
Fungki Febiantoni
Isra Mi’raj menjadi momentum untuk bangkit dari krisis multidimensional terutama dalam pembentukan nilai karakter pada realitas sosial dan individu. Hal ini dikarenakan peristiwa Isra Miraj mempunyai dua nilai, yaitu nilai sosial dan spiritual. Tujuan artikel ini adalah mendeskripsikan nilai-nilai karakter yang terkandung dalam peristiwa Isra Mi’raj dan untuk mendeskripsikan relevansi nilai-nilai karakter peristiwa Isra’ Miraj dalam pendidikan agama Islam di Indonesia. Penelitian ini merupakan penelitian kualitatif yang menekankan pada kajian kepustakaan. Hasil penelitian ini adalah adanya nilai sosial dan spiritual dalam peristiwa Isra Mi’raj, dan relevansinya terhadap pendidikan agama Islam yakni dalam hal tujuan pendidikan agama Islam; pendidik; peserta didik; materi; dan media pembelajaran agar menerapkan nilai-nilai karakter dalam peristawa Isra dan Mi’raj dalam pengimplementasiaannya.Isra Mi'raj is a momentum to rise from a multidimensional crisis, especially in the formation of character values in social and individual realities. This is because the Isra Miraj event has two values, namely social and spiritual values. The purpose of this article is to describe the character values contained in the Isra Mi'raj event and to describe the relevance of the character values of the Isra' Miraj incident in Islamic religious education in Indonesia. This research is a qualitative research that emphasizes literature review. The results of this study are the existence of social and spiritual values in the Isra Mi'raj incident, and their relevance to Islamic religious education, namely in terms of the objectives of Islamic religious education; educator; learners; theory; and learning media to apply character values in the Isra and Mi'raj events in their implementation.
Israel Mi’raj是从多维危机中崛起的动力,尤其是在塑造社会和个人现实的性格价值观方面。这是因为以色列米拉吉事件具有两种价值,即社会价值和精神价值。本文的目的是描述Israel Mi’raj事件中人物的价值观,以及Israel Miraj事件的价值观在印度尼西亚伊斯兰教育中的相关性。这项研究是一项定性研究,给图书馆研究带来了压力。本研究的结果是,以色列事件具有社会和精神价值,并与伊斯兰教育有关,即伊斯兰教育;教育工作者与会者被提起;材料;以及媒体学习在以色列事件中应用性格价值观和在其实施中应用Mi’raj事件。Isra Mi’raj是一种从多维危机中崛起的动力,尤其是在社会和个人现实中形成性格价值观方面。这是因为Isra Miraj事件具有两种价值,即社会价值和精神价值。本文的目的是描述Isra Mi’raj事件所包含的性格价值观,并描述Isra’Miraj事件的性格价值在印度尼西亚伊斯兰宗教教育中的相关性。本研究是一项注重文献综述的定性研究。本研究的结果是,Isra Mi’raj事件中社会和精神价值观的存在,以及它们与伊斯兰宗教教育的相关性,即伊斯兰宗教教育目标的相关性;教育工作者学习者;学说以及学习媒体,以便在Isra和Mi'raj事件的实施中应用人物价值观。
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引用次数: 0
Evaluasi program sosialisasi vaksinasi covid-19 melalui media sosial 通过社交媒体评价covid-19疫苗接种计划
Pub Date : 2021-12-31 DOI: 10.21831/hum.v21i2.43721
Suranto Aw
One of the evaluation parameters that can measure the effectiveness of socialization programs through social media is citizen engagement, namely public involvement in important or essential problems on social media. This evaluation was conducted to analyze the effectiveness of the Covid-19 vaccination socialization program through social media. The object of the evaluation is the netizen conversations on Twitter in the form of messages, statuses, or tweets that mention the keyword 'COVID-19 Vaccine' on social media. The effectiveness criteria of the socialization program were based on the citizen engagement index or the citizen involvement index which is examined from the netizen