Surantohttp://hdl.handle.net/11617/81842024-03-29T07:13:08Z2024-03-29T07:13:08ZPengembangan Model Kompetensi Peningkatan Skill MahasiswaSurantohttp://hdl.handle.net/11617/82122018-03-19T05:06:21Z2012-10-03T00:00:00ZPengembangan Model Kompetensi Peningkatan Skill Mahasiswa
Suranto
Penelitian ini bertujuan mengembangkan model kompetensi mahasiswa dalam rangka peningkatan keterampilan dan pengetahuan mahasiswa. Model dikembangkan melalui doing praktek langsung) dan empowering (pemberdayaan). Langkah pengembangan meliputi: (1) desain model instrumen angket, dan validasi terhadap model, cengan pengukuran goodness of fit; (2) ujicoba model untuk mengukur efektifitas kerja modef. Validasi model diambil 40 mahasiswa yang mendapat perlakuan doing dan empowering dipilih menggunakan teknik simple random sampling. Pengumpulan data dilakukan melalui wawancara dan angket. Data dianalisis melalui konsep SEM (Structural Equation Metodeling yang digunakan dalam ujicobe lapangan adalah eksperimen semu, yaitu kelompok dan kelompok kontrol (pretest-posttest control group design). Subjek ujicoba sebanyak 20 mahasiswa pada program studi teknik informatika kelas requler yang dikenai program kompetensi disebut Comparative eksperimen dan 20 mahasiswa pada program studi teknik informatika komputer kelas sebagai kelompok kontrol yang tidak dikenei program kompetensi. Data dianalisis menggunakan untuk mengetahui perbedaan secara signifikan perlaku kelompok eksperimen dan kelompok control.
Hasil penelitian pengembangan model kornpetensi ini dinyatakan valid sesuai nilai probability . 0.0.781, Goodness of Fit Model (GFI) 0. 8265, Adjusted Goodness of Fit Index (AGFI) 0. 8760 Fit Index (CF/) 0. 9838, dan Root Mean Square Error of Approximation (RMSEA) 0..0.570.. Model dinilai efektif karena mampu meningkatkan kompetensi keterampi/an mahasiswa. Hasil analisis . Konfirmasi (CFA) menunjukkan bahwa setiap variabel laten terbukti dibentuk ofeh manifest-manifes satu Model diterapkan memiliki dampak kecenderungan positif dalam rangka peningkatan
mahasiswa, sete/ah mendapat perlakuan program kompeiensi. Variabel laten capaian hasil direfleksikan oleh menites: (1) siap kerje, (2) mandiri berwireusene, (3) keterampi!an manajerial kompetensi lulusan, (5) indeks presiesi, (6) mental kreatif dan inovatif
2012-10-03T00:00:00ZAchievement Motivation Training and Positive Character Building Bintalsiks Students VocationalSurantohttp://hdl.handle.net/11617/82112018-03-19T05:01:24Z2012-10-01T00:00:00ZAchievement Motivation Training and Positive Character Building Bintalsiks Students Vocational
Suranto
This study uses a quantitative approach, to determine the role of Achievement Motivation Training (AMT) and the physical mental spiritual guidance (Bintalsiks) build positive character traits (mental discipline, responsibility, honest, trustworthy, independent, hard work, motivation, teamwork, fearing the lord) on vocational students of Muhammadiyah University of Surakarta. This study was conducted in September 2012 on the machine student of some 20 students to test the validity of the reliability of the questionnaire, and 30 students of the machine [() test the effect of achievement motivation training and the formation of character bintalsiks 'vocational . students Muhammadiyah University of Surakarta. The collection of data through questionnaires, observations, and interviews. The method uses regression analysis to determine the effect of variable achievement motivation training and physical mental spiritual guidance to vocational students positive character variable. Models of learning achievement motivation training conducted one week in shobron boarding school material covering religious spiritual, motivational and motivational games,
as well as physical mental spiritual guidance held at the headquarters of Brigif 6/2
Kostrad form of material nationality, discipline, religious and fighting spirit of a soldier. Learning achievement motivation training is participatory and interactive bintalsiks and ''paikem gembrot" (active learning, innovative, creative, effective, fun. happy and weighted) or learning is fun. The benefits of this research as an input of teachers/instructors, students, managers institution that supplies bintalsiks achievement motivation training and provide significant input in the formation of positive character performance improvement/quality of students vocational courses machine, this proved to achievement motivation training and influence bintalsiks students positive characterformation of 0.904 or 90.4%' Based on the results of the analysis that the better achievement motivation training and bintalsiks applied, the better students positive character vocational heavy equipment program at the University of Muhammadiyah Surakarta.
