KONTRIBUSI FAKTOR-FAKTOR INTERNAL TERHADAP KEBERHASILAN BELAJAR DALAM MATA KULIAH MATERI PENDIDIKAN AGAMA ISLAM : Studi Deskriptif-Analitik pada Mahasiswa STAIN Pontianak

One of subject matters that serve to form of professional attitude of Islam teacher is materials of Islam teaching (MPAI). Theoretically, the ability students to achieve the objectives of learning in that subject matter is also affected by student characteristics him/her self, such as learning style, attitude and learning habits and activities which student conducted in responding teaching strategy usedby lecturer in teaching-learning process. Themain objective of this research wasto find out the degree of contribution of learning style, attitude and learning habits and activities which student conducted in responding teaching strategy used by lecturer in teaching-learning process on student achievement in the MPAI, especially in STAIN Pontianak. Descriptive method in the ex-post facto design was used in this research study. Data were collected by GEFT (Group Embedded Figures Test) to measure learning style,SSHA(Survey of Study Habits and Attitudes) to measure attitudes and learning habits, and attitude-scaling of questioner to measure students activities in responding teaching strategy used by lecturer in teaching-learning process. Documentation was also used in this research to collected the data of students achievement in MPAI. The research results indicated that student achievement in the MPAI was significantly affected directly by student activities in responding teaching strategy used by lecturer in teaching-learning process (32,8%), while student activity itself was directly affected by learning styles, and attitude and learning habits. Contribution of learning style on student activities was 25,1%, while attitude and learning habits contributed 58,0% on student activities. Student achievement in the MPAI significantly affected by learning style (27,9%), while attitude and learning habits did not affect. Even attitude and learning habits did not directly affect students achievements in MPAI through students activities in responding teaching strategy used by lecturer (19%). The research result suggested to lecturer ofthe MPAI to give more attention on student characteristics, especially on learning styles, attitude and learning habits. It also suggested to whom wants to conduct a research related to developing teacher professional attitudes to explore more student characteristicthan this research study. Salah satu mata kuliah yang berfungsi membentuk sikap professional guru Pendidikan Agama Islam adalah mata kuliah Materi Pendidikan Agama Islam. Secara teoretis, keberhasilan mahasiswa dalam mencapai tujuan pembelajaran mata kuliah ini ikut ditentukan oleh karakteristik mahasiswa itu sendiri, di antaranya berupa gaya belajar, sikap dan kebiasaan belajar serta aktivitas yang mereka lakukan dalam merespon strategi pembelajaran yang digunakan dosen dalam perkuliahan. Tujuan utama dalam penelitian ini adalah untuk menemukan besarnya konstribusi gaya belajar, sikap dan kebiasaan belajar serta kualitas pembelajaran terhadap keberhasilan belajar mahasiswa pada mata kuliah Materi Pendidikan Agama Islam di STAIN Pontianak. Penelitian ini menggunakan metode deskriptif dalam bentuk expost facto. Untuk menjaring data yang diperlukan sesuai dengan variabel penelitian, digunakan instrument penelitian berupa: GEFT (Group Embedded Figures Test) untuk mengukur gaya belajar field dependent-field independent, SSHA (Survey ofStudy Habits and Attitudes) untuk mengukur sikap dan kebiasaan belajar, serta kuesioner berbentuk skala sikap untuk mengukur aktivitas mahasiswa dalam strategi pembelajaran langsung pada mata kuliah Materi Pendidikan Agama Islam. Temuan penelitian ini adalah bahwa aktivitas mahasiswa dalam strategi pembelajaran langsung pada mata kuliah Materi Pendidikan Agama Islam ikut ditentukan secara langsung oleh faktor gaya belajar (field dependent-field independent) sebesar 25,1% dan faktor sikap dan kebiasaan belajar sebesar 58%. Sedangkan keberhasilan belajar (prestasi akademik) mata kuliah Materi Pendidikan Agama Islam ikut ditentukan oleh gaya belajar (field dependent-field independent) sebesar 27,9%, sikap dan kebiasaan belajar mahasiswa tidak memberikan pengaruh langsung terhadap keberhasilan belajar mahasiswa dalam mata kuliah Materi Pendidikan Agama Islam. Pengaruh tak langsung sikap dan kebiasaan belajar mahasiswa melalui variabel aktivitas mahasiswa dalam strategi pembelajaran langsung terhadap keberhasilan belajar (prestasi akademik) mata kuliah Materi Pendidikan Agama Islam adalah signifikan sebesar 19%. Kadar aktivitas mahasiswa dalam strategi pembelajaran langsung juga ikut mempengaruhi secara langsung keberhasilan belajar mahasiswa sebesar 32,8%. Kepada dosen pengampu mata kuliah Materi Pendidikan Agama Islam direkomendasikan antara lain agar memperhatikan karakteristik mahasiswa berupa gaya belajar, sikap dan kebiasaan belajar dalam pelaksanaan proses perkuliahan. Beberapa hal yang terkait dengan pengembangan penelitian ini disarankan kepada penelitian yang Iain

