Determination of the Winner of Project Tender Using Analytical Hierarchy Process

Determination of the winner project tender is a fairly complex job. This is because the selection of winners is based on various criteria. On the other  hand Analytical Hierarchy Process (AHP) is one method frequently used in the development of Decision Makers System. The principle of AHP method is choice of a decision based on consideration of various criteria. Such conditions make the AHP method suitable to be applied in determining the winner of the tender project. In this research, AHP architecture uses seven criteria, and seven alternatives. The seven criteria are price, specification, time, support, warranty, experience, and the browser. Meanwhile, the company that the alternatives to be selected are companies that have passed the prequalification stage. The winner is determined based on the order of greatest priority value

Ilmu pengetahuan sosial SMP/MTs Kelas VIII: buku guru

Pembelajaran IPS kelas VIII bertujuan untuk memberikan wawasan kepada siswa tentang berbagai gejala sosial pada lingkup ASEAN melalui pemahaman konektivitas ruang dan waktu beserta aktivitas dan interaksi sosial yang ada di dalamnya. Keragaman kondisi yang dimiliki negara-negara ASEAN merupakan potensi sumberdaya yang dapat digunakan untuk memenuhi kebutuhan penduduknya dalam dimensi ruang dan waktu serta ikatan konektivitas multidimensi sehingga kondisi gejala beserta keunggulan yang dimiliki oleh masing-masing negara ASEAN akan dapat berfungsi sebagai sumberdaya pembangunan. Buku Panduan Guru Ilmu Pengetahuan Sosial (IPS) ini mengarahkan guru dalam melaksanakan proses pembelajaran IPS, memiliki kemauan serta kemampuan untuk mencari dan memanfaatkan sumber-sumber belajar yang tersedia di baik di sekolah maupun di lingkungan sekitarnya. Fokus kajiannya diarahkan pada upaya mendorong siswa memahami serta memiliki pemahan tentang keunggulan wilayah, kekayaan sumberdaya alam, sumberdaya manusia, ataupun sumberdaya budaya yang kita miliki, serta pemanfaatannya. Pembelajaran IPS perlu diarahkan sampai membuat siswa terampil dan aktif dalam mengamati, menanya, menalar, mencoba, serta membentuk jaringan pengetahuan yang dikuasainya secara ilmiah (scientific). Sementara itu, proses pembelajarannya menggunakan Model Pembelajaran Berbasis Proyek, Pembelajaran Inkuiri, dan Pembelajaran Discovery. Dalam pembelajaran IPS, peran guru sangat penting untuk mengarahkan sekaligus menjadi pendorong/ motivator bagi aktivitas siswa dengan berbagai kegiatan yang dicontohkan dalam buku ini. Guru dapat dan bahkan sangat dianjurkan untuk memperkaya materi secara kreatif dalam bentuk kegiatan-kegiatan yang relevan yang bersumber dari lingkungan alam, sosial, maupun budaya yang ada di sekitar siswa. Pembahasan buku ini dibagi dalam dua bagian, yaitu Bagian I, yang berisi Petunjuk Umum, dan Bagian II, yang berisi Petunjuk Khusus. Buku Panduan Guru ini sangat terbuka untuk diberi masukkan dan akan terus menerus dilakukan perbaikan dan penyempurnaan. Untuk itu, pemerintah mengundang para pembaca untuk memberikan kritik, saran dan masukan yang berharga untuk perbaikan dan penyempurnaan buku ini. Atas kontribusinya, diucapkan terima kasih. Mudah-mudahan kita dapat memberikan kontribusi yang terbaik bagi kemajuan dunia pendidikan dalam rangka mempersiapkan generasi “Indonesia Emas” seratus tahun Indonesia Merdeka pada tahun 2045

