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Dare to be Different: Life Experience Narrative of BTEC Best Graduate Jang, Johan; Pramono, Rudy; Purnamasari, Dian; Akuba, Stefy Falentino
Dinamika Pendidikan Vol 15, No 1 (2020): June 2020
Publisher : Fakultas Ekonomi, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dp.v15i1.23580

The aims of this research explained how the past, present, and future thoughts help to form the decision of an alumnus is still nineteen years old in explored a hobby and dreamed of becoming an entrepreneur. From interviews and analyses made, information gathered shows that the interviewee's past has generated confidence, independence and a sense of responsibility that contribute to the decision. The current situation experienced by the interviewee which is full support from parents and the ability to think rationality about her plan, enables her to make this decision. The interviewee also viewed her future with an acceptable plan supported by her family business as the last resort if her plan cannot be fruitful. This research opens an opportunity for stakeholders in the education field to understand and interpret this unorthodox life story wisely.

Dare to be Different: Life Experience Narrative of BTEC Best Graduate Jang, Johan; Pramono, Rudy; Purnamasari, Dian; Akuba, Stefy Falentino
Dinamika Pendidikan Vol 15, No 1 (2020): June 2020
Publisher : Fakultas Ekonomi, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dp.v15i1.23580

The aims of this research explained how the past, present, and future thoughts help to form the decision of an alumnus is still nineteen years old in explored a hobby and dreamed of becoming an entrepreneur. From interviews and analyses made, information gathered shows that the interviewee's past has generated confidence, independence and a sense of responsibility that contribute to the decision. The current situation experienced by the interviewee which is full support from parents and the ability to think rationality about her plan, enables her to make this decision. The interviewee also viewed her future with an acceptable plan supported by her family business as the last resort if her plan cannot be fruitful. This research opens an opportunity for stakeholders in the education field to understand and interpret this unorthodox life story wisely.

Factors affecting school performance: Does a mixed curriculum make a difference? Stefy Falentino Akuba; Poltak Sinaga; Gracia Shinta S Ugut; Sidik Budiono
Jurnal Cakrawala Pendidikan Vol 40, No 3 (2021): Cakrawala Pendidikan (October 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i3.41842

This article reports on a study that attempts to fill the gap of research focusing on school performance measurements, especially those which involve curriculum types. It established the factors that measured school performance using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) and analyzed any differences in the performance of schools adopting national curriculum and those adopting mixed curriculum in Greater Jakarta. From 29 items, eight invalid items were dropped, and the EFA identified eight factors, which were categorized into social-emotional learning, school participation, relationship, physical-mental health, physical safety, emotional safety, academic growth, and discipline. Then, the scale was validated using data collected from 684 secondary students using CFA. Chi-square goodness-of-fit test was not statistically significant. However, other indices such as Incremental Fit Index, Comparative Fit Index, Tucker-Lewis Index, Root Mean Squared Error of Approximation, and Standardized Root Mean Square Residual were within acceptable limits, indicating that the eight EFA factors had been validated. Moreover, this study found that schools with mixed curricula had higher performance than those with a national curriculum. Nevertheless, it cannot be generalized because the linear regression shows that the p-value was higher than 0.05 (0.164).

The Influence of Motivation, Leadership and Perceived Workload as Intervening on Teacher Commitment Robby Anzil Firdaus; Dian Purnamasari; Stefy Falentino Akuba
Journal of Educational Science and Technology (EST) Volume 5 Number 3 December 2019
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v5i3.10847

At various schools, there are problems related to teacher commitment for carrying out their work. In schools that were the object in this study, problems related to low teacher commitment can be seen in the exit interview process when teachers submit resignations. This study objective is to look for the influence of leadership, motivation and perceived workload on teacher commitment at the school. This research was conducted at an Islamic school in the southern city of Tangerang.The method of sampling is census of 61 permanent teachers under the organization. The analizing method is SEM using SmartPLStm software. The result from SEM intrepertation shows there is significant influence on leadership and perceived workload, motivation and commitment as well as perceived workload and commitment. Leadership can also influence commitment through mediating perceived workload. Base on the results, the conclusios are, to increase teacher’s commitment, we need to see the leadership style of the principles of the school (as direct supervisor), gave a good insight for their perceived workload so that they do not feel overwhelming. Thus their commitment will also increasing.

