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All Journal KINDAI : Kumpulan Informasi dan Artikel Ilmiah Manajamen dan Akuntansi Journal of Mathematics Science and Computer Education
Muhammad Hasbie
Unknown Affiliation
Economics, Econometrics & Finance Education Mathematics Physics

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PENGARUH MOTIVASI BERPRESTASI, KOMUNIKASI VERBAL DAN DISIPLIN KERJA TERHADAP KINERJA PEGAWAI PADA BADAN PENANGGULANGAN BENCANA DAERAH KABUPATEN BANJAR PROVINSI KALIMANTAN SELATAN Muhammad Hasbie
KINDAI Vol 18 No 1 (2022): KINDAI
Publisher : JURNAL KINDAI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (203.767 KB) | DOI: 10.35972/kindai.v18i1.706

Abstract

Abstrak Penelitian ini memiliki tujuan untuk mengetahui pengaruh motivasi berprestasi, komunikasi verbal dan disiplin kerja terhadap kinerja pegawai pada Badan Penanggulangan Bencana Daerah Kabupaten Banjar Provinsi Kalimantan Selatan. Peneliti menggunakan bentuk penelitian korelasional pendekatan kuantitatif, sampel sebanyak 58 pegawai dengan teknik analisis data yang digunakan adalah analisis regresi linear berganda. Hasil penelitian menunjukkan bahwa terdapat pengaruh motivasi berprestasi, komunikasi verbal dan disiplin kerja terhadap kinerja pegawai baik secara simultan maupun parsial, sedangkan variabel komunikasi verbal berpengaruh dominan terhadap kinerja pegawai Badan Penanggulangan Bencana Daerah Kabupaten Banjar Provinsi Kalimantan Selatan. Kata Kunci : motivasi berprestasi, komunikasi verbal, disiplin kerja, kinerja pegawai
Integrating Ethnoscience into Eco-Gamified Problem-Based Learning to Improve Sustainability Literacy and Environmental Awareness in Peatlands Mohamad Nor Aufa; Gusti Nida Nurkhaliza; Muhammad Hasbie; Rusmansyah Rusmansyah
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.18429

Abstract

This study aims to analyze the effect of implementing the ethnoscience-based Eco-Gamified Problem-Based Learning (PBL) model within peatland contexts on the sustainability literacy and environmental awareness of junior high school students. A quasi-experimental design with a non-equivalent control group was employed, involving 65 students (32 in the experimental group and 33 in the control group). The experimental group received the Eco-Gamified PBL intervention integrating peatland ethnoscience, while the control group received conventional instruction. Data were collected through a sustainability literacy test, an environmental awareness questionnaire, and observation sheets, then analyzed using the N-Gain test and an independent-samples t-test. The results demonstrated that the average sustainability literacy score in the experimental group increased from 56.80% to 84.10%, with an N-Gain of 0.63 (moderate), while the control group improved from 55.30% to 72.40%, with an N-Gain of 0.38 (moderate). Hypothesis testing indicated a significant difference between the two groups (p = 0.003; p < 0.05). Additionally, students’ environmental awareness in the experimental group achieved an average score of 4.28 (very high), significantly higher than the control group’s 3.65 (high), with a significance value of p = 0.002, p < 0.05). These findings demonstrate that integrating peatland ethnoscience into an Eco-Gamified PBL framework effectively enhances students’ sustainability competencies. This study provides empirical evidence for integrating local ecological knowledge and gamification into problem-based learning to support contextualized sustainability education.
Co-Authors Gusti Nida Nurkhaliza Mohamad Nor Aufa Rusmansyah Rusmansyah