Karakter kinerja adalah semua aspek identitas diri individu termasuk cara berpikir, sikap dan keterampilan yang terinternalisasi dan menjadi kebiasaan individu dalam menjalankan pekerjaan. Karakter kinerja menjadi modal dasar dalam mencapai kesuksesan karier. Metode penelitian ini menggunakan pendekatan kuantitatif deskriptif dan menggunakan instrumen karakter kinerja mahasiswa yang mengukur tiga aspek yaitu aspek pengetahuan, sikap dan keterampilan. Hasil penelitian menunjukkan bahwa kualitas karakter kinerja mahasiswa berada dalam kategori berkualitas dengan rata-rata 61,17%. Aspek pengetahuan berada pada angka 61,4% dengan kriteria berkualitas, aspek sikap 74,4 % dengan kriteria berkualitas dan aspek keterampilan 47,72% dengan cukup berkualitas.
This study aims to determine the effectiveness of the self-strength counseling model in developing student academic expectations. The study was conducted using a single-subject experimental design to measure the relationship between 2 variables, namely self-strength counseling and academic expectations. The type of design used is the A-B-A design, where there are three experimental phases, namely phase A is the baseline phase and phase B is the intervention phase. The data analysis used in this research is descriptive statistical techniques because the study has a single case (single subject). The number of subjects in this study was limited, namely only five students. The results showed that self-strength counseling was effective in increasing student academic expectations after the intervention process. The study results can be used to reference counselors in higher education to improve student academic expectations through the self-strength counseling model.
The purpose of the study was to develop instruments for measuring the social competence of teacher candidates in the Industrial Revolution 4.0 era. The instrument was developed by referring to Indonesia Constitution Number 14 of 2005 concerning Teachers and Lecturers, Ministry of National Education (MONE) Regulation Number 16 of 2007, with the strengthened special competence of teacher’ candidates in the I.R. 4.0 era, were the top ten relevant skills. The instrument development was carried out with the following steps: (1) developing instrument constructs, (2) developing instrument blueprint, (3) instrument item writing, (4) instrument review, (5) instrument revision, (6) limited testing of instruments. The limited instrument testing was carried out with as many as 107 test subjects for 6th semester undergraduate education at UNY, consisting of three study programs, namely Mathematics Education, Indonesian Language Education, and English Language Education study programs. Data analysis to determine content validity was carried out based on Aiken's V coefficient, construct validity analysis was carried out with CFA, and reliability estimates were based on the Cronbach Alpha formula. The results of the analysis of the content validity of 30 instruments by seven experts, obtained the Aiken V index between 0.61 - 0.93, with 29 items valid, and one item invalid. The results of construct validity analysis with exploratory factor analysis (EFA) showed 25 valid items and five invalid items, with a KMO value of 0.504, while the significance of the Bartlett's Test was p = 0,000. Meanwhile, confirmatory factor analysis showed a fit model, with Chi-Square value = 290.35; p = 0.18; RMSEA = 0.00; GFI = 0.83; SRMR = 0.083; AGFI = 0.80; CFI = 0.86; RFI = 0.28. The reliability results show that the Cronbach Alpha coefficient is 0.40. This results shows that the social competency assessment instruments for teachers’ candidates in the I.R. 4.0 era have been developed is feasible to use, with some revisions.
Hambatan dan Tantangan Profil Penyelenggaraan Pendidikan Kabupaten Biak-Numfor di Era Otonomi Khusus Papua merupakan salah satu kajian yang dilakukan di Kabupaten Biak Numfor Provinsi Papua. Populasi dan sampel dalam penelitian ini adalah tokoh-tokoh kunci yang mengetahui perkembangan pendidikan di kabupaten Biak-Numfor, seperti Kepala Dinas Pendidikan Kabupaten Biak-Numfor,Ketua dan staf Bappeda Biak-Numfor, pengawas dan guru senior yang dipandang penulis memahami situasi dan perkembangan pendidikan di Kabupaten Biak-Numfor. Selain hasil wawancara, penulis juga melengkapi penelitian ini dengan merujuk data sekunder berupa publikasi dari badan pusat statistik setempat sebagai acuan tambahan menganalisis data.Penelitian ini menggunakan metode analisis deskriptif. Metode ini dipilih karena penelitian ini lebih banyak dielaborasi dari informasi yang diperoleh dari para informan kunci yang diwawancarai.Hasil penelitian ini menunjukkan bahwa ada potensi daerah berupa sumber alam dan sumber daya manusia di daerah Biak Numfor yang kurang dimaksimalkan dalam pengembangan bidang pendidikan di kabupaten ini sehingga menimbulkan kendala dalam pengelolaan bidang pendididikan. Seperti, kurangnya guru di berbagai jenjang pendidikan, kurangnya, peningkatan kompetensi guru, rendahnya kesejahteraan guru, lemahnya pengawasan terhadap perkembangan pendidikan di setiap jenjang pendidikan, kurangnya dukungan masyarakat, terbatasnya dukungan sarana dan prasarana pendidikan, pembangunan fisik sekolah yang lebih banyak dari peserta didik, minimnya koordinasi antara pusat.
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