UPAYA KEPALA SEKOLAH MENINGKATKAN DISIPLIN KEHADIRAN GURU MENGAJAR MELALUI PENERAPAN REWARD AND PUNISHMENT DI SMP NEGERI 2 BOGOR

THE PRINCIPAL'S EFFORTS TO IMPROVE THE DISCIPLINE OF TEACHING TEACHER ATTENDANCE THROUGH THE APPLICATION OF REWARD AND PUNISHMENT IN JUNIOR HIGH SCHOOLS (SMP NEGERI 2 KOTA BOGOR)The presence of teachers in teaching classes at Junior High Schools (SMP Negeri 2 Kota Bogor) is the problem behind conducting school action research. Improving the quality of learning in schools is very dependent on several factors, one of which is the discipline of teachers in teaching. This research aims to; (1) knowing the application of reward and punishment can improve attendance discipline in teaching, (2) describing the process of increasing class attendance discipline after applying reward and punishment, (3) measuring the magnitude of the increase in teacher attendance discipline in teaching in class after applying reward and punishment. This type of research is School Action Research with two cycles. Each cycle consists of planning, implementing, observing and reflecting. The results of this study are the percentage of teacher delays in class less than 10 minutes obtained in the pre-cycle of 10% increased to 50% in the first cycle, and increased again to 80% in the second cycle. This has exceeded the specified target, which is 80% of teachers are not late for class more than 10 minutes. While the percentage of teachers leaving the class according to the schedule in the pre-cycle is 0%, which means 10 teachers who are the subjects of the study left the class earlier than the specified schedule, in the first cycle there was an increase of 50% of teachers increasing the discipline of attendance in teaching by leaving the class on schedule, and increased again to 100% in cycle II. This has reached the specified target of 100% of teachers leaving the class according to the lesson schedule. Based on the results of these studies, it can be concluded that the application of reward and punishment to teachers can improve the discipline of teacher attendance in junior high schools (SMP Negeri 2 Kota Bogor)

