Pub Date : 1900-01-01DOI: 10.2991/assehr.k.200620.143
S. Handayani, Harianingsih, R. Mayasari, Adi Pratama Lukito, Pipit Nurpita Lusiana
---Promotion acceleration is an award from government to employess as a reward for their good work performance. Employess, especially lecturer and staff in Engineering Faculty of Universitas Negeri Semarang get promotion acceleration on time. The demographic factors that influence of promotion acceleration are age, gender and education. The purpose of the study was develop an understanding of the personal factors to promote the adoption of acceleration. The methodologist is used quantitative by coding and tabulating quisionare which interpreted in graphics and tables. The results of this research that there are still lecturers in range of age 39-54 is class III/a while the minimum lecturer promotion with magister education in class III/b. Staff with a age of 31-50 as many as 10 people are in group II/a. The influence of gender on promotion is that more lecturers with male gender are in the high class, namely IV/d and IV/e. The results of interviews with respondents the promotion process are hampered because of the lack of credit figures that must be achieved by employees.
{"title":"Identifying Factors that Influence the Promotion Acceleration of Academic Staff at the Engineering Faculty","authors":"S. Handayani, Harianingsih, R. Mayasari, Adi Pratama Lukito, Pipit Nurpita Lusiana","doi":"10.2991/assehr.k.200620.143","DOIUrl":"https://doi.org/10.2991/assehr.k.200620.143","url":null,"abstract":"---Promotion acceleration is an award from government to employess as a reward for their good work performance. Employess, especially lecturer and staff in Engineering Faculty of Universitas Negeri Semarang get promotion acceleration on time. The demographic factors that influence of promotion acceleration are age, gender and education. The purpose of the study was develop an understanding of the personal factors to promote the adoption of acceleration. The methodologist is used quantitative by coding and tabulating quisionare which interpreted in graphics and tables. The results of this research that there are still lecturers in range of age 39-54 is class III/a while the minimum lecturer promotion with magister education in class III/b. Staff with a age of 31-50 as many as 10 people are in group II/a. The influence of gender on promotion is that more lecturers with male gender are in the high class, namely IV/d and IV/e. The results of interviews with respondents the promotion process are hampered because of the lack of credit figures that must be achieved by employees.","PeriodicalId":428575,"journal":{"name":"Proceedings of the International Conference on Science and Education and Technology (ISET 2019)","volume":"35 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":"131443773","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/assehr.k.200620.010
A. Taram, Sukestiyarno, Rochmad, I. Junaedi
Probabilistic thinking is one of the internal factors which are very influential towards the students’ ability. However, research regarding the probabilistic thinking has not been massively done. The students’ cognitive style, which is defined as the individual trend to retrieve, to process, to construct, and to represent information based on their experiences, needs attention from the lecturers in higher education. The purpose of this research is to find out the percentage and the description of probabilistic thinking ability of the students of mathematics education bachelor degree. This research is a descriptive qualitative research. We measured 58 students regarding their probabilistic thinking. The data were grouped into some levels. Then, we identified their cognitive style by using the instrument of Group Embedded Figure Test (GEFT).This research resulted in the descending order of percentage of probabilistic thinking ability as follows: 51.724% of Level 1 (subjective), 17.241% of Level 3 (informal-quantitative), 17.241% of Level 2 (transitional), and 8.621% of Level 4 (numerical). While the descending order of the percentage of students’ cognitive style is as follows: 50.000% of mobile FD and mobile FI, 29.310% of fixed FD, and 20.690% of fixed FI.
