Pub Date : 2020-06-01DOI: 10.17583/REMIE.2020.5607
B. Dube
This paper discusses the challenges faced by rural learners in South Africa in the context of the world pandemic commonly known as COVID-19. Rural learners face unprecedented challenges in adjusting to a new mode of life and learning, the latter being characterised by the predominant use of online, learning management systems and low-tech applications. The paper is informed by critical emancipatory research, I used participatory action research. A total of 10 learners and five teachers participated via Whatsapp. The paper answers two questions: what are the learning challenges faced by rural learners in South Africa, and how can online learning be enhanced in the context of COVID-19? The findings suggest that, while the South African government is promoting online learning as the only alternative in the context of COVID-19, this mode excludes many rural learners from teaching and learning, due to a lack of resources to connect to the internet, the learning management system, and low-tech software. The paper argues that rural learners are critical stakeholders in education and in the fight against COVID-19, and they cannot be left behind in efforts to fight the pandemic.
{"title":"Rural online learning in the context of COVID 19 in South Africa: Evoking an inclusive education approach","authors":"B. Dube","doi":"10.17583/REMIE.2020.5607","DOIUrl":"https://doi.org/10.17583/REMIE.2020.5607","url":null,"abstract":"This paper discusses the challenges faced by rural learners in South Africa in the context of the world pandemic commonly known as COVID-19. Rural learners face unprecedented challenges in adjusting to a new mode of life and learning, the latter being characterised by the predominant use of online, learning management systems and low-tech applications. The paper is informed by critical emancipatory research, I used participatory action research. A total of 10 learners and five teachers participated via Whatsapp. The paper answers two questions: what are the learning challenges faced by rural learners in South Africa, and how can online learning be enhanced in the context of COVID-19? The findings suggest that, while the South African government is promoting online learning as the only alternative in the context of COVID-19, this mode excludes many rural learners from teaching and learning, due to a lack of resources to connect to the internet, the learning management system, and low-tech software. The paper argues that rural learners are critical stakeholders in education and in the fight against COVID-19, and they cannot be left behind in efforts to fight the pandemic. ","PeriodicalId":42901,"journal":{"name":"REMIE-Multidisciplinary Journal of Educational Research","volume":"135 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87083975","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 : 2020-02-15DOI: 10.17583/REMIE.2020.4714
Iman Tohidian, Ali Khorsandi Taskoh
To be literate, students need to able to think critically and read between the lines to find the implicit meanings and ideologies. To help Iranian English language learners learn writing as a social action and not independent of social (in)justices and (in)equalities, we included critical literacy in a writing course at the University of [for anonymity]. We intend to illuminate teacher’s narration about raising students’ awareness towards (mal)practices, (in)justices, and (in)equalities of the society in their writings.To do so, all 52 undergraduate 3rd-year-EFL learners of English Literature and Translation participated in our writing class. The teacher was also an associate professor (50 years old) with critical literacy as his main area of research. Students were required to write essays as mid-term and final exams. The teacher’s reflection on the course in general and on the EFL learners’ reflective essays highlighted that teaching writing through critical literacy helped students realize that writing is a process dependent on different social and political issues.Students’ growth in critical consciousness through their writing reminds teaching practitioners, policy-makers, and teacher educators to provide innovation in their classrooms to empower language learners with teaching methodologies contrary to what they are accustomed to during their learning.
