Hasil Pencarian  ::  Simpan CSV :: Kembali

"Makalah proyek akhir ini mengkaji perilaku informasi mahasiswa Program Sarjana Sekolah Tinggi Manajemen Logistik (STIMLOG) dalam pembelajaran jarak jauh (PJJ). Selama COVID-19, mahasiswa terkendala dalam mengakses koleksi perpustakaan secara langsung. Sementara, Perpustakaan STIMLOG sebagai penyedia sarana dan prasarana informasi belum memiliki gambaran perilaku informasi mahasiswa selama PJJ sehingga upaya adaptasi dalam layanan yang diberikan kepada mahasiswa belum dilakukan secara optimal. Penelitian ini adalah penelitian kualitatif dengan metode studi kasus. Pengumpulan data dilakukan selama enam bulan (Oktober 2021 hingga Maret 2022). Hasil penelitian menunjukkan bahwa perilaku informasi mahasiswa STIMLOG yang menyangkut dimensi perasaan, pikiran, dan tindakan mahasiswa selama PJJ sesuai dengan Tahapan ISP Process, terdapat perbedaan hasil dilapangan yaitu pada tahapan inisiasi mahasiswa STIMLOG awalnya belum memiliki minat dalam topik yang ada sehingga merasa terpaksa untuk membuat karya tulis. Mahasiswa tetap melakukan pencarian informasi karena tuntutan deadline tugas yang diberikan. Pada tahapan koleksi informasi ditemukan mahasiswa masih melakukan tahap pencarian informasi secara bersamaan sehingga perasaan bingung dirasakan mahasiswa dari awal pencarian hingga berakhir. Pada tahapan merepresentasikan hasil, mahasiswa menyajikan hasil informasi secara subyektif tergantung dari dosen atau juri yang memberikan tugas.

---

This final project paper examines the information behavior of undergraduate school students Higher Logistics Management (STIMLOG) in distance learning (PJJ). During COVID-19, students are constrained in accessing library collections directly. Meanwhile, STIMLOG Library as a provider of information facilities and infrastructure has not have a description of student information behavior during PJJ so that adaptation efforts in the services provided to students have not been carried out optimally. This research is a qualitative research with case study method. Data collection was carried out during six months (October 2021 to March 2022).

The results showed that the behavior of STIMLOG student information concerning the dimensions of feelings, thoughts, and actions students during PJJ in accordance with the ISP Process Stages, there are differences in results in the field, namely at the initiation stage, STIMLOG students did not initially have interest in the existing topic so that they feel compelled to write a paper. Permanent student search for information because of the demands of the given task deadlines. In stages collection of information found students are still doing the information search stage simultaneously so that students feel confused from the beginning of the search until end. At the stage of representing the results, students present the results of information subjectively depends on the lecturer or jury who gives the assignment."

"This research was conducted to trace the long effects of psychological interventions, which were provided in the previous research in 2014. The psychological interventions were given to the distance learners of Universitas Terbuka (UT) in the previous research experiments in 2004. The psychological treatments had been aimed to enchanced self-directed learning abilities to the first year students of Public Administration Study Program of UT, who registered in 2004. The respondents had randomly assigned into three experimental groups and one control group. The learner's achievement had been followed to the first semester of 2007 and 2008. Learners' achievement was measured through regular course examinations. The three experimental groups were tested against the control group. The hypothesis was tested using analysis of variances (ANOVA). The result show that after a 3to 4 years there was a significant difference in students' achievement between the experimental group and the control group (p=0.027). In summary, this research proves that psychological interventions significantly increase students' awareness of the need to learn that leads to the increase in their self-directed learning abilities and their achievement."