Being a good employee: Contribution of internal locus of control to work discipline

Discipline is a condition of employee self-control and orderly behavior that indicates the true level of teamwork within an organization. One important but often difficult aspect of internal employee relations is the application of disciplinary action. This study aims to look at the relationship between the locus of internal control and the discipline of work. The subjects in this study were personnel of the Mobile Brigadier Unit in the North Sumatra Regional Police with a total of 80 personnel. The data analysis method used in this study was Pearson's correlation and obtained a very significant positive relationship between the locus of internal control and the work discipline, where r = 0.4714 and p < 0.01. This means that the higher the locus of internal control, the higher the work discipline. On the contrary the less locus of internal control, the lower the discipline of its work. The internal locus of control contributes to the work discipline of 0.510. This means 51% of internal locus control affects personnel work discipline. From this percentage, it can be stated that there is still 49% influence of other factors on the work discipline of Mobile Brigadier personnel, among them are leadership style factors, and work environment

Electrochemical Corrosion Properties of Ternary Al and Quaternary Zr Added Bell Metal in 0.1M NaCl Solution

The electrochemical corrosion property of ternary Al and quaternary Zr added Bell metal in 0.1M Sodium Chloride solution has been experimentally conducted at room temperature. Electrochemical impedance spectroscopy (EIS) method and Potentiodynamic polarization technique are used to carry out the electrochemical investigation. Microhardness test is also conducted for all three alloys and it reveals that Al addition increases the hardness of bell metal due to the formation of different intermetallic precipitates of Cu and Al. Optical Micrograph as well as Scanning Electron Micrograph have also been studied to characterize their surface condition. It is found that Zr addition refines the grain structure of the alloy and results in increase of hardness. The EIS study reveals that the corrosion resistance is seem to be augmented with the addition of ternary Al and quaternary Zr to bell metal. The potentiodynamic polarization curves disclose that both ternary Al added and quaternary Zr added alloy show better corrosion performance than the base bell metal alloy due to the formation of stable aluminium oxide film. The currentdensity (Icorr) of base bell metal showed higher value than both ternary Al added and quaternary Zr added bell metal alloys. The corrosion potential (Ecorr) and the open circuit potential (OCP) were seen to be moved to the more positive direction for the Al and Zr added alloys. Microstructure and SEM study of the alloys after corrosion revealed a formation of an oxide film on the surface of the ternary A and quaternary Zr added alloys, the probable cause of which is the presence of Al in the respective alloys

