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PELAKSANAAN PELATIHAN TES CALON PEGAWAI NEGERI SIPIL (CPNS) DENGAN SISTEM COMPUTER ASSISTED TEST (CAT) PADA LEMBAGA KURUS PELATIHAN (LKP) CORIEN CENTER Ejra Oktutula; Agus Zainal Ramat; Sofino Sofino
Jurnal Pendidikan Sepanjang Hayat Vol 2, No 2 (2019)
Publisher : UNIB Press, Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joll.2.2.84-88

The purpose of this study was to determine how the implementation of CPNS test on Corien Center LKP in Bengkulu City with research problems which included persriapan, trained preparation’s, how the trainer demonstrated the material and the traine’s efforts so that participants could practice the material in conducting test training CPNS system (CAT) Computer Assisted Test on LKP Corien Center used research with a case study method, data collection was carried out through interviews, observation and documentation. To test the data validation the researcher used triangulation techniques. The informants in this study were four people. Based on the results of the discussion, it can be concluded that : the trainer must prepare in the implementation of the training, namely modules (whiteboard markers and erasers), in the implementation of CPNS system test training (CAT) Computer Assisted Test on the Corien Center LKP the training participants must prepare, namely learning equipment in the form (pens, nptebooks) and bring the modules peovided by the institution, in the implementation of the training the tainers demonstrate the training material that is mastering the training material and preparing the necessary media so that the deliverwd material can be distributed to trainees, then in the implementation of an effort training carried out by the trainer so that the training participants could (CAT) Computer Assisted Test on the Corien Center LKP that is by using a method and strategy that is suitable whit teaching and learning activities. Keywords : CPNS CAT Test Training LKP Corien Center

PELAKSANAAN PENDIDIKAN NONFORMAL DI LPKA BENTIRING PROVINSI BENGKULU Jon Kenedi; Agus Zainal Ramat; Suardi Jasma
Jurnal Pendidikan Sepanjang Hayat Vol 2, No 2 (2019)
Publisher : UNIB Press, Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joll.2.2.62-66

This study aims to determine the implementation of Nonformal Education in LPKA in general. While in particular is describing whether there is an implementation of Non-formal Education in LPKA, describing the frequency of the implementation of Non-formal Education in LPKA and describing the driving factors and barriers to the implementation of Non-formal Education in LPKA. This study uses qualitative methods with descriptive data. Data analysis in this study using three methods, namely data reduction, data presentation, and Decision Making Verification. The results of this study indicate that: (1) Based on the findings of researchers in the field and existing theories, researchers concluded that the implementation of No formal Education in LPKA Benton Bengkulu Province already exists through the institution of a non-formal institution namely PKBM Ilmu Bunda with equality packages A, B and C , package B and C equality students have carried out the National Examination and Government institutions through the Provincial BLK (Training Center) which conducts training in sewing, automotive and making colek soaps to increase students' creativity while in LPKA. (2) Based on the findings of researchers in the field and existing theories, researchers can conclude that the frequency of Non-formal Education Implementation in LPKA is through PKBM Ilmu Bunda with the provisions of meeting schedules twice Thursday and Saturday, the duration of study is 60-90 minutes. Then the training specifically held by the Provincial BLK is scheduled to be erratic and has an influence on students, namely the fulfillment of the right to educate children and the independence of children to prepare the future of students after the prison period is over. (3) Based on the findings of researchers in the field and existing theories, researchers can conclude that the driving factor for the implementation of PNF in LPKA is that there is a concern for students, students have the right to get education and self-development (soft skills). Then the inhibiting factor for PNF implementation in LPKA is the building that is still with adult prisons, parents of students who have difficulty communicating and there are still students who are not cared for at all by the family. The solutions made by the LPKA to the barriers to package equality and training are: The LPKA party continues to carry out learning activities despite limited infrastructure and visits to the Provincial BLK, assisting students to meet parents to complete administration and strive for equality even though they are not managed by the family at all. Key Word : Nonformal Education, LPKA

PEMASARAN PRODUK MENJAHIT PADA PROGRAM PKBM MEKAR SARI Ida Maeyeni; Agus Zainal Ramat; Ririn Gusti
Jurnal Pendidikan Sepanjang Hayat Vol 2, No 2 (2019)
Publisher : UNIB Press, Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joll.2.2.89-100

The objectives of this study were: (1) Knowing the Background of the Sewing Program at PKBM Mekar sari (2) Knowing the Implementation of Sewing Learning at PKBM Mekar Sari (3) Knowing the Marketing of Sewing Products in the Mekar Sari PKBM Program (4) Knowing the Profit and Loss Calculations of Sewing Businesses in PKBM Mekar Sari. Research methods used qualitative methods with descriptive approaches. The participants of the study were Ibuk Titin Sumarni Anjani as Chairman of PKBM Mekar Sari and Simultaneously sewing coach, Ibuk Wulan Widia Astuti as sewing coach, and Siasmawati as sewing coach and Secretary. Dara collection techniques used were non-participant observation, structured interviews, and documentation. To test the validity and reliability of data using triangulation of sources, , techniques, and time. Based on the analysis that has been carried out that the sewing program in PKBM Mekar sari Padang Kedondong Village, Tanjung Kemuning District, , Kaur Regency includes a sewing program. During the implementation of 2x week activities, the coach's role coordinates in the activity, the funds obtained from the Government budget, while the supporting factors of the facility while inhibiting the lack of financial factors.Innovative business carried out by time discipline. Then the supervision is carried out by the trainer directly by observing the activities carried out once every two weeks of training.Keywords: Program, To Sew, PKBM.