Indonesian professional psychology education curricula: a mixed-methods study

This study explored the characteristics of curricula in Indonesian professional psychology programmes. These curricula have become a great concern of professional psychology educators in Indonesia, yet research has been very limited. Besides the high public interest in higher education psychology in Indonesia (Nurrachman, 2013) and the increasing community need for psychology services (Sarwono, 2004), Indonesia's professional psychology programmes are going through challenging times. HIMPSI1, the only professional organisation of Indonesian psychologists, and the AP2TPI2 have worked hard to provide additional regulations governing the management of professional psychology programmes. However, the programmes are still struggling to keep up with the rapid development of government regulation in higher education. The problems were escalated in 2002, when the professional psychology programmes were upgraded to the master's level. There is only minimal government regulation of curricula, compared to other educational aspects such as financial and resources standards. Consequently, problems and confusion are more apparent in the organisation of the programme curricula; hence, the basis for the focus of this research on professional psychology education curricula. Description and discussion of professional psychology programme management abounds in the Western literature (e.g., Hyslop & Cumming, 1998; Maher, 1999; Merlo, Collins, & Bernstein, 2008; Newstead & Makinen, 1997; O'Donovan, Bain, & Dyck, 2005; Pachana, O'Donovan, & Helmes, 2006; Taylor & Carless, 2006). Information on the management of professional psychology programmes in contexts other than the Western world, such as those in Asia (e.g., Qian, 2011; Shimoyama, 2011; Tanaka-Matsumi & Otsui, 2004; Y. Yang, 2004) and Africa (e.g., Gire, 2004; Koinange, 2004; Stead, 2004), have started to emerge. Unfortunately, discussions focusing on Indonesian professional programmes are minimal, and entirely absent in the most current literature. In addressing this information gap, the intention is that the study will support understanding among fellow educators and providers, and contribute to scientific discussion on professional psychology education in the literature. Given the lack of similar research and up-to-date information on the management of the Indonesian professional psychology programmes, this research firstly sought to provide an overview of the basic profiles of the programmes and further explored in-depth the characteristics of programmes curricula. Mixed research methods were used in this study, which involved the concurrent implementation of quantitative and qualitative approaches. A cross-sectional survey method using questionnaires was applied in the quantitative study and a case study method using interviews and curriculum documents was utilised in the qualitative study. Quantitative results show that the Indonesian professional psychology programmes are managed at a master's level which requires a minimum study period of two years. Clinical Psychology is offered by all programmes and Educational and Industrial Psychology by some. In all programmes, a set of academic and non-academic criteria are applied in student selection with approximately equal weighting given to each. However, admission rates tend to be varied in terms of degree of competitiveness. Lecturers in these programmes mostly hold a master's level degree as their highest educational qualification. The quantitative results also reveal some similarities between the curricula of the Indonesian programmes and the presence of characteristics of professional psychology education noted in the relevant literature. Qualitative results generated a total of six overarching themes in describing characteristics of curricula in the Indonesian programmes and provide a more complete and in-depth picture of the curricula profiles, particularly in relation to the dynamics of curriculum formation, the development of objectives and learning materials that emphasizes adherence to institutional standards and regulations, but lack attention to community needs, and the struggle to foster a scientific climate (despite the study results confirming the inclusion of a research/science component in the learning content of the programmes). The qualitative results also reveal the constraints and concerns surrounding programme management. Noteworthy among these are obstacles related to the number and characteristics of lecturers and classical debates related to generalist vs. specialist professional education. Integration of quantitative and qualitative results shows a considerable degree of alignment in explaining curriculum characteristics. Data triangulation confirms the validity and enables more comprehensive description of the profiles of the Indonesian professional psychology programmes curricula, such as in explaining programme objectives that emphasize the objective of students developing the fundamental competencies of a psychologist. Integration of the two study results also highlights the fact that the curriculum development process is dominated by a scholarly academic ideology which pays only minimal attention to societal needs. The provision of a scientific foundation in the implementation of psychological practice is also a prominent integration result, including the use of teaching and learning methods that combine lecturer-centred and other active learning methods, and comprehensive evaluation mechanisms involving various assessment methods and multiple assessors in measuring a range of student learning achievement indicators. Interestingly, results related to training models tend to vary within and between quantitative and qualitative results, in which further analysis of integrated data shows a tendency towards an application of a practitioner-scholar model in the Indonesian programmes. Results of this study indicate that in several aspects curriculum characteristics of the Indonesian professional psychology programmes – including specified concerns and obstacles – mirror those that feature in international professional psychology education. A distinct anomaly of the Indonesian programmes is that efforts to incorporate information on the needs of the community into the curricula have not been optimal, despite the adoption of a practitioner-scholar model which essentially places emphasis on factoring societal needs into professional education content. The emphatic application of a content-based model in the Indonesian programmes has had the effect of delaying the development of the competency movement that has been happening worldwide- and which, in fact, the Indonesian government has started incorporating when formulating educational output. Conclusions and further implications arising from these results are discussed, emphasizing the need to foster the development of a competency-based model in order to provide some balance to the current scholar-academic dominance in the curriculum formation, while continuing efforts to enhance the development of evidence-based practice in the education of Indonesian psychologists

POLA AKTIVITAS WISATA BELANJA DI KAMPUNG WISATA KERAMIK DINOYO, MALANG

Dinoyo ceramics tourist kampong has limited space in the effort to organize it. To formulate the concept of spatial planning in accordance with the needs and potential of space, is necessary to identify activity pattern of shopping as a major activity in economic activity that will be developed, as well as the use of space. This study uses observation and behavior mapping of visitors in corridors of the ceramics kampong. Observation time is chosen in rush hours of visitors which are known from questionnaire on the visitors and shop owners. Analysis of observation result and behavioral mapping is conducted by overlay analysis to understand pattern of travel or trip, pattern of activity, and points of visitors activity. While content analysis of the photos/video is performed to determine actors of activity, type of activity, physical order supporting activity, dimension of space, time of occurrence, and duration of activity. The results show that the pattern of shopping activities which occur in the kampong influenced by the type of products, accessibility, availability of parking areas and circulation, as well as the availability of other supporting facilities (signage, maps, location markers, food stalls, public toilets, an information center, etc).Dinoyo ceramics tourist kampong has limited space in the effort to organize it. To formulate the concept of spatial planning in accordance with the needs and potential of space, is necessary to identify activity pattern of shopping as a major activity in economic activity that will be developed, as well as the use of space. This study uses observation and behavior mapping of visitors in corridors of the ceramics kampong. Observation time is chosen in rush hours of visitors which are known from questionnaire on the visitors and shop owners. Analysis of observation result and behavioral mapping is conducted by overlay analysis to understand pattern of travel or trip, pattern of activity, and points of visitors activity. While content analysis of the photos/video is performed to determine actors of activity, type of activity, physical order supporting activity, dimension of space, time of occurrence, and duration of activity. The results show that the pattern of shopping activities which occur in the kampong influenced by the type of products, accessibility, availability of parking areas and circulation, as well as the availability of other supporting facilities (signage, maps, location markers, food stalls, public toilets, an information center, etc)