Splošne smernice akademske integritete

These general guidelines serve as a supportive document for the glossary for academic integrity (sub-output 3G) that describes the definitions of terms related to academic integrity. They serve to help build common understandings of integrity issues in both academia and business. The guidelines outline minimum requirements and responsibilities of various stakeholders in academia. Many of the guidelines are necessarily general, but, where relevant, we provide country-specific examples as well as adjusting to meet to the needs of different fields of study/research. The general guidelines are addressed to a full range of stakeholders, including national ombudspersons, judicial authorities, compliance officers, research project managers and other related bodies or units in academia (such as policy units, educators/instructors, senior administrator/managers/coordinators) as well as students, the business sector and others.Splošne smernice so podporni dokument glosarja akademske integritete (del 3G), ki vsebuje definicije terminov, povezanih z akademsko integriteto. Pomagajo pri splošnem ozaveščanju pomena integritete tako v visokem šolstvu kot tudi gospodarstvu. Smernice opisujejo minimalne zahteve in odgovornosti številnih deležnikov v visokem šolstvu. Veliko smernic je namenoma splošnih, kjer pa je to mogoče, navajamo tudi primere, ki so specifični za določene države in jih prilagajamo zahtevam različnih študijskih in raziskovalnih področij. Splošne smernice so namenjene celotnemu spektru deležnikov, vključno z nacionalnimi varuhi človekovih pravic, sodišči, pooblaščenci za skladnost poslovanja, vodji raziskovalnih projektov in ostalim visokošolskim telesom ter odborom (kot so odločevalci, učitelji/asistenti, samostojni skrbniki/menedžerji/koordinatorji) kot tudi študentom, gospodarskemu sektorju in drugim

Impact of primary kidney disease on the effects of empagliflozin in patients with chronic kidney disease: secondary analyses of the EMPA-KIDNEY trial

Background: The EMPA KIDNEY trial showed that empagliflozin reduced the risk of the primary composite outcome of kidney disease progression or cardiovascular death in patients with chronic kidney disease mainly through slowing progression. We aimed to assess how effects of empagliflozin might differ by primary kidney disease across its broad population. Methods: EMPA-KIDNEY, a randomised, controlled, phase 3 trial, was conducted at 241 centres in eight countries (Canada, China, Germany, Italy, Japan, Malaysia, the UK, and the USA). Patients were eligible if their estimated glomerular filtration rate (eGFR) was 20 to less than 45 mL/min per 1·73 m2, or 45 to less than 90 mL/min per 1·73 m2 with a urinary albumin-to-creatinine ratio (uACR) of 200 mg/g or higher at screening. They were randomly assigned (1:1) to 10 mg oral empagliflozin once daily or matching placebo. Effects on kidney disease progression (defined as a sustained ≥40% eGFR decline from randomisation, end-stage kidney disease, a sustained eGFR below 10 mL/min per 1·73 m2, or death from kidney failure) were assessed using prespecified Cox models, and eGFR slope analyses used shared parameter models. Subgroup comparisons were performed by including relevant interaction terms in models. EMPA-KIDNEY is registered with ClinicalTrials.gov, NCT03594110. Findings: Between May 15, 2019, and April 16, 2021, 6609 participants were randomly assigned and followed up for a median of 2·0 years (IQR 1·5–2·4). Prespecified subgroupings by primary kidney disease included 2057 (31·1%) participants with diabetic kidney disease, 1669 (25·3%) with glomerular disease, 1445 (21·9%) with hypertensive or renovascular disease, and 1438 (21·8%) with other or unknown causes. Kidney disease progression occurred in 384 (11·6%) of 3304 patients in the empagliflozin group and 504 (15·2%) of 3305 patients in the placebo group (hazard ratio 0·71 [95% CI 0·62–0·81]), with no evidence that the relative effect size varied significantly by primary kidney disease (pheterogeneity=0·62). The between-group difference in chronic eGFR slopes (ie, from 2 months to final follow-up) was 1·37 mL/min per 1·73 m2 per year (95% CI 1·16–1·59), representing a 50% (42–58) reduction in the rate of chronic eGFR decline. This relative effect of empagliflozin on chronic eGFR slope was similar in analyses by different primary kidney diseases, including in explorations by type of glomerular disease and diabetes (p values for heterogeneity all >0·1). Interpretation: In a broad range of patients with chronic kidney disease at risk of progression, including a wide range of non-diabetic causes of chronic kidney disease, empagliflozin reduced risk of kidney disease progression. Relative effect sizes were broadly similar irrespective of the cause of primary kidney disease, suggesting that SGLT2 inhibitors should be part of a standard of care to minimise risk of kidney failure in chronic kidney disease. Funding: Boehringer Ingelheim, Eli Lilly, and UK Medical Research Council

