PENGARUH PENCAPAIAN ISO 9001:2000 TERHADAP PENINGKATAN KUALITAS LAYANAN BELAJAR JARAK JAUH DI 11 UPBJJ-UT

Quality improvement has always been applicated by the Universitas Terbuka (UT) especially to improve its distance learning services at its regional centers. The objectives of this research are to analyze the results of the internal audit before and after the UT regional centers accepting ISO 9001:2000 certificate, to learn what the benefits of the internal audit are toward the improvement of the distance learning services in UTs regional centers, and to identify the top managers of the UTs regional centers and their staff perceptions toward the internal audit. This research was conducted between March and October 2008 in UT. The research was conducted using descriptive analysis. The report analyzing guidance, questionaires and interview guidance were employed as the research instruments. The research concluded that ISO 9001:2000 had good effects to the improvement of the distance learning services at UT regional centers. Moreover, the internal audit made the UTs regional centers did their best to improve they distance learning services and these benefits made the top managers of the UT regional centers and their staff had a good perception toward the internal audit in UT

ECE Educator Training: How to Develop Literacy and Environment Education for Children?

Loving the environment is a character that must be instilled in children from an early age. This study aims to describe how efforts to instil love for the environment in preschool. This research uses a collaboration action research method with the intervention of providing information and motivation about the importance of environmental education for ECE educators. The participants were the ECE community represented by eleven ECE teachers in the Tangerang, Sawangan Bogor, Medan, and Batam areas. Data collection was carried out by focus group discussions and interviews as well as the delivery of information related to learning and environmental literacy for children through online meetings. Content analysis was used to interpret the data in this study. The findings of this study indicate that the provision of information and motivation to eleven ECE teachers can make the eleven teachers form the spirit and knowledge of teachers to develop learning and teaching environmental literacy in early childhood classes. The teachers are also trying to green the school environment by planting trees and making various learning activities with the children to get to know and love the environment better. Keywords:  ECE educators training, environmental literacy, environmental education References: Bryman, A. (2021). Social Research Methods. Oxford University Press. https://books.google.co.id/books?id=kDZwzgEACAAJ Burdette, H. L., & Whitaker, R. C. (2005). Resurrecting Free Play in Young Children: Looking Beyond Fitness and Fatness to Attention, Affiliation, and Affect. Archives of Pediatrics & Adolescent Medicine, 159(1), 46–50. https://doi.org/10.1001/archpedi.159.1.46 Chu, H., Lee, E. A., Ryung Ko, H., Hee Shin, D., Nam Lee, M., Mee Min, B., & Hee Kang, K. (2007). Korean Year 3 Children’s Environmental Literacy: A prerequisite for a Korean environmental education curriculum. International Journal of Science Education, 29(6), 731–746. https://doi.org/10.1080/09500690600823532 Corraliza, J., Universidad Autónoma de Madrid., Collado, S., & Universidad de Zaragoza. (2019). Ecological Awareness and Children’s Environmental Experience. Papeles Del Psicólogo - Psychologist Papers, 40(2). https://doi.org/10.23923/pap.psicol2019.2896 Dada, D. O., Eames, C., & Calder, N. (2017). Impact of Environmental Education on Beginning Preservice Teachers’ Environmental Literacy. Australian Journal of Environmental Education, 33(3), 201–222. Cambridge Core. https://doi.org/10.1017/aee.2017.27 Denzin, N. K., & Lincoln, Y. S. (2012). Collecting and Interpreting Qualitative Materials. SAGE Publications. https://books.google.me/books?id=5Z8gAQAAQBAJ Disinger, J. F., & Roth, C. E. (1992). Environmental education research news. Environmentalist, 12(3), 165–168. https://doi.org/10.1007/BF01267599 Ernst, J., & Burcak, F. (2019). Young Children’s Contributions to Sustainability: The Influence of Nature Play on Curiosity, Executive Function Skills, Creative Thinking, and Resilience. Sustainability, 11(15). https://doi.org/10.3390/su11154212 Eugenio-Gozalbo, M., Aragón, L., & Ortega-Cubero, I. (2020). Gardens as Science Learning Contexts Across Educational Stages: Learning Assessment Based on Students’ Graphic Representations. Frontiers in Psychology, 11. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.02226 Evans, G. W., Otto, S., & Kaiser, F. G. (2018). Childhood Origins of Young Adult Environmental Behavior. Psychological Science, 29(5), 679–687. https://doi.org/10.1177/0956797617741894 Ewert, A., Place, G., & Sibthorp, Ji. (2005). Early-Life Outdoor Experiences and an Individual’s Environmental Attitudes. Leisure Sciences, 27(3), 225–239. https://doi.org/10.1080/01490400590930853 Friedman, S., Masterson, M. L., Wright, B. L., Bredekamp, S., & Willer, B. (2021). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8, Fourth Edition (Fully Revised and Updated). National Association for the Education of Young Children. https://books.google.co.id/books?id=Kb-vzQEACAAJ Gifford, R., & Nilsson, A. (2014). Personal and social factors that influence pro-environmental concern and behaviour: A review. International Journal of Psychology, 49(3), 141–157. https://doi.org/10.1002/ijop.12034 Jørgensen, K.