Pendidikan Vokasi BTEC UK di Indonesia: Studi Fenomenologi Esensi Pengalaman Peserta Didik Johan Jang; Agus Purwanto; Dian Purnamasari; Mohamad Ramdan; Leo Hutagalung; Stefy Falentino Akuba; Andi Sulistiyadi; Rudy Pramono; Innocentius Bernarto
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 6, No 1 (2020): March
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Studying abroad, including in the United Kingdom is one of the aspirations for students and parents in Indonesia. In comparison to directly continuing study overseas, the availability of BTEC UK curriculum in Indonesia allows students to study for 20 months then continued their final year in the country they are planning to go to, including in the UK. Unfortunately, there is no record of the experience of students undergoing this curriculum in Indonesia, even though the curriculum already exists in Indonesia for more than ten years. This study then explores the motivations behind the decisions of students undergoing the BTEC curriculum in Indonesia, their experiences and the outcomes that occur after. Interviews with the 7 BTEC alumni in Indonesia were conducted and analyzed using qualitative phenomenology study. The results obtained that internal motivation is the main trigger whereas external motivation also applies, which is built up through social influence. The experience felt at the beginning was generally difficult to follow because the students were not used to the system, even though some felt excited about the curriculum learning system. In the middle and end of the semester, some of them feel more accustomed to it while some still find it difficult to follow this curriculum. The results in the form of a variety of positive attitudes including courage, self-confidence, and the development of communication skills.

PENGARUH USIA DAN TINGKAT PENDIDIKAN TERHADAP HASIL KINERJA GURU BERDASARKAN NILAI UJIAN NASIONAL SISWA Dian Purnamasari; Robby Anzil Firdaus; Stefy Falentino Akuba
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol 5 No 2 (2020): Islamic Education Management
Publisher : Program Studi Manajemen Pendidikan Islam Institut Pesantren KH Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndh.v5i2.545

Tujuan penelitian ini adalah menguji asumsi usia guru senior dan tingkat pendidikan guru, dalam pengaruhnya terhadap prestasi siswa dilihat dari hasil Ujian Nasional Bahasa Indonesia 2019. Dalam paper ini kami menguji asumsi-asumsi tersebut, dengan menggunakan data sekunder dari Kementerian Pendidikan dan Kebudayaan (kemendikbud) dengan batasan yang dimaksud guru senior ada yang berusia lebih dari atau sama dengan 60 tahun (generasi baby boomer), sementara untuk variable tingkatan pendidikan guru digunakan guru dengan tingkat pendidikan lebih dari sarjana S1. Metode pengujian statistik menggunakan uji multi regresi. Hasil yang didapatkan adalah: Ada pengaruh positif dari jumlah guru senior dan jumlah guru berpendidikan lebih dari S1, terhadap hasil ujian nasional mata pelajaran Bahasa Indonesia tahun 2019. Dengan kesimpulan bahwa semakin banyak jumlah guru senior dan jumlah guru berpendidikan lebih dari S1 di suatu propinsi, maka semakin baik nilai ujian nasionalnya (dilihat dari nilai UN bahasa Indonesia). Asumsi Terbukti. Semoga penelitian ini dapat memberi motivasi untuk guru menempuh pendidikan yang lebih tinggi dan bagi guru yang berusia senior untuk tetap semangat mengajar.

ANALYZING THE EFFECT OF MOTIVATION, LEADERSHIP STYLE, AND PERCEIVED WORKLOAD, WITH THE MODERATING EFFECT OF LEADERSHIP TO THE TEACHER’S COMMITMENT Purnamasari, Dian; Firdaus, Robby Anzil; Akuba, Stefy Falentino
Dinasti International Journal of Management Science Vol. 1 No. 3 (2020): Dinasti International Journal of Management Science (January - February 2020)
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31933/dijms.v1i3.118

This article will analyze the effect of motivation, Leadership and perceived workload with the moderation effect of leadership to the teacher’s commitment. We use Structural Equation Modeling with descriptive quantitative analyzing. Samples were taken from a private Islamic school in Tangerang Selatan Indonesia, using census method to all the 61 teachers. The instrument is questionnaire using likert scales. Based on the results, motivation, Leadership and perceived workload with the moderation effect of leadership all together effecting 47.9% of teacher’s commitment. The result suggested that it is important to improve the leaders (principles or headmasters) leadership capability in order to get high commitment teacher. Leadership holds an important key for commitment.

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