{"title":"Teacher’s Narration of Teaching Critical Literacy: It’s a KEY for Raising Students’ Awareness in Iran","authors":"Iman Tohidian, Ali Khorsandi Taskoh","doi":"10.17583/REMIE.2020.4714","DOIUrl":"https://doi.org/10.17583/REMIE.2020.4714","url":null,"abstract":"To be literate, students need to able to think critically and read between the lines to find the implicit meanings and ideologies. To help Iranian English language learners learn writing as a social action and not independent of social (in)justices and (in)equalities, we included critical literacy in a writing course at the University of [for anonymity]. We intend to illuminate teacher’s narration about raising students’ awareness towards (mal)practices, (in)justices, and (in)equalities of the society in their writings.To do so, all 52 undergraduate 3rd-year-EFL learners of English Literature and Translation participated in our writing class. The teacher was also an associate professor (50 years old) with critical literacy as his main area of research. Students were required to write essays as mid-term and final exams. The teacher’s reflection on the course in general and on the EFL learners’ reflective essays highlighted that teaching writing through critical literacy helped students realize that writing is a process dependent on different social and political issues.Students’ growth in critical consciousness through their writing reminds teaching practitioners, policy-makers, and teacher educators to provide innovation in their classrooms to empower language learners with teaching methodologies contrary to what they are accustomed to during their learning.","PeriodicalId":42901,"journal":{"name":"REMIE-Multidisciplinary Journal of Educational Research","volume":"42 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2020-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90047291","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 : 2020-02-15DOI: 10.17583/REMIE.2020.4562
Domingo Mayor Paredes
En este estudio se exponen algunos de los resultados de una investigacion centrada en la percepcion del estudiantado universitario, del grado de Educacion Social, y el coordinador de un proyecto de Aprendizaje-Servicio que se realizo en un barrio socialmente desfavorecido. En el mismo participaron: estudiantado y profesor universitario, alumnado de secundaria y primaria y profesionales de distintos ambitos socioeducativos. Para ello se planteo una investigacion de enfoque mixto, utilizando el estudio de caso de caracter exploratorio como metodo de investigacion. Como tecnicas de recogida de datos se usaron la observacion participante, el analisis de documentos, las entrevistas semiestructuradas individuales y grupales y un cuestionario ad hoc, disenado por el profesor. Los resultados obtenidos permiten constatar los efectos producidos en distintas dimensiones relacionadas los proyectos de Aprendizaje-Servicio: la vinculacion teoria-practica, los aprendizajes alcanzados y el desarrollo del compromiso social del alumnado universitario. Estos hallazgos evidencian la importancia de esta metodologia para la creacion de escenarios pedagogicos expandidos que favorecen la retroalimentacion entre teoria-practica en contextos reales, la importancia de la reflexion en la adquisicion de los aprendizajes experienciales y el analisis de la realidad y la creacion de acciones socioeducativas como ejes para el desarrollo del compromiso social.
{"title":"Aprendizaje-Servicio como Estrategia Metodológica para Impulsar Procesos de Educación Expandida","authors":"Domingo Mayor Paredes","doi":"10.17583/REMIE.2020.4562","DOIUrl":"https://doi.org/10.17583/REMIE.2020.4562","url":null,"abstract":"En este estudio se exponen algunos de los resultados de una investigacion centrada en la percepcion del estudiantado universitario, del grado de Educacion Social, y el coordinador de un proyecto de Aprendizaje-Servicio que se realizo en un barrio socialmente desfavorecido. En el mismo participaron: estudiantado y profesor universitario, alumnado de secundaria y primaria y profesionales de distintos ambitos socioeducativos. Para ello se planteo una investigacion de enfoque mixto, utilizando el estudio de caso de caracter exploratorio como metodo de investigacion. Como tecnicas de recogida de datos se usaron la observacion participante, el analisis de documentos, las entrevistas semiestructuradas individuales y grupales y un cuestionario ad hoc, disenado por el profesor. Los resultados obtenidos permiten constatar los efectos producidos en distintas dimensiones relacionadas los proyectos de Aprendizaje-Servicio: la vinculacion teoria-practica, los aprendizajes alcanzados y el desarrollo del compromiso social del alumnado universitario. Estos hallazgos evidencian la importancia de esta metodologia para la creacion de escenarios pedagogicos expandidos que favorecen la retroalimentacion entre teoria-practica en contextos reales, la importancia de la reflexion en la adquisicion de los aprendizajes experienciales y el analisis de la realidad y la creacion de acciones socioeducativas como ejes para el desarrollo del compromiso social.","PeriodicalId":42901,"journal":{"name":"REMIE-Multidisciplinary Journal of Educational Research","volume":"13 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2020-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90780417","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 : 2019-10-15DOI: 10.17583/remie.2019.4509
