Industrial era 4 is the era with digitalization in various fields, including education. The need for e-learning based learning is essential to develop. The development of learning with TPACK framework (Technological Pedagogical and Content Knowledge) through learning e-learning in this research is designed by using Edmodo application. The purpose of the learning development is to internalize the technology into pedagogic, teaching materials and knowledge packed with online learning. The development model uses the Research and Development design of the 4-D model. Stage 4-D includes: define, design, develop and disseminate. The results showed that the model of online learning for the learning media course could increase the learning activity and the students can learn independently with the existing technology.
The urgency of improving skills is a problem in one of the schools in Yogyakarta, especially communication skills in learning. Therefore, this study aims to improve communication skills by utilising mind mapping and TPACK (Technological Pedagogical and Content Knowledge) in a pair of checks. The subjects of this study were thirty-eighth-grade students of Junior High School (JHS) of 5 Banguntapan Yogyakarta, totalling thirty-two students. This research is qualitative research with a class action research design. Classroom action research by referring to the Kemmis & McTaggart model, namely through stages (1) planning; (2) implementation; (3) observation; (4) reflection. The four stages are carried out in cycles. Data collection is done by observation, questionnaire and documentation. Observations were made to find out the pair of mind check assisted with mind maps. The questionnaire is filled in by students to find out communication skills. Documentation to document student and teacher activities during pair check assisted with a mind map. Data analysis techniques using quantitative descriptive analysis with percentages and qualitative descriptive. The results showed that the average communication skills increased by 5.55%.
The occurrence of work accidents affecting losses for the industry and workers. Prevention of negative impacts can be controlled through the occupational safety and health management system quality and integrated. This research aims to find the root of the problem in the work cycle occupational safety and health management system using problem tree analysis. This management cycle refers to the OHSAS 18001:2007 standard. This type of research is descriptive qualitative. Based on the results of data analysis, it was found the problems in the occupational safety and health management system at PT. Mega Andalas Kalasan includes the cycle of occupational safety and health policy, planning, implementation and operation, inspection and action to improve occupational safety and health, review of the occupational safety and health management system, and continuous improvement. Problems in each cycle will bring sustainable problems in the next cycle. Findings of problems in the cycle of occupational safety and health policy have an impact on the problems in the initial planning cycle, the weakness of the organization’s managerial planning will bring up problems in the implementation and operation cycles, budget constraints in the implementation and operation cycle raises the problem of the lack of real action cycle improvement of safety and health improvement actions work, the absence of formal socialization of audit results to workers in the review and management system of occupational health and safety has an impact on creating barriers to the cycle of continuous improvement.
Assessment is an important part of vocational learning evaluations to be done carefully, thoroughly and profoundly to obtain objective assessment criteria. If the assessment of professional practice is not done objectively, it can provide students' bias and sense of injustice. This study provides an e-monitoring offer and compares e-monitoring with personal computers and Android mobile in process-based assessment. The study used ten vocational instructors with 31 subjects tested. Assessment criteria refer to the ten assessment standards are valid, objective, fair, integrated, open, systematic, relating to the requirements, accountable, and educative. The results showed that active e-monitoring was applied after post-condition on the first, second and third day
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