-A. (2016). Bringing the jellyfish home: Environmental consciousness and ‘sense of wonder’ in young children’s encounters with natural landscapes and places. Environmental Education Research, 22(8), 1139–1157. https://doi.org/10.1080/13504622.2015.1068277 Kaiser, F. G., Brügger, A., Hartig, T., Bogner, F. X., & Gutscher, H. (2014). Appreciation of nature and appreciation of environmental protection: How stable are these attitudes and which comes first? European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee, 64, 269–277. Kaya, V., & Elster, D. (2019). A Critical Consideration of Environmental Literacy: Concepts, Contexts, and Competencies. Sustainability, 11(6), 1581. https://doi.org/10.3390/su11061581 Kidman, G., & Casinader, N. (2019). Developing Teachers’ Environmental Literacy through Inquiry-based Practices. EURASIA Journal of Mathematics, Science and Technology Education, 15(6). https://doi.org/10.29333/ejmste/103065 Kim, G., Vaswani, R. T., Kang, W., Nam, M., & Lee, D. (2017). Enhancing Ecoliteracy through Traditional Ecological Knowledge in Proverbs. Sustainability, 9(7). https://doi.org/10.3390/su9071182 Larimore, R. (2016). Defining Nature-Based Preschools. The International Journal of Early Childhood Environmental Education, 4(1), 5. Lincoln, Y. S., Guba, E. G., & Publishing, S. (1985). Naturalistic Inquiry. SAGE Publications. https://books.google.co.id/books?id=2oA9aWlNeooC López-Alcarria, A., Gutiérrez-Pérez, J., & Poza-Vilches, F. (2014). Preschool Education Professionals as Mediators of Environmental Health Education. 6th International Conference on Intercultural Education “Education and Health: From a Transcultural Perspective", 132, 639–646. https://doi.org/10.1016/j.sbspro.2014.04.366 Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edition). SAGE Publications, Inc. Mills, G. E. (2011). Action Research: A Guide for the Teacher Researcher. Pearson. https://books.google.co.id/books?id=-d1XAAAAYAAJ Olgan, R., & Kahri̇Man-Öztürk, D. (2011). An Investigation in the Playgrounds of Public and Private Preschools in Ankara. Education and Science, 36(161), 13. Otto, S., Evans, G. W., Moon, M. J., & Kaiser, F. G. (2019). The development of children’s environmental attitude and behavior. Global Environmental Change, 58, 101947. https://doi.org/10.1016/j.gloenvcha.2019.101947 Otto, S., Kaiser, F. G., & Arnold, O. (2014). The Critical Challenge of Climate Change for Psychology. European Psychologist, 19(2), 96–106. https://doi.org/10.1027/1016-9040/a000182 Pe’er, S., Goldman, D., & Yavetz, B. (2007). Environmental Literacy in Teacher Training: Attitudes, Knowledge, and Environmental Behavior of Beginning Students. The Journal of Environmental Education, 39(1), 45–59. https://doi.org/10.3200/JOEE.39.1.45-59 Phillipson-Mower, T., & Adams, A. D. (2010). Environmental Education Service-Learning in Science Teacher Education. In A. M. Bodzin, B. Shiner Klein, & S. Weaver (Eds.), The Inclusion of Environmental Education in Science Teacher Education (pp. 65–79). Springer Netherlands. https://doi.org/10.1007/978-90-481-9222-9_5 Rosa, C. D., Profice, C. C., & Collado, S. (2018). Nature Experiences and Adults’ Self-Reported Pro-environmental Behaviors: The Role of Connectedness to Nature and Childhood Nature Experiences. Frontiers in Psychology, 9. https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01055 Roth, C. E. (1992). Environmental Literacy: Its Roots, Evolution and Directions in the 1990s. ERIC/CSMEE Publications. https://books.google.co.id/books?id=8ZA6HQAACAAJ Schutte, A. R., Torquati, J. C., & Beattie, H. L. (2017). Impact of Urban Nature on Executive Functioning in Early and Middle Childhood. Environment and Behavior, 49(1), 3–30. https://doi.org/10.1177/0013916515603095 Shallcross, T., O’Loan, K., & Hui, D. (2000). Developing a School Focused Approach to Continuing Professional Development in Sustainability Education. Environmental Education Research, 6(4), 363–382. https://doi.org/10.1080/713664694 Spano, G., D’Este, M., Giannico, V., Carrus, G., Elia, M., Lafortezza, R., Panno, A., & Sanesi, G. (2020). Are Community Gardening and Horticultural Interventions Beneficial for Psychosocial Well-Being? A Meta-Analysis. International Journal of Environmental Research and Public Health, 17(10). https://doi.org/10.3390/ijerph17103584 Ulrich Müller, Viviene A. Temple, Beverly Smith, Kimberly Kerns, Kayla Ten Eycke, Jeff Crane, & John Sheehan. (2017). Effects of Nature Kindergarten Attendance on Children’s Functioning. Children, Youth and Environments, 27(2), 47–69. JSTOR. https://doi.org/10.7721/chilyoutenvi.27.2.0047 Veisi, H., Lacy, M., Mafakheri, S., & Razaghi, F. (2019). Assessing environmental literacy of university students: A case study of Shahid Beheshti University in Iran. Applied Environmental Education & Communication, 18(1), 25–42. https://doi.org/10.1080/1533015X.2018.1431163 Wals, A. E. J., & Benavot, A. (2017). Can we meet the sustainability challenges? The role of education and lifelong learning. European Journal of Education, 52(4), 404–413. https://doi.org/10.1111/ejed.12250 Wilson, R. A. (1996). Environmental Education Programs for Preschool Children. The Journal of Environmental Education, 27(4), 28–33. https://doi.org/10.1080/00958964.1996.994147

