tag:blogger.com,1999:blog-66734456229970605482024-03-08T11:13:21.850+07:00SCAD IndependentSCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comBlogger127125tag:blogger.com,1999:blog-6673445622997060548.post-80944533806578325552017-03-11T02:45:00.001+07:002023-05-05T15:12:45.241+07:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b><br />Welcome to SCAD Independent</b></span><br />
<span style="font-size: small;"><b>SCAD Independent</b> is a research institution that is independent, non-partisan and non-profit. SCAD Independent a particular focus on promoting democracy, human rights, and other Social Science. Founded in year 2010 with the Notary Deed No. 01, dated 29 October 2012, with a passion to improve the contribution of intellectuals in an effort to improve the development and quality democratic of society in the world. Since 2014, SCAD Independent has been accredited at the <i>International Accreditation Organization</i> (IAO). </span><span style="font-size: small;">Numerous past and present cutting-edge research projects, supported by Grants from the National and International, and published in the top journals of our discipline. Our research group explores the ways in which democratic institutions are able to adapt to settings beyond the nation-state. </span>Our motivation stems from the desire to collect data of the highest quality, to undertake research in the public good and to enhance knowledge and contribute to informed decision-making. Our goal is to be internationally acknowledged as a centre for excellence in the provision of social science research services.<br />
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</span> <span style="text-align: left;">SCAD Independent is a full service research agency. We have extensive experience in telephone, on-line, mail, face-to-face and mixed mode survey research and a specialist qualitative research team with expertise in designing and conducting rigorous research using the full range of methods (including focus groups, in-depth interviews, case studies, deliberative events and workshops). </span><span style="text-align: left;">Additionally, SCAD Independent provide social science research community through the publication of a scientific periodical journals, namely; </span><a href="http://journal.scadindependent.org/index.php/jipeuradeun" style="text-align: left;" target="_blank"><i>Jurnal Ilmiah Peuradeun (JIP)</i></a><span style="text-align: left;">, with access to world-class survey research services and a full range of survey design, data management, analytical and qualitative skills. </span><span style="text-align: left;">SCAD Independent has a high standing and well-established links with key academic and non-profit research agencies. These partnerships include a Memorandum of Understanding with the Universities to foster closer ties. We believe that by specializing purely in social research we are well placed, not only to better understand the demands of such research, but also to strive to continuously improve the methods used.</span><br />
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SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comtag:blogger.com,1999:blog-6673445622997060548.post-75107616706510996972017-01-28T23:34:00.000+07:002017-02-01T00:00:18.284+07:00INTEGRATE SOCIAL JUSTICE INTO THE MATHEMATICS CURRICULUM IN LEARNING<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: center;"><a href="http://www.scadindependent.org" target="_blank"><img alt="http://www.scadindependent.org/p/blog-page_8.html" border="0" src="https://lh3.googleusercontent.com/-xyavMhwnr54/Vj8_Ji4TkkI/AAAAAAAAA2E/JeU7PzjR85o/s640-Ic42/Header%252520Web%252520JIP.png" width="550" /></a></div><br />
<b><span style="color: blue; font-family: Georgia;">Micayla Abtahi; Catherine Battell</span></b><br />
<i>University of Ottawa, Laurier Ave E, Ottawa, Canada</i><br />
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<b>Abstract</b><br />
<div style="text-align: justify;">Although concerns for equity have become ever more central within mathematics education, there is still little consensus on how the term should be defined or how to effectively work towards equity in classroom learning. Equity initiatives that rely solely on arguments about achievement gaps can be dangerous, as they can perpetuate deficit notions of marginalized students and position dominant groups as the norm to which others should aspire. The project is analyzed using Marilyn Cochran-Smith’s six principles of pedagogy for teaching for social justice. In the study group, teachers were involved in designing research projects to honour their students’ cultural and community knowledge and to develop mathematics teaching with a social justice focus. We offer three examples of teaching mathematics for social justice in diverse classrooms, and consider the broader implications of inquiry projects such as these. While we and the teachers came together as a group because of a shared interest in using a social justice approach to mathematics teaching. We found that the study group process ended up emphasizing some aspects of teaching for social justice – in particular, bringing social justice issues explicitly into the curriculum, building on student interests and experiences, and working with families and community.<br />
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<b>Keywords: </b><i>Equity, Social Justice, Classroom Learning, Teachers</i></div><br />