P. Safari
English globalization intermingled with cultural and linguistic imperialism encompasses hegemonic influences, endeavoring to stealthily spread ideologies and values of the West into local cultures. English Language Teaching (ELT) contexts are academic spheres in which such domineering forces are tangibly conceived as the curriculum and English materials can become footpaths of this monopoly whereby students and teachers (sub) consciously capitulate to oppressive colonization. However, a focus on nurturing and promoting local enriching cultures and classical literature can be a step which counterbalances such furtive movements and releases students’ nomadic potentiality in learning. As such, in this participatory action research, the researcher attempts to transcend the confines of top-down imposed curricula and embrace a non-linear curriculum inspired by Rumi’s stories and philosophies. The participants involved 18 female English learners of a private language institute at advanced level who for three semesters participated in this transformative journey. Thematic analysis of triangulated data gathered through participant observation, semi-structured interview, field notes, and journaling unveiled themes illuminating students’ de-marginalization from governing ideologies, their roles as insiders within the curriculum, evolution of morality, spirituality, and wisdom, and critical awareness and reflective thinking growth.
{"title":"Returning to our SELF, Cultivating Transformative Learning: Rumi’s Stories in English Classes","authors":"P. Safari","doi":"10.17583/remie.2019.4509","DOIUrl":"https://doi.org/10.17583/remie.2019.4509","url":null,"abstract":"English globalization intermingled with cultural and linguistic imperialism encompasses hegemonic influences, endeavoring to stealthily spread ideologies and values of the West into local cultures. English Language Teaching (ELT) contexts are academic spheres in which such domineering forces are tangibly conceived as the curriculum and English materials can become footpaths of this monopoly whereby students and teachers (sub) consciously capitulate to oppressive colonization. However, a focus on nurturing and promoting local enriching cultures and classical literature can be a step which counterbalances such furtive movements and releases students’ nomadic potentiality in learning. As such, in this participatory action research, the researcher attempts to transcend the confines of top-down imposed curricula and embrace a non-linear curriculum inspired by Rumi’s stories and philosophies. The participants involved 18 female English learners of a private language institute at advanced level who for three semesters participated in this transformative journey. Thematic analysis of triangulated data gathered through participant observation, semi-structured interview, field notes, and journaling unveiled themes illuminating students’ de-marginalization from governing ideologies, their roles as insiders within the curriculum, evolution of morality, spirituality, and wisdom, and critical awareness and reflective thinking growth.","PeriodicalId":42901,"journal":{"name":"REMIE-Multidisciplinary Journal of Educational Research","volume":"87 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2019-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79149893","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 : 2019-10-15DOI: 10.17583/remie.2019.4523
Leopoldo Cabrera
Espana es el pais de la OCDE con mas proporcion de repetidores en la secundaria (11%) y quintuplica de la proporcion de medios de repetidores (2%) de los paises de la OCDE. La proporcion de repetidores es mayor en los estudiantes que provienen de familias con desventajas socioeconomicas y en el logro educativo posterior. A traves de las tasas de idoneidad en Espana del curso 2016-17 observamos que un 6,4% del alumnado de 8 anos y un 10,3% de 10 anos no se encuentra inscrito en el curso que corresponde a estas edades. Son aproximadamente 32.000 estudiantes de 8 anos y 50.000 de 10 anos. La repeticion del curso genera actividades escolares, reduce las expectativas de continuar con los estudios postobligatorios y la aventura. Este articulo propone acciones de politica educativa que incluyen la lectura y la educacion, y que se integran en la escuela. El ultimo cuatrimestre del ano natural. Las propuestas se derivan de las principales conclusiones de la explotacion de los datos de la macroencuesta alumnado de segundo curso de secundaria obligatoria en Espana de 2010 con 27.961 estudiantes.