{"title":"Probabilistic Thinking Ability of the Students of Mathematics Education Bachelor’s Degree in Terms of Their Cognitive Style","authors":"A. Taram, Sukestiyarno, Rochmad, I. Junaedi","doi":"10.2991/assehr.k.200620.010","DOIUrl":"https://doi.org/10.2991/assehr.k.200620.010","url":null,"abstract":"Probabilistic thinking is one of the internal factors which are very influential towards the students’ ability. However, research regarding the probabilistic thinking has not been massively done. The students’ cognitive style, which is defined as the individual trend to retrieve, to process, to construct, and to represent information based on their experiences, needs attention from the lecturers in higher education. The purpose of this research is to find out the percentage and the description of probabilistic thinking ability of the students of mathematics education bachelor degree. This research is a descriptive qualitative research. We measured 58 students regarding their probabilistic thinking. The data were grouped into some levels. Then, we identified their cognitive style by using the instrument of Group Embedded Figure Test (GEFT).This research resulted in the descending order of percentage of probabilistic thinking ability as follows: 51.724% of Level 1 (subjective), 17.241% of Level 3 (informal-quantitative), 17.241% of Level 2 (transitional), and 8.621% of Level 4 (numerical). While the descending order of the percentage of students’ cognitive style is as follows: 50.000% of mobile FD and mobile FI, 29.310% of fixed FD, and 20.690% of fixed FI.","PeriodicalId":428575,"journal":{"name":"Proceedings of the International Conference on Science and Education and Technology (ISET 2019)","volume":"42 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":"133273124","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/assehr.k.200620.123
Shohihatur Rohman, Samsudi, Y. Sutopo
--- This development research aims to formulate the need for developing evaluation instruments for vocational industry work practices based on competency. Industrial Work Practice is a superior program for Vocational Schools to provide experience to the Business World and the Industrial World to their students. The research sample consisted of SMKs in the fields of engineering technology, business management and tourism. Respondents involved were principals, productive program teachers and business and industry instructors. The results of the analysis of the need to develop evaluation instruments for competency-based Vocational Industry Work Practices are as follows: 1) there are three aspects of Industrial Work Practices which are the main aspects in evaluation instruments, namely: a) aspects of Industrial Work Practices readiness, b) implementation aspects of Work Practices Industry, and c) aspects of monitoring and evaluating Industrial Work Practices; 2) 87% of respondents stated that continuous evaluation of the Industrial Work Practices program had not been implemented properly; 3) 79% of respondents stated that the Industrial Work Practices program that was running, did not yet have a standard evaluation instrument; 4) 85% of respondents stated that they strongly agreed when standard evaluation instruments were developed, in order to support the ongoing evaluation process in the Industrial Work Practice program based on competency. Based on the results of the analysis, it can be concluded that Vocational Schools need a standard instrument for evaluating industrial work practice programs, in order to support the improvement of the quality of the implementation of competency-based Vocational Industry Work Practices.
{"title":"Need Analysis Development Instruments Evaluation of Vocational Industrial Work Practices Based on Competence Fitness","authors":"Shohihatur Rohman, Samsudi, Y. Sutopo","doi":"10.2991/assehr.k.200620.123","DOIUrl":"https://doi.org/10.2991/assehr.k.200620.123","url":null,"abstract":"--- This development research aims to formulate the need for developing evaluation instruments for vocational industry work practices based on competency. Industrial Work Practice is a superior program for Vocational Schools to provide experience to the Business World and the Industrial World to their students. The research sample consisted of SMKs in the fields of engineering technology, business management and tourism. Respondents involved were principals, productive program teachers and business and industry instructors. The results of the analysis of the need to develop evaluation instruments for competency-based Vocational Industry Work Practices are as follows: 1) there are three aspects of Industrial Work Practices which are the main aspects in evaluation instruments, namely: a) aspects of Industrial Work Practices readiness, b) implementation aspects of Work Practices Industry, and c) aspects of monitoring and evaluating Industrial Work Practices; 2) 87% of respondents stated that continuous evaluation of the Industrial Work Practices program had not been implemented properly; 3) 79% of respondents stated that the Industrial Work Practices program that was running, did not yet have a standard evaluation instrument; 4) 85% of respondents stated that they strongly agreed when standard evaluation instruments were developed, in order to support the ongoing evaluation process in the Industrial Work Practice program based on competency. Based on the results of the analysis, it can be concluded that Vocational Schools need a standard instrument for evaluating industrial work practice programs, in order to support the improvement of the quality of the implementation of competency-based Vocational Industry Work Practices.","PeriodicalId":428575,"journal":{"name":"Proceedings of the International Conference on Science and Education and Technology (ISET 2019)","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":"130650700","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/assehr.k.200620.144
A. Syaifudin, F. Rokhman, I. Zulaeha, Rustono
--Students’ academic literacy is closely related to scholarly which is supported by creative and critical characters. Without such characters, the quality of student scientific paper will not comply with the writing guidelines. As a result, Program Kreativitas Mahasiswa (PKM)/Student Creativity Program are not qualified or failed in the competition. This failure is even more painful when it is caused by administrative errors. In terms of content substance, PKM which passes to be funded has scientific literacy that is fostered through multi-literacy learning obtained during lectures. Because, academic literacy is a vehicle for students to improve their ability to learn. The processes avoid the forms of plagiarism.
