The article presents household vulnerability, local community adaptive capacity, and government's response to tidal flood hazard in the Semarang coastal area, Central Java Province, Indonesia. Using data gathered from a survey of households, the study revealed a number of important factors about the interaction between people and flood. The coastal community has been experiencing problems related to tidal floods. They have adapted to tidal flooding with structural measures, such as increasing the floor level, making small dams in front of houses, increasing yard and street levels in the neighborhood area, and creating dykes around residential areas. Tidal flood mitigation in the Semarang coastal area should incorporate governmental action and local community capacities for proper protection of the population.
This study aims to find indications of academic fraud in the implementation of final semester assessment online from the perspective of diamond fraud theory consisting of four dimensions; pressure, opportunity, rationalization, and capability. This quantitative study with a questionnaire created with Microsoft Form to collect the required data. This research was conducted in Lampung Tengah on December 14, 2020, from 07.30 to 15.00 WIB using the Microsoft Form questionnaire. The number of samples in this study was 81. Respondents in this study were 3 vocational high school students in Lampung Tengah Regency who participated in the final semester assessment online. The data obtained is processed using the line analysis method with Smart PLS 3.3.2 software. The results showed that pressures and opportunities have no significant effect on academic cheating in the implementation of final semester assessment online. While rationalization and positive ability have a significant effect on academic cheating in the assessment of the final semester online. In addition to the impact of academic fraud, the results of this study provide solutions to reduce the occurrence of academic fraud in Vocational High School students conducted online.
Bangsa Indonesia dengan wilayahnya yang sangat luas yang terdiri dari beribu-ribu etnis, bahasa, agama, tradisi dan budaya yang berinteraksi dan berbaur sehingga terbentuklah masyarakat yang multi etnis. Migrasi bangsa Arab, China, dan India ke kepulauan Nusantara menjadikan bangsa Indonesia semakin beragam. Bangsa Indonesia yang multikultura merupakan sebuah potensi yang dapat dikembangkan untuk meningkatkan kesejahteraan serta kemajuan. Namun kondisi tersebut juga berpotensi menimbulkan konflik antaretnis, agama, dan budaya. Konflik horisontal yang terjadi di Sambas, Poso, Sampit, Tasikmalaya, dan lain-lain menunjukkan bahwa multikulturalisme perlu dikelola sedemikian rupa sehingga berdampak positif terhadap kemajuan dan kesejahteraan masyarakat. Dalam konteks Indonesia kesadaran multikulturisme perlu ditanamkan dalam kehidupan berbangsa dan bermasyarakat. Dalam konteks tersebut terdapat pengakuan serta toleransi antaretnis yang bermuara pada terjalinnya kerjasama dan kepercayaan sehingga tercipta kehidupan yang damai dan demokratis. Sebagai bangsa multikultur, Indonesia harus mempunyai kesadaran multikulturalisme agar suku-suku bangsa yang berdiam di wilayah ini menjalin interaksi dan komunikasi yang sehat dan dinamis agar tercipta masyarakat yang demokratis, rukun, dan damai. Dunia pendidikan merupakan the starting point untuk melakukan rekonstruksi budaya multikultur dalam masyarakat yang demokratis. Melalui sekolah, guru dapat menanamkan hakikat dan praktik pluralistis bagi peserta didik. Guru perlu bertindak secara kreatif dalam menjembatani pluralitas menuju budaya yang plural dan damai. Sebagai ujung tombak pendidikan multikultural, guru harus mempunyai pemahaman yang memadai tentang multikulturalisme dan pendidikan multikultural. Di dalam kegiatan pembelajaran, guru mengembangkan iklim yang multiculture-oriented yang mengedepankan keadilan sosial dan budaya bagi murid-muridnya. Dalam kaitan dengan hal tersebut guru perlu melakukan transformasi diri menuju pribadi yang multikultur da mempunyai desain pembelajaran yang berbasis multikultur yang tidak berorientasi pada kognitif semata.Kata kunci: multikulturalisme, pendidikan multikultur.
Penelitian ini bertujuan untuk memberikan bukti empiris pengaruh struktur kepemilikan dan tata kelola perusahaan terhadap pengungkapan manajemen risiko industri perbankan di Indonesia. Pengukuran variabel dependen yaitu pengungkapan manajemen risiko dalam penelitian ini mengacu pada surat edaran Bank Indonesia No 14/35/DPNP tahun 2012 tentang isi laporan tahunan bank umum dan laporan tahunan tertentu yang disampaikan kepada Bank Indonesia. Sampel yang digunakan dalam penelitian ini adalah perusahaan perbankan yang terdaftar di Bursa Efek Indonesia tahun 2013-2017. Sampel ditentukan berdasarkan tekhnik purposive sampling sehingga diperoleh sampel sebanyak 32 perusahaan dengan 160 data obesevasi. Uji pada hipotesis dilakukan dengan regresi linier berganda. Hasil penelitian menunjukan bahwa kepemilikan manajemen berpengaruh negatif dan tidak siginifikan terhadap pengungkapan manajemen risiko, kepemilikan asing dan ukuran komite audit berpengaruh positif dan tidak signifikan, selanjutnya variabel kepemilikan publik dan ukuran komisaris independen berpengaruh positif dan signifikan terhadap pengungkapan manajemen risiko
Inclusive education is one way of realizing equality in education regardless of physical and social background. Inclusive education embodies equal education without discrimination and unites children with special needs with other normal children. Inclusive education is one way to achieve social justice in education. Social justice focuses on the human condition, similarities, and differences, avoiding discrimination and forms of oppression. Social justice in the context of inclusive education refers to the educational process in which the system, policy, curriculum, and learning center are centered on children who have different backgrounds to always understand each other and respect one another. Children with special needs can be on par with normal children to get the right to education. This paper is focused on knowing inclusive education that has been implemented in Indonesia to realize social justice in the field of education in Indonesia. This is in accordance with the mandate of Law No. 4 of 1997 concerning the protection of children with disabilities, UU No. 23 of 2002 articles 48 and 49 concerning child protection, and UU NO. 20 of 2003 relating to the right of every citizen to receive the same education. In the future, it is expected that inclusive education in accordance with the concepts and implementation can provide justice for the whole community to get an education.
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