<button onclick="window.location='http://oaji.net/articles/2017/745-1485875598.pdf'" style="background-color: blue; color: white;"><b>View Full Text</b></button></div>SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comtag:blogger.com,1999:blog-6673445622997060548.post-61864010076796127992017-01-28T23:00:00.000+07:002017-01-31T23:58:41.925+07:00LAW PART OF THE FRAMEWORK FOR ACCOUNTABILITY IN POLICY INTERPRETATION AND PRACTICE<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: center;"><a href="http://www.scadindependent.org" target="_blank"><img alt="http://www.scadindependent.org/p/blog-page_8.html" border="0" src="https://lh3.googleusercontent.com/-xyavMhwnr54/Vj8_Ji4TkkI/AAAAAAAAA2E/JeU7PzjR85o/s640-Ic42/Header%252520Web%252520JIP.png" width="550" /></a></div><br />
<b><span style="color: blue; font-family: Georgia;">Vanessa Abbasi; Karolina Marzieh</span></b><br />
<i>University of Nottingham, United Kingdom</i><br />
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<b>Abstract</b><br />
<div style="text-align: justify;">Law can increasingly be seen as part of the framework for accountability in policy interpretation and practice. This is reflected in important judgments in the UK and European context, where courts have been proactive in challenging restrictive interpretations by agencies of their legal duties, or even by parliament in law-making that is incompatible with the European Convention on Human Rights and Fundamental Freedoms. Without attention to the practice environment for legal and ethical practice, the role of law in welfare reform will be compromised, however robust the legal framework. Subsequently, empirical work has explored how social workers learn about the law, in both practice and academic environments, and how they use that learning. This paper considers the complex relationships between law, welfare policy and social work practice, to address the question of what role legal frameworks might play in achieving welfare policy and professional practice goals. These debates illustrate is the essentially contested nature of the relationship between law and practice and the delicate balance between law and ethics within a framework for professional accountability. It is hardly surprising, perhaps, that law is often seen by practitioners as alien and hostile territory.<br />
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<b>Keywords: </b><i>Law, Accountability, Transformational, Practice, Legal Frameworks</i></div><br />
<button onclick="window.location='http://oaji.net/articles/2017/745-1485875480.pdf'" style="background-color: blue; color: white;"><b>View Full Text</b></button></div>SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comtag:blogger.com,1999:blog-6673445622997060548.post-87576715710785471102017-01-28T22:00:00.000+07:002017-01-31T23:54:16.088+07:00THE DEVELOPMENT AUTHORITY IMPLEMENTATION OF JUDICIAL REVIEW BY THE CONSTITUTIONAL COURT OF THE REPUBLIC OF INDONESIA<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: center;"><a href="http://www.scadindependent.org" target="_blank"><img alt="http://www.scadindependent.org/p/blog-page_8.html" border="0" src="https://lh3.googleusercontent.com/-xyavMhwnr54/Vj8_Ji4TkkI/AAAAAAAAA2E/JeU7PzjR85o/s640-Ic42/Header%252520Web%252520JIP.png" width="550" /></a></div><br />
<b><span style="color: blue; font-family: Georgia;">Haposan Siallagan</span></b><br />
<i>Faculty of Law, University of HKBP Nommensen</i><br />
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<b>Abstract</b><br />
<div style="text-align: justify;">All typical products regulated the state could be reviewed and tested through legal actions (legal remedies) facilitated by the constitution of the Republic of Indonesia. This mechanism has known as a review action. In addition, the review on the legislation, related to authorization or the right to review it (toetsingsrecht or the right to review) could be consisted of judges and executives and also the legislatives. The authority of judicial review by the constitutional court is a judicial authority of the constitution. The authorization was a result of the third amendment to the Indonesian constitution of 1945. Regarding the developments of the implementation of the judicial authority by the constitutional court, there were increasing trend of judicial reviews year to year. Thus it indicates the number of regulations have problematic issue in term of of quality. Therefore, it is very urgent to critically evaluate the quality of the formulation of laws in order to avoid the cancellation of the law itself through a judicial authority possessed through the constitutional court.<br />
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<b>Keywords: </b><i>Constitutional Court, Judicial Review, Regulations</i></div><br />
<button onclick="window.location='http://oaji.net/articles/2017/745-1485875272.pdf'" style="background-color: blue; color: white;"><b>View Full Text</b></button></div>SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comtag:blogger.com,1999:blog-6673445622997060548.post-90852468275422822012017-01-28T21:57:00.000+07:002017-01-31T23:46:32.864+07:00THE RITUAL CALENDAR OF SOUTH ACEH, INDONESIA<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: center;"><a href="http://www.scadindependent.org" target="_blank"><img alt="http://www.scadindependent.org/p/blog-page_8.html" border="0" src="https://lh3.googleusercontent.com/-xyavMhwnr54/Vj8_Ji4TkkI/AAAAAAAAA2E/JeU7PzjR85o/s640-Ic42/Header%252520Web%252520JIP.png" width="550" /></a></div><br />
<b><span style="color: blue; font-family: Georgia;">Abdul Manan</span></b><br />
<i>Adab and Humanities Faculty of the State Islamic University of Ar-Raniry Banda Aceh, Indonesia</i><br />
