Evaluasi Tingkat Keberhasilan Pembelajaran Online dengan Menggunakan Metode Fuzzy Mamdani

Online learning is no longer a new thing for many schools today, online learning is a solution for schools, teachers and students to continue to carry out teaching and learning activities even though they are separated by distance. With this solution, it is also necessary to have an evaluation process to measure whether this method is really successful and feasible to use. SMK Negeri 1 Tapalang Barat is a school that still applies online learning to this day because the school building is still under renovation. However, the evaluation process of the learning process has never been carried out, departing from these problems, this study discusses the evaluation of the success rate of online learning using the Mamdani fuzzy method. The test subjects in this study were students of class XII Teknik Audio Video at SMK Negeri 1 Tapalang Barat, whose data were taken from school archives and the distribution of questionnaires to students and teacher responses to the evaluation system of online learning success rates were collected through questionnaires. The data that has been collected will be analyzed using a quantitative approach. The results showed that the system built to facilitate the school in evaluating student learning in online learning for class XII Teknik Audio Video at SMK Negeri 1 Tapalang Barat has been successfully tested and runs according to its functionality and has succeeded in meeting the needs of the school for the problems faced, both from the point of view of the authors and users who use the system, as well as the manual calculation of the mamdani fuzzy method has been successfully applied to the system

Pengaruh Pajak, Tunneling Incentive, dan Mekanisme Bonus Terhadap Transfer Pricing

Abstrak  Penelitian ini bertujuan untuk mengetahui adanya pengaruh pajak, tunneling incentive, dan mekanisme bonus terhadap transfer pricing pada perusahaan manufaktur yang terdaftar di Bursa Efek Indonesia (BEI) periode tahun 2017-2021. Populasi dalam penelitian ini adalah seluruh perusahaan manufaktur yang terdaftar di Bursa Efek Indonesia (BEI). Pengambilan sampel dalam penelitian ini dilakukan dengan metode purposive sampling diperoleh sampel sebanyak 20 perusahaan yang memenuhi kriteria dan observasi pengamatan selama lima tahun diperoleh 100 data. Penelitian ini menggunakan Eviews 12 sebagai alat dalam mengolah data sekunder. Metode analisis data dilakukan dengan pengujian analisis statistik deskriptif, asumsi klasik, dan uji hipotesis. Hasil penelitian menunjukan bahwa secara simultan Pajak, Tunneling Incentive, dan Mekanisme Bonus berpengaruh terhadap Transfer pricing. Pajak tidak berpengaruh terhadap Transfer Pricing.  Tunneling incentive berpengaruh signifikan terhadap Transfer Pricing. Mekanisme bonus tidak berpengaruh terhadap Transfer Pricing.  Artikel Diterima: 24 Juni 2023Artikel Revisi:....Artikel Dipublikasi: ...Kata Kunci: Pajak, Tunneling Incentive, Mekanisme Bonus, Transfer Pricing.Korespondensi:....

PROBLEMATIKA KARAKTER PESERTA DIDIK DI SEKOLAH DASAR INPRES 2 BAINA’A KECAMATAN SIDOAN KABUPATEN PARIGI

The purpose of this study is to find out the character problems of students at Inpres 2 Baina'a Elementary School, Sidoan District, Parigi Moutong Regency. Method of this study is qualitative in the form of field research, research data is collected through observation, interviews, and documentation. Analysis with the process of data reduction analysis and data presentation. Based on the results of the study it was found that in general, the problems with the character of students, namely, lack of discipline, low motivation to learn, lack of independence and honesty in learning and lack of social care and love for the environment that students hav

2014 LSE Africa Summit: Key trends influencing African Entrepreneurship today

LSE’s Sakina Badamasuiy discusses how the 2014 LSE Africa Summit will play a key role in maximising awareness of key trends in African entrepreneurship

Learner’s Autonomy in Learning English as a Foreign Language : A Case Study at a State University in Bandung