Effects of a metacognitive reading program on the reading achievement and metacognitive reading strategies

Öğrencilerin okuma sürecini kolaylaştırmak için başvurdukları okuduğunu anlama stratejileri 1970?li yılların sonlarında, etkili okuduğunu anlama stratejilerini kullanan öğrencilerin bu stratejileri kullanmayan öğrencilere göre daha iyi anladıkları sonucuyla beraber dikkatleri üzerine toplamıştır. Bu bağlamda, bu çalışma, planlama, izleme ve değerlendirme gibi birçok sınıf içi bilişsel aktiviteyi içinde barındıran bilişüstü okuma stratejileri üzerine odaklanmaktadır. Bu doğrultuda, araştırmacı tarafından geliştirilmiş olan bilişüstü okuma stratejileri öğretim programının, bilişüstü okuma stratejileri ve okuduğunu anlama olan etkisi araştırılmıştır._x000B_Çanakkale Onsekiz Mart Üniversitesi İngiliz Dili Eğitimi Anabilim Dalı 1. sınıfında öğrenim gören 93 öğrenci ile 2008-2009 akademik yılı güz yarıyılı boyunca İleri Okuma ve Yazma I Dersi?nde yarı deneysel bir çalışma yürütülmüştür. Aynı üniversitenin İngiliz Dili Eğitimi Anabilim Dalı ve İngiliz Dili ve Edebiyatı Bölümü?nde hazırlık sınıfı okuyan 46 öğrenciyle 2008-2009 akademik yılı bahar yarıyılı boyunca Okuduğunu Anlama Dersi?nde yarı deneysel bir çalışma yürütülmüştür. Her iki çalışmada da, ön ve son test olarak kullanılan bilişüstü okuma stratejileri anketi ve okuma testiyle birlikte, bilişüstü okuma stratejileri programı 6 hafta süreyle uygulanmıştır._x000B_Bu çalışmadan elde edilen veri, uygulanan programın geleneksel okuma dersine oranla okuduğunu anlamayı önemli bir biçimde arttırdığını ortaya koymuştur. Stratejileri tanımanın, süreçleri ve koşullarıyla ilgili bilgi edinmenin yanı sıra, uygulanan programla üst biliş üzerine farkındalık kazanmak, yalnız başına okuduğunu anlama dersini takip etmekten daha etkili bulunmuştur. Buna göre, uygulanan program özellikle çoklu eşleştirme türündeki uyum, tutarlılık, metin yapısı ve genel anlamayı ölçen soruları çözmede başarılı olmuştur. Reading comprehension strategies which readers refer to make the process of reading easier gained specific attention by the late 1970s with the conclusion that readers who use effective reading comprehension strategies comprehend better than the others who do not. In this respect, the present study focused on metacognitive reading strategies which seem to be involved in a number of classroom cognitive activities such as planning, monitoring, and evaluating. Therefore, it aimed to investigate the impact of metacognitive reading strategy training programme (METARESTRAP) which was developed by the researcher of the present study, on the use of metacognitive reading strategies and reading comprehension._x000B_A quasi-experimental pilot study was conducted at the Department of English Language Teaching (ELT) of Çanakkale Onsekiz Mart University (ÇOMU) with a number of 93 freshmen over the fall semester of the 2008-2009 academic year in Advanced Reading and Writing I Course. The quasi-experimental main study was conducted with a number of 46 preparatory class students at the departments of ELT and English Language and Literature of ÇOMU over the spring semester of the 2008-2009 academic year in Reading Comprehension Course. In both studies, pre and post tests of the reading test and Metacognitive Reading Strategy Questionnaire were administered and the six-week METARESTRAP was implemented._x000B_The statistical data generated in this study demonstrated that METARESTRAP significantly improved learners? reading comprehension skills by outperforming the conventional reading instruction. Gaining awareness on metacognition along with declarative, procedural, and conditional knowledge about metacognitive reading strategies with the implementation of METARESTRAP turned out to be more efficient than the conventional reading instruction. It can be concluded that METARESTRAP worked well specifically for multiple matching type cohesion, coherence, text structure, and global meaning questions