{"title":"Políticas educativas preventivas de la repetición de curso en la enseñanza obligatoria en España","authors":"Leopoldo Cabrera","doi":"10.17583/remie.2019.4523","DOIUrl":"https://doi.org/10.17583/remie.2019.4523","url":null,"abstract":"Espana es el pais de la OCDE con mas proporcion de repetidores en la secundaria (11%) y quintuplica de la proporcion de medios de repetidores (2%) de los paises de la OCDE. La proporcion de repetidores es mayor en los estudiantes que provienen de familias con desventajas socioeconomicas y en el logro educativo posterior. A traves de las tasas de idoneidad en Espana del curso 2016-17 observamos que un 6,4% del alumnado de 8 anos y un 10,3% de 10 anos no se encuentra inscrito en el curso que corresponde a estas edades. Son aproximadamente 32.000 estudiantes de 8 anos y 50.000 de 10 anos. La repeticion del curso genera actividades escolares, reduce las expectativas de continuar con los estudios postobligatorios y la aventura. Este articulo propone acciones de politica educativa que incluyen la lectura y la educacion, y que se integran en la escuela. El ultimo cuatrimestre del ano natural. Las propuestas se derivan de las principales conclusiones de la explotacion de los datos de la macroencuesta alumnado de segundo curso de secundaria obligatoria en Espana de 2010 con 27.961 estudiantes.","PeriodicalId":42901,"journal":{"name":"REMIE-Multidisciplinary Journal of Educational Research","volume":"18 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2019-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85286065","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 : 2019-10-15DOI: 10.17583/remie.2019.4666
J. C. Santiago, Marta García, M. Máiquez, M. Rodrigo
El pueblo gitano/roma es la minoria etnica mas numerosa y antigua de Europa, sin embargo, las dificultades en la inclusion educativa del alumnado romani condicionan su integracion al mundo laboral y social. En el presente articulo se analiza uno de los factores menos estudiados, esto es el impacto de las relaciones familia-escuela en la inclusion educativa. Se ha realizado una revision sistematica utilizando la declaracion PRISMA, identificandose 3510 registros de las bases de datos internacionales y 99 del registro adicional. Tras el proceso de cribado se han seleccionado 12 estudios cuyo analisis ha permitido identificar tipos de estudios, objetivos, resultados, implicaciones practicas, asi como reportar su calidad metodologica. Los resultados evidencian la necesidad de contar con investigaciones que muestren la diversidad de modelos familiares, como son sus procesos de aculturacion, sus metas y practicas educativas y sus capacidades resilientes para afrontar la adversidad. Asimismo, han permitido identificar modelos de buenas practicas en la escuela basados en la inclusion y la interculturalidad que colaboran con las familias como parte decisiva de la inclusion educativa de sus hijos e hijas.
