This study aims at producing an assessment instrument of the PISA model to measure students’ problem-solving skills and scientific literacy in junior high schools that are valid, practical, and having potential effects. This research employed the design of development studies. The analysis used the Item Response Theory (IRT) Rasch model based on the junior high school students' responses to the developed PISA assessment instrument on natural science subjects. The result of this study was a test set of PISA model for the material of Vibration, Wave, and Sound consisting of 40 items. The test was valid in terms of content, constructs, and language according to the expert assessment, and practical based on small group trials. It also had a potential effect based on the students’ answers and questionnaires results in the field test. The qualitative analysis showed that the developed test had several potential effects, i.e. the development of students' problem-solving skills and scientific literacy so that they gained a relatively high ability to solve a test with the PISA model. The results of quantitative analysis through field test trials showed that there was a significant effect from the application of the PISA model test to enhance students’ scientific literacy and problem-solving skills in the junior high school with the Sig. value of 0.000 which was less than the significance level of 0.05 (α = 5%).
The current cross‐cultural study examined the construct of workaholism across European and Asian cultures during the pandemic caused by coronavirus disease 2019 (COVID‐19). A total of 2,617 recipients, aged 18–80 years from three Asian countries (China, India, and Indonesia) with higher levels of collectivistic values, and three European countries (Bulgaria, Germany, and Hungary) supposing to have higher individualistic values. The participants completed the online version of the two‐dimensional measure, dubbed the Dutch Workaholism Scale (DUWAS). The goal of the study was to demonstrate that during the COVID‐19 pandemic, it is the cultural context that mediates and influences the way of change in workaholics' attitudes. The results led to the conclusion that the way in which the COVID‐19 crisis affects workaholism and workaholics' behavior depends on cultural and sex differences, and stages of the human life cycle. The data analysis revealed that cultural differences and sex affect the configuration of workaholism (excessive/compulsive): in the Asian sample, unlike the European, there was a significant increase in the level of workaholism compulsive; European female participants reported higher levels of workaholism compulsive and workaholism excessive, but the sex difference was not found in Asian sample. Along with cultural context, and sex differences, age also influences the configuration of workaholism. In this case, the separate stages of the human life cycle contribute in different ways to changes in levels of workaholism excessive and workaholism compulsive.
This research aims at analysing the effect of the Virtual Laboratory (VL) to improve science literacy and problemsolving skills among junior high school students. This research employed a Quasi-experiment with Nonequivalent Control Group Design. The population in this research was the seventh-grade students of junior high school in the Special Region of Yogyakarta in the academic year of 2019/2020. The sample was selected through a cluster random sampling technique and taken the control and the experimental class comprehensively from three school clusters (high, medium, and low) in each district/ city. The data analysis technique used the N-Gain analysis, prerequisite test, and hypothesis testing consisting of MANOVA and effect size. Based on the MANOVA test, it was found that there was a difference in the escalation of students' scientific literacy and problem-solving skills between the control and the experimental class. Meanwhile, based on the calculation of the effect size, it was found that the effect of the Virtual Laboratory was quite high (effect size = 0.897) on the increase in scientific literacy and high effect (effect size = 1.027) on the increase of problem-solving skills, respectively, among junior high school students.
The tourism development program in Indonesia is not central but decentralized so that each autonomous region has the authority to determine the direction of policies and strategies for developing tourism potential in their respective areas. In the context of the Morotai Islands regency, an integrated regional tourism information system has not been designed to control and synchronize stakeholders' interests and optimize the marketing of regional tourist destinations. Considering this, this study offers the Ward and Peppard framework for the strategic design of Sistem Informasi Pariwisata Daerah (SIPARDA) as a website-based application that can be used for data collection and monitoring of regional tourism resources as well as tourism destination development programs in Morotai Island Regency. This study shows that the identification of external and internal conditions of the business environment is not limited to the Value Chain approach and Porter's Five Forces Model but also the Tourism Area Life Cycle and Irritation Index to understand the context of regional tourism-related to tourism resources both attractions, accommodation, amenities, and accessibility, as well as the level of acceptance of the Morotai people towards tourism development programs. Furthermore, identifying the current internal and external conditions of information systems or information technology in the portfolio application is analyzed based on Strenght, Weaknesses, Opportunities, and Threats (SWOT) to provide recommendations for future application portfolios. The results of this study recommend the Regional Tourism Information System known as Sistem Informasi Pariwisata Daerah (SIPARDA) as a portfolio future application that needs to be prioritized to optimize the function of monitoring tourism development in the Morotai Island Regency.
Despite the burgeoning amount of tourism recovery research, there is a dearth of studies that explore communal coping. To address this gap, this study examined the communal coping of a tourism‐reliant community in Indonesia that was destroyed by a tsunami using the Participatory Research Action (PAR) paradigm. It employs Photovoice augmented with mobile data collection using Survey123 from ESRI. The findings identified three phases of communal coping: losing the daily routine, reviving routines, and living with new routines. Each of these was found to be pivotal to destination resilience building. This study offers a novel way to examine disaster experiences.