opinions on sentiment (positive/negative) and emotion (trust/fear) indicators. The evaluation results show that the socialization program has succeeded in increasing positive sentiment and emotions of trust. Positive sentiment was shown by netizens' opinions, which were dominated by posts that supported and accepted the vaccination program. Emotion of trust was dominated by the trust and acceptance posts. This finding, when confirmed with facts in the community, indicates a conformity. The public has supported, approved, trusted and accepted the Covid-19 vaccination.Salah satu parameter evaluasi yang dapat mengukur keefektifan program sosialisasi melalui media sosial  adalah citizen engagement, yaitu keterlibatan publik terhadap suatu problematika penting atau yang dianggap penting di media sosial. Evaluasi ini dilakukan untuk menganalisis keefektifan program sosialisasi vaksinasi Covid-19 melalui media sosial. Objek evaluasi adalah percakapan warganet di Twitter baik berupa pesan, status, maupun tweet yang menyebutkan kata kunci ‘Vaksin COVID-19’ di media sosial. Kriteria keefektifan program sosialisasi mengacu kepada citizen engagement index atau indeks keterlibatan warganet yang dianalisis dari opini warganet pada indikator sentimen (positif/negative) dan emosi (trust/fear). Hasil evaluasi menunjukkan Program sosialisasi berhasil meningkatkan sentiment positif dan emosi trust. Sentimen positif ditunjukkan opini warganet yang didominasi unggahan mendukung dan menyetujui vaksinasi. Emosi trust, didominasi oleh unggahan rasa percaya dan menerima. Temuan ini apabila dikonfirmasi dengan fakta di masyarakat, mengindikasikan adanya kesesuaian. Masyarakat telah mendukung, menyetujui, percaya, dan menerima vaksinasi Covid-19.
衡量社会化项目通过社会化媒体的有效性的评价参数之一是公民参与,即公众在社会化媒体上对重要或本质问题的参与。本评估旨在分析通过社交媒体开展的Covid-19疫苗接种社会化项目的有效性。评价对象是在社交媒体(sns)上以留言、状态、推文等形式出现“新冠病毒疫苗”关键词的网民对话。社会化项目的有效性标准以公民参与指数或公民参与指数为基础,公民参与指数由网民对情绪(积极/消极)和情绪(信任/恐惧)指标的意见来检验。评价结果表明,社会化方案成功地增加了积极情绪和信任情绪。网民的观点显示出积极的情绪,支持和接受疫苗接种计划的帖子占主导地位。信任情绪以信任岗位和接受岗位为主。当这一发现与社区中的事实相吻合时,表明了一致性。公众支持、认可、信任和接受了新冠肺炎疫苗接种。Salah状态参数评价yang dapat mengukur keefektifan program social alalisa social alalis公民参与,yitu keterlibatan public terhadap suatu problematika penting atau yang dianggap penting di media social。新冠肺炎新冠肺炎新冠肺炎新冠肺炎新冠肺炎疫情评估对象评估:adalah percakapan warganet di Twitter,状态:maupun tweet yang menyebutkan kata kunci ' Vaksin COVID-19 ' di media social。评价标准:公民参与指数、社会参与指数、社会参与指数、社会参与指数、社会参与指数、社会参与指数、社会参与指数、社会参与指数、社会参与指数、社会参与指数、社会参与指数、社会参与指数、社会参与指数、社会参与指数。Hasil评价menunjukkan方案社会主义berhasil menunjukkan情绪积极和情感信任。积极的情绪,积极的态度,积极的态度,积极的态度,积极的态度,积极的态度,积极的态度。Emosi信任,didominasi oleh unggahan rasa percaya dan menerima。Temuan ini apabila dikonfirmasi dengan fakta di masyarakat, menginkasikan adanya kessuan。Masyarakat telah mendukung, menyetujui, peraya, dan menerima vaksinasi Covid-19。
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引用次数: 2
Efektivitas ice breaking dalam mengurangi kejenuhan peserta didik mempelajari Bahasa Arab 破冰在减少受过教育的参与者学习阿拉伯语的丰富程度方面的有效性
Pub Date : 2021-12-31 DOI: 10.21831/hum.v21i2.41941
Desmidar Desmidar, M. Ritonga, Syaflin Halim