{"title":"El impacto de las relaciones entre la familia y la escuela en la inclusión educativa de alumnos de etnia gitana. Una revisión sistemática","authors":"J. C. Santiago, Marta García, M. Máiquez, M. Rodrigo","doi":"10.17583/remie.2019.4666","DOIUrl":"https://doi.org/10.17583/remie.2019.4666","url":null,"abstract":"El pueblo gitano/roma es la minoria etnica mas numerosa y antigua de Europa, sin embargo, las dificultades en la inclusion educativa del alumnado romani condicionan su integracion al mundo laboral y social. En el presente articulo se analiza uno de los factores menos estudiados, esto es el impacto de las relaciones familia-escuela en la inclusion educativa. Se ha realizado una revision sistematica utilizando la declaracion PRISMA, identificandose 3510 registros de las bases de datos internacionales y 99 del registro adicional. Tras el proceso de cribado se han seleccionado 12 estudios cuyo analisis ha permitido identificar tipos de estudios, objetivos, resultados, implicaciones practicas, asi como reportar su calidad metodologica. Los resultados evidencian la necesidad de contar con investigaciones que muestren la diversidad de modelos familiares, como son sus procesos de aculturacion, sus metas y practicas educativas y sus capacidades resilientes para afrontar la adversidad. Asimismo, han permitido identificar modelos de buenas practicas en la escuela basados en la inclusion y la interculturalidad que colaboran con las familias como parte decisiva de la inclusion educativa de sus hijos e hijas.","PeriodicalId":42901,"journal":{"name":"REMIE-Multidisciplinary Journal of Educational Research","volume":"21 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2019-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82870361","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 : 2019-10-15DOI: 10.17583/remie.2019.4613
Pilar Arnaiz Sánchez, Remedios de Haro Rodríguez, Salvador Alcaraz García, Carmen María Caballero García
El Objetivo de Desarrollo Sostenible 4 impulsado por la UNESCO implica analizar las barreras al aprendizaje y a la participaciones existentes en los centros educativos, siendo necesario para ello contar con uno de los principales protagonistas: el alumnado. Precisamente este trabajo muestra el proceso de diseno y validacion de un cuestionario, dirigido a escuchar la voz del alumnado de educacion primaria y secundaria acerca de la acogida, relacion y participacion en las aulas ordinarias del alumnado de las aulas abiertas especializadas, con el fin de conocer si en los centros y en las aulas se ofrece una educacion inclusiva y equitativa para todos.
{"title":"Escuchar las voces del alumnado para construir la inclusión y la equidad educativa: diseño y validación de un cuestionario","authors":"Pilar Arnaiz Sánchez, Remedios de Haro Rodríguez, Salvador Alcaraz García, Carmen María Caballero García","doi":"10.17583/remie.2019.4613","DOIUrl":"https://doi.org/10.17583/remie.2019.4613","url":null,"abstract":"El Objetivo de Desarrollo Sostenible 4 impulsado por la UNESCO implica analizar las barreras al aprendizaje y a la participaciones existentes en los centros educativos, siendo necesario para ello contar con uno de los principales protagonistas: el alumnado. Precisamente este trabajo muestra el proceso de diseno y validacion de un cuestionario, dirigido a escuchar la voz del alumnado de educacion primaria y secundaria acerca de la acogida, relacion y participacion en las aulas ordinarias del alumnado de las aulas abiertas especializadas, con el fin de conocer si en los centros y en las aulas se ofrece una educacion inclusiva y equitativa para todos.","PeriodicalId":42901,"journal":{"name":"REMIE-Multidisciplinary Journal of Educational Research","volume":"39 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2019-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85733005","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 : 2019-07-09DOI: 10.19184/multijournal.v2i1.20107
Rizkiy Shofiah, Dewi Prihatini, Sebastiana Viphindartin
Community Health service is the first level facility which enables promotive and preventive service to gain health. The administration of health service should be supported by qualified medical workers to support the function of community health service. Concerrning its function, the service is required to have at least five promotive and preventive workers including laboratory analyst, nutritionist, public health workers, and sanitary worker. The availability of medical human resources in Community Health service has not yet distributed evenly in Jember Regency. The recruitment of the health human resources in Jember still focuses on medical workers This research is a descriptive research using qualitative approach aiming at describing the availability of promotive and preventive workers in Community health service in Jember regency based on Minimum Resources Standard. The findings shows that out of 50 Health service 30 of them do not have analyst , 28 without nutritionist, 37 with no public health workers and 36 without sanitation workers , as shown by data from Health Office. The informant reveals that the uneven distribution of promotive and primitive workers is caused by (1) Health office zero recruitment for Health service, (2) the policy restriction for health service for utrititonist, (3) the limit of Health service budget for the recruitment. Keyword: the availability, promotive and preventive workers, community health service
