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All Journal International Journal of Education Jurnal Administrasi dan Manajemen Pendidikan Islam
Oktavianto, Dwi Bhakti
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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STUDENTS' METACOGNITIVE SKILLS AND CRITICAL READING SKILLS OF KOREAN TEXTS: HOW DO THEY CORRELATE? Ansas, Velayeti Nurfitriana; Azizah, Asma; Oktavianto, Dwi Bhakti; Nasihin, Siti Balqis
International Journal of Education Vol 16, No 1 (2023): February 2023
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v16i1.40862

Abstract

Metacognitive skills are considered a pivotal modal for students to develop critical literacy, especially in reading activities, as part of the main goals of 21st-century language education. These skills also help the students succeed in their learning process because they involve the ability to evaluate one's capacity and achievement in learning. Although much research has been initiated, Korean as a foreign language (KFL) student is little known. To fill the void, this ongoing study investigates the level of metacognitive skills in reading among Indonesian undergraduate students majoring in Korean language education. Employing a descriptive quantitative approach, the researchers distributed a questionnaire and interview on students’ metacognitive skills in critical reading.  What about items about critical reading skills? It also turned out you have interview data. please include here in the abstract. The data were analyzed, focusing on the mean scores and percentages to get the main points of the student's responses and how students apply their metacognitive skills in critical reading. The results showed that as many as 75% of students had a moderate level of metacognitive skills, and only 5.5% had a high level of metacognitive skills. This shows that students' metacognitive abilities still need to be improved.  Of the eight indicators measured, the ability in time management shows a low value. Meanwhile, the ability to implement strategies shows a high value. It can be concluded that students still have to improve their metacognitive skills in critical reading, especially in time management.
PERAN KEPEMIMPINAN DALAM MEMBANGUN BUDAYA K3 DI INSTITUSI PENDIDIKAN Nurdin, Nurdin; Oktavianto, Dwi Bhakti; Fadillah, Firda Fahriana; Altafunnisa, Putri Intan; Yunita, Risma
Jurnal Administrasi dan Manajemen Pendidikan Islam Vol. 2 No. 2 (2025): Article
Publisher : CV. Pustaka An Nur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62058/jampi.v2i2.125

Abstract

Keselamatan dan Kesehatan Kerja (K3) merupakan elemen krusial dalam manajemen organisasi, terutama di lingkungan pendidikan, di mana kompleksitas aktivitas dan interaksi antar individu dari berbagai latar belakang meningkat. Budaya K3 yang kuat diperlukan untuk melindungi seluruh warga pendidikan dari risiko kecelakaan dan penyakit akibat kerja. Penelitian ini mengidentifikasi peran kepemimpinan dalam membangun budaya K3 yang efektif, dengan menekankan bahwa pemimpin harus menjadi teladan dan agen perubahan dalam praktik keselamatan. Berbagai studi menunjukkan bahwa gaya kepemimpinan transformasional dan partisipatif dapat meningkatkan kesadaran dan kepatuhan terhadap K3. Namun, tantangan seperti kurangnya pelatihan, kebijakan yang bersifat top-down, alokasi anggaran yang minim, dan inkonsistensi dalam penerapan kebijakan masih menghambat implementasi K3 di institusi pendidikan. Melalui pendekatan studi literatur, penelitian ini bertujuan untuk mengidentifikasi praktik-praktik terbaik dalam kepemimpinan K3 dan relevansinya untuk diterapkan di lingkungan pendidikan. Hasil penelitian menunjukkan bahwa optimalisasi budaya K3 sangat bergantung pada kepemimpinan yang adaptif dan proaktif, serta melibatkan seluruh komunitas pendidikan dalam proses perumusan dan implementasi kebijakan K3. Dengan demikian, penelitian ini diharapkan dapat memberikan kontribusi teoritis dan praktis dalam menciptakan lingkungan belajar yang aman, sehat, dan berkelanjutan.
Co-Authors Altafunnisa, Putri Intan Azizah, Asma Fadillah, Firda Fahriana Nasihin, Siti Balqis Nurdin Nurdin Yunita, Risma