Kondisi pembelajaran yang statis dipandang tidak proporsional karena menyebabkan peserta didik merasa terbebani, bosan dan jenuh. Kejenuhan belajar didefinisikan sebagai kelelahan fisik, emosional, dan mental yang dialami oleh siswa yang ditandai dengan penurunan motivasi dan minat peserta didik dalam pembelajaran, motivasi dan minat yang rendah dapat mengakibatkan penurunan prestasi belajar siswa. Kejenuhan belajar terjadi karena proses belajar siswa dilakukan secara terus menerus dan untuk waktu yang lama namun tidak mendapatkan kesuksesan. Tujuan dari penelitian ini adalah untuk menguji efektivitas ice breaking dalam mengurangi kejenuhan peserta didik pada saat pembelajaran. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen semu. Sampel penelitian tersebut adalah peserta didik kelas VIII.1 MTs Negeri 2 Pasaman, yaitu 41 orang. Hasil penelitian menunjukkan bahwa ada penurunan skor rata-rata kejenuhan siswa sebesar 19,07. Pembelajaran dengan menggunakan ice breaking membuat proses pembelajaran mengalami peningkatan kualitas dan hilangnya kejenuhan peserta didik sebesar 15,31%. Rekomendasi kepada guru agar kreatif menciptakan suasana belajar yang menarik dan menyenangkan, salah satunya dengan menerapkan permainan ice breaking dalam proses pembelajaran agar proses pembelajaran menjadi lebih optimal.The demands of learning and teaching and learning activities that menoton judged disproportionate so as to make students feel burdened, bored and saturated. Learning saturation is defined as physical, emotional, and mental fatigue experienced by students characterized by decreased motivation and interest in student learning, which can result in decreased student learning achievement. The saturation of learning occurs because the learning process of students is done continuously and for a long time but does not get success. The purpose of this study is to test the effectiveness of ice breaking to reduce the saturation of students' learning. The research uses quantitative approach with quasi experimental design non equivalent pretest post test control group. The research sample was grade VIII.1 MTsN 2 Pasaman students, which is 41 people. The results showed that there was a decrease in the average score of student saturation of 19.07. A significant change in learning saturation score of 15.31%.  Recommendations to teachers in order to creatively create an interesting and fun learning atmosphere, one of which is by applying ice breaking games in the learning process so that the learning process becomes more optimal.
静态学习条件是不成比例的,因为受过教育的参与者感到自由、无聊和疲惫。学习欺骗被定义为学生经历的身体、情感和心理弱点,其特征是学习动机和兴趣下降,学习动机和低兴趣会导致学生成绩下降。学习的欺骗之所以发生,是因为学习过程持续进行了很长时间,但没有成功。本研究的目的是测试破冰在减少研究时受过教育的参与者的丰富程度方面的有效性。本研究采用定量方法设计了一个完整的实验。该研究样本是一名八、一MT班的参与者,该班有41人。研究表明,学生的平均成绩下降了19.07分。利用破冰学习使学习过程体验质量提高,参与者的填充损失增加15.31%。建议教师创造性地创造一个有趣的学习环境,在学习过程中应用破冰游戏,使学习过程最优化。梅诺顿认为学习、教学和学习活动的需求不成比例,从而使学生感到负担、无聊和饱和。学习饱和是指学生经历的身体、情绪和心理疲劳,其特征是对学生学习的动机和兴趣下降,从而导致学生学习成绩下降。学习饱和是因为学生的学习过程是连续的、长时间的,但没有取得成功。本研究的目的是测试破冰对降低学生学习饱和度的有效性。本研究采用定量方法,拟实验设计非等效前测组和后测组。研究样本是八年级的1.1 MTsN 2 Pasaman学生,共41人。结果显示,学生饱和的平均分数下降了19.07分。15.31%的学习饱和分数发生了显著变化。[UNK]建议教师创造性地创造一种有趣的学习氛围,其中之一是在学习过程中应用破冰游戏,使学习过程变得更加优化。
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引用次数: 2
Revisi taksonomi Bloom: Kognitif, afektif, dan psikomotorik 布鲁姆的分类学修正:认知、情感和心理运动
Pub Date : 2021-12-31 DOI: 10.21831/hum.v21i2.29252
Dewi Amaliah Nafiati
