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All Journal JURNAL PENDIDIKAN TAMBUSAI Jurnal Teknik Informatika (JUTIF) Proceeding of International Conference Health, Science And Technology (ICOHETECH)
Carreon, Jonathan Rante
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Computer Science & IT Decision Sciences, Operations Research & Management Health Professions Industrial & Manufacturing Engineering Medicine & Pharmacology Social Sciences

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Cooperative Education: Soft Skills and Complementary Supervision in Field Immersion Engender Lifelong Learning Carreon, Jonathan Rante
Jurnal Pendidikan Tambusai Vol. 5 No. 1 (2021): 2021
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (187.527 KB)

Abstract

The transglobal nature of business transactions assumes skills that have been honed by active theoretical and practical immersions, and remained in the learners’ repertoire of skills through constant, guided practice provided by the concerted effort of the academe and the affiliated business or service industry partners, where the students were sent to undergo cooperative education training. The current study has a three-fold purpose: (1) examine which soft skills were developed during the cooperative education training process, (2) analyze which of these soft skills most likely engender lifelong learning, and (3) investigate the potential influence of the complementary supervision implemented for the training. Using a questionnaire, the perspectives of the 27 training supervisors (TS), 12 academic supervisors (AS), and 58 student trainees on the delivery of the complementary cooperative education training were gathered, followed by a semi-structured interview among volunteer participants. The findings from the surveys revealed that lifelong learning skills of students could be enhanced by developing their Life and Career Skills (e.g. Productivity & Accountability, Leadership & Responsibility, and Flexibility & Adaptability), and Learning and Innovation Skills (Collaboration, and Creativity & Innovation). These findings were confirmed in the responses of three groups of participants in the semi-structured interview. Implications of the study particularly on the enhancement of students’ lifelong learning skills were drawn
Cooperative Education: Soft Skills and Complementary Supervision in Field Immersion Engender Lifelong Learning Carreon, Jonathan Rante
Jurnal Pendidikan Tambusai Vol. 5 No. 1 (2021): 2021
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v5i1.1713

Abstract

The transglobal nature of business transactions assumes skills that have been honed by active theoretical and practical immersions, and remained in the learners’ repertoire of skills through constant, guided practice provided by the concerted effort of the academe and the affiliated business or service industry partners, where the students were sent to undergo cooperative education training. The current study has a three-fold purpose: (1) examine which soft skills were developed during the cooperative education training process, (2) analyze which of these soft skills most likely engender lifelong learning, and (3) investigate the potential influence of the complementary supervision implemented for the training. Using a questionnaire, the perspectives of the 27 training supervisors (TS), 12 academic supervisors (AS), and 58 student trainees on the delivery of the complementary cooperative education training were gathered, followed by a semi-structured interview among volunteer participants. The findings from the surveys revealed that lifelong learning skills of students could be enhanced by developing their Life and Career Skills (e.g. Productivity & Accountability, Leadership & Responsibility, and Flexibility & Adaptability), and Learning and Innovation Skills (Collaboration, and Creativity & Innovation). These findings were confirmed in the responses of three groups of participants in the semi-structured interview. Implications of the study particularly on the enhancement of students’ lifelong learning skills were drawn
SYSTEMATIC REVIEW OF EXPERT SYSTEM FOR DETECTING MENTAL HEALTH DISORDERS IN COLLEGE STUDENTS Widyassari, Adhika Pramita; Carreon, Jonathan Rante; Wahyusari, Retno
Jurnal Teknik Informatika (Jutif) Vol. 5 No. 6 (2024): JUTIF Volume 5, Number 6, Desember 2024
Publisher : Informatika, Universitas Jenderal Soedirman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52436/1.jutif.2024.5.6.4089