{"title":"Ketersediaan Tenaga Kesehatan Promotif dan Preventif Puskesmas di Kabupaten Jember","authors":"Rizkiy Shofiah, Dewi Prihatini, Sebastiana Viphindartin","doi":"10.19184/multijournal.v2i1.20107","DOIUrl":"https://doi.org/10.19184/multijournal.v2i1.20107","url":null,"abstract":"Community Health service is the first level facility which enables promotive and preventive service to gain health. The administration of health service should be supported by qualified medical workers to support the function of community health service. Concerrning its function, the service is required to have at least five promotive and preventive workers including laboratory analyst, nutritionist, public health workers, and sanitary worker. The availability of medical human resources in Community Health service has not yet distributed evenly in Jember Regency. The recruitment of the health human resources in Jember still focuses on medical workers This research is a descriptive research using qualitative approach aiming at describing the availability of promotive and preventive workers in Community health service in Jember regency based on Minimum Resources Standard. The findings shows that out of 50 Health service 30 of them do not have analyst , 28 without nutritionist, 37 with no public health workers and 36 without sanitation workers , as shown by data from Health Office. The informant reveals that the uneven distribution of promotive and primitive workers is caused by (1) Health office zero recruitment for Health service, (2) the policy restriction for health service for utrititonist, (3) the limit of Health service budget for the recruitment. Keyword: the availability, promotive and preventive workers, community health service","PeriodicalId":42901,"journal":{"name":"REMIE-Multidisciplinary Journal of Educational Research","volume":"40 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2019-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78524352","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 : 2019-07-09DOI: 10.19184/multijournal.v2i1.20101
Ekin Akhsa Febriandini, Sri Hernawati, Isa Ma’rufi
The regulation of Manpower no 5 Year 1996 on Safety Management System and Occupational Health Article 3 explains several points including the policy establishment for Safety Management System and Occupational Health. The commitment and the policy in the work place should be reviewed repeatedly and regularly. The recurring and regular review are expected to improve the performance of Safety and Occupational Health in the work place. This research aims at analyzing the policy and the leadership in K3 (Safety and Occupational Health) on Occupational Accident in X Hospital in Y Regency. The methodology includes quantitative analysis employing cross sectional research design. The data were collected by questionnaires. This research uses Chi Square with significance of 0,05 or ɑ=95%. Sampling consists of 83 respondents. The finding indicates that there is no correlation between the policy and the leadership in Safety and Occupational Health with Occupational Accident in X General Hospital in Y Regency. The hospital management should concerns more on constructing and developing Safety and Occupational Health Unit in the hospital.Keywords: policy, leadership, safety and occupational health, occupational accident, hospital
{"title":"Analisis Kebijakan dan Kepimpinan Keselamatan dan Kesehatan Kerja pada Kejadian Kecelakaan Kerja di Rumah Sakit Umum X Kabupaten Y","authors":"Ekin Akhsa Febriandini, Sri Hernawati, Isa Ma’rufi","doi":"10.19184/multijournal.v2i1.20101","DOIUrl":"https://doi.org/10.19184/multijournal.v2i1.20101","url":null,"abstract":"The regulation of Manpower no 5 Year 1996 on Safety Management System and Occupational Health Article 3 explains several points including the policy establishment for Safety Management System and Occupational Health. The commitment and the policy in the work place should be reviewed repeatedly and regularly. The recurring and regular review are expected to improve the performance of Safety and Occupational Health in the work place. This research aims at analyzing the policy and the leadership in K3 (Safety and Occupational Health) on Occupational Accident in X Hospital in Y Regency. The methodology includes quantitative analysis employing cross sectional research design. The data were collected by questionnaires. This research uses Chi Square with significance of 0,05 or ɑ=95%. Sampling consists of 83 respondents. The finding indicates that there is no correlation between the policy and the leadership in Safety and Occupational Health with Occupational Accident in X General Hospital in Y Regency. The hospital management should concerns more on constructing and developing Safety and Occupational Health Unit in the hospital.Keywords: policy, leadership, safety and occupational health, occupational accident, hospital","PeriodicalId":42901,"journal":{"name":"REMIE-Multidisciplinary Journal of Educational Research","volume":"8 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2019-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86698569","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}
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