This study analyzes the constraints affecting agricultural production in the lagging regions of Bangladesh. These regions are lagging in agricultural productivity due to natural phenomena and past government policies. Ten lagging regions, covering eight administrative divisions, were selected for analysis based on crop productivity indicators, percentage of the population in extreme poverty, and agroecological zones. Data were collected from 1257 farm holders using a structured questionnaire. Respondents were mostly older, illiterate males with low levels of education. Production constraints included inadequate supplies of fertilizer and pesticides in local markets. Labor accounted for the highest proportion of agriculture expenditures (51.3%), followed by equipment rental (11.8%), then pesticides (9.3%), and irrigation (8.2%). Only 35.4% of respondents availed credit to purchase agricultural inputs; among them, 85.4% borrowed from formal sources. Lack of proper irrigation facilities, production machinery, and access to institutional credit, difficulties procuring inputs and storing products, and negative impacts of climate were identified as the major constraints to agricultural productivity and marketing in the lagging regions. Access to credit and being adversely affected by weather impacted respondents’ agricultural productivity more than sociodemographic factors.
Abstrak Penelitian ini bertujuan untuk menganalisis implementasi pembelajaran Technological Pedagogical Content Knowledge (TPACK) melalui pembelajaran online pada program Pendidikan Profesi Guru (PPG) PAI di LPTK UIN Mataram. Metode penelitian yang digunakan adalah deskripstif kualitatif dengan pendekatan studi kasus. Temuan penelitian ini bahwa implementasi pembelajaran online melalui TPACK di LPTK UIN Mataram dengan 58 Orang mahasiswa dari 7 propinsi telah berhasil meningkatkan kompetensi guru seperti kompetensi manajemen kelas online, download dan baca modul, baca materi dengan file format pdf, powerpoint, menonton video pembelajaran, kemudian resume dan upload tugas, aktif dalam diskusi online dan mengikuti ujian online dalam bentuk pretest, tugas formatif, tugas sumatif, dan tugas akhir modul online. Mahasiswa PPG PAI UIN Mataram lulus Uji Kompetensi Nasional 99% untuk Uji Kinerja (Ukin) dan 68.42 % untuk Uji Pengetahuan (UP). Abstract This study aims to analyze the implementation of Technological Pedagogical Content Knowledge (TPACK) learning through online learning in the PAI Teacher Professional Education (PPG) program at LPTK UIN Mataram. The research method used a qualitative descriptive case study approach. The findings of this study are that the implementation of online learning through TPACK at LPTK UIN Mataram with 58 students from 7 provinces has succeeded in increasing teacher competencies such as online class management competencies, downloading and reading modules, reading material with pdf format files, powerpoints, watching learning videos, then resume and upload assignments, be active in online discussions and take online exams in the form of pretests, formative, summative, and final exam based on online modules. Students of PPG PAI UIN Mataram finished the 99% National Competency Test for Performance Test (Ukin) and 68.42% for Knowledge Test (UP).
The selection of financing is a top priority for businesses, particularly in short- and long-term investment decisions. Mixing debt and equity leads to decisions on the financial structure for businesses. This research analyzes the moderate position of company size and the interest rate in the capital structure over six years (2013–2018) for 29 listed Pakistani enterprises operating in the sugar market. This research employed static panel analysis and dynamic panel analysis on linear and nonlinear regression methods. The capital structure included debt to capital ratio, non-current liabilities, plus current liabilities to capital as a dependent variable. Independent variables were profitability, firm size, tangibility, Non-Debt Tax Shield, liquidity, and macroeconomic variables were exchange rates and interest rates. The investigation reported that profitability, firm size, and Non-Debt Tax Shield were significant and negative, while tangibility and interest rates significantly and positively affected debt to capital ratio. This means the sugar sector has greater financial leverage to manage the funding obligations for the better performance of firms. Therefore, the outcomes revealed that the moderators have an important influence on capital structure.
