The research aims to review the quality instrument of teaching factory parameters and learning outcomes instruments on fashion industry competence, especially internal consistency (Cronbach's alpha), reliability of retesting (Pearson correlation), and construct validity of existing parameters. Respondents were school principals and teachers involved in teaching factory management in a vocational high school for the Fashion Design skill program that taught factory learning, namely 30 people, while the research sample for testing the learning outcomes instrument was 90 students. Data collection instruments used questionnaires and observation sheets. Data analysis techniques using. Data analysis using Pearson or Product Moment, Cronbach Alpha Intraclass Correlation Coefficients (ICC). The results showed that the teaching factory's Corrected Item Total Correlation parameter was positive and > 0.3, so it was declared valid. Cronbach's alpha value of all dimensions of the teaching factory parameter is greater than 0.6, so that it can be declared to have good reliability. The learning outcome instrument is valid because the Corrected Item Total Correlation is positive and > 0.3, and Cronbach's alpha value is greater than 0.6 so that the learning outcome variable is declared to have good reliability. The measurement of the level of agreement between raters shows an average agreement between raters of 0.832, while for one rater, it is 0.712. The results show the average agreement between raters is 0.894, while for one rater, it is 0.809. The research aims to review the quality instrument of teaching factory parameters and learning outcomes instruments on fashion industry competence, especially internal consistency (Cronbach's alpha), reliability of retesting (Pearson correlation), and construct validity of existing parameters. Respondents were school principals and teachers involved in teaching factory management in a vocational high school for the Fashion Design skill program that taught factory learning, namely 30 people, while the research sample for testing the learning outcomes instrument was 90 students. Data collection instruments used questionnaires and observation sheets. Data analysis techniques using. Data analysis using Pearson or Product Moment, Cronbach Alpha Intraclass Correlation Coefficients (ICC).
Patchwork adalah potongan kecil dengan berbagai bentuk dari bahan yang berbeda dijahitkan secara bersamaan. Berdasarkan sumber ide tersebut, penulis membuat busana pesta malam dengan penerapan patchwork dan payet . Tujuan penulis untuk mengetahui proses pembuatan penerapan patchwork dan payet pada busana pesta malam dengan tema vie ancienne dan hasil jadi penerapan patchwork dan payet pada busana pesta malam dengan tema vie ancienne. Proses pembuatan penerapan patchwork dan payet pada busana pesta malam dengan tema vie ancienne menggunakan kain bludru yang telah dilapisi dengan kain trico dimulai dari membuat desain manipulating patchwork yang sesuai dengan bentuk sumber ide kehidupan zaman prasejarah. Proses penerapan patchwork dan payet di mulai dengan kain bludru yang sudah dipotong sesuai pecah pola badan muka dan belakang. Kemudian dijahit sesuai urutan nomer pola patchwork, setelah jadi satu potongan pecah pola garis princess badan, lalu dilapisi dengan kain toyobo menggunakan teknik jelujur, kemudian setiap potongan garis princess dijahit jadi satu sesuai desain. Lalu mengatur peletakan hotflix menggunakan teknik pola serak. Hasil jadi busana pesta malam dengan penerapan patchwork dan payet terlihat mirip dengan sumber ide yaitu kehidupan zaman prasejarah. Pemilihan karakteristik bahan menggunakan tone warna coklat serta manipulating patchwork dan payet membuat gaun terlihat kesan etnic dan elegan. The aim of the research is to find out the process of making the on evening party dress and the final result of applying on evening party dress with the theme of vie ancienne. The process of making the application of patchwork and sequins on evening party attire with the theme of vie ancienne using a velvet cloth that has been coated with trico fabric starts from creating a manipulating patchwork design that matches the shape of prehistoric life ideas. The process of applying patchwork and sequins begins with a velvet fabric that has been cut according to the broken pattern of the face and back bodies. Then sewn in the order of the patchwork pattern number, after it becomes one broken piece of body princess line pattern, then coated with toyobo cloth using baste, then each piece of princess line is sewn together according to the design. Then arrange the hotflix placement using the hoarse pattern technique. The finished evening party dress with the application of patchwork and sequins looks similar to the source of the idea, prehistoric life. The choice of material characteristics using brown tones and manipulating patchwork and sequins makes the dress look etnic and elegant.