Ilmu pengetahuan sosial SMP/MTs Kelas VIII

Pembelajaran IPS ditujukan untuk memberikan wawasan yang utuh bagi siswa SMP/MTs tentang berbagai gejala sosial, melalui pemahaman tentang konektivitas ruang dan waktu beserta aktivitas dan interaksi sosial di dalamnya. Buku IPS khususnya Kelas VIII SMP/MTs ini disusun berbasiskan pemikiran seperti di atas, dengan menempatkan bidang ilmu Geografi sebagai landasan (platform) pembahasan mengenai berbagai aspek dari bidang sejarah, ekonomi, dan sosiologi. Melalui IPS, siswa dikenalkan keragaman potensi wilayah secara utuh. Secara berjenjang penekanan wilayah kajian IPS di SMP dari kelas VII, VIII, dan IX terus meluas. Kelas VII menekankan interaksi keruangan dalam lingkup Indonesia, kelas VIII lingkup ASEAN, dan Kelas IX lingkup global. Kajian tetap menjadikan Indonesia sebagai pusat pandangan sehingga pengenalan negara-negara asing tidak menekankan kajian negaranegara asing, tetapi menekankan bagaimana hubungan Indonesia dengan negara-negara dunia dan pengaruhnya bagi pembangunan nasional. Dengan demikian, diharapkan siswa memiliki kesadaran keunggulan, lokal dan nasional, serta berwawasan global. Keragaman kondisi yang dimiliki negara Indonesia merupakan potensi sumber daya yang dapat digunakan untuk memenuhi kebutuhan penduduknya dalam dimensi ruang dan waktu serta ikatan konektivitas multidimensi, sehingga masing-masing kondisi gejala beserta keunggulannya akan dapat berfungsi sebagai sumber daya pembangunan. Dalam kaitan dengan keragaman ini, sumber daya yang kita miliki mencakup sumber daya lokasi, sumber daya manusia, sumber daya alam, dan sumber daya budaya. Dengan keragaman serta keunggulan yang ada, keempat sumber daya ini diharapkan dapat menghasilkan kesatuan yang kokoh dalam mendukung berhasilnya pembangunan nasional

PENGARUH KEPEMIMPINAN KEPALA SEKOLAH, PERILAKU KEWIRAUSAHAAN GURU, IKLIM SEKOLAH, DAN MOTIVASI BELAJAR SISWA TERHADAP KOMPETENSI KEWIRAUSAHAAN SISWA SMK BIDANG KEAHLIAN BISNIS DAN MANAJEMEN DI KOTA BANDUNG.