The study examines the link between firm-level investment and firm performance moderated by economic policy uncertainty in the manufacturing sector of Pakistan across the six years from 2015–2020. The System-GMM estimation has been employed to demonstrate the problem of endogeneity with dynamic linear and non-linear models. The study revealed that the moderating impact of economic policy uncertainty has negative and significant impact on investment (investment in tangible assets, investment in intangible assets, and financial leverage) and firm performance (Tobin’s Q). Similarly, economic policy uncertainty regarding investment and firm performance (ROA) is negative and significant in investment in tangible assets, but positive and significant in financial leverage. Our findings remain constant over a range of variable characteristics, even after accounting for endogeneity issues. Our main contribution is the finding that investment and firm performance have a negative and significant relationship with economic policy uncertainty. As economic policy uncertainty raises the firm level, investment decreases, which ultimately impacts firm performance negatively. Thus, the study advises that policymakers make an effort to minimize the effect of economic policy uncertainty at a certain level. They must keep this uncertainty within a reasonable range since increased economic policy uncertainty will push businesses to minimize their short-term and long-term investments.
Abstrak: Koneksi matematika mendukung siswa menemukan berbagai kemungkinan strategi dalam penyelesaian masalah. Produk budaya memungkinkan dapat dijadikan objek matematika dalam pembelajaran. Artikel ini merupakan bagian dari penelitian yang merancang desain pembelajaran berbasis budaya lokal yang bertujuan mengidentifikasi kemampuan koneksi matematika siswa. Data dikumpulkan melalui tes yang diberikan kepada 341 siswa dan wawancara tidak terstruktur terhadap 9 siswa yang dipilih berdasarkan penyelesaian tes sesuai proses matematisasi. Analisis data diawali dengan klasifikasi jawaban siswa berdasarkan tahapan matematisasi, identifikasi kemampuan koneksi matematika sesuai tahapan matematisasi, analisis kemampuan koneksi matematis, dan penarikan simpulan terkait kemampuan koneksi matematika serta kendala yang ditemukan. Hasil penelitian menunjukkan bahwa kemampuan koneksi matematika siswa meliputi tiga kategori yaitu koneksi pemahaman, koneksi representasi, dan koneksi justifikasi. Siswa dengan kemampuan koneksi justifikasi bisa menyelesaikan masalah matematika sesuai tahapan matematisasi, dari identifikasi objek matematika sampai matematika formal. Sementara itu, siswa yang memiliki kemampuan koneksi pemahaman dan representasi menyelesaikan masalah matematika masing-masing sampai pada tahap model kongkret dan model formal. Hasil penelitian menunjukkan bahwa pembelajaran berbasis budaya memberikan ruang untuk memahami kemampuan koneksi matematika siswa. Penelitian lebih lanjut dibutuhkan untuk menunjukkan pembelajaran berbasis budaya bisa digunakan untuk mengembangkan kemampuan koneksi matematika siswa.Abstract: Mathematics connection support students finding various possible strategies in problemsolving. Cultural products can be used as mathematical objects in learning. This article, part of a study that designed culture-based learning, aims to identify students' mathematics connection. Data was collected through a test given to 341 students and unstructured interviews of nine students selected based on the completion of the test, which fulfills mathematization steps. Data analysis began by classifying students' answers based on mathematization, identifying mathematics connection of students according to mathematization, analyzing students' mathematics connection, and drawing conclusions about mathematics connection and the constraints found. The results showed that students' mathematics connections include three categories, namely understanding connection, representation connection, and justification connection. Students with justification connection solved mathematical problems according to mathematization steps, from the identification of mathematical objects to formal mathematics. Meanwhile, students with understanding and representation connection solved their respective mathematical problems up to the concrete and formal stages. The findings reveal that culture-based mathematics learning provides space to understand students' mathematics connection. Further research is required to prove that it can be used t...
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