{"title":"Academic Literacy of Students for Scientific Paper Competition in National Level","authors":"A. Syaifudin, F. Rokhman, I. Zulaeha, Rustono","doi":"10.2991/assehr.k.200620.144","DOIUrl":"https://doi.org/10.2991/assehr.k.200620.144","url":null,"abstract":"--Students’ academic literacy is closely related to scholarly which is supported by creative and critical characters. Without such characters, the quality of student scientific paper will not comply with the writing guidelines. As a result, Program Kreativitas Mahasiswa (PKM)/Student Creativity Program are not qualified or failed in the competition. This failure is even more painful when it is caused by administrative errors. In terms of content substance, PKM which passes to be funded has scientific literacy that is fostered through multi-literacy learning obtained during lectures. Because, academic literacy is a vehicle for students to improve their ability to learn. The processes avoid the forms of plagiarism.","PeriodicalId":428575,"journal":{"name":"Proceedings of the International Conference on Science and Education and Technology (ISET 2019)","volume":"166 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":"114732774","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/assehr.k.200620.149
Sugeng Riadi, S. E. Nugroho, Supriyadi
---Efforts to improve the quality of learning science and technology must be carried out. Teachers must realize 21 st century skills-oriented learning in line with K13 learning principles.The aim of research is to identify how the implementation of K13 learning principles. Data collection used was observation and questionnaires. Respondents were four Physics teachers of Vocational High School. Questionnaires were analyzed with simple statistics through range categories in the high and low. From questionnaire analysis, physics learning using a scientific approach had a high category. Integrated physics learning with other subjects, learning using ICT, learning with hard skills and soft skills combination and using an applicative approach had a low category. Based on the result, it can be concluded that K13 learning principle has not been fully implemented in the standard process of education. The results of research can be used as evaluating matter in the implementation of K13 learning principles.
{"title":"Portrait of the Implementation of K13 Learning Principles of Physics Lessons in Vocational High School","authors":"Sugeng Riadi, S. E. Nugroho, Supriyadi","doi":"10.2991/assehr.k.200620.149","DOIUrl":"https://doi.org/10.2991/assehr.k.200620.149","url":null,"abstract":"---Efforts to improve the quality of learning science and technology must be carried out. Teachers must realize 21 st century skills-oriented learning in line with K13 learning principles.The aim of research is to identify how the implementation of K13 learning principles. Data collection used was observation and questionnaires. Respondents were four Physics teachers of Vocational High School. Questionnaires were analyzed with simple statistics through range categories in the high and low. From questionnaire analysis, physics learning using a scientific approach had a high category. Integrated physics learning with other subjects, learning using ICT, learning with hard skills and soft skills combination and using an applicative approach had a low category. Based on the result, it can be concluded that K13 learning principle has not been fully implemented in the standard process of education. The results of research can be used as evaluating matter in the implementation of K13 learning principles.","PeriodicalId":428575,"journal":{"name":"Proceedings of the International Conference on Science and Education and Technology (ISET 2019)","volume":"26 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":"125928973","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：