This study aims to determine the implementation of Total Quality Management (TQM) in public and private vocational high schools in the city of Yogyakarta, as well as to compare the level of implementation between public and private vocational high schools. The TQM aspects observed include infrastructures and facilities, quality of improvement, quality of teachers, quality of examination system and academic background of teachers graduated from vocational high schools. This exploratory study is descriptive in which the result can be used as an input as well as improvements in reflection of the future. These subjects were teachers and students. The primary data were collected through a questionnaire while other data were collected through observation and interviews. The data were analyzed by means of descriptive and statistics t-test. The analysis finds that TQM has been implemented by vocational schools, public and private, in the city of Yogyakarta. The Application levels differed significantly (t-value = 9.204, p-value = <0.0001), where the public schools are able to implement at a very good level, while private schools are at a good level. The differences in the application of TQM occur in all measurable aspects, namely infrastructures and facilities access, quality of improvement, quality of teachers, quality of examination system and academic background of teachers graduated from vocational high schools. Specifically, on aspects of infrastructures and facilities of the access, although on average they significantly differ, categorically they are in the same level. The differences are not too large. The result of observation in the field during the study shows that the state vocational already maximally implement TQM, while in the private vocational schools, it is lower due to the limited resources in private schools.
This study aims to reveal the implementation of BOS in Indonesia. This study used the evaluative-quantitative methods approach with the descriptive analysis. The results of the research are as follows; the context of the implementation is in category ineffective, the input of the implementation of the BOS program was in category effective, the process of the implementation of BOS has been running in category ineffective, and the number of respondents showing disagreement is more than agreement that means the implementation of BOS program was level ineffective. Fifth, there is an ineffective level of satisfaction.
This study aims: (a) to develop an instrument for assessing the religious attitudes of elementary school students, and (b) to find out the results of the assessment of religious attitudes conducted on students using the instruments that have been made. This research is development research. Data analysis was carried out by proving content validity, construct validity and reliability. The results of the study: (a) the construction of religious assessment instruments includes indicators of worship obedience, gratitude behavior, praying before and after carrying out activities and tolerance in worship, (b) the results of proving content validity are 0.748, the KMO value of the last factor analysis is 0.853 with a significance of 0, 00, the proof of construct validity reduces the data twice in a limited trial and an expanded trial, from the initial number of items as many as 20 items and at the end 19 items in the final instrument which can form 6 new factors, the Cronbach Alpha reliability index is 0.908 which means the instrument is reliable, (c) the dissemination of the religious attitude assessment instrument was carried out with the subject of elementary school students in Wadaslintang District, the results showed that in general the religious attitudes of elementary school students in Wadaslintang District 22.86% belonged to the "Cultivated" category, 37.14% belonged to the " Developing”, 22.86% belonged to the “Starting to Look” category, and 17.14% belonged to the “ Not Seen.”
Education has a vital role in stimulating the growth and development of children. Currently, education is only focused on achieving cognitive outcomes, even though children need to be able to help themselves and become empowered for their lives in lifelong through life skills. This study described efforts to implement lifelong education by training life skills in early childhood in playgroups and its impacts. The method used is a case study with a qualitative approach. The subjects of this study were six teachers, four parents, and two students involving two playgroups. The stages of analysis data include data collection, reduction, and conclusion. The implementation of lifelong education in playgroups is carried out by providing stimulus regarding activities that trigger the growth of life skills for early childhood. Life skills in playgroups are applied through life skills centers. Life skills include social life, responsibility, self-awareness, gender awareness, decision-making, survival, and self-care. Activities related to life skills stimulate children’s lifelong learning. This research can be a reference for early childhood teachers to facilitate children learning through life skills for lifelong education.
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