<p>The rationale of conducting this research came from observations carried out in Junior High Schools in Padang City regarding the large amounts of BOS (School Operational Assistance Fund Program) funds being returned to the government from schools. This phenomenon indicates that the government has not reached the targeted execution rates of BOS funds given to schools. The research method used to analyze the factors causing the low absorption of BOS funds was a descriptive method with a quantitative approach through percentage equations. According to the BOS budgets, the results obtained were 43.9% of schools involved teachers, education personnel, and school committees in planning activities. 43.7% of schools were able to account for the financial reports of BOS funds, while 51.8% of schools were wrong in understanding the regulations. In managing BOS funds, 59.9% of schools had competent human resources, actively participated in Bimtek activities, and had integrity. Only 29.3% of schools carried out administrative activities according to regulations.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0773/a.php" alt="Hit counter" /></p>
The purpose of this research is to analyse the mathematical communication skill of student by using essay test. The method of this research is a quantitative approach with descriptive. We assess the communication skill from the students who take calculus course. The results showed the percentage of achievement of mathematical communication skill indicators of students were: 1) 45.7% students can express mathematical ideas in oral or written form into images, algebraic expressions, and graphics; 2) 34.3% students can state mathematics problem in daily life into a symbol or model in mathematics; and 3) 51.4% students can interpret figures into mathematical ideas. Based on the percentage, the mathematical communication skills of students in calculus course is still low and need to be improved for further research.
The purpose of this research is to analyze the correlation between mathematics anxiety and mathematical problem-solving skill. The data was collected by using a mathematics anxiety questionnaire and a problem-solving test. There were seven questions for the test of mathematical problem-solving and 25 questions for the mathematics anxiety questionnaire. The questionnaire was arranged by using the Likert Scale. The data were analyzed using the Pearson correlation formula. The population is the students in the calculus class. The samples are 200 students that were chosen by using a purposive random sampling technique. The results showed that there was a negative correlation between mathematics anxiety and mathematical problem-solving.
<p>The purpose of this article is to know the management and policies based on the regulation of the Minister of National Education of the Republic of Indonesia No. 24 of 2007 relating to facilities and infrastructure for elementary schools. The method used is a literature study because it evaluates Indonesian education standards, particularly facilities and infrastructure in elementary schools. The results showed that the standard of facilities and infrastructure was still categorized as low because schools with complete facilities were only for schools with good accreditation; conversely, schools with good accreditation did not have complete facilities. The geographic area is the influence of each school. The geographic area of each school influences each school’s geographic area for the standard of financing for facilities and infrastructure in elementary schools.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0520/a.php" alt="Hit counter" /></p>
<p>The Principal's Performance Assessment is carried out at the target schools which are the responsibility of the school supervisor. After the Principal's Performance Assessment was carried out at the target schools for the 2019/2020 Academic Year, the results were different from one school to another, even though they were under the same supervision of a supervisor. This is because the management and abilities of each school principal are different. With this Principal Performance Assessment, each school should be able to find a solution or try to display the school's color as best as possible. Based on the results of the assessment every year there must be improvements or improvements in the results achieved. Principal performance appraisal activities are carried out by supervisors at each target school for which they are responsible. When carrying out the assessment, the school supervisor conducts interviews, checks documents in accordance with the statement of each item in the instrument. The school supervisor gives an assessment of each item in the instrument according to the facts found at that time and no longer provides an opportunity for the principal to provide and complete something desired in the statement. Such actions are taken by supervisors, because the physical evidence required by the instrument statement must be carried out by the principal before the assessment takes place, especially since this activity is routine work every year. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0781/a.php" alt="Hit counter" /></p>
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