UPAYA PENINGKATAN DISIPLIN KERJA APARATUR SIPIL NEGARA (Studi Pada Kantor Kecamatan Lowokwaru Kota Malang)

Disiplin kerja dapat diartikan sebagai suatu kondisi yang tercipta dan terbentuk melalui serangkaian perilaku yang menunjukan nilai ketaatan, kepatuhan, kesetiaan, keteraturan dan ketertiban. Disiplin kerja dapat menjadi acuan keberhasilan suatu organisasi, untuk mewujudkan hal tersebut langkah awal yang harus dilakukan ialah meningkatkan disiplin pegawai yang diatur dalam Peraturan Pemerintah Nomor 53 Tahun 2010 Tentang Disiplin Pegawai Negri. Kinerja dari ASN di Kantor Kecamatan Lowokwaru sangat menentukan bagaimana tujuan dari instansi dapat tercapai, faktor yang mempengaruhi kinerja pegawai ialah disiplin kerja untuk itu ASN di tuntut memiliki sikap profesional dan memiliki komitmen yang kuat dalam melaksanakan tugas serta mengemban tugas tersebut. Tujuan penelitian ini yakni untuk mendeskripsikan dan menganalisis upaya peningkatan disiplin kerja Aparatur Sipil Negara di Kantor Kecamatan Lowokwaru, serta untuk mendeskripsikan dan menganalisis faktor pendukung dan faktor penghambat upaya peningkatan disiplin kerja Aparatur Sipil Negara di Kantor Kecamatan Lowokwaru. Dalam penelitian ini peneliti menggunakan metode deskriptif kualitatif. Pengumpulan data yang digunakan teknik observasi, wawancara dan dokumentasi. Yang menjadi informan penelitian dalam penelitian ini ialah Aparatur Sipil Negara di Kantor Kecamatan Lowokwaru yang terdiri dari Camat, Sekcam, dan empat orang pegawai Kantor Kecamatan Lowokwaru Kota Malang. Analisis dalam penelitian ini menggunakan model dari Miles, Huberman dan Saldana yang menerapkan empat langkah yakni pengumpulan data, kondensasi data, penyajian data dan penarikan kesimpulan. Dalam penelitian ini yang menjadi lokasi penelitian adalah Kantor Kecamatan Lowokwaru Kota Malang. Hasil dari penelitian yang telah dilakukan melalui wawancara, observasi dan juga dokumentasi tentang upaya peningkatan disiplin kerja Aparatur Sipil Negara, maka di peroleh gambaran tentang bagaimana disiplin kerja di Kantor Kecamatan Lowokwaru. Disiplin kerja di Kantor Kecamatan Lowokwaru sudah terlaksana dengan baik namum masih terdapat hambatan seperti kurangnya jumlah pegawai Aparatur Sipil Negara serta masih ada pegawai yang setengah-setengah dalam bekerja, dengan kondisi demikian maka akan mempengaruhi kinerja dari ASN. Secara umum penelitian ini berisikan gambaran mengenai upaya peningkatan disiplin kerja Aparatur Sipil Negara yang di ukur berdasarkan fokus penelitian

Pennsylvania Folklife Vol. 12, No. 1

• Tin: With Holes In • Nineteenth Century Shooting Matches • Dunkard Life in Lebanon Valley Sixty Years Ago • Nicholas Bervinchak • An Album of Etchings of the Pennsylvania Coal Region • Corn Culture in Pennsylvania • Rye Bread Lehigh County Style • Dutchified-English : Some Lebanon Valley Examples • The Pennsylvania Dutch Folk Festival: A European Reporthttps://digitalcommons.ursinus.edu/pafolklifemag/1009/thumbnail.jp

‘[It] isn’t designed to be assessed how we assess’:Rethinking assessment for qualification in the context of the implementation of the Curriculum for Wales

This paper reports teacher and learner perspectives on how assessment and reform influences pedagogical practices and behaviours. The research was conducted in a context of policy reform, at a time when Wales’ revised General Certificate of Secondary Education (GCSE) specifications had been implemented, and learners were preparing for their assessments; but, also during the period of debate on the development of Wales’ new curriculum, which has taken a distinct and contrasting position on assessment to the assumptions underlying the reform of Welsh GCSEs implemented from 2015. These data, therefore, offer unique insights into the affordances and limitations of two sharply contrasting systems at a time of considerable change, offering reflections on the current curriculum and its attendant assessment practices, and also a prospective analysis of how the principles embedded in the new curriculum could challenge these existing assumptions and conventions. Findings suggest that teachers and learners currently inhabit an assessment‐driven system, which encourages performative practices in pedagogy and is governed by external accountability; and that these practices are at odds with the principles of assessment articulated in Successful Futures. Consequently, teachers in this study expressed uncertainty about how assessment for certification purposes at GCSE could be compatible with the principles of the Curriculum for Wales