Revisi taksonomi Bloom menitikberatkan pada (1) perubahan aplikasi yang terdiri dari tiga bidang yaitu aplikasi bidang penyusunan kurikulum, aplikasi bidang instruksi pengajaran, aplikasi bidang assesment/ penilaian; dan (2) perubahan terminologi yang menekankan pada sub kategori sehingga penilaian menjadi lebih spesifik, mudah dalam menyusun penilaian pada kurikulum, serta mudah dalam menyusun instruksi pengajaran. Revisi taksonomi Bloom juga mengubah kata kunci operasional dari kata benda menjadi kata kerja dari level terendah sampai dengan level tertinggi.Terdapat perubahan yang sangat signifikan pada revisi taksonomi Bloom di domain kognitif yang terdiri dari dua dimensi yaitu dimensi pengetahuan dan dimensi proses kognitif. Dimensi pengetahuan berubah menjadi faktual, konseptual, prosedural, metakognisi. dimensi proses kognitif baru menjadi mengingat, memahami, mengaplikasikan, menganalisis, mengevaluasi, dan mencipta. Domain afektif meliputi rasa, nilai, apresiasi, antusiasme, motivasi, dan sikap tercermin pada perilaku/ attitude sehari-hari pada proses pembelajaran baik di dalam kelas maupun di luar kelas. Domain psikomotorik dirumuskan sebagai serangkaian kemampuan yang bersifat kongkrit dan abstrak. Bloom's taxonomic revision focuses on (1) application changes that consist of three fields, namely the application of curriculum development. application of teaching instruction area, application of assessment/ assessment field; and (2) changes in the terminology emphasizing sub-categories so that assessment becomes more specific, it is easy to arrange assessments in the curriculum, and easy to arrange instructions teaching. Revised Bloom's taxonomy also changed the operational keywords from words to verbs from the lowest level to the highest level. There is a very significant change in Bloom's revised taxonomy in the cognitive domain which consists of two dimensions, namely the dimension of knowledge and the dimension of cognitive processes. The dimension of knowledge changes into factual, conceptual, procedural metacognition. the dimension of the new cognitive process becomes remembering, understanding apply. analyze, evaluate and create. Affective domain includes taste, value, appreciation, enthusiasm, motivation. and attitudes are reflected in behavior everyday in the learning process both in the classroom and outside the classroom. Domain psychomotor formulated as a series of abilities that are concrete and abstract. 
布鲁姆分级课程修改强调(1)应用程序的改变包括课程制定领域的应用、教学教学领域的应用、评估领域的应用程序;(2)着眼于子类别的术语改变,使评估更具体、更容易对课程进行评估和教学教学安排。布鲁姆的分类学修正还将从名词的操作关键词从最低级改为最高级别的动词。布卢姆的分类学领域发生了重大的变化,这是认知过程的二维知识和维度。知识的维度变成了事实、概念、过程、美言。新的认知过程维度成为记忆、理解、应用、分析、评估和创造。情感域包括感觉、价值、欣赏、热情、动力和态度,反映在课堂内外的日常学习过程中。心理运动领域被定义为一系列具体和抽象的能力。布鲁姆的墨西哥玉米转会(1)应用程序对三场比赛的考虑发生了变化,却忽视了curriculum开发的应用。教学工具区域的应用,评估场的应用;而且(2)在术语中改变的结果比较具体,使评估更容易进行,调节仪器也很容易进行教学。重新绽放的布鲁姆的美味还会从一段话到另一段从较低的水平到最高的一段,从一段关键的基调改变行动的基调。布鲁姆的变化非常严重,在两种维度的认知域中,存在着两种知识的维度和认知过程的维度。知识的维度会发生变化,真实的、可接受的、过程元认知。新认知的尺寸带来了回忆,理解的应用。分析,评估和创造。情感域包括味道,价值,尊重,热情,激励。每天在课堂上和课堂外的学习过程中,气氛都在反思。精神运动的领域是一系列既成事实又抽象的能力。
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引用次数: 22
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Humanika Kajian Ilmiah Mata Kuliah Umum
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