Kompetensi kewirausahaan siswa SMK Bidang Keahlian Bisnis dan Manajemen di Kota Bandung belum mencapai standar atau melebihi harapan. Untuk itu, proses pembelajaran harus bermutu dengan memperhatikan motivasi belajar siswa. Semua itu perlu dikelola dengan baik oleh kepala sekolah dan guru, dengan ditunjang oleh lingkungan (iklim sekolah) dan komponen pendukung lainnya, sehingga dapat menghasilkan output berupa kompetensi siswa, sesuai tujuan dan harapan. Tujuan penelitian ini mengkaji pengaruh kepemimpinan kepala sekolah, perilaku kewirausahaan guru, iklim sekolah, dan motivasi belajar siswa terhadap Kompetensi Kewirausahaan Siswa SMK. Penelitian ini dilakukan dengan menggunakan metode deskriptif dan verifikatif, dengan pendekatan kuantitatif. Populasi yang diteliti adalah siswa dengan sampel 356 siswa dari 34 SMK Negeri dan Swasta di Kota Bandung, yang dianalisis menggunakan analisis jalur. Hasil penelitian menunjukkan: 1) Kompetensi Kewirausahaan Siswa, kepemimpinan kepala sekolah, perilaku kewirausahaan guru, iklim sekolah, dan motivasi belajar siswa di SMK Negeri dan Swasta Bidang Keahlian Bisnis dan Manajemen di Kota Bandung termasuk pada kategori tinggi; 2) Kepemimpinan kepala sekolah memiliki pengaruh signifikan terhadap perilaku kewirausahaan guru; 3) Kepemimpinan kepala sekolah memiliki pengaruh signifikan terhadap iklim sekolah;4) Kepemimpinan kepala sekolah memiliki pengaruh yang signifikan terhadap motivasi belajar siswa; dan 5) Kepemimpinan kepala sekolah, perilaku kewirausahaan guru, iklim sekolah, dan motivasi belajar siswa secara simultan memiliki pengaruh yang signifikan terhadap Kompetensi Kewirausahaan Siswa. Rekomendasi yang diajukan: 1) Agar Kompetensi Kewirausahaan Siswa meningkat, aspek kemampuan berorganisasi perlu mendapatkan perhatian khusus; 2) Agar kepemimpinan kepala sekolah meningkat, aspek inovasi pengembangan sekolah harus menjadi perhatian; 3) Agar perilaku kewirausahaan guru meningkat, aspek kemampuan manajerial harus lebih diperhatikan; 4) Agar iklim sekolah meningkat, aspek lingkungan fisik harus menjadi perhatian utama; 5) Agar motivasi belajar siswa meningkat, aspek aspirasi perlu menjadi perhatian.;--- Entrepreneurial competence of vocational students in Business and Management in Bandung has not yet reached the standard or exceeded the expectations. In this case, the learning process must be qualified by taking into account students’ motivation. They need to be well managed by principals and teachers, to be supported by the environment (school climate) and other supporting components, to generate output quality of student competence, appropriate goals and expectations. The purpose of this study examines the effect of school leadership, entrepreneurial behavior of teachers, school climate, and student motivation for the quality of entrepreneurial competence of students in vocational high schools. This research was conducted by using descriptive and verification method, with a quantitative approach. The sample is 356 students from 34 public and private vocational school in Bandung, analyzed by Path Analysis. The results showed: 1) the quality of students’ entrepreneurial competence, school leadership, entrepreneurial behavior of teachers, school climate, and student motivation in Public and Private Vocational in Business and Management Expertise in Bandung are in the high category; 2) Principal leadership has a significant influence on entrepreneurial behavior of teachers; 3) Principal leadership has a significant influence on the climate of the school; 4) Principal leadership has a significant influence on student motivation; and 5) the principal leadership, entrepreneurial behavior of teachers, school climate, and student motivation have a simultaneously significant influence on the quality of students' entrepreneurial competence. Proposed recommendations: 1) To improve the quality of students' entrepreneurial competence, organizational skills aspects should be paid more attention; 2) To improve school principal leadership, innovation aspects of school development should be of concern; 3) To enhance the entrepreneurial behavior of teachers, managerial capability aspects should be taken into account; 4) To improve the school climate, aspects of the physical environment should be a major concern; 5) To increase student motivation, aspiration aspects need to be considered

Determination of the Winner of Project Tender Using Analytical Hierarchy Process

Determination of the winner project tender is a fairly complex job. This is because the selection of winners is based on various criteria. On the other hand Analytical Hierarchy Process (AHP) is one method frequently used in the development of Decision Makers System. The principle of AHP method is choice of a decision based on consideration of various criteria. Such conditions make the AHP method suitable to be applied in determining the winner of the tender project. In this research, AHP architecture uses seven criteria, and seven alternatives. The seven criteria are price, specification, time, support, warranty, experience, and the browser. Meanwhile, the company that the alternatives to be selected are companies that have passed the prequalification stage. The winner is determined based on the order of greatest priority value

Pengukuran Efektivitas Pembelajaran Kewirausahaan dalam Mengembangkan Keterampilan Wirausaha di Unversitas Pendidikan Indonesia Bandung

This research is motivated by the low alleged effectiveness of entrepreneurship learning on students at the University of Indonesia Education. The purpose of this study was to determine, analyze, and measure the effectiveness of entrepreneurial learning with the variable measuring entrepreneurial competence. This research method is an explanatory survey, in which a questionnaire is used as an instrument and uses a Likert scale 1-5 with data collection techniques distributing questionnaires to 394 students of Education, University of Indonesia, Bandung. Data analysis technique using SEM. The results of the study show (1) entrepreneurial competence has a significant positive effect on learning effectiveness. (2) the effectiveness of entrepreneurship learning has a positive and significant effect on entrepreneurship skills. The conclusion of this study states that the effectiveness of entrepreneurship learning can be measured by the variable of entrepreneurial competence, and entrepreneurial skills can be achieved by increasing the effectiveness of entrepreneurial learning &nbsp