2012-10-01T00:00:00ZModel Bimbingan Mental Spiritual dan Fisik (Bintalsik) Peningkatan Karakter Peserta Didik Pada Pendidikan VokasiSurantohttp://hdl.handle.net/11617/82102018-03-19T05:01:32Z2011-04-01T00:00:00ZModel Bimbingan Mental Spiritual dan Fisik (Bintalsik) Peningkatan Karakter Peserta Didik Pada Pendidikan Vokasi
Suranto
Tujuan penelitian ini ada/all untuk tnengetahui apakah model bimbingan mental spiritual dan fisik (bintalsik) mampu meningkatkan pembentukan karakter peserta didik pada pendidikan vokasi. khususnya mahasiswa SMK. Penelitian ini mengambil data pada peserta didik SMK sejumlah 20 orang. dan pengumpulan data dengan angket dan observasi, wawancara. Metode analisis dengan regresi untuk mengerahni ada pengaruh yang siqnifikan atau tidak antara variabel bimbingan mental spiritual (X1). bimbingan fisik (X2) terhadap variabel pembentukan karakter (Y) Diketaliui hasil persamaan regresi Y=3.660 + 0.803X1 + 0.442X2. Persamaan ini bisa diartikan bahwa semakin baik bimbingan mental spiritual yang diberikan maka semakin baik pula karakter peserta didik, begitu pula semakin besar bimbingan mental fisik peserta didik maka semakin besar pula karakter yang hasilkan. Besarnya pengaruh ini bimbingan mental spiritual dan bimbingan fisik terhadap pembentukan
karakter sebesar 0.984 atau 98.4%. Dengan demikian pendidikan berbasis bintalsik mampu mempengaruhi pembentukan karakter peserta didik pada pendidikan vokasi.
2011-04-01T00:00:00ZAnalysis of Entrepreneurship Learning To Improve Mental Entrepreneurial In StudentSurantohttp://hdl.handle.net/11617/82072018-03-19T05:00:58Z2011-07-09T00:00:00ZAnalysis of Entrepreneurship Learning To Improve Mental Entrepreneurial In Student
Suranto
This study aims to knows about the differences of entrepreneurial mental for students who have received entrepreneurship courses with students who have never received entrepreneurship courses. Students are said have enterpreneurial mentalif in itself has an indicator on professionals and independent businesses with the characteristics: independence of effort, management skill, the skill of thing king, innovative, creative, dare to try, never give up, the spirit of trying, trying ideas, job-oriented, dare to face the risks, responsibilities, hard work, ready to work under pressure, networking, broad thinking, self-development and work professionally.
The data collection technique used questionnaire data, interval scale, direct observation, intet\,iews and documentation, also libraries study. The technique of data analysisused validity and reliability of the questionnaire. Data analysis with Mann Whitney test, to determine the differences of entrepreneurial mental in students, comparing who have earned and have not earned the entrepreneurship material in Informatics Engineering Departement of Sainstek UIN Sunan Kalijaga Yogyakarta.
This study consist of 40 people to examine the validity and reliability of the questionnaire. The number of respondents are 80 students in accordance with the table Harry King, and also the Mann Whitney test was used to determine the differences of entrepreneurial mental in students before and after learning the entrepreneurship material. Based on the data processing with Mann Whitney test, we found the result of Zcount<Ztable (-2.008 <-1.965) and probability 0.021 <0.05, this indicates that there is significance differences between students who have never received thecourse of entrepreneurship material with student who have received the course of entrepreneurship material.
2011-07-09T00:00:00Z