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<b>Abstract</b><br />
<div style="text-align: justify;">This research explores the relations between the so-called normative Islam-as laid down in the canonical texts of the Qur’ān and hadīth-and the ways in which these normative ideas, perceptions and values are expressed in rituals in the society concerned. It pays particular attention to the ways in which the latter forms of ritual expression entail a culturally specific adaptation and valorization of the trans-cultural representations laid down in these Islamic text corpora and to the ways in which-according to local understanding and exegesis-these ritual actions generate a reproduction of the social relationships and their moral foundation in the society concerned. In-depth discussions had been conducted with the participants about the symbols, meanings and values, which they attach to these actions as to their effectiveness in achieving particular social, religious, political and moral aims besides a systematic survey of relevant published sources has complemented this field research. The meticulous examination of the village ritual calendar shows that three different perspectives on this social and moral order prevail: a traditional adat perspective, the historical Islamic perspective, and the modernist Islamic perspective. This attributes to Aneuk Jamee a complex dynamic socio-religious identity within the field of Indonesian cultures.<br />
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<b>Keywords: </b><i>Ritual, Aneuk Jamee, Ritual Calendar of South Aceh</i></div><br />
<button onclick="window.location='http://oaji.net/articles/2017/745-1485875070.pdf'" style="background-color: blue; color: white;"><b>View Full Text</b></button></div>SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comtag:blogger.com,1999:blog-6673445622997060548.post-45617656309981948892017-01-28T21:53:00.000+07:002017-01-31T23:46:56.552+07:00PARENTS’ ROLES IN PREVENTING DRUG ABUSES AMONG TEENAGERS (A CASE STUDY IN BANDA ACEH)<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: center;"><a href="http://www.scadindependent.org" target="_blank"><img alt="http://www.scadindependent.org/p/blog-page_8.html" border="0" src="https://lh3.googleusercontent.com/-xyavMhwnr54/Vj8_Ji4TkkI/AAAAAAAAA2E/JeU7PzjR85o/s640-Ic42/Header%252520Web%252520JIP.png" width="550" /></a></div><br />
<b><span style="color: blue; font-family: Georgia;">Chairan M. Nur</span></b><br />
<i>Tarbiyah Faculty and Teacher Training, State Islamic University of Ar-Raniry</i><br />
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<b>Abstract</b><br />
<div style="text-align: justify;">Drug abuse has became a serious problem and related to many aspects of human beings physically, psychologically, socially, etc. It is also leaded to early death, physical disability, social lost, economic impact, etc. Therefore, it is highly recommended appropriated approaches in preventing drug abuse. One basic purpose of this research was to find out the parents’ roles in preventing drug abuse among teenagers. That parent is obligated to educate their children as a main responsibility to God by having the children. Children are educated regularly in any occasions and conditions. The research applied the qualitative approach where the data collection was interview. The research location was in Banda Aceh. In addition, the samples of the study were unemployed and employed parents. The results of the research describes the efforts of parents in preventing their children from abusing drug, parents’ role as supervisors, indeed, parents should know their children friends, solving family problems, collaborating with educational institutions (schools or universities), collaborating with home environment, morever, it could be understood that to stop drug abuse need all parties involvement. Ideally, it should be started from the family. It is believed family is the first “school” for children. The role of parents however is very important in preventing drug abuse as a role model, a guider, a supervisor, in addition, parents need to know their children friends, to solve family problems, to collaborate with educational institutions (schools or universities),and to collaborate with environment nearby the home.<br />
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<b>Keywords: </b><i>Parents Role, Drug Prevention, Children</i></div><br />
<button onclick="window.location='http://oaji.net/articles/2017/745-1485874967.pdf'" style="background-color: blue; color: white;"><b>View Full Text</b></button></div>SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comtag:blogger.com,1999:blog-6673445622997060548.post-69717404520154056262017-01-28T21:45:00.000+07:002017-01-31T23:41:56.562+07:00CHARACTERISTICS OF INDIVIDUALS AND WORKPLACE CONDITIONS WITH JOB SATISFACTION LECTURER HEALTH POLYTECHNIC OF ACEH<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: center;"><a href="http://www.scadindependent.org" target="_blank"><img alt="http://www.scadindependent.org/p/blog-page_8.html" border="0" src="https://lh3.googleusercontent.com/-xyavMhwnr54/Vj8_Ji4TkkI/AAAAAAAAA2E/JeU7PzjR85o/s640-Ic42/Header%252520Web%252520JIP.png" width="550" /></a></div><br />
<b><span style="color: blue; font-family: Georgia;">Teuku Salfiyadi</span></b><br />
<i>Health Polytechnic of Aceh, Indonesia</i><br />
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<b>Abstract</b><br />