DEVELOPING RECOUNT TEXT WRITING ABILITY BY USING STUDENT-GENERATED TEXT OF LANGUAGE EXPERIENCE APPROACH (LEA)

 AbstrackThe objective of this reserach is to study how the student-generated text of Language Experience Approach (LEA) develops recount text writing ability of  Year 11 students of SMK PGRI Pontianak in academic year of 2015/2016 in terms of vocabulary, sentence fluency, and ideas. This research is a Classroom Action research. The sample is 18 students of Year 11 ofAudio-Visual Technique Class of SMK PGRI Pontianak. The results showed that  student-generated text of LEA developed recount text writing ability of  the students. Students’ mean score is increased from non-proficient performance level to proficient performance level. It is particularly developed  vocabulary, sentence fluency, and conceptual creativity in writing. Besides, it also helped in strengthening speaking, listening, and reading skills, as students had to volunteer information verbally or dictate verbal sentences to the teacher, do some extended writing of the dictated account, listen to teacher reading the text, read and comprehend the text, and write a recount text with their own words. Student-generated text (dictated account) of Language Experience Approach (LEA)is hereby seen as an effective strategy to teach not only recount text writing, but also the other 3 skills of English language. To conclude, student-generated text of Language Experience Approach (LEA) is an alternative strategy that can develop students’ recount text writing ability in many areas, at the same time strengthen speaking, listening, and  reading skills. Key Word: Recount Text, Teaching Writing, Student-Generated Text, Language Experience Approach, Classroom Action Researc

TEACHING ENGLISH VOCABULARY BY USING PICTURE WORD INDUCTIVE MODEL (PWIM)

Abstract This research was aimed at discovering the effect of Picture Word Inductive Model on students’ vocabulary achievement on the seventh grade students of SMP Negeri 14 Pontianak in academic year 2016/2017. This research was a pre experimental research with one group pre-test post-test design. The research population was 212 students from 5 classes and by using cluster random sampling, the researcher chose class VII A  that consisted of 35 students as the sample of the research. The data were gained from pre-test and post-test and analyzed by using t-test. The mean score of the pre-test was 58.14 which classified as “poor to average” and the mean score of post-test was 77.86 which classified as “average to good”. The finding showed that the t-test was 7.85. The t table with degree of freedom (df) 34 and significance level at 0.025 was 3.0019. Based on the data analysis above, the t-test was higher than the ttable (7.85 > 3.0019) which means that the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. Moreover, the effect size was 1.78, that result was more than 1.00 (ES > 1.00) which is categorized as strong effect. To sum up, the use of Picture Word Inductive Model in teaching vocabulary give a strong significant effect to improve students’ vocabulary achievement. Keywords: Picture Word Inductive Model, Teaching Vocabulary, Vocabulary Achievemen

IMPROVING STUDENTS’ MASTERY ON THE USE OF SIMPLE PAST TENSE THROUGH INDUCTIVE METHOD

Abstract This research is aimed at describing how the Inductive method improvesstudents’ mastery on the use simple past tense on the eighth grade students ofSMP N 1 Sungai Raya in academic year 2017/2018. Based on the observations,the students had problems on the use of simple past tense. The research wasconducted Class Room Action Research in three cycles. The inductive methodwas selected to solve the problem. There are four steps in using inductivemethod. The students were giving a set of examples; generalize a grammaticalrule, test the grammatical rule against in new sentences and revise thegrammatical rule. The researcher used observation and students’ writingassessment to collect the data. The researcher also used observation checklist,field note and students’ assessment to get the research finding. The finding ofthis research indicated that the inductive method was successful. It showed inthe first step the students know about tenses is used in the sentences. Theyknow how to formulate the rule by analyzing the example in second step. Thirdsteps students were able to write simple pas tense correctly and the last stepsstudents could analyze the rule in the sentence. There were thirty four of thirtysix students already achieved the target score seventy five based on KKM. Itmeans 94 % students could achieve the standard score. In conclusion, InductiveMethod improved students’ mastery on the use simple past tense. Key words: Mastery, simple past tense, Inductive Method