Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Geografi Undiksha Tadris: Jurnal keguruan dan Ilmu Tarbiyah
Susilastika, Rizka Dwiyanti
Unknown Affiliation
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Eksistensi Tenaga Kerja Lokal Pada PLTU Celukan Bawang Susilastika, Rizka Dwiyanti; Christiawan, Putu Indra
Jurnal Pendidikan Geografi Undiksha Vol 9, No 1 (2021): Jurnal Pendidikan Geografi Undiksha
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpg.v9i1.30273

Abstract

Penelitian ini bertujuan untuk : mengidentifikasi karakteristik tenaga kerja lokal di PLTU Celukan Bawang, mengidentifikasi faktor pendukung penyerapan tenaga kerja lokal pada PLTU Celukan Bawang,  mengindentifikasi faktor penghambat penyerapan tenaga kerja lokal di PLTU Celukan Bawang. Rancangan yang digunakan dalam penelitian ini adalah penelitian deskriptif dengan pengumpulan data kuesioner dan wawancara selanjutnya dianalisis dengan menggunakan deskriptif kuantitatif. Hasil penelitian menunjukan bahwa (1) karakteritik tenaga kerja lokal pada PLTU Celukan Bawang bervariasi dilihat dari struktur umur, yang mendominasi adalah kelompok umur 17-25tahun sebesar 31,2% dan terendah umur 56-65 sebesar 13,2%. Tingkat pendidikan yang mendominasi yaitu sma sebesar 42,9%, dilihat dari jenis kelamin, tenaga kerja laki-laki yang mendominasi sebesar 35,3%. (2) Faktor pendukung penyerapan tenaga kerja lokal yang utama berasal dari kualitas tenaga kerja, pengalaman tenaga kerja dan lokasi. (3)Faktor penghambat tenaga kerja lokal yang utama berasal dari keahlian tenaga kerja dan struktur umur. Hasil penelitian ini diharapkan dapat dimanfaatkan sebagai kajian literatur pada penelitian selanjutnya, menjadi gambaran tentang daya serap tenaga kerja pada PLTU Celukan Bawang dan diharapkan  pemerintah daerah dapat memperhatikan dalam membuat kebijakan dalam hal penyerapan tenaga keja lokal
Kula Babong-Based Multicultural Education for Tolerance in an Inclusive Indonesian School Susilastika, Rizka Dwiyanti; Budiono; Yayuk, Erna
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 3 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i3.31935

Abstract

Multicultural and inclusive education require more than the physical co-presence of diverse learners; they require repeated practices that make recognition, dialogue, belonging, and equitable participation visible in everyday school life. This qualitative single-case study examined how Kula Babong, a Sikka deliberative tradition associated with sitting together, respectful exchange, kinship, and collective agreement, was translated into educational practice at SMP Muhammadiyah Waipare, Sikka, Indonesia. The bounded case involved 16 participants: one principal, three teachers, eight students without identified special educational needs (SEN), and four students with SEN. Evidence comprised 16 individual interviews, two small-group interview sessions, eight non-participant observations conducted over four weeks (approximately 10 hours), and 12 documentary items. Analysis followed data condensation, cross-source display, and conclusion drawing/verification, with interview, observation, and documentary evidence compared for convergence and contradiction. Three primary translation pathways were identified: curriculum and learning, school culture and religious accommodation, and leadership/teacher modeling, with peer interaction operating across all three. Students generally articulated that difference should not justify exclusion; however, enacted participation was less uniform, as some students with SEN were described or observed as showing discomfort or withdrawal, and occasional insensitive jokes or minor verbal bullying were reported outside direct supervision. Leadership commitment, cultural familiarity, and religious openness supported implementation, whereas limited in-school specialist capacity, learning and communication barriers, negative peer behavior, and family economic or geographic constraints restricted it. Kula Babong is therefore best understood as a culturally grounded interpretive and pedagogical resource rather than a standalone causal mechanism.
Co-Authors Budiono Erna Yayuk Putu Indra Christiawan