"Penelitian ini dilakukan untuk mengetahui apakah intervensi psikologis, yang pada umumnya dilakukan secara tatap muka dalam laboratorium, kelas atau Iingkungan lain, dapat dilakukan melalui jarak jauh. Intervensi psikologis pada penelitian ini diberikan dengan tujuan untuk meningkatkan kemampuan belajar mandiri dan prestasi belajar dari mahasiswa tahun pertama pada pendidikan jarak jauh. Dalam konteks sistem pendidikan jarak jauh formal, mahasiswa tahun pertama harus menyesuaikan diri dan menghadapi lingkungan belajar yang berbeda dengan sistem pendidikan tatap muka yang selama ini mereka kenal. Mahasiswa pendidikan jarak jauh diharapkan untuk mampu belajar mandiri jika mereka ingin sukses dalam belajarnya. Penelitian ini adalah penelitian eksperimen lapangan dan dilakukan untuk menjawab dua hipotesis utama, yaitu: (1) intervensi akan meningkatkan secara signifikan kemampuan belajar mandiri dari mahasiswa tahun pertama pendidikan jarak jauh, (2) intervensi akan meningkatkan secara signifikan prestasi belajar dari mahasiswa tahun pertama pendidikan jarak jauh. Intervensi yang diberikan kepada mahasiswa dan khusus dikembangkan pada penelitian ini adalah keterampilan Self Regulated Learning (SRL) (dengan judul ?Strategi Belajar CERDAS pada Pendidikan Jarak Jauh?) dan keteladanan dari mahasiswa pendidikan jarak jauh yang berhasil (dengan judul ?Di Balik Toga Universitas Terbuka?). Subyek penelitian adalah mahasiswa Universitas Terbuka dari Program Administrasi Publik yang mclakukan registrasi pertama pada semester awal tahun 2004. Sampel penelitian di bagi dengan cara random assignment dalam tiga kelompok eksperimen dan satu kelompok kontrol. Analisis hipotesis dilakukan dengan Mulfivariate Analysis of Variances (MANOVA). Hasil analisis menunjukkan bahwa ada perbedaan kemampuan belajar mandiri yang signifikan antara kelompok eksperimen dan kelompok kontrol (p = 0,028). Namun, tidak ada perbedaan prestasi belajar yang signifikan antara kelompok eksperimen dan kelompok kontrol. Analisis lebih detail menunjukkan bahwa ada peningkatan yang signifikan dari salah satu komponen kemampuan belajar mandiri, yaitu komponen kebutuhan belajar, antara kelompok eksperimen dan kelompok kontrol (p = 0,005). Sebagai kesimpulan, penelitian ini membuktikan bahwa intervensi psikologis yang biasanya diberikan pada pendidikan tatap muka ternyata dapat efektif digunakan pada pendidikan jarak jauh. Temuan penelitian ini menunjukkan bahwa intervensi secara signifikan meningkatkan kebutuhan belajar yang kemudian meningkatkan kemampuan belajar mandiri mahasiswa.

---

This research was conducted to investigate whether psychological interventions, which usually are provided in face-to-face manners within laboratories, classrooms or other environments could also be given at a distance. The given psychological interventions were aimed at enhancing first year distance education students? self-directed learning abilities and achievement Within the context of formal distance education system, the first year students have to adapt to and to cope with the learning environment that is diiferent from that in the face-to-face educations system they are familiar with. The distance education students were expected to be self-directed learners to succeed in their studies.

This research was a field experimental research and was conducted to answer two main hypotheses as follows: (1) the interventions would significantly increase the first year distance education students?self-directed learning abilities, and (2) the interventions would significantly increase the first year distance education students? achievement. The interventions provided to the students were Self-Regulated Learning Skills (the title was ?Strategi Belajar CERDAS pada Pendidikan Jarak Jauh?) and Modeling of successful distance education learners (the title was ?Di Balik Toga Universitas Terbuka?).

The research subjects were students of Universitas Terbuka?s Public Administration Program, who were first registered in the first semester of 2004. The sample, were randomly assigned into three experimental groups and one control group. The hypotheses were tested using Multivariate Analysis of Variances (MANOVA).

The analysis results show that there was a significant diiference in self-directed learning abilities between the experimental groups and the control group (p = 0.028). However there were no significant diference between the experimental groups and the control group?s achievement. Further analysis also show that there was a significant gained scores of one of the self-directed learning skill components, namely the awareness of the need for learning between the experimental groups and the control group (p = 0.005).

