International Journal of Universal Education

Career Interests Mapping on Economics Education Students in Universitas Muhammadiyah Palangkaraya

2024-01-17T10:36:41+00:00

The selection of economics education students in this research considers the suitability of the student's career interests aiming to align the graduates' learning outcomes with the study program wishes to achieve, both in the short and long term. Career interests mapping among students aims to determine the alignment of students' interests with the graduate profile achievement targets that the economics education study program wishes to achieve. This is useful as reflection material for study programs to create relevant curricula that will adequately prepare undergraduate graduates. The RMIB was used as the interest-measuring instrument in this research. Its widespread use in academic and professional contexts has demonstrated its efficacy intracking trends in students' career interests. Based on the research's findings, the three highest-ranking jobs among respondents—a total of 69 students—are the subject of career information, which is the primary concern according to the RMIB assessment. Among all students, the three most popular professional paths were computational (18%), social services (16%), and clerical (16%). The three fields with the highest career interest rates among male students were found to be clerical (20%), computational (14%), and social service (11%). In contrast, the fields with the highest career interest rates among female students were computational (20%), social service (18%), and clerical (12%). According to the research's data, there is a correlation between the learning outcomes of graduates (CPL) from the economics education study program in the teaching and educational faculty at Muhammadiyah University of Palangkaraya for the 2023–2024 academic year and the career interests of program participants.

Benefits of Kalteng Berkah Scholarship, What's for and to Whom? (Evaluation of Scholarship Program Using a Transactional Model)

2024-03-25T06:15:46+00:00

Background: Based on the 2016-2021 Central Kalimantan Long Term Development Plan (RPJMD) contained in Regional Regulation Number 1 of 2017 (2), the vision of the Central Kalimantan provincial government is called Kalteng Berkah. "Kalteng Berkah" is an abbreviation for Central Kalimantan, which means dignified, graceful, religious, strong, fair, and harmonious. The Kalteng Berkah Program focuses on nine missions, including accelerating infrastructure development, increasing regional income, controlling inflation, alleviating poverty, and improving the quality of education and health. This mission gave birth to several programs, including the Central Kalimantan Berkah program in the field of education. Aim: Based on the technical guidelines for the Bidikmisi Kalteng Berkah program, this program aims to help the people of Central Kalimantan who need funding for their studies or to complete studies at universities. Method: This study used a transactional model program evaluation method. The paradigm was a mixed qualitative-quantitative paradigm. A qualitative approach was used to analyze the awardee's responses descriptively. Results and Dıscussion: the program has achieved the expected goals. In general, achieving objectives as perceived by the awardee indicates the program's success and may be used as consideration for policymaking to continue the program. Conclusion: By using the transactional evaluation model, we concluded that the Kalteng Berkah Scholarship program has been successfully implemented following the expected program objectives.

The Influence of Learning Discipline and Family Environment on Learning Outcomes in Economics Subjects

2024-03-25T07:52:06+00:00

Background: the learning outcomes of students have not met the Minimum Completeness Criteria 73 set by the school. This can be seen from the average score of students in the form of Mid Semester Tests from economic subjects of 58.54 or an average completeness of 31% of 164 students consisting of 114 students who have not completed the class. Aim: This study aims to determine the effect of learning discipline on the environment and family on the learning outcomes of economic subjects of students in class XI IPS Senior High School 4 Palangkaraya. Method: This research includes quantitative research, the population in this study were all students of class XI IPS Senior High School 4 Palangkaraya totalling 164 students with a sample representing the entire population of 116 students. Data collection is done by questionnaire method. Data analysis techniques using cycles: normality test, linearity test, multicollinearity test, multiple linear regression test and hypothesis testing. Results and Dıscussion: The results showed that: (1) there is an effect of learning discipline in economic subjects of students in class IX IPS obtained a significance level of 0.000 <0.05, then learning discipline is declared to have an effect on learning outcomes of 22.2%, obtained from the results of the coefficient of partial determination. (2) there is an influence of the family environment of economic subjects for students in class IX IPS obtained a significance level of 0.000 <0.05, then learning discipline is declared to have an effect on learning outcomes by 25.3%, obtained from the results of the partial determination coefficient. (3) there is an influence of learning discipline and family environment on the economic subjects of class IX social studies students obtained a significance level of 0.000 <0.05, then learning discipline and family environment are declared to have an effect on learning outcomes by 47.5%, obtained from the results of the coefficient of determination.

