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All Journal Information Technology Education Journal UNM Journal of Technology and Vocational
Muhammad Arsyad Meru
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Computer Science & IT Education Social Sciences Other

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ANALISIS KINERJA GURU DAN BERBAGAI FAKTOR YANG MEMPENGARUHI PADA SMK NEGERI DI KABUPATEN WAJO Muhammad Arsyad Meru; Bakhrani Rauf; Andi Muhammad Idkhan
UNM Journal of Technology and Vocational Volume 8, Issue 1, February (2024)
Publisher : Program Studi S2 Pendidikan Teknologi dan Kejuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ujtv.v8i1.1697

Abstract

This study aims to describe the level of teachers’ education, teachers’ training experience, teachers’ teaching motivation, and teaching attitudes on teachers’ performance both independently and collectively at SMKN (public vcational schools) in Wajo regency. This study employed an ex-post facto research method in teacher performance variable. The total population were 85 people and the research samples were 68 people who were obtained by employing Proportional Random Sampling. Data collection employed documentation and questionnaires. The prerequisite tests employed normality test, linearity test, and multicollinearity test. The hypothesis tests employed simple linear regression test and multiple linear regression. The results of the study reveal that: (1) there is an influence of teacher education level on teachers’ performance at SMKN in Wajo regency. The test result shows that the sig. of 0.000 < 0.05 with a contribution of 68.6%, (2) there is an influence of teachers’ training experience on teachers’ performance at SMKN in Wajo Regency. The result indicates that the sig. 0.000 < 0.05 with a contribution of 86.4%, (3) there is an influence of teachers’ teaching motivation on teachers’ performance at SMKN in Wajo regency. The result indicates that sig. 0.000 < 0.05 with a contribution of 64.9%, (4) there is an influence of teachers’ teaching attitudes on teachers’ performance at SMKN in Wajo regency. The result indicates that sig. 0.000 < 0.05 with a contribution of 67.9%, and (5) there is an influence of education level, training experience, teaching motivation, and teaching attitudes of teachers collectively on the teachers’ performance at SMKN in Wajo regency. These results show the value of sig. 0.000 < 0.05 with a contribution of 91.5%, so the research hypothesis is accepted
The Impact of Incident-Based Learning on Network Security Practicum: Effects on Analytical and Response Skills A. Sri Bungsu Asma; Ahmad Syawaluddin; Muflihah Qanita H; Muh. Yasyfin Farhan; Muh.Kidfari; Muhammad Arsyad Meru; Muhammad Fadli Kasman
Information Technology Education Journal Vol. 4, No. 4, November (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i4.11190

Abstract

The purpose of this study is to examine the effectiveness of Incident-Based Learning (IBL) in improving students' analytical and incident response skills within network security practicum courses. The research addresses the gap in existing cybersecurity education by testing the impact of IBL compared to conventional practicum approaches, with the aim to better prepare students for dynamic and unstructured cybersecurity threats. This study employed a true experimental design with a pretest–posttest control group format. Two groups of undergraduate students participated in the study: one exposed to Incident-Based Learning and the other following a conventional practicum approach. Data were collected using performance-based assessments that measured analytical skills and incident response abilities, followed by statistical analysis using paired and independent samples t-tests, and MANOVA. The results revealed that students in the IBL group showed significantly higher improvements in both analytical skills (t(58) = 2.94, p < 0.01) and incident response skills (t(58) = 3.20, p < 0.01) compared to the control group. The MANOVA confirmed a significant multivariate effect (p < 0.05) of IBL on both competencies. While the findings suggest that IBL enhances practical cybersecurity competencies, the study's limitations include its sample size and scope, which may impact the generalizability of results to broader educational contexts. This study contributes to the field by providing empirical evidence on the effectiveness of IBL in cybersecurity education. It offers a valuable framework for improving network security curricula and paves the way for future research on integrating IBL into various technical education domains
Co-Authors A. Sri Bungsu Asma Ahmad Syawaluddin Andi Muhammad Idkhan BAKHRANI RAUF Muflihah Qanita H Muh. Yasyfin Farhan Muh.Kidfari Muhammad Fadli Kasman