The level of urbanization that occurred in Indonesia at this time is remarkable that causes the growth of cities very rapidly. The growth of cities is mainly due to various reasons such as the capitalization process, regional enlargement/reclassification, as well as migration from rural to urban. The growth of cities leads a lot of problems like environmental degradation, traffic congestion, poverty, crime and other social conflicts. Such a rapid rate of urbanization is a reflection of the inequity between rural and urban development. Lack of employment opportunities in the village causes the population to go into town to find work. The imbalance of development that occurs is a result of implementing a liberal economic system that only emphasizes growth, while on the other side of the agricultural sector is not paid any appropriate attention. The farmers are at a very weak and do not have a good bargaining position, with the exchange rate is very lame. Even regarding with the foodstuffs such as rice, wheat, sugar, salt, etc., Indonesia has to import from abroad. The imbalances of development do not only occur between rural and urban, but also between Java and the outside of Java, and between western and eastern Indonesia regions. This imbalance should be found a solution, with good management and equitable development, including the political will to reform the economic system in favor of the Indonesian people.
Perkembangan teknologi dan informasi akan berdampak pada sendi sendi kehidupan manusia. Manusia membutuhkan kecakapan sesuai perkembangan jaman dan kemampuan untuk meminimalisasikan resiko akibat teknologi seperti pergeseran nilai karakter dan kerusakan lingkungan. Pendidikan menjadi garda terdepan dalam mewujudkan hal tersebut. Dibutuhkan pola pembelajaran yang menyeimbangkan pendidikan soft skill, hard skill dan environment skill dalam satu kesatuan. Penelitian ini yang dilakukan bertujuan untuk menghasilkan desain model pembelajaran SHESIL yaitu pembelajaran yang mengintegrasikan soft skill, hard skill dan environment skill dalam satu kesatuan. Berdasarkan uji validitas ahli, model pembelajaran SHESIL memiliki tingkat kevalidan yang baik dan layak digunakan. Efektifitas model dapat dilihat pada uji coba lapangan. Hasil data lapangan menunjukan ada peningkatan pada penilaian soft skill, hard skill dan environment skill. Penilaian keseluruhan aspek dari soft skill, hard skill dan environment skill terhadap peningkatan kecakapan otomotif menunjukan ( t hitung 10,58 > t tabel - 1,64) sehingga disimpulkan model pembelajaran SHESIL efektif meningkatkan kecakapan otomotif siswa SMK. Penerapan model pembelajaran SHESIL menjadi alternatif pilihan dalam membantu guru untuk menanamkan pendidikan soft skill dan kesadaran lingkungan sesuai tujuan pendidikan nasional. The development of technology and information will affect to the principal of human life. Humans need skills based on the development of time and ability to minimize risks caused by technology such as shifting character values and environmental damage. Education becomes foremost guard in creating it. We need learning model which balances soft skill, hard skill and environment skill in a single entity. The purpose of this research is to produce SHESIL learning model that is the application of learning to integrate soft skill, hard skill and environment skill in one unit. Based on validity test done by the expert, SHESIL learning model has a feasible and fair validity to be used. The effectiveness of the model can be on field experiment. The result of field data showed that there was a soft skill improvement, environmental skill improvement and t count 31,46 and hard skill improvement. The whole assessment of soft skill, hard skill and environment skill to the improvement of automotive skill showed t count bigger than t table (10,58> - 1,64) so we can that conclude that SHESIL learning model can improve the automotive skill of vocational students effectively. Application of SHESIL learning model is becomes an alternative choice to assist teachers in realizing soft skill education and environmental sensitivity matching to goals of national education.