Analysis of Students' Difficulties in Understanding Concepts and Solving Fraction Problems in Class V of State Elementary School 5 Palangka

2024-03-28T03:36:24+00:00

Background: This research is based on researchers' observations of class V students at State Elementary School 5 Palangka. The phenomena found were not being able to differentiate the technical names between the numerator and the denominator, not being able to equate the denominators in the arithmetic operations of addition and subtraction, the inability to remember to cross-multiply the numerator and denominator in multiplying fractions and forgetting the concept of division in fractions and when Solving word problems students have difficulty understanding the questions because they cannot change the questions into fraction form. Aim: The aim of this research is to find out the causes of difficulties experienced by class V students at State Elementary School 5 Palangka in understanding the concept of fractions and what difficulties experienced by class V students at State Elementary School 5 Palangka in solving fraction problems. Method: This research is a qualitative descriptive study, The method used to carry out research uses descriptive methods. Results and Dıscussion: Based on the results of trials carried out by researchers on class V students at State Elementary School 5 Palangka, it can be seen that there were several class V students who got scores below the average of the Minimum Completeness Criteria scores. These students are students who have difficulty understanding and solving fraction material problems. The difficulties experienced by students in class V State Elementary School 5 Palangka are difficulty in simplifying fractions, not being able to equate unequal denominators and same denominators in the arithmetic operations of adding and subtracting fractions, and when solving word problems students have difficulty understanding the questions because they don't You can change the question into fraction form. Conclusion: Based on the results and discussion of the research, it can be concluded that the difficulties of students in understanding the concept and solving fraction problems in class V were found to be 3 difficulties, namely difficulty in simplifying fractions, not being able to equate unequal and same denominators in the arithmetic operations of adding and subtracting fractions, and When solving word problems, students have difficulty understanding the questions because they cannot change the questions into fraction form.

Implementation of Strengthening Character Education in Pancasila Education Learning

2024-03-30T06:55:30+00:00

Background: The values in Strengthening Character Education can improve students' character. Aim: This research aims to determine the implementation of strengthening students' character education in Pancasila education learning. Method: This research uses qualitative methods, with the research subjects being principals, teachers, and students at State Elementary School Muhammadiyah Kuala Kapuas. Observation, interviews, and documentation are used to collect this data. Results and Dıscussion: The research results show that (1) there is a lack of learning planning contained in the Independent Curriculum related to Strengthening Character Education; (2) The implementation of the learning process at State Elementary School Muhammadiyah Kuala Kapuas only uses discussion, question and answer and lecture methods; (3) Strengthening Character Education is the most important thing in the Independent Curriculum and in evaluating the instillation of character values that have been taught in the learning process. Conclusion: In the learning planning contained in the Merdeka Curriculum, the Merdeka Curriculum was developed as a more flexible curriculum framework while focusing on essential material and developing the character and competencies of students. Integration of Strengthening Character Education is contained in the teaching module, which contains five main character values. Apart from that, learning Pancasila education at State Elementary School Muhammadiyah Kuala Kapuas emphasizes the habit of discipline in all things to train students to have strong character and emphasizes a variety of learning methods and emotional closeness with students to support comfort when learning takes place in class.

The Effect of Using the STAD (Student Teams Achievement Division) Cooperative Model Assisted by Finger Puppets on Students' Learning Motivation

2024-04-04T04:09:23+00:00

Background: The ability of students to listen to stories from teachers and then be able to tell them again is not easy, and it will not be as expected. Because students' comprehension abilities vary when receiving and studying the story's content, teachers need a learning model to improve their students' storytelling abilities. In reality, class III students at State Elementary School 5 Pulang Pisau cannot concentrate and are interested in learning using the storytelling method. Aim: This research aims to determine the effect of using the STAD-type cooperative model assisted by finger puppets on motivation to learn Indonesian, especially in improving the storytelling skills of class III students at State Elementary School 5 Pulang Pisau. Method: This research uses a quantitative experimental approach. The research sample comprised 19 class III students at State Elementary School 5 Pulang Pisau. Results and Discussion: The research results show that (1) There is a positive influence that the STAD type cooperative method assisted by finger puppets has on the storytelling skills of class III students because the results Wilcoxon test analysis on all students has a value of Asymp.Sig. (2 Tailed) of 0.000 > 0.05. (2) There is a difference in the average indicator value for students before treatment, namely 13.5, and after treatment, the average value is 24.05. Conclusion: Based on the discussion, it can be concluded that using the STAD-type cooperative method assisted by finger puppet media positively affects students' motivation and storytelling skills.