<div style="text-align: justify;">As an organization that produces health services, one of the factors that determine the quality of product is personnel who worked with dedication and professionalism. This is achieved when the manager is able to give a satisfaction to all employees on the job. This study aimed to investigate the relationship individual and workplace characteristics with job satisfaction of employee. The populations of study were 32 employees of Environmental Health Department of Health Polytechnic of Aceh. Individual and workplace characteristic and job satisfaction were collecting by structural questionnaires. The product moment correlation was conducted to analysis of the data. The study showed individual and workplace characteristics were strongly correlation on job satisfaction (p=0.000 and r = 0.805) or 80.5% the independent variables are able to explain the dependent variable of job satisfaction is r-square = 0.647, or by 64.7%.<br />
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<b>Keywords: </b><i>Individual Characteristic, Workplace Condition, and Job Satisfaction</i></div><br />
<button onclick="window.location='http://oaji.net/articles/2017/745-1485874902.pdf'" style="background-color: blue; color: white;"><b>View Full Text</b></button></div>SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comtag:blogger.com,1999:blog-6673445622997060548.post-14639346492522192932017-01-28T21:42:00.000+07:002017-01-31T23:39:29.788+07:00IMPLEMENTING THE TEACHING SUPERVISION BY PRINCIPALS IN IMPROVING THE PERFORMANCE OF TEACHERS IN ACEH BESAR<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: center;"><a href="http://www.scadindependent.org" target="_blank"><img alt="http://www.scadindependent.org/p/blog-page_8.html" border="0" src="https://lh3.googleusercontent.com/-xyavMhwnr54/Vj8_Ji4TkkI/AAAAAAAAA2E/JeU7PzjR85o/s640-Ic42/Header%252520Web%252520JIP.png" width="550" /></a></div><br />
<b><span style="color: blue; font-family: Georgia;">Said Ashlan</span></b><br />
<i>Education Management Department, State University of Medan</i><br />
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<b>Abstract</b><br />
<div style="text-align: justify;">Teaching supervision by principal in Aceh Besar State High Schools (especially in Excellent Senior High School 2 of Ali Hasjmy and Senior High School 1 Baitussalam) is one of factors to improve the quality of professional teacher performance. The purpose of this study was to identify the activities, techniques, implementations, supporting and inhibiting factors in teaching supervision by principals in improving teacher performance. The subjects of this research were principals, vice principals, and teachers. This study used qualitative approach and descriptive method. Meanwhile, the inhibiting factors of teaching supervision were the principals had other activities outside the school and did not have adequate time for the supervision, principal’s demonstration technique was still conventional, there was lack of fund, and there were teachers who were not creative and some of them were susceptible to illness (age factor).<br />
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<b>Keywords: </b><i>Teaching Supervision, Teacher Performance, Senior High School</i></div><br />
<button onclick="window.location='http://oaji.net/articles/2017/745-1485874833.pdf'" style="background-color: blue; color: white;"><b>View Full Text</b></button></div>SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comtag:blogger.com,1999:blog-6673445622997060548.post-55895615905020999372017-01-28T21:35:00.000+07:002017-01-31T23:36:03.604+07:00DIFFERENCE CULTURAL STRUCTURE AND BEHAVIOR STUDENTS IN LEARNING PROCESS<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: center;"><a href="http://www.scadindependent.org" target="_blank"><img alt="http://www.scadindependent.org/p/blog-page_8.html" border="0" src="https://lh3.googleusercontent.com/-xyavMhwnr54/Vj8_Ji4TkkI/AAAAAAAAA2E/JeU7PzjR85o/s640-Ic42/Header%252520Web%252520JIP.png" width="550" /></a></div><br />
<b><span style="color: blue; font-family: Georgia;">Claudia Pamela; Luciana Villalobos; Nadine Peralta</span></b><br />
<i>Universidad de Lima, Santiago de Surco Lima, Peru</i><br />
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<b>Abstract</b><br />
<div style="text-align: justify;">This paper summarizes some observations and reflections on how cultural differences bedeviled my interactions with my students in Universidad de Lima, Peru. Culture is not an abstract force that floats around in space and settles upon us—though given the seemingly subliminal ways it influences us, it can feel like a disembodied, ubiquitous entity. In fact, culture is mediated through a social structure. In general, culture refers to the ways in which different groups of people organize their daily lives within national or ethnic groups, urban neighborhoods, companies and professions, and other settings. Culture includes what people actually do and what they believe. Culture influences greatly how we see the world, how we try to understand it and how we communicate with each other. Therefore, culture determines, to a great extent, learning and teaching styles. When we compare cultures we should not look for differences that make us better or worse than each other. No culture is better than another and no communication style is intrinsically wrong. My teaching and communication styles are deeply rooted in the way I have been socialized and a year of teaching at college reminded me that my students' communication and learning styles were different from mine. Perhaps the most important lesson I learned is that I must adapt to this new environment and change the way I communicate if I wish to be an effective teacher.<br />
