This study aims to describe the collaboration of schools and industry in planning student internship program, implementing student internship program, and evaluating student internship program. This study uses descriptive methods with a qualitative approach. Correspondents in this study include the Chairperson of the Student Internship Program, Vice Principal of Public Relations, Vice Principal of Curriculum, Tutor of Student Internship Program, and Industry Representatives. The technique of collecting data are done by interviews, observations, and documentations. Data analysis uses data reduction, data presentation, and conclusion. To maintain the validity of the data, this study uses triangulation data collection techniques and data collection sources. The results of the study show that; 1) planning of vocational student internship program starting from school preparation which includes preparation of cooperation and administration in the form of letters, Memorandum of Understanding, and application proposals for student internship program; 2) The implementation of vocational student internship program includes placement of students in industries that are in accordance with competencies in schools, submission of students to industry, guidance of students by tutor, monitoring of students during practices, and student pick up; and 3) Evaluation of vocational student internship program is carried out by the school and industry.
This study was aimed at identifying the thinking error of the students in solving mathematics problems and providing the scaffolding. The study was descriptive explorative. This study was conducted in Mojokerto.The subjects were 25 students, however, only 3 were described since the scaffolding used was of level 2. Data were collected initially by asking the subjects to solve mathematic test items. Error patterns were identified from the students’ works. The students who made errors were chosen as the research subjects. Findings show that there were differences in the students’ thinking patterns before and during the provision of scaffolding. These differences occur due to the different scaffolding treatments according to the thinking errors. For students who have difficulties in understanding problems, the scaffolding is in the form of leading questions. For those who have difficulties in connecting previous concepts, the scaffolding is in the form of drawing tables and recalling previous materials. For students who have difficulties in organizing a strategy, the scaffolding is in the form of recalling the strategy that has been plannedKARAKTERISASI SCAFFOLDING BERDASARKAN KESALAHAN BERPIKIR SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA Penelitian ini bertujuan untuk mengidentifikasi kesalahan berpikir siswa dalam menyelesaikan masalah matematika dan pemberian scaffolding. Penelitian menggunakan metode deskriptif eksploratif. Penelitian dilakukan di beberapa sekolah di Kota Mojokerto. Subjek penelitian ini berjumlah 25 orang, namun yang dipaparkan pada artikel hanya 3 dengan scaffolding level 2. Prosedur pengumpulan data diawali dengan siswa diminta untuk menyelesaikan masalah matematika. Selanjutnya, hasil pekerjaan tersebut diidentifikasi pola kesalahannya. Siswa yang menghasilkan pekerjaan salah, dijadikan subjek penelitian. Hasil penelitian menunjukkan adanya perbedaan berpikir siswa sebelum pemberian scaffolding dan selama pemberian scaffolding. Perbedaan terjadi karena peneliti memberikan scaffolding sesuai jenis kesalahan berpikir yang dialami siswa. Ketika subjek mengalami kesulitan dalam memahami masalah, scaffolding yang diberikan berupa pertanyaan arahan. Apabila subjek mengalami kesulitan dalam menghubungkan dengan konsep terdahulu, scaffolding berupa petunjuk untuk membuat tabel dan mengingat kembali materi yang telah dipelajari. Untuk subjek yang mengalami kesulitan dalam menyusun strategi, scaffolding berupa dorongan untuk mengingat kembali strategi yang sudah direncanakan
STEM is integrating four specific disciplines area (science, technology, engineering and mathematics) into interconnected learning process based on practical applications. This study aims to gain several ways of advancing students' creative thinking skills through STEM education based on the learning process. This study uses a literature review method with big data from several online database resources. There are several necessary skills needed for employees to face the tighten workforce competition. Creative thinking skills are very crucial for the worker to increase their productivity in the revolution industry 4.0 era. The lecturer needs to design a curriculum with the newest techniques that are ensuring all components of STEM are met with student's' creative thinking skills development. Finally, some suggestions were proposed for future research on reforming and delivering the STEM content to enhance vocational students' creative thinking skills.
The problem in Bawang Hamlet, Tunggul Wulung Village, Malang City is that due to a lack of funds and human resources expertise, the development of a healthy environment is not optimal. Furthermore, there are no activities that educate the community about the importance of being productive in order to protect the environment. In order to support sustainable development programs, this community service program aims to strengthen the role of posyandu cadres in strengthening healthy and clean-living communities through Green Life. Strengthening socialization to posyandu cadres about reforestation, practicing green behavior by planting TOGA plants, and reading corners to strengthen community literacy are among the methods used to carry out the activity. This program has a positive impact on posyandu cadres, such as increasing knowledge of reforestation and green culture, beautifying the environment around the posyandu with the TOGA plant, and providing a reading corner in the RW hall to encourage residents to enjoy reading.
Based on the results of observations during the learning activities, researchers found the low response of students to the stimulus provided by the lecturer in the form of attention and answer questions from lecturers. Students feel shy, afraid, and lack confidence in expressing opinions and asking things they have not understood. This is due to the lack of students' critical thinking skills. Application of mathematics learning involving ICT (math expert) by implementing SAVI learning model has potential to overcome the low of critical thinking of student. Based on the above description of the purpose of this study is learning SAVI by optimizing Math Expert improve students' critical thinking skills. This research with a qualitative descriptive approach. Research subjects are students who take the courses of Calculus II. Research data in the form of test data of student learning outcomes, and student motivation of SAVI Learning by optimizing Math Expert Program. To maintain the validity of data is done by triangulation activities and peer examination. The study was conducted in two sessions, each stage in this research, namely (1) Somatic; (2) Auditory; (3) Visualization; and (4) Intellectual. The classical increase in the ability to think critically can be seen from the test results conducted before the action and at the end of each session. The average of students' critical thinking skills on the pre-action test was 55.17 (Pre-Categories) on pre-action, 63.80 (Enough Category) in class course I and 79.43 (High Qualification) in class course II. Thus it can be concluded that the implementation of SAVI Learning by optimizing Math Expert Program improving students' critical thinking skills.
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