KelapaSawit merupakan tanaman budidaya yang menghasilkan minyak nabati yaitu Crude Plam Oil (CPO), sangat banyak dijumpai di Indonesia terutama di pulau Sumatera, Kalimantan, Sulawesi dan Papua. Selain menghasilkan Crude Palm Oil (CPO) sebanyak 22 %, kernel 5% dari proses pengolahan kelapa sawit dalam 1 ton kelapa sawit akan mampu menghasilkan limbah berupa tandan kosong kelapa sawit (TKKS) sebanyak 22 % atau 220 kg, limbah cangkang (Shell) sebanyak 6 % atau 60 kg, wet decanter solid (lumpur sawit) 4 % atau 40 kg, serabut (Fiber) 13 % atau 130 kg serta limbah cair sebanyak 28 %. Dari ke empat limbah padat tersebut limbah tandan kosong kelapa sawit (TKKS) merupakan limbah padat yang jumlahnya cukup besar, namun pemanfaatannya masih terbatas, sementara ini hanya dibakar dan sebagian dihamparkan pada lahan kosong sebagai mulsa/pupuk, di kawasan sekitar pabrik. Dari penelitian pemanfaatan limbah, diketahui tandan kosong kelapa sawit (TKKS) memiliki potensi besar untuk diolah menjadi briket sebagai bahan bakar pembangkit listrik tenaga biomasa (PLT Biomassa) ataupun sebagai bahan bakar pengganti minyak tanah. Adapun nilai kalori dari limbah Tandan Kosong Kelapa Sawit (TKKS) 3.498 kcal/kg atau 14.650 kJ/kg (kadar air 30 % setelah dikempa), Cangkang 3.893 kcal/kg atau 16.304 kJ/kg (basah) serta Serabut 3.068 kcal/kg atau 12.849 kJ/kg dan Briket TKKS 7.490 kcal/kg atau 31.368 kJ/kg, sehingga berpotensi menghasilkan tenaga listrik dari boiler.
Guru merupakan garda terdepan untuk meningkatkan mutu pendidikan dan menciptakan sumber daya manusia yang kompetitif dan berkarakter. Di era 4.0 seorang guru harus mampu meningkatkan keinovatifan sehingga dapat menuangkan ide-ide inovatif. Tujuan penelitian ini untuk mendapatkan informasi tentang upaya dan strategi dalam meningkatkan keinovatifan guru dengan melihat pengaruh antara kepemimpinan transformasional dan efikasi diri terhadap keinovatifan guru. Penelitian ini dilakukan pada guru agama Buddha di Provinsi Banten dengan jumlah populasi sebanyak 112 guru. Penentuan sampel dilakukan dengan teknik proporsional random sampling dan rumus Taro Yamane diperoleh sampel penelitian 87 guru. Penelitian ini menggunakan metode survei dengan pendekatan Analisis Jalur menggunakan PLS-SEM. Metode pengumpulan data dilakukan dengan menyebarkan angket. Hasil penelitian menerangkan bahwa: 1) terdapat pengaruh positif langsung dan signifikan antara kepemimpinan transformasional terhadap keinovatifan guru; 2) terdapat pengaruh positif langsung dan signifikan efikasi diri terhadap keinovatifan guru. Penelitian ini menyumbangkan wawasan dalam meningkatkan keinovatifan guru melalui penguatan variabel-variabel yang menunjukkan pengaruh, seperti; kepemimpinan transformasional dan efikasi diri. Hasil penelitian ini diharapkan dapat menemukan upaya dan strategi dalam meningkatkan keinovatifan guru di Provinsi Banten. Teachers are at the forefront in supporting the quality of education and forming students who are competitive and have character. In the 4.0 era, a teacher must be able to increase innovativeness so that he can express innovative ideas. The purpose of this study was to obtain information about efforts and strategies to increase teacher innovation by looking at the influence of transformational leadership and self-efficacy on teacher innovation. This research was conducted on Buddhist teachers in Banten Province with a total population of 112 teachers. Sampling was determined using a simple random technique and followed by the Taro Yamane formula resulting in a sample of 87 Buddhist teachers. The research method uses Path Analysis through the PLS-SEM approach. The method of data collection is done by distributing questionnaires. The results of the study explain that there is a direct and significant positive influence of transformational leadership variables on teacher innovativeness; Furthermore, there is a direct and significant positive influence of self-efficacy variables on teacher innovation. This research contributes insights in increasing teacher innovation through strengthening variables that show influence, such as; transformational leadership variables and self-efficacy variables. The results of this study are expected to find efforts and strategies to increase the innovativeness of teachers in Banten Province.
This research is motivated by the idea that increasing the innovativeness of local government employees is needed to be able to produce innovations in governance and services to the community in the context of bureaucratic reform to realize good governance. The purpose of this study was to find the influence of organizational culture and transformational leadership on the improvement of employee innovation in a regional government, using the path analysis method with work motivation as an intermediate variable. The sample in this study was153 echelon IV employees / supervisory officers.The results found the fact that organizational culture and transformational leadership have an indirect influence on employee innovation through work motivation. Keywords: Employee innovation, organizational culture,transformational leadership, work motivation.
21st century principals must be leaders in technology implementation by using technology as the primary tool for transforming teaching and learning. Through technological leadership, principals can utilize the talents and potential of teachers to produce superior pedagogical methods based on information and communication technology (ICT). This study aims to describe technological leadership and the indicators that mark the principal's technological leadership style as a leadership style that must be developed in the 21st century. The study was conducted using the literature study method, where information was obtained from journals, literature books, research reports, mass media, and written sources, both printed and electronic. Based on the results of the study obtained 7 indicators to measure the principal 's technological leadership, namely: (1) vision, planning, and management; (2) interpersonal and communication skills; (3) teacher development and training; (4) technology and infrastructure support; (5) excellence in professional practice; (6) digital learning and teaching culture; (7) digital citizenship; and (8) evaluation and assessment. Strengthening the principal's technological leadership is expected to optimize the innovative behavior of teachers which can improve the quality of education.
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