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<b>Keywords: </b><i>Culture Influences, Classroom, Teacher, Learning Process, College</i></div><br />
<button onclick="window.location='http://oaji.net/articles/2017/745-1485874753.pdf'" style="background-color: blue; color: white;"><b>View Full Text</b></button></div>SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comtag:blogger.com,1999:blog-6673445622997060548.post-3787914804228781592017-01-28T21:00:00.000+07:002017-01-31T23:02:10.897+07:00DEVELOPING AN ENGLISH EDUCATION DEPARTMENT CURRICULUM<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: center;"><a href="http://www.scadindependent.org" target="_blank"><img alt="http://www.scadindependent.org/p/blog-page_8.html" border="0" src="https://lh3.googleusercontent.com/-xyavMhwnr54/Vj8_Ji4TkkI/AAAAAAAAA2E/JeU7PzjR85o/s640-Ic42/Header%252520Web%252520JIP.png" width="550" /></a></div><br />
<b><span style="color: blue; font-family: Georgia;">Habiburrahim</span></b><br />
<i>UIN Ar-Raniry Banda Aceh, Indonesia</i><br />
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<b>Abstract</b><br />
<div style="text-align: justify;">Curriculum is the heart of teaching and learning program. Through a curriculum, teachers formulate the designated learning objectives and their outcomes and transform all those formulated goals to students. This paper has an attempt to elaborate significant information and models on curriculum that could be developed at the English Education Department (PBI – Pendidikan Bahasa Inggris) of Ar-Raniry State Islamic University (UIN Ar-Raniry) Darussalam, Banda Aceh as an Islamic higher education institution. The paper reviews various literatures on language learning curriculum, teaching English as a foreign language curriculum, and professional learning curriculum. The paper also analyses the 2016/2017 UIN Ar-Raniry manual/handbook, and the 2015 annual report of the PBI department curriculum monitoring and evaluation (Monev). The findings elucidate that the PBI department curriculum has met a standardized curriculum quality. Yet, some weaknesses that could decelerate the language acquisition process are still found in such the PBI department curriculum.<br />
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<b>Keywords: </b><i>Curriculum, Curriculum Design and Development, Islamic Higher Education</i></div><br />
<button onclick="window.location='http://oaji.net/articles/2017/745-1485874515.pdf'" style="background-color: blue; color: white;"><b>View Full Text</b></button></div>SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comtag:blogger.com,1999:blog-6673445622997060548.post-7256268496030125422016-09-29T23:30:00.000+07:002017-02-22T17:02:05.560+07:00<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: center;"><a href="http://www.scadindependent.org/p/blog-page_8.html" target="_blank"><img alt="http://www.scadindependent.org/p/blog-page_8.html" border="0" src="https://lh3.googleusercontent.com/-xyavMhwnr54/Vj8_Ji4TkkI/AAAAAAAAA2E/JeU7PzjR85o/s640-Ic42/Header%252520Web%252520JIP.png" width="550" /></a></div><div style="text-align: center;"><button onclick="window.location='http://journal.scadindependent.org/index.php/jipeuradeun/about'" style="background-color: blue; border-radius: 5px; color: white; cursor: pointer; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666;"><b>ABOUT JIP</b></button><button onclick="window.location='http://www.scadindependent.org/p/blog-page_3245.html'" style="background-color: blue; border-radius: 5px; color: white; cursor: pointer; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666;"><b>EDITORIAL BOARD</b></button><button onclick="window.location='http://journal.scadindependent.org/index.php/jipeuradeun/editorialpolicy'" style="background-color: blue; border-radius: 5px; color: white; cursor: pointer; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666;"><b>EDITORIAL POLICIES</b></button><a href="http://form.jotform.me/form/52245414600444" target="_blank"><button b="" gt="" onclick="" style="background-color: blue; border-radius: 5px; color: white; cursor: pointer; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666;">REVIEWER FORM</button></a><br />
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<div class="separator" style="clear: both; text-align: justify;"><a href="http://4.bp.blogspot.com/-GmjHfXaCCx4/Vjd5OjL2FHI/AAAAAAAAAyc/YG3uP5unKaM/s1600/Cover%2BJIP.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://4.bp.blogspot.com/-GmjHfXaCCx4/Vjd5OjL2FHI/AAAAAAAAAyc/YG3uP5unKaM/s200/Cover%2BJIP.jpg" width="141" /></a></div><div style="text-align: justify;"><b>Jurnal Ilmiah Peuradeun (JIP)</b> is a multidisciplinary peer-reviewed journal with a very wide-ranging coverage, consolidates fundamental and applied research activities, with the issue of Social Sciences, Natural Science, Education, Politics, Law, Religion, Culture and Public Policies. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. JIP as an Open Access journal is licensed under a Creative Commons 4.0 International License (CC-BY-NC-ND) and Department of Labor United States of America, Copyright completely under SCAD Independent.<br />
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<div style="text-align: right;"><i><b><span style="font-size: x-small;">Editor in Chief: <a href="mailto:redaksi_jip@yahoo.com" target="_blank">Ramzi Murziqin</a>, Indonesia | Guest Editor: <a href="mailto:editorialboard_jip@yahoo.com" target="_blank">Harrison I. Atagana</a>, South Africa | Publisher: SCAD Independent </span></b></i></div><br />