PELAKSANAAN PEMBELAJARAN MENJAHIT LEVEL SATU PADA LEMBAGA KURSUS DAN PELATIHAN (LKP) Kumala Dewi; Agus Zainal Ramat; Ririn Gusti
Jurnal Pendidikan Sepanjang Hayat Vol 2, No 2 (2019)
Publisher : UNIB Press, Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joll.2.2.67-69

The objectives of this study were: (1) The purpose of this stady was to determine the learning objectives of sewing courses at level one in the Mayang Sari course Institusi in Bengkulu City (2) Knowing the source of learning sewing courses at level one at the Mayang Sari training institusi and city of Bengkulu (3) Knowing the sewing course learning strategy at level one at the Mayang Sari Course and training institute in Bengkulu City (4) Know the learning media for sewing courses at level one at the Mayang Sari course and training institusi in Bengkulu (5) Know the evaluation of learning sewing courses at level one in the Mayang Sari training course institute in Bengkulu. The research method used is a qualitative method with a descriptive approach participants in the research were Ibu Sorehalela as the chairperson of the Mayang Sari training curriculum. Data collection techniques used were non-participant observation, structured, interviews, and documentation. To test the validity and reliability of the data using triangulation of sources, techniques and time. Based on the analysis that has been done that the management of sewing courses at the Mayang Sari training institute and courses in the city of Bengkulu. (1) The goal of the sewing course is to improve the personal and social qualities of each individual learning, to provide a sense of security and comfort while learning to sew(2) learning resources at LKP mayang sari are assence of digital media, guidebooks and references from fellow sew (3) the sewing course learning strategies for LKP mayang are essentially giving the theory first to practice while the method used is discourse, discussion, practice and simulation methods (4) the media that we use for sewing classes in LKP mayang is essentially the set of them one computer, printer one unit,laptop 1 unit LCD 1 unit and has the means and infrastructure of a course room, office building, sewing machine and machine, (5) the evaluation for the sewing course is done with the written exam and the practice exam of participants learning to sew. Keywords: Implementation of the sewing course

Pembelajaran Anak Berkebutuhan Khusus di PAUD Alam Bengkulu Mahira Kota Bengkulu Yartika Yartika; Agus Zainal Ramat; M Izzudin
Jurnal Pendidikan Sepanjang Hayat Vol 2, No 1 (2019)
Publisher : UNIB Press, Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joll.2.1.18-24

This study aimed to find out the learning strategy of exceptional children in the Mahira Natural Kindergarten Bengkulu City. The method used is qualitative method with descriptive approach. Based on the result of the research and discussion, it is concluded that (1) the expectation / target in the learning of exceptional children are 7 development targets that are the the development of religious and moral values target, physical development target, cognitive development target, language development target, emotional social development target, self-building development target, and science development target. (2) Determination of the learning time allocation of exceptional children is within 1 week, it taken 1 hour to follow the learning activities in inclusion. For the rest, the exceptional children still followed the regular children learning. (3) Preparation of rewards/gift for exceptional children, there are three forms. First is physical form, such as food, snacks and toys. Second form is a gift / rewards given by the teacher in a verbal form, where gifts / rewards are given such as praise and motivation. Then the third gift / rewards in non verbal form such as hugs, thumbs up, applause, and tos together. (4) Provision of tasks / work for exceptional children. There are two forms of tasks. First is general task where general task form given same with the regular children, but the general task given still depends on the ability of the children itself. Second is a special task, where the task is designed specifically for exceptional children in accordance with the target of each children. (5) Provision of special assistance for exceptional children, there are three forms. First is physical assistance, where the assistance is provided directly to the exceptional children with direct physical touch. Then the second is verbal assistance, the help given such as teach the children to say hello, greet friends and say thank you. Then the third is emotional assistance, where the assistance is provided by helping to reduce emotions. (6) In the learning process, the themes and subjects given for the children are same, both for regular class and exceptional children. But different in the burden of learning given. Keywords: Learning, Exceptionl Children, Mahira Natural Kindergarten Bengkulu

UPAYA PENGELOLA USAHA PEMBUATAN TEMPE LELA JAYA DALAM MENINGKATKAN KUALITAS PRODUK Fera Sari; Agus Zainal Ramat; Suardi Jasma
Jurnal Pendidikan Sepanjang Hayat Vol 2, No 2 (2019)
Publisher : UNIB Press, Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joll.2.2.106-110

The perpose of thi is research is to know the effort of management manufarturing business lela jaya tempe at home industry to increase family economi in manna south bengkulu. The is research lising quatitative reseach metode. To guarintee the validity of data. The researcher take triagulation of researcher subject and collecting data technique. Based on the research goal and the discussion can be concloded 1) in the improving a product guaity there are same that should be considorod, starting from row material selections production process until the packaging. Which are the row materias that hase ehoorod is a good row materials and prioritizing taste to make a good product and can fullfilling costumer needed. 2) merketing strategy of the product according to needed and desire of target marker. Aso give the sahsfadon of the coshimer. The manager of tempe lela jaya used marketing techic koitc obseroe kargot market needed by selling the product to restourant, vegetable shop, greengrocer and fried food seller. Which are in Manna Bengkulu Selatan and product quality guarantee the manager aso give not risk to the seller. The most important is the satifaction of the costomeri. 3) financial anaysis that used bby the manager of tempe tela jaya business is a simple entry which us used to nolice all of income and oatcome to know disadoentages or aduentager that obtained by the business. 4) the obstacles is weather conditions beside at the thing that can be manager support easy acces to get the material and easly production process. Keywords : product quality, strategy

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