This study aims to describe the implementation of the D4 Fashion Design curriculum during the COVID-19 pandemic. Curriculum 2018 in semester five, curriculum 2019 in semester 3, curriculum 2020 in semester 1. This type of research is descriptive qualitative. Data was collected through focus group discussions between lecturers, industry, alumni, and stakeholders. Data was also obtained from student learning results in odd semesters, interviews with partner stakeholders. The results show that learning for semester 1 students is still a concept course, learning is carried out online, teachers are a team of lecturers and industry partners. The learning output is a research report. Third-semester student learning is carried out in class and in the industry in the form of a survey. Lecturers are a team of lecturers with industry partners according to the expected course competencies. Learning output produces products. 5th-semester learning is carried out in collaboration with all courses. Lecturers are lecturers and industry partners. The output of learning about fashion design products according to personal themes. Types of evaluation are tests, portfolios, assignment reports, product assessments.
The teaching factory (TEFA) and techno-park programs are an effort to improve learning in schools. Therefore, they can be commensurate with the situation in the industry, both in terms of study time, product standards, and work environment. The production-based learning process to produce products that are worth selling. Products are planned to follow the local potential of the local area and are equivalent to products from the industry. The government launched the teaching factory program, but not all vocational schools carry out teaching factory learning; for various reasons, there are many obstacles. The obstacles experienced by SMKN/S are different. The obstacles faced by schools are a lack of understanding about the teaching factory. The understanding of teaching factory management is minimal, such as management, production processes, lab workshops, product planning, and marketing. Schools that implement teaching factories are still minimal. There are even schools that carry out teaching factories only once. With this background, training is needed. The research objectives are 1) To describe the training of teaching factory development at SMKN/S Regency, 2) To plan products from local potentials 3) To describe the management of potential products as learning outcomes that can be sold. The research sample is vocational school teachers in East Java. Methods of data collection using a questionnaire. Data analysis using the description. The results showed: the teaching factory development training was carried out optimally, the participants were very enthusiastic, and attendance was 100%, the material was well absorbed. The planned product does not refer to local products. The curriculum and previous products still dominate the product. Management of potential products requires the involvement of industry, local government policies, and local communities.
The learning approach that is oriented towards action in the industry is the implementation of the revitalization of vocational school. The competency-oriented approach to the teaching factory enables the development of effective competencies in learning in the industry. The purpose of this study was to describe the implementation of costume made costume made competencies and industrial clothing in the Vocational School of Fashion Design program in East Java. This research is qualitative research. Data collection using interviews, observations, and documentation.The results of the study showed that costume made and industrial clothing competencies: (1) order acceptance was carried out by teachers and students, the price of orders was largely unknown to students. (2) analyze the order carried out by students consult with the teacher. (3) students' work readiness is marked by orderly starting and ending work according to schedule (4) students work on orders, do work on making patterns for simple patterns, for patterns that are difficult for teachers to make. Sewing and finishing clothes are done by students, the teacher as a consultant and assessing the results of work (5) Doing quality control is done by the teacher, students check (6) submit orders made by students and teachers.
Masalah kurang gizi selain disebabkan oleh berkurangnya jumlah konsumsi karena melemahnya daya beli masyarakat dan mutu gizi yang rendah juga disebabkan oleh masih banyaknya warga masyarakat yang kurang memiliki pengetahuan tentang pentinganya pemenuhan gizi sejak masa balita. Hal ini akan berdampak pada perkembangan balita yang kurang optimal. Penelitian ini bertujuan untuk mengetahui hubungan status gizi dengan perkembangan motorik kasar anak umur 1-3 tahun di posyandu Bunga Cengkeh desa Puncak Harapan. Jenis penelitian ini yaitu deskriptif analitik dengan pendekatan cross sectional study. Populasi dalam penelitian ini adalah anak umur 1-3 tahun. Teknik pengambilan sampel dilakukan secara total sampling, sampel dalam penelitian ini sebanyak 33 orang. Analisis data dengan menggunakan uji chi square. H0 ditolak jika nilai p>0,05. Hasil penelitian diperoleh ada hubungan status gizi dengan perkembangan motorik kasar anak umur 1-3 tahun di posyandu Bunga Cengkeh desa Puncak Harapan (p =0,04). Disarankan agar orang tua dapat tetap memperhatikan asupan nutrisi untuk memperbaiki status gizi batita sehingga perkembangan motoriknya akan sesuai dengan umur meskipun sudah beranjak ke tingkatan umur berikutnya karena salah satu faktor yang mempengaruhi perkembangan motorik kasar adalah status gizi anak. Pihak kader posyandu disarankan memberikan pemahaman mengenai pentingnya status gizi batita dan mendampingi orang tua batita saat dilakukan penyuluhan oleh pihak puskesmas setempat.
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