<div style="text-align: center;"><button style="background-color: darkred; border-radius: 5px; border-style: outset; color: white; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666; width: 600px;"><b>JIP Current Issue: Vol. 4, No. 3, September 2016</b></button></div><br />
<div style="text-align: justify;"><b>VOCATIONAL SCHOOL-INDUSTRY PARTNERSHIP IN IMPROVING GRADUATE COMPETENCY</b><br />
<i>Murniati AR, Nasir Usman, and Azizah</i><br />
<span style="font-size: x-small;">Paper ID: 745-1475395986</span><br />
<span style="font-size: x-small;">JIP. Ed. 4(3), 2016: 269-280.</span><br />
<a href="http://www.scadindependent.org/2016/09/peuradeun-30860.92800.html" target="_blank"><button b="" gt="" onclick="" style="background-color: blue; border-radius: 5px; color: white; cursor: pointer; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666;">Full Text</button></a><input onclick="if(this.parentNode.getElementsByTagName('div')[0].style.display != ''){this.parentNode.getElementsByTagName('div')[0].style.display = '';this.value = 'Abstract';}else{this.parentNode.getElementsByTagName('div')[0].style.display = 'none'; this.value = 'Abstract';}" style="-moz-border-radius: 5px; -webkit-border-radius: 5px; background-color: #e50000; border-radius: 5px; color: white; cursor: pointer; display: inline; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666;" type="button" value="Abstract" /> <br />
<div style="background: #f1f1f1; border: 1px inset; display: none; margin-top: 5px; padding: 10px 5px; padding: 6px;"><b>Abstract</b><br />
A wide variety of educational reform on vocational education in accordance with the policy of link and match requires the schools to do the partnership to encourage the improvement of graduate competency and the demands of the relevance of education to the job needs. The purpose of this research is to illustrate and analyze the partnership strategy of vocational schools with the business world in its efforts to improve the graduate competency. This research has been held at SMK 3 Banda Aceh using qualitative descriptive approach. The instrument in this research is a researcher itself. This is because in qualitative approach, the researchers are essential instruments. As key instruments, researchers have to create their own set of the guidelines, observation, interview and documentary of appraisal guidelines that is used as a general guide in the process of recording. The results of the study show that the strategies adopted by SMK in forge cooperation with the world of business and industry are through the establishment of the cooperation program, working mechanism and analysis of factors that affect the holding of cooperation between the two parties.<br />
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DOI: <a href="https://doi.org/10.13140/RG.2.2.30860.92800" target="_blank">10.13140/RG.2.2.30860.92800</a></div></div><br />
<div style="text-align: justify;"><b>INFORMAL EDUCATION AS A PROJECTED IMPROVEMENT OF THE PROFESSIONAL SKILLS OF EMPLOYEES OF ORGANIZATIONS</b><br />
<i>Warul Walidin</i><br />
<span style="font-size: x-small;">Paper ID: 745-1475396090</span><br />
<span style="font-size: x-small;">JIP. Ed. 4(3), 2016: 281-294.</span><br />
<a href="http://www.scadindependent.org/2016/09/peuradeun-34216.37127.html" target="_blank"><button b="" gt="" onclick="" style="background-color: blue; border-radius: 5px; color: white; cursor: pointer; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666;">Full Text</button></a><input onclick="if(this.parentNode.getElementsByTagName('div')[0].style.display != ''){this.parentNode.getElementsByTagName('div')[0].style.display = '';this.value = 'Abstract';}else{this.parentNode.getElementsByTagName('div')[0].style.display = 'none'; this.value = 'Abstract';}" style="-moz-border-radius: 5px; -webkit-border-radius: 5px; background-color: #e50000; border-radius: 5px; color: white; cursor: pointer; display: inline; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666;" type="button" value="Abstract" /> <br />
<div style="background: #f1f1f1; border: 1px inset; display: none; margin-top: 5px; padding: 10px 5px; padding: 6px;"><b>Abstract</b><br />
Technologies of vocational training play an important role in the concept of informal education and they can be implemented as in higher education, and organizational learning. In the modern understanding of education the two sides are emphasized - the communion of each person to the society and the development of individual personality features. If formal education is moving towards these goals systematically and purposefully at certain training sessions, the place and time of informal education is in no way limited. Informal education can be characterized not only by independent, human progress in cultural development, but also directed and projected improvement of professional and personal skills of employees of organizations. The purpose of this papers to examine informal education not only as an independent, but also as a guide and the projected improvement of the professional and personal skills of employees of organizations. The leading approaches to the study of this problem are social-pedagogical and managerial approaches to substantiate the essence of the process and the role of leaders of organizations trained in the management of such education.<br />
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DOI: <a href="https://doi.org/10.13140/RG.2.2.34216.37127" target="_blank">10.13140/RG.2.2.34216.37127</a></div></div><br />