Disaster studies and tourism disaster research are emerging areas of academic inquiry that remain heavily reliant on traditional methods to gather qualitative data. Only recently have those in this field begun to explore more participatory methodologies, and their potential to generate knowledge. Yet, despite these developments, photovoice remains largely absent in research. This article focuses on the process, limitations, and benefits of this alternative approach, as discovered through a research project in tourism-reliant coastal communities in Banten Province, Indonesia, following a 2018 tsunami. In particular, research combined photovoice and ESRI Survey123 to examine how Banten residents perceived, experienced, and responded to the impacts of the tsunami, as well as their post-disaster coping strategies. Although challenged by reliance on participants having sufficient cell phone data plans, adequate phone signal strength, and the skill levels needed to complete the surveys, the method yielded a richer quality of data than traditional qualitative interviews. The process was also found to be both therapeutic and empowering for tsunami survivors. Overall, this method offers a fresh approach to understanding hazards and providing more nuanced theory-building of tourism disasters.
The disruption era placed the digital industrial world as the paradigm and the new reference in the order of life that caused significant changes known as the Industrial Revolution 4.0. It also affects the laboratory as an integral part of science learning that contains teaching materials, media, facilities, strategies and assessment systems. To optimize the real laboratory as the development of hands-on science, it should be supported by a laboratory based on virtual instrument system (Lab-Vis) model to facilitate various practicums with interactive animation to emphasize the inquiry approach or syntax of "Observing", "Asking", "Testing", "Analyzing" and "Delivering". This study aims at producing the Lab-Vis model as the learning media of the Nature of Science (NOS). The Research and Development (R&D) method in this study employed the Five Phases of the Spiral Teaching Model adapted from the "Five Phases of Instructional Design" by Cennamo and Kalk, [1]. The syntax of this spiral model was done through 5 (five) development phases, i.e. (1) define, (2) design, (3) demonstrate, (4) develop, and (5) deliver. The results of this study were the laboratory model based on virtual instrument system as the learning media for NOS that was feasible based on the assessment results from the material and media experts. This developed product was also considered practical according to junior high school teachers and students who joined science courses.
AbstrakPembelajaran IPA sangat menekankan keterampilan proses sains, salah satunya adalah keterampilan mengomunikasikan data percobaan dalam bentuk grafik dan mampu menafsirkan/interpretasi grafik tersebut. Penilaian IPA di beberapa sekolah belum dirasa optimal dalam mengembangkan keterampilan menggambar dan menafsirkan grafik. Tujuan kegiatan program pengabdian (PPM) ini adalah untuk meningkatkan pemahaman guru IPA di Sleman Yogyakarta tentang keterampilan proses sains dalam pembelajaran IPA sebagai dasar pengembangan instrumen penilaian berbasis grafik. Kegiatan pelatihan ini diperuntuk bagi guru-guru IPA di Depok, Sleman Yogyakarta. Pelaksanaan dilaksanakan Sabtu, 1 Oktober 2016 di Lab. IPA FMIPA UNY. Pelatihan ini diikuti oleh 16 peserta dari target 26 peserta dari guru-guru IPA SMA di Sleman, Yogyakarta. Kegiatan PPM dilaksanakan dengan cara tutorial (Tatap Muka), workshop, penugasan terstruktur, dan konsultasi tugas. Evaluasi kegiatan PPM dilakukan dengan angket dan penilian tugas yang dikumpulkan. Hasil kegiatan PPM ini adalah guru mampu mengembangkan desain pembelajaran IPA yang mengoptimalkan peranan laboratorium IPA dan mampu menggambar grafik dengan prosedur yang benar dan mampu mengembankan butir soal berbasis grafik.Kata kunci: Keterampilan Proses Sains, instrumen penilaian, grafik. AbstractScience learning strongly emphasizes science process skills, one of which is the skill to communicate the experimental data in graphs and is able to interpret/interpretation of the graph. Assessment of science in some schools was not considered optimal in developing the skills of drawing and interpreting graphs yet. The objective of the service program (PPM) is to improve understanding of the science teachers at Sleman, Yogyakarta on science process skills in science learning as a basis for development of graphics-based assessment instrument. This training for science teachers in Depok, Sleman, Yogyakarta. Implementation held Saturday, October 1, 2016 in the Lab. of science FMIPA UNY. The training was attended by 16 participants from the target of 26 participants from high school science teachers in Sleman, Yogyakarta. This activity is carried out by way of tutorials (Face to Face), workshops, structured assignments, and consulting assignments. Evaluate the activity was conducted by questionnaire and judging duties collected. The results of these activities are teachers able to develop designs of science learning that can optimize the role of science laboratories and can draw a graph with the correct procedures and can develop items based on graphic.
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