LAPORAN PRAKTEK PENGALAMAN LAPANGAN (PPL) SMA NEGERI 1 KALASAN

Praktik Pengalaman Lapangan merupakan wahana bagi mahasiswa untuk melatih diri dan menambah pengalaman dalam bidang pembelajaran dan manajerial di sekolah. PPL bertujuan untuk melatih mahasiswa agar memiliki pengalaman nyata tentang proses belajar mengajar dan diharapkan dengan PPL ini dapat menjadi bekal bagi mahasiswa untuk mengembangkan diri sebagai tenaga kependidikan yang pro ini adalah di lingkungan masyarakat sekolah, yaitu masyarakat SMA Negeri 1 Kalasan, khususnya seluruh siswa siswi SMA Negeri 1 Kalasan. Kegiatan PPL ini dilaksanakan pada tanggal 18 Juli 2016 s.d. 15 September 2016. Sedangkan mata pelajaran yang diampu penyusun adalah Mata Pelajaran Bahasa Indonesia Selama PPL penyusun mengampu 4 kelas setiap minggunya yaitu kelas XI MIPA 1, XI MIPA 2, XII MIPA 2, XII MIPA 4. Selain program mengajar, penyusun juga melaksanakan program kerja non mengajar diantaranya adalah menjadi guru piket, ikut menjaga perpustakaan, dan membudayakan 3S (Senyum, Sapa, Salam) melalui jabat tangan setiap pagi sebelum masuk kelas yang diikuti seluruh siswa, guru, serta mahasiswa yang PPL di SMA Negeri 1 Kalasan. Kurang lebih dua bulan di sekolah, mahasiswa praktik lapangan memperoleh pengalaman yang belum pernah diperolah di bangku perkuliahan, terutama dalam mengajar di kelas, tindakan kelas, baik saat teori maupun praktikum. Dalam pelaksanaan program tersebut, tidak pernah lepas dari hambatan-hambatan. Akan tetapi, dengan adanya semangat dan motivasi dari guru pembimbing lapangan, guru lain, dosen pembimbing lapangan, dan teman-teman satu tim maka segala hambatan dapat teratasi