<div style="text-align: justify;"><b>CHALLENGE LEARNING FOR TEACHERS IN RURAL GWERU ZIMBABWE</b><br />
<i>Gladwin Bhebhe & Matiya Mugurani</i><br />
<span style="font-size: x-small;">Paper ID: 745-1475396394</span><br />
<span style="font-size: x-small;">JIP. Ed. 4(3), 2016: 295-308.</span><br />
<a href="http://www.scadindependent.org/2016/09/peuradeun-12405.99042.html" target="_blank"><button b="" gt="" onclick="" style="background-color: blue; border-radius: 5px; color: white; cursor: pointer; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666;">Full Text</button></a><input onclick="if(this.parentNode.getElementsByTagName('div')[0].style.display != ''){this.parentNode.getElementsByTagName('div')[0].style.display = '';this.value = 'Abstract';}else{this.parentNode.getElementsByTagName('div')[0].style.display = 'none'; this.value = 'Abstract';}" style="-moz-border-radius: 5px; -webkit-border-radius: 5px; background-color: #e50000; border-radius: 5px; color: white; cursor: pointer; display: inline; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666;" type="button" value="Abstract" /> <br />
<div style="background: #f1f1f1; border: 1px inset; display: none; margin-top: 5px; padding: 10px 5px; padding: 6px;"><b>Abstract</b><br />
The study established that rural day secondary school science teachers face a number of challenges, including inadequate teaching and learning materials, students’ negative attitudes towards science, conflicts between students’ home background and school science, and absence of science teachers’ associations. These challenges could have a direct impact on the teaching and learning of science in rural day secondary schools. The opening of rural day secondary schools in Zimbabwe was a great challenge in terms of providing science education to all students because the newly opened secondary schools did not have conventional laboratories and equipment that would facilitate the teaching and learning of science. This study sought to find out the challenges faced by rural day secondary school science teachers in Gweru district of Zimbabwe and propose a way forward. Questionnaires, interviews and observations were used to collect data pertaining to the challenges that were faced by the teachers.<br />
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DOI: <a href="https://doi.org/10.13140/RG.2.2.12405.99042" target="_blank">10.13140/RG.2.2.12405.99042</a></div></div><br />
<div style="text-align: justify;"><b>TEACHER COMPETENCE TEST OF ISLAMIC PRIMARY TEACHERS EDUCATION IN STATE ISLAMIC PRIMARY SCHOOLS (MIN) OF PIDIE REGENCY</b><br />
<i>Nufiar and Saifullah</i><br />
<span style="font-size: x-small;">Paper ID: 745-1475396691</span><br />
<span style="font-size: x-small;">JIP. Ed. 4(3), 2016: 309-320.</span><br />
<a href="http://www.scadindependent.org/2016/09/peuradeun-19116.87689.html" target="_blank"><button b="" gt="" onclick="" style="background-color: blue; border-radius: 5px; color: white; cursor: pointer; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666;">Full Text</button></a><input onclick="if(this.parentNode.getElementsByTagName('div')[0].style.display != ''){this.parentNode.getElementsByTagName('div')[0].style.display = '';this.value = 'Abstract';}else{this.parentNode.getElementsByTagName('div')[0].style.display = 'none'; this.value = 'Abstract';}" style="-moz-border-radius: 5px; -webkit-border-radius: 5px; background-color: #e50000; border-radius: 5px; color: white; cursor: pointer; display: inline; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666;" type="button" value="Abstract" /> <br />
<div style="background: #f1f1f1; border: 1px inset; display: none; margin-top: 5px; padding: 10px 5px; padding: 6px;"><b>Abstract</b><br />
This study aims at examining the readiness of the Diploma-II holders of Primary Teachers Education of STIT AL-Hilal Sigli in drawing up the Lesson Plan and implementing the teaching and learning interactions in the classroom. In particular, the study attempts to figure out whether the teaching and learning interaction meet the methods listed in the Lesson Plan (RPP) and the assessment system of learner’s performance in Islamic Primary schools throughout Pidie regency. The sample of this study is nineteen Islamic Primary schools throughout Pidie regency. While to collect data from the research field, the researchers used observation, interviews, and documents. The result indicates that: (1) in general, the teachers have good and considerate preparation in drawing up the Lesson Plan within a sufficient time instead having an extemporaneous teaching. They commonly conducted the Lesson Plan preparation through the discussion with other fellow teachers which avoids them from having a significant obstacle. The only considerable stumbling blocks are the learning source, learning media, and psychological factors. All the written Lesson Plans will be accounted to the principal, superintendent, and the education department. Otherwise, the teachers will be penalized for not making one. (2) The method specified in the Lesson Plan does not correspond to the methods used in teaching and learning in general. (3) The respondents generally do not apply taxonomic Bloom in the grading system in schools where they are in charge.<br />
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DOI: <a href="https://doi.org/10.13140/RG.2.2.19116.87689" target="_blank">10.13140/RG.2.2.19116.87689</a></div></div><br />
<div style="text-align: justify;"><b>IMPLEMENTATION THE PEDAGOGICAL CONTENT KNOWLEDGE (PCK) OF PHYSIC TEACHER BASED-ON STUDENTS LEARNING OUTCOMES AT SMAN 4 BANDA ACEH, INDONESIA</b><br />
