Jurnal Dinamika Pendidikan dan Pembelajaran
Jurnal Dinamika Pendidikan dan Pembelajaran mempublikasikan makalah yang mengandung "state of the art" ide, gagasan, konsep, pemikiran atau hasil penelitian terkini berkaitan dinamika pendidikan dan pembelajaran. Ruang lingkup (aim & scope) meliputi: sistem pendidikan dan pengembangan kurikulum (komponen & fungsi) yang mencakup tujuan, isi/materi & struktur, media, strategi, proses belajar mengajar, interaksi belajar mengajar, strategi pelaksanaan proses belajar mengajar (PBM) dan evaluasinya; pengembangan sistem pembelajaran yang mempertimbangkan aspek kognitif/intelektual, afektif/emosional (perasaan, minat, sikap, kepatuhan terhadap moral) dan psikomotor/keterampilan (kesiapan, peniruan, pembiasaan, penyesuaian dan penciptaaan); perencanaan pembelajaran yang mempertimbangkan aspek preferensi nilai pendidik dan analisis taksonomi perilaku; penyusunan tujuan pembelajaran yang mempertimbangkan format ABCD (A=audience, B=behavior, C=condition dan D=degree); Unsur-unsur dinamis dalam pembelajaran yang meliputi motivasi, bahan belajar, alat bantu belajar, suasana belajar dan kondisi subyek yang belajar; metode-metode pembelajaran (ceramah, diskusi, demonstrasi, ceramah plus, resitasi, eksperimental, study toor, latihan ketrampilan, metode pengajaran beregu, metode peer-teaching, metode pemecahan masalah, metode proyek, metode menjahit dan metode global; metode evaluasi mutu dan efektivitas pembelajarannya; dan lain-lain.
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<![CDATA[Hand Washing Compliance among Food Handlers in the School Food Service Operations ]]>
<![CDATA[Nornazira Suhairom]]>;
<![CDATA[Rosini Abu]]>;
<![CDATA[Abdullah Mat Rashid]]>
<![CDATA[ Jurnal Dinamika Pendidikan dan Pembelajaran Vol 1, No 2: August 2015 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science (IAES) Indonesia Section ]]>
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DOI: 10.11591/edudinamika.v1i2.489
<![CDATA[This study utilized an extended Theory of Planned Behavior (TPB) with the addition of descriptive norms and barriers constructs. The variables studied were knowledge, attitude, subjective norms, descriptive norms, perceived behavioral control, barriers, intentions and behavior of hand washing. This study involved 146 food handlers who work in 18 hostels kitchen from two types of boarding schools in Peninsular Malaysia. It was found that overall, most of the respondents demonstrated high level of attitude, subjective norms, descriptive norms, perceived behavioral control, barriers, intention and behaviors of hand washing. Result shows an average of high means of all constructs of the extended TPB. Results from the self-reported hand washing among food handlers in the foodservice operations of boarding schools suggest that an improvement should be made to the hand washing practices among food handlers. Some respondents admitted to sometimes not carrying out hand washing behavior properly, signifying that hand washing compliance are disputed. These findings have important practices implications where all food handlers should adhere to the hand washing guidelines as proposed by the Ministry of Health and the Ministry of Education to make sure they produce safe and clean foods.]]>
