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THE STUDY OF RESEARCH MANAGEMENT STANDARDS AT UNIVERSITAS DOKTOR NUGROHO MAGETAN AND INSTITUTO POLITECHNICO DE BETANO TIMUR LESTE Abdul Gafur; Eko Pujianto; Deslin Monica Sari
International Journal of Economic, Business, Accounting, Agriculture Management and Sharia Administration (IJEBAS) Vol. 3 No. 6 (2023): December
Publisher : CV. Radja Publika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijebas.v3i6.3437

Abstract

This study aims to 1) Analyze the research management standards applied at Universitas Doktor Nugroho Magetan and Instituto Politecnico De Betano, with a focus on the structures, policies, and procedures that support research activities at both institutions. 2) Evaluate the factors that influence the effectiveness of research management at both institutions, including the constraints faced in terms of funding, infrastructure, human resources, and research collaboration both nationally and internationally. 3) Compare research management practices at Universitas Doktor Nugroho Magetan and Instituto Politecnico De Betano, and identify similarities and differences in research management at both higher education institutions from different countries. 4) Provide recommendations based on research findings to improve research management standards at both institutions, in order to support the development of better quality and quantity of research in the future. This study combines qualitative data obtained through in-depth interviews, observations, and quantitative data collected through interviews and questionnaires. The conclusion of this study is that research management at Universitas Doktor Nugroho Magetan (UDN) has implemented eight national standards comprehensively according to SN-Dikti, with a relatively well-established institutional and quality assurance system. Meanwhile, Instituto Politecnico De Betano (IPB) is still in the process of consolidating towards a more structured research management system, in line with the national regulatory framework of Timor-Leste (Decree-Law No. 03/2024 and Ministerial Diploma No. 34/2021). The effectiveness of research management in both institutions is greatly influenced by human resource capacity, infrastructure availability, and policy and funding support. UDNM shows excellence in integrating research into the tridharma and internal quality-based management, while IPB stands out in the flexibility of international partnerships despite being constrained by limited facilities and human resources.
INTEGRATION OF REALISTIC MATHEMATICS EDUCATION (RME) APPROACH IN MATHEMATICS LEARNING TO IMPROVE CRITICAL THINKING OF ELEMENTARY SCHOOL STUDENTS Eko Pujianto
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 4 (2025): July
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i4.3846

Abstract

This study aims to describe the implementation of the Realistic Mathematics Education (RME) approach in mathematics learning and its impact on improving the critical thinking skills of elementary school students. The method used is descriptive qualitative with data collection techniques through observation, interviews, and documentation. The research subjects consisted of teachers and grade V students in one of the elementary schools in Medan City. The results of the study show that the RME approach is implemented through the stages of presenting contextual problems, mathematical modeling, and reflection. This approach encourages students' active involvement in the thought process and group discussions. The consistent implementation of RME results in improvements in students' critical thinking indicators, such as the ability to identify problems, provide logical reasons, evaluate solutions, and draw conclusions. In addition, students show higher enthusiasm and motivation to learn because the learning material is considered more relevant to their lives. These findings suggest that the integration of the RME approach can be an effective strategy in developing students' critical thinking skills early on, as well as supporting meaningful learning in accordance with the principles of a competency-based and character-based curriculum.