This paper presents the outcome of a case study research which is particularly aimed at investigating dimensions and degree of learner autonomy in EFL learning particularly in an English education program, situations under which learners learn autonomously, and how lecturers’ perception of learner autonomy influences their efforts to encourage learner autonomy. To collect the data, a questionnaire adapted from Murase (2009) was distributed to fourty first-year undergraduate students of a university in Bandung and interview was addressed to nine undergraduate learners and four lecturers. The findings showed that all dimensions of learner autonomy are found and each dimension is reflected in various degrees. The degree of technical and political dimensions of learner autonomy is in respect not as satisfactory as expected. However, the degree of learner autonomy in the psychological and socio-cultural dimension is high enough. There are four major aspects related to situations under which learners learn autonomously, including the subject matter, the lecturer, the time, and the challenging task. The lecturers’ perception about learner autonomy influences their efforts to encourage learner autonomy in their courses. They attempted to promote learner autonomy in terms of the technical, psychological, and social dimensions. It is recommended for further research to investigate learner autonomy in a more specific context of class, for example learner autonomy in a speaking class, in order to get more in-depth data. ; Artikel ini menampilkan hasil penelitian studi kasus yang bertujuan untuk menginvestigasi dimensi dan tingkat learner autonomy dalam kegiatan pembelajaran Bahasa Inggris sebagai bahasa asing khususnya pada program pendidikan Bahasa Inggris, situasi dimana mahasiswa belajar secara otonomi, dan bagaimana persepsi dosen tentang learner autonomy mempengaruhi upaya mereka untuk mendorong otonomi mahasiswa. Untuk mengumpulkan data, sebuah kuesioner yang diadaptasi dari Murase (2009) didistribusikan kepada empat puluh mahasiswa tingkat satu di sebuah universitas di Bandung dan wawancara ditujukan pada sembilan mahasiswa dan empat dosen. Penemuan menunjukkan bahwa semua dimensi learner autonomy ditemukan dan masing-masing dimensi memiliki tingkat yang berbeda-beda. Tingkat learner autonomy dalam dimensi teknis dan politis tidak sesuai harapan. Akan tetapi, tingakt learner autonomy pada dimensi psikologis dan sosial-budaya cukup tinggi. Ada empat aspek yang berkaitan dengan situati dimana mahasiswa belajar secara otonomy, yaitu berkaitan dengan mata kuliah, dosen, waktu, dan tugas yang menantang. Persepsi dosen tentang learner autonomy mempengaruhi upaya mereka untuk mendorong learner autonomy di kelas mereka. Mereka berusaha mendorong learner autonomy pada dimensi teknis, psikologis, dan sosial. Disarankan untuk penelitian selanjutnya untuk menginvestigasi learner autonomy dalam konteks kelas yang lebih spesifik, contohya learner autonomy pada kelas speaking, untuk mendapatkan data yang lebih mendalam

Teachers and Students Perceptions of Grammar Teaching in Curriculum 13

This research is aimed at investigating teachers’ and students’ perceptions on the role of grammar in English teaching learning and how grammar is taught in curriculum 13. The research employed a qualitative descriptive design. The data were gathered through questionnaire and interview. The participants involved in this research were three English teachers and thirty students of grade X and XI in a private senior high school in Bandung. The findings revealed that the teachers and students had the same view about the importance of grammar both in language teaching learning and communication. Although the majority of them agreed that the knowledge of grammar is beneficial in both speaking and writing activities, there were a few of them who disagreed its importance in speaking. Furthermore, teachers and students in this research were aware that grammar in the curriculum 13 is more appropriate to be taught under Communicative Language Teaching (in which grammar is taught integrated into communicative activities, inductively, and with contextualized grammar practice) than under Grammar Translation Method (in which grammar is taught in separate lesson, in deductive approach, and emphasizing practice of patterns). From the findings, it was recommended that grammar needs to be taught in the current curriculum using Communicative Language Teaching method