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All Journal Journal on Education Pena Justisia: Media Komunikasi dan Kajian Hukum
Wahyuni Kesuma
UIN Sumatera Utara Medan
Education Law, Crime, Criminology & Criminal Justice

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Manajemen Risiko di Perguruan Tinggi Swasta Mesiono Mesiono; Wahyuni Kesuma; Febrilian Lestario; Darmawati Harahap
Journal on Education Vol 5 No 3 (2023): Journal on Education: Volume 5 Nomor 3 Tahun 2023
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v5i3.1626

Abstract

As an important element in overall project planning, risk management identifies specific risks that could have an adverse effect on project performance and measures the impact each risk may have. As the project moves forward, the team continues to address risks with technical, administrative and budgetary strategies.. Get to know the four key stages in project risk management and the steps needed to manage risk. There are four distinct phases of project risk management: (1) risk identification, (2) probability and consequence analysis, (3) risk mitigation strategies, and (4) control and documentation. Risk identification focuses on determining a realistic set of risk factors facing the project. The five main causes of project risk are (1) financial risk, (2) technical risk, (3) commercial risk, (4) execution risk, and (5) contract or legal risk. Among the most common methods for risk identification are (1) brainstorming meetings, (2) expert opinion, (3) past history, and (4) multiple or team-based assessments. Risks can be mitigated through four main things: approach. First, we simply accept the risk. We may choose to do this in situations where we have no alternative or we deem the risk small enough to be acceptable. Second, we may seek to minimize risk, perhaps through partnerships or joint ventures to reduce our company's exposure to risk. Third, we may share risks with other organizations or project stakeholders. Finally, when necessary, we may seek to shift risk to other project stakeholders. Explanation of the Analysis and Project Risk Analysis and Management (PRAM) process. PRAM is a generic project risk management approach that offers a model for life cycle steps that a project team might adopt in developing a risk management methodology. The nine distinct steps in the PRAM model represent each process phase and their associated outcomes.
The Influence of Professionalism and Achievement Motivation on the Performance of Junior High School Teachers in Binjai City Wahyuni Kesuma; Mesiono; Sakholid Nasution; Selamat Pasaribu
Pena Justisia: Media Komunikasi dan Kajian Hukum Vol. 24 No. 1 (2025): Pena Justisia
Publisher : Faculty of Law, Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/pj.v24i1.6044

Abstract

This study aims to find out: the influence of professionalism on teacher performance; the influence of professionalism on achievement motivation; the influence of achievement motivation on teacher performance; and The simultaneous influence of professionalism and achievement motivation on teacher performance. This study uses a quantitative method with the subject of the study being kindergarten teachers in Binjai City with a population of 549 and a sample of 231 people. Sampling was carried out with total sampling. The research method is a path analysis that aims to test theories and obtain research information. The results of this study are presented: 1) there is a direct influence between professionalism and teacher performance with a correlation coefficient of rX2X4 = 0.075. The effective contribution given by the professionalism variable to teacher performance is 7.5%. 2) there is a direct influence between professionalism and achievement motivation with a correlation coefficient rX2X3 = 0.811. The effective contribution given by the professionalism variable to achievement motivation was 8.1%. 3) there was a direct effect between achievement motivation and teacher performance with a correlation coefficient of rX3X4 = 0.001. The effective contribution given by the achievement motivation variable to teacher performance is 1%. 4) there was a simultaneous influence between organizational climate, professionalism, and achievement motivation on teacher performance with a correlation coefficient of rX1X2X3X4 = 0.092. The effective contribution given by the variables of organizational climate, professionalism and achievement motivation to teacher performance was 9.2%.
Co-Authors Darmawati Harahap Febrilian Lestario Mesiono Mesiono Mesiono Sakholid Nasution Selamat Pasaribu