A FRESH LOOK AT THE EVALUATION OF ORDERING TASKS IN READING COMPREHENSION: WEIGHTED MARKING PROTOCOL

_______________ After briefly discussing techniques such as ‘the cloze test ’ and ‘gap-filling ’ employed in assessing reading, the main focus of the paper resides in the scoring process of ‘ordering tasks’, where students are asked to re-arrange the order of sentences given in incorrect order. Since the evaluation of such tasks is quite complex, Reading Teachers rarely use them in their tests. According to Alderson, Reading Teachers frequently tend to mark these tasks either wholly right or totally wrong since the partial marking process is very time-consuming. In this respect, the readers of this paper will be introduced to a new approach, namely Weighted Marking Protocol, developed by the author for ordering tasks in order to achieve a fairer evaluation. This new approach makes it possible for Reading Teachers to reward their students for all right answers and not penalize them just for a single mistake. ___________________ Language Testing Testing takes places at every stage of our lives, as well as in the language learnin

Policies Matter: Tendencies towards Academic Misconduct

Upon the breakout of COVID-19 around the world in March 2020 and due to the threat of its spread, the mode of teaching has been shifted. This sudden influx to online education is named as Emergency Remote Teaching (ERT – Hodges et al., 2000). Technology-based academic integrity infringements are affiliated with the utilization of the internet for getting aid in taking exams, plagiarizing, taking an exam on behalf of others and many more (Etter et al., 2006). This study aimed to explore students’ perception of academic misconduct through the hypothetical scenarios adapted from Lozier (2012) and individual and focus group interviews focused on three concepts: the self-evaluation as a student, the sanctions of the academic misconduct policies, the perception of the academic integrity promotion provided by the lecturers in the light of these research questions: Do the participants consider examples of a) contract cheating b) collision c) plagiarism as cheating? How serious do the participants consider the scenarios of academic misconduct? Have the participants witnessed a) contract cheating b) collision c) plagiarism? Do the participants’ perceptions of a) contract cheating b) collision c) plagiarism as cheating vary by gender significantly? What is the participants’ perception relevant to the rise or the fall of academic integrity transgression during ERT? What are the participants' perceptions regarding the sanctions of academic misconduct and integrity promotion acts provided by the institution where they study? The study was carried out in one of the public universities located in the west of Turkey called Kocaeli University (KOU), in the School of Foreign Languages (KOU SLF) in the spring term of the 2020- 2021 academic year. The participants (N=234) were the students who learned English as a foreign language EFL). The demographic features of the participants were as follows: 147 participants were female while male participants were 87 and their ages ranged from 18 to 24. Specifically, of the 234 participants, a total of 18 participants volunteered to take part in the interview. The participants’ departments were various. The questionnaire consists of twelve (12) scenarios, and contract cheating, plagiarism, collision are the academic misconduct types employed in these hypothetical scenarios. The data collected through the questionnaire from 234 participants were analyzed with the help of SPSS (Statistical Package for Social Sciences, version 25.0). Of the findings, in the light of the mean values, plagiarism scenarios were regarded as academic misconduct, contract cheating is followed by collusion scenarios. Similarly, plagiarism scenarios were considered as the most serious academic integrity transgression, while collusion scenarios were taken as the least serious academic misconduct by the participants. The findings of the third research question were consistent with the findings of the first two research questions; that is to say, the participants reported that they had witness collusion more than any other academic misconduct forms. The focus of the fourth research question was the gender variation towards academic misconduct, and the findings revealed that the female participants showed a tendency to regard the cases in the scenarios as academic misconduct. In contrast, the male participants did not consider the cases in the scenarios as academic misconduct as much as their female counterparts. The focus group interviews conducted with the three different groups of six students revealed that all participants reported that if the system had the gaps allowing academic misconduct, they would benefit from these gaps. And taking an exam for somebody else was the most common academic misconduct form among the students