In summary, this research proves that psychological interventions that are usually used in face-to-face education could effectively be used in distance education context as well. As the findings show that the interventions signiticantly increase students? awareness of the need to team that leads to the increase in their self-directed learning abilities."

"Di masa transisi ke perguruan tinggi dalam masa pandemi Covid-19, mahasiswa baru harus menghadapi banyak tantangan dan kesulitan yang berpeluang membuat mahasiswa baru tidak dapat beradaptasi dengan baik dan tidak mencapai prestasi akademik yang maksimal. Khususnya, mahasiswa baru tahun 2020 mengalami keadaan yang cukup menantang karena harus menjalani pendidikan jarak jauh akibat dari pandemi Covid-19. Untuk menjalani masa transisi dengan sukses, mahasiswa baru membutuhkan resiliensi akademik. Dengan resiliensi akademik, mahasiswa baru dapat mengatasi tantangan yang ada dalam masa transisi tersebut. Terdapat beberapa faktor yang berhubungan dengan resiliensi akademik yaitu mindset dan stres. Penelitian ini merupakan penelitian korelasional yang bertujuan untuk menguji hubungan antara mindset dan stres dengan resiliensi akademik mahasiswa baru dalam pendidikan jarak jauh. Penelitian ini meneliti 327 sampel mahasiswa baru (88 laki-laki dan 238 perempuan; rata-rata umur = 18,10). Alat ukur yang digunakan dalam penelitian ini adalah Academic Resilience Scale 30 (Cassidy, 2016), Implicit Theories Measures (Henderson et al., 1992), dan Impact of Event Scale-Revised (Weiss & Marmar, 1997). Analisis korelasi Pearson menunjukkan bahwa tidak terdapat hubungan yang signifikan antara mindset dengan resiliensi akademik mahasiswa baru dalam pendidikan jarak jauh (r(325) = -0,068, p > 0,01). Di sisi lain, terdapat hubungan negatif yang signifikan antara stres dengan resiliensi akademik mahasiswa baru dalam pendidikan jarak jauh (r(325) = -0,145, p < 0,01).

---

In transition period to university during Covid-19pandemic, freshmen are faced with various challenges and difficulties. Because of that, freshmen may have some difficulties to achieve academic achievement. Particularly, freshmen year 2020 have to online learning context due to Covid-19 pandemic. To overcome all the setbacks that freshmen may have, academic resilience is needed so that they may solve every and achieve good grades. Previous studies found several factors that were related with academic resilience, such as mindset and stress. The objective of this present correlational study is to determine the relationship between mindset, stress, and academic resilience among freshmen in online learning. Research data were collected by online questionnaire technique on 327 participants (88 males and 238 females; mean age = 18,10). Academic Resilience Scale 30 (Cassidy, 2016), Implicit Theories Measures (Henderson et al., 1992), and Impact of Event Scale-Revised (Weiss & Marmar, 1997) were used to measure variables. Pearson correlation analysis is conducted to test all the hypotheses. The results of present study shows that there is no significant relationship between mindset and academic resilience (r(325) = -0,068, p > 0,01). Meanwhile, there is a significant negative relationship between stress and academic resilience (r(325) = -0,145, p < 0,01"

"Gender issue becomes an interesting concern in education for there has been cultural bias and gender inequalities that unconsiously spread out though teaching and learning activities. Some learning materials, especially in elementary and secondary school, still show gender bias on occupation of women general."

"Pendidikan merupakan kebutuhan sekaligus hak dasar bagi setiap warga neagara....."

"The study of the character and its development at distance education system is a new intensive effort since 2000s period. Nevertheless, various studies show a clear trend to the development of four characters that were performance, relational, moral, and spiritual. The four character developments have reflected and integrated in the various context of using and designing of DE technologies, and it also become main characteristic in the study and development of character at DE. This paper reviews the various studies about the characters and its developments in the DE context, and some of the efforts made by DE providers."