The Role of Lifestyle as a Mediator of The Influence of Financial Knowledge on Career Women’s Financial Behavior

Women's financial knowledge is lower than men's paying attention because women control 80% of financial management. How well behaved in managing finances is determined by the level of financial knowledge. This study aims to understand how financial behavior is influenced by the level of financial knowledge and the role of lifestyle. The study focused on career women. Methods of quantitative approach and primary data were used in the study—data collection techniques by distributing questionnaires. A purposive sampling technique determined the total sample of 120 career women in Surabaya. Data analysis test with Structural Equation Modelling (SEM) technique using Smart PLS analyst tool Version 3.0. After the data analysis test was carried out, the results proved that financial knowledge affects financial behavior, lifestyle affects financial behavior and the existence of intermediaries from the lifestyle on the influence of financial knowledge on financial behavior. This research implies that the higher the financial knowledge career women have, the better their financial behavior, and they can improve their lifestyles to form appropriate and directed financial behaviors. Keywords: Financial Behavior, Financial Knowledge, Lifestyle

Evaluasi Pengukuran Kinerja Non Keuangan Pada Cafe Seminyak Bali

Penelitian ini bertujuan untuk memberikan gambaran dan alternatif solusi bagaimana peran Pengukuran Kinerja dalam menghasilkan informasi agar Badan Usaha tidak hanya berfokus pada pengukuran kinerja finansial saja namun juga pengukuran kinerja non finansial. Kedua pengukuran ini dalam setiap Badan Usaha harus dijalankan secara seimbang sehingga dapat mencapai peningkatan pendapatan. Penelitian ini menggunakan pendekatan kualitatif dengan metode wawancara, observasi, analisis dokumen. Objek penelitian berupa perusahaan yang bergerak di bidang Cafe. Temuan penelitian menunjukkan bahwa pengukuran kinerja yang ada pada Cafe sudah menerapkan non Financial performance dan financial performance. Dengan tidak berfokus pada pengukuran kinerja finansial namun juga non finansial terlihat bahwa terjadi peningkatan penjualan. Adanya analisis pengukuran non finansial maka dapat ditelusuri segala permasalahan yang masih menjadi penghambat pada Cafe Seminyak dan diperlukan adanya perbaikan sehingga terwujud continous improvement.

Proses dan Alur Kerja Social Media Specialist di Divisi Media Sosial Sindonews

Dengan semakin berkembangnya teknologi, media pun melahirkan media jenis baru yakni media daring. Tak berhenti dari media daring, penyebaran informasi semakin dipercepat dengan adanya media sosial. Media sosial adalah salah satu bentuk perkembangan teknologi yang memunculkan beragam inovasi dan penyajian konten yang berbeda. Media sosial sebagai pemberi informasi sekarang ini membuat masyarakat semakin lama semakin meninggalkan media cetak. Dalam kesempatan ini, penulis mendapatkan kesempatan untuk melakukan praktik kerja magang di salah satu media yaitu Sindonews pada divisi media sosial. Kegiatan ini memberikan penulis ilmu baru dan bidang social media journalism yang sebelumnya penulis rasa penulis masih kurang dalam praktiknya. Pengalaman kerja magang dan relasi yang terbentuk juga menjadi pembelajaran bagi penulis sebelum memasuki dunia kerja sesungguhnya. Setelah melakukan praktik kerja magang, penulis membuat laporan kerja magang yang berjudul âProses dan Alur Kerja Social media specialist di Divisi Media Sosial Sindonewsâ. Laporan ini menjelaskan tugas dan tanggung jawab penulis sebagai social media specialist di Sindonews