Abstract

There is an urgent need to detect and manage mental health disorders among college students, who often face psychological challenges due to academic pressures and significant life changes. In this context, expert systems emerge as a potential tool to assist in the diagnosis and management of mental health problems. The purpose of this study is to present the results of a systematic review of expert systems for detecting mental health disorders in college students through the systematic literature review (SLR) method. By asking four research questions covering types of mental health disorders, methods used, comparisons between methods, and testing techniques, this study limits its review to studies published in the last five years, from 2019 to 2024. This review covers various types of mental health disorders, such as depression, anxiety, stress disorders and other mental health disorders that are often experienced by the college student population. As well as evaluating and comparing methods such as forward chaining, backward chaining, certainty factor and fuzzy logic methods to identify the advantages and disadvantages of each method. Certainty Factor emerged as the most accurate method with an accuracy of 96.09% and the recommendation for combining methods for this study is certainty factor and forward chaining with an accuracy result of 100%. In addition, this study also discusses the testing process to ensure the effectiveness and accuracy of the resulting diagnosis. The findings of this systematic review are expected to provide valuable insights for the development of more effective expert systems in supporting college students' mental health.
NEGOTIATING POWER AND IDENTITY THROUGH CONVERSATIONAL IMPLICATURES: CROSS-CULTURAL COMMUNICATION OF THE MAIN CHARACTERS IN PURPLE HEARTS MOVIE Ayiz, Abdul; Carreon, Jonathan Rante; Marginingsih; Yanottama, Fourica
Proceeding of the International Conference Health, Science And Technology (ICOHETECH) 2025: Proceeding of the 6th International Conference Health, Science And Technology (ICOHETECH)
Publisher : LPPM Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/3vqnnr38

Abstract

In everyday communication, speakers often rely on indirect expressions whose meanings must be inferred from context, making conversational implicatures a key element in understanding how language functions beyond its literal form. This study investigates how conversational implicatures function as tools for negotiating power and identity in cross-cultural communication, as portrayed by the main characters in Elizabeth Allen Rosenbaum’s Purple Hearts (2022). Guided by a sociopragmatics perspective, the research examines how implicit meanings in dialogue both reflect and shape interpersonal dynamics between Cassandra Salazar, a liberal musician, and Luke Morrow, a conservative U.S. Marine. The study employed a descriptive qualitative method with an ethnographic approach, analyzing 56 utterances drawn from the film’s subtitles. Findings reveal that particularized conversational implicatures (PCI) are the most dominant type, followed by generalized conversational implicatures (GCI) and scalar implicatures (SI). These implicatures serve not only to convey hidden meanings but also to express sarcasm, resistance, politeness, vulnerability, and emotional tension. The results demonstrate that implicatures are central to power relations, with Luke often using them to subtly assert institutional authority, while Cassandra employs them as acts of resistance and identity assertion. Over time, their communication shifts from conflict to adaptation, showing how cultural differences—liberal versus conservative worldviews, expressive versus restrained styles—both complicate and enrich cross-cultural interactions. This study contributes to sociopragmatics research by highlighting how cinematic discourse embodies ideological conflicts and identity negotiation, and how conversational implicatures facilitate cultural convergence in cross-cultural relationships.
THE FUNCTIONS OF EXPRESSIVE SPEECH ACTS AND THEIR EMOTIONAL DEPICTION IN THE FILM OF DISNEY’S MALEFICENT Maskuri, Sri Kuncoro Dibyo Sarjono; Syafrianto; Carreon, Jonathan Rante; Istiqomah, Fitria Naimatul
Proceeding of the International Conference Health, Science And Technology (ICOHETECH) 2025: Proceeding of the 6th International Conference Health, Science And Technology (ICOHETECH)
Publisher : LPPM Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/s4cmpw44

Abstract

This investigation aspires to identify the functions of expressive speech acts performed by the characters in the film of Disney’s Maleficent. Using pragmatic approach the investigation analyzed how these expressive utterance relate to basic emotions. The qualitative descriptive method was used in the recent investigation; dialogues from the film script were collected, grouped into twelve categories of expressive acts, and examined based on six core emotions. The results indicated that eleven functions of expressive speech acts were identified, they were complaint, lamentation, greeting, compliment, apologies, protest, deplore, boast, praise, thanking, and congratulating. The expressive functions were used to highlight the themes of betrayal and conflict in the film. In addition, the expressive functions reflected the basic emotional states of the characters in the film. The basic emotions emerged in the utterances of expressive functions were anger, happiness, sadness, disgusting, fear, and surprise. These findings suggested that expressive actions not only facilitated communication but also reflected emotional states and narrative conflicts. This research enhances the understanding of how films utilize language to depict complex emotions and enrich character development.
Co-Authors Abdul Ayiz Adhika Pramita Widyassari Istiqomah, Fitria Naimatul MARGININGSIH MASKURI, SRI KUNCORO DIBYO SARJONO Syafrianto Wahyusari, Retno Yanottama, Fourica