Kebijakan “Merdeka Belajar, Kampus Merdeka” digagas oleh Menteri Pendidikan dan Kebudayaan yang meliputi 1) pembukaan program studi baru, 2) sistem akreditasi perguruan tinggi, 3) kebebasan menjadi PTN-BH, dan 4) hak belajar tiga semester di luar program studi. Empat kebijakan fundamental ini memberikan harapan besar bagi Perguruan Tinggi Swasta berkembang dan berdaya saing nasional maupun internasional.Kebijakan Menteri Pendidikan dan Kebudayaan ini layak disebut dengan perubahan yang cukup ekstrim, hal ini kemudian memunculkan beberapa keraguan di benak akademisi. Diantara pertanyaan besar yang mucul dari kebijakan merdeka Belajar, Kampus Merdeka” adalah 1) Bagaimana mekanisme implementasi kerjasama kampus dengan pihak eksternal dengan latar belakang kampus yang berbeda-beda?; 2) Bagaimana mekanisme pertukaran pelajar dan magang dengan kondisi geografis, mutu SDM, dan ondisi perekonomian yang berbeda-beda masing-masing individu?; 3) Bagaimana mekanisme penjaminan mutu institusi dengan kebijakan akreditasi yang baru?.Kebijakan visioner Menteri Pendidikan dan Kebudayaan ini layak untuk diapresiasi, akan tetapi muncul beberapa persoalan dari penerapan kebijakan “Merdeka Belajar, Kampus Merdeka” yang harus segera dicarikan solusinya. Maka dari itu artikel ini berusaha mengulas bentuk kebijakan Merdeka Belajar dan tantangan pelaksanaannya.
Olive (Olea europaea L.) plants were sprayed (one, two or three times) with nutrient solutions containing KCl, KNO 3 and K 2 SO 4 with the same amount of K (0, 1, 2 and 3% w/v). The weight of the plants was unaffected by salt type, number of sprays or K concentration of salts, whereas the dry matter percentage was significantly increased in the plants treated with K 2 SO 4 . Furthermore, the application of K 2 SO 4 led to a significantly higher N concentration in leaves than that of KCl. K-salts increased K concentration in plants in the following order: KCl> KNO 3 > K 2 SO 4 and three foliar applications were significantly more efficient than one. Moreover, irrespective of plant part, K spray application frequency significantly affected Fe and Zn concentrations in the plants studied. Finally, although KCl increased Cl concentrations more than KNO 3 and K 2 SO 4 , the former fertilizer was the most efficient to improve the K status of the olive cv. Chondrolia Chalkidikis.
Self-efficacy and critical thinking represent two vital components for university graduates in the 21st century learning. However, several studies reported that these two important outcome predictors were unsatisfactory. This study aimed at investigating the effects of problem-based learning (PBL) on pre-service teachers' self-efficacy and critical thinking. A quasiexperimental nonequivalent pretest-posttest control group design was utilized. A total of 44 pre-service elementary school teachers (aged 19-22) at a private university in Indonesia were assigned as experimental (n = 22) and control (n = 22) groups. The experimental group learning received PBL, while the control group learning with traditional college instruction. The Self-Efficacy Scale (SES) and the Critical Thinking Questionnaire (CTQ) were administered before and after the intervention in both groups. Independent and paired samples t-tests were employed to analyze the pretests and posttests data. The results indicated that PBL was more effective in increasing self-efficacy and critical thinking of pre-service elementary teachers than traditional teaching. It is suggested that PBL should be used more frequently in science learning to further enhance students' self-efficacy and critical thinking skills in higher education.
This paper will discuss the quality of education services which is a guarantee of educational services in educational institutions by established standards and able to meet the desires of its customers. In growing the quality of education services, educational institutions should give prior strength to the importance of the variety of services to be provided to its customers. The quality of education services in question is to provide an optimal service model in meeting customer needs, wants, expectations and satisfaction. The quality model of service related to satisfaction is determined by the five elements of responsiveness, assurance, tangible, empathy and reliability. The concept of the quality of this educational service fundamentally shapes the attitudes and behaviors of service developers to provide a secure and fundamental form of service, to be assessed according to the quality of service received, as described in the Qur'an, Surah al-Baqarah, verse: 267.
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