A university-based model for supporting computer science curriculum reform

Computer science curriculum reform in the United Kingdom has been subject to substantial scrutiny—as it has in many other countries around the world—with England introducing a radical new computing curriculum from September 2014. However, in Wales—a devolved nation within the UK—political, geographical and socio-cultural issues have to date hindered any substantive educational policy or curriculum reform for computer science. In this paper, we present the activities of Technocamps, a national university-based schools outreach programme founded in 2003, and consider its wider impact on computer science education, schools, pupils and teachers in Wales. In contrast to successful interventions elsewhere in the UK in building and sustaining communities of practice, certain political and cultural challenges in Wales have largely prevented these successful models from being adopted. Through the consideration of the national case study presented in this paper, we demonstrate the necessity of the nation-wide school- and student-focused Technocamps model in building resilient and scalable practitioner-led support networks. Furthermore, with emerging curriculum reform in Wales, we frame the wider opportunity for computer science education and sustainably embedding cross-curricular digital competencies—along with changing the wider public perception and perceived value of computer science as an academic discipline—as a prospective replicable case study of a national engagement model for nations with similar aspirations of developing digitally confident and capable citizens. To this end, we conclude by drawing out the important lessons learnt for consideration when embarking on a programme of national curriculum reform and associated professional development

Cynnydd dysgu yn y dyniaethau: canfod tensiynau wrth gyfleu cynnydd yn y dyniaethau yng Nghymru

Mae’r papur hwn yn edrych ar y tensiynau sy’n codi wrth gyfleu cynnydd mewn dysgu yn nisgyblaethau’r Dyniaethau. Ar sail ein hadolygiad o ymchwil yn nisgyblaethau’r Dyniaethau, cwricwla rhyngwladol ar gynnydd yn y meysydd hyn a myfyrdodau o weithgarwch proffesiynol ym ‘Maes Dysgu a Phrofiad’ y Dyniaethau, sydd newydd gael ei ddiffinio yn y Cwricwlwm i Gymru newydd, mae’r papur hwn yn disgrifio sut mae cynnydd dysgu yn y Dyniaethau wedi’i gysyniadoli yn y cwricwlwm newydd ac wedyn yn amlinellu ac yn adolygu’n feirniadol bedair her a gododd wrth ganfod a disgrifio’r cynnydd dysgu yng nghwricwlwm newydd y Dyniaethau. Mae’r tensiynau’n cynnwys y berthynas rhwng disgyblaethau; y cydbwysedd rhwng gwybodaeth, sgiliau a gwerthoedd; y gwahaniaethau rhwng modelau cynnydd sylfaenol yn y Dyniaethau; a chydbwyso cymhlethdod y dysgu ag ystyriaethau ymarferol ar gyfer cwricwlwm cenedlaethol. Drwy ddefnyddio’r Model Newid Integredd, mae’r papur hwn yn cyfrannu drwy gynnig mewnwelediadau newydd i agweddau eang ar gynnydd dysgu yn y Dyniaethau a thrwy dynnu sylw at y buddion a heriau dichonol o wneud penderfyniadau penodol mewn perthynas â phob un o’r tensiynau hyn. Trafodir goblygiadau sy’n codi mewn perthynas â chynllunio’r cwricwlwm ac ymchwil yn y dyfodol, yn cynnwys y rôl sylfaenol sydd gan ddysgu proffesiynol wrth ddatblygu a gweithredu’r cwricwlwm

Ensuring the right to education for Roma children : an Anglo-Swedish perspective

Access to public education systems has tended to be below normative levels where Roma children are concerned. Various long-standing social, cultural, and institutional factors lie behind the lower levels of engagement and achievement of Roma children in education, relative to many others, which is reflective of the general lack of integration of their families in mainstream society. The risks to Roma children’s educational interests are well recognized internationally, particularly at the European level. They have prompted a range of policy initiatives and legal instruments to protect rights and promote equality and inclusion, on top of the framework of international human rights and minority protections. Nevertheless, states’ autonomy in tailoring educational arrangements to their budgets and national policy agendas has contributed to considerable international variation in specific provision for Roma children. As this article discusses, even between two socially liberal countries, the UK and Sweden, with their well-advanced welfare states and public systems of social support, there is a divergence in protection, one which underlines the need for a more consistent and positive approach to upholding the education rights and interests of children in this most marginalized and often discriminated against minority group

Learning Progression in the Humanities: Identifying tensions in articulating progression in Humanities in Wales.

The paper explores tensions in the articulation of progression in learning across the Humanities disciplines. Informed by our review of research in the Humanities disciplines, international curricula on progression in these areas, and reflections from professional activity within the newly defined Humanities ‘Area of Learning and Experience’ (AoLE) in the new Welsh curriculum, this paper describes how learning progression in Humanities has been conceptualised within the new curriculum and then delineates and critically reviews four challenges that emerged when identifying and describing progression in learning in the new Humanities curriculum. Tensions include the relationship between disciplines; the balance between knowledge, skills and values; the differences between underlying models of progression in Humanities; and balancing the complexity of learning with practical considerations for a national curriculum. Underpinned by the Integrity Model of Change, this paper makes a contribution, through providing new insights on broad aspects of learning progression in Humanities and highlighting potential benefits and challenges of taking particular decisions within each of these four tensions. Implications for curriculum planning and future research are offered, including the fundamental role of professional learning in curriculum development and enactment

Excellent schools A vision for schools in Wales in 21st century

Title from cover Added title from cover in Welsh: Ysgolion ardderchog: gweledigaeth i ysgolion yng Nghymru yn ystod yr 21st ganrif. Parallel text in English and Welsh, printed tete-becheSIGLEAvailable from British Library Document Supply Centre- DSC:m03/11698 / BLDSC - British Library Document Supply CentreGBUnited Kingdo