This study was aimed at uncovering the anomalies in the implementation of the Population, Family Planning and Family Development Program in Central Java province. Qualitative-naturalistic approach was employed. The results of the study about the population and family planning in Central Java Province is showed an alarming rate of TFR (Total Fertility Rate) indicator of 2.3 to 2.5. In addition, the public mind set about the ideal number of children in a family also increased from the TFR indicator of 2.6 to 2.8. This mindset would hinder family planning program. To overcome the anomalies, BKKBN Central Java Province made various strategic efforts. The high rate of CPR (Contraseptive Prevalence Rate) which was not followed by the low rate of TFR was assumed to be related to the active family planning participants were not using long term contraception method, leaving them vulnerable to drop out. Therefore, an increase in long term contraception method, would be a top priority in the population and family planning program in Central Java. In the "anomaly" of having high CPR numbers but low TFR, operational strategy required to be conducted was to increase the Educational, Information, Communication (EIC) Program, especially for the younger generation, because young age marriage was prevalent in those areas.
Pelaksanaan pembelajaran yang selama ini hanya sering dilaksanakan didalam kelas dengan sistem pembelajaran teacher centered dengan berbagai macam kompetensi yang harus dimiliki oleh siswa tanpa melihat perkembangan dan kemampuan siswa dalam mengikuti pembelajaran. Maka diperlukan pembelajaran yang menarik berpusat pada siswa atau student centered sehingga siswa tidak merasa bosan dan jenuh. Penelitian ini bertujuan untuk menganalisis keterlaksanaan model pembelajaran dalam upaya peningkatan kreativitas siswa. Metode yang digunakan dalan penelitian ini adalah research and development (R&D). Subyek uji coba dengan skala terbatas pada 1 kelompok pembelajaran OSBKL. Instrumen pengumpulan data berupa angket pada guru dan siswa, lembar validasi perangkat pembelajaran, lembar observasi sikap, lembar soal kognitif, lembar ketrampilan siswa. Teknik analisis data digunakan pada validasi perangkat pembelajaran (silabus, RPP, Bahan ajar), dan model pembelajaran. Hasil penelitian menunjukkan keterlaksanaan model pembelajaran dapat meningkatkan hasil belajar siswa. Hasil penelitian diperoleh bahwa hasil pre test sebelum diberikan model dengan rata-rata 2,73 dengan ktriteria cukup. Setelah dilaksanakan pembelajaran dengan model terjadi peningkatan yang signifikan dimana rata-rata kelas menjadi 3,57 dengan tingkat ketuntasan klasikal dengan kriteria baik. Pengenalan lingkungan sekolah dengan melihat keunggulan lokal yang ada untuk dijadikan sumber belajar yang nyata kepada peserta didik sehingga peserta didik dapat melestarikan keunggulan lokal daerahnya. Model pembelajaran OSBKL juga dapat dijadikan salah satu alternatif untuk mengurangi tingkat kejenuhan dalam pembelajaran terutama pembelajaran praktik di sekolah menengah kejuruan.Nowadays learning implementation tends to be conducted insidethe class through teacher centered learning activities with a wide range of competencies that must be mastered by the students without seeing the students development and learning ability during the learning process Therefore, it is necessary to construct the lessons to be more interactive that implement student-centered activities so that students will not feel bored. The objectives of this study are to analizy effectiveness of outdoor study learning model implementation. This research implemented Research and Development (R&D). The try out was conducted in a limited scale of subjects on one learning group. The instrumentsto collect thedata were conducted in the forms of questionnaire for teachers and students, learning device validation sheets, observation sheets of students attitudes, cognitive tests, and students skills worksheet. Data analysis techniques were used in the validation of the learning device OSBKL (syllabus, lesson plans, teaching materials), and OSBKL learning model. The results showed that the implementation of learning model could improve the students achievement. The results of pre-test before implementing learning model showed the average of 2.73 with enough criteria level. After OSBKL learning model implementation, there was a significant increase in which the average grade reached 3.57 with classical completeness level of good criteria. The introduction of the school environment can be conducted byobserving the local excellence as the learning source so that students can preserve their local advantages. OSBKL learning model can also be used as an alternative to reduce the level of students saturation during the learning process, especially for learning practice in secondary vocational schools.
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