<i>Saminan and Roza Zulfira</i><br />
<span style="font-size: x-small;">Paper ID: 745-1475397003</span><br />
<span style="font-size: x-small;">JIP. Ed. 4(3), 2016: 321-332.</span><br />
<a href="http://www.scadindependent.org/2016/09/peuradeun-15761.43360.html" target="_blank"><button b="" gt="" onclick="" style="background-color: blue; border-radius: 5px; color: white; cursor: pointer; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666;">Full Text</button></a><input onclick="if(this.parentNode.getElementsByTagName('div')[0].style.display != ''){this.parentNode.getElementsByTagName('div')[0].style.display = '';this.value = 'Abstract';}else{this.parentNode.getElementsByTagName('div')[0].style.display = 'none'; this.value = 'Abstract';}" style="-moz-border-radius: 5px; -webkit-border-radius: 5px; background-color: #e50000; border-radius: 5px; color: white; cursor: pointer; display: inline; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666;" type="button" value="Abstract" /> <br />
<div style="background: #f1f1f1; border: 1px inset; display: none; margin-top: 5px; padding: 10px 5px; padding: 6px;"><b>Abstract</b><br />
One of the factors of low student learning outcomes on physic learning coursed lack of ability teachers in effecting the pedagogic practice and knowing subject matter in the learning environment. Pedagogical content knowledge (PCK) is the blending of pedagogical knowledge and content knowledge which must have by teachers in realizing learning objectives. This research aims to showed the implementation pedagogical content knowledge (PCK) of physic teacher based on students learning outcomes on measurement and magnitude material at class of X IA4 SMAN 4 Banda Aceh. Outcomes of this research are: the average value of students learning outcomes is 80 with description the PCK of physic teacher are 95% teacher have understood students of characteristics in learning process, 67% teacher success in planning of learning, 70% teacher success in implementing learning activities, 67% teacher success in evaluating learning outcomes, 75% teacher has been able developing the potentials of the students, and 75% teacher has mastered the science of substances.<br />
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DOI: <a href="https://doi.org/10.13140/RG.2.2.15761.43360" target="_blank">10.13140/RG.2.2.15761.43360</a></div></div><br />
<div style="text-align: justify;"><b>COMPARATIVE EDUCATION IN THE EDUCATIONAL SYSTEMS AND PROBLEMS IN LIKENESSES AND DIFFERENCES BETWEEN REGIONS OF THE WORLD</b><br />
<i>Monica Steinbach and Shahrzad Afroozeh</i><br />
<span style="font-size: x-small;">Paper ID: 745-1475397129</span><br />
<span style="font-size: x-small;">JIP. Ed. 4(3), 2016: 333-346.</span><br />
<a href="http://www.scadindependent.org/2016/09/peuradeun-22472.32004.html" target="_blank"><button b="" gt="" onclick="" style="background-color: blue; border-radius: 5px; color: white; cursor: pointer; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666;">Full Text</button></a><input onclick="if(this.parentNode.getElementsByTagName('div')[0].style.display != ''){this.parentNode.getElementsByTagName('div')[0].style.display = '';this.value = 'Abstract';}else{this.parentNode.getElementsByTagName('div')[0].style.display = 'none'; this.value = 'Abstract';}" style="-moz-border-radius: 5px; -webkit-border-radius: 5px; background-color: #e50000; border-radius: 5px; color: white; cursor: pointer; display: inline; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666;" type="button" value="Abstract" /> <br />
<div style="background: #f1f1f1; border: 1px inset; display: none; margin-top: 5px; padding: 10px 5px; padding: 6px;"><b>Abstract</b><br />
This paper is to consider the term “comparative” in its more restricted sense, in the way the term is used in various comparative fields of study. It is somewhat curious that scholars in our field of comparative education have never attempted to sort out the various meanings of the term “comparative.” I do not plan to draw a firm distinction between the two spheres, though it might be helpful to suggest that “comparative education” is generally regarded as the more academic or scientific aspect of the field, while international education is related to “cooperation, understanding, and exchange” elements of the field. I feel we must reject the hegemonic claims of science. We recall, for example, that Comte believed society traversed through various stages, from religion, to philosophy, then to science. His mistake, from my vantage point, was to place these ways of knowing in a hierarchical framework, which makes philosophy a second-rate means of knowing, and religion a third-rate means of knowing. My own orientation is to place them parallel with each other. There is a place for the spiritual, a place for the philosophical, and a place for the scientific, and any attempt to place one exclusively over the other is inappropriate.<br />
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DOI: <a href="https://doi.org/10.13140/RG.2.2.22472.32004" target="_blank">10.13140/RG.2.2.22472.32004</a></div></div><br />
<div style="text-align: justify;"><b>THE FACTORS THAT EFFECT ON INTERNAL AUDITOR INDEPENDENCE IN THE ACEH BANKING SECTOR</b><br />
<i>Dwi Meilvi Nasvita</i><br />
<span style="font-size: x-small;">Paper ID: 745-1475397350</span><br />
<span style="font-size: x-small;">JIP. Ed. 4(3), 2016: 357-368.</span><br />
<a href="http://www.scadindependent.org/2016/09/peuradeun-11567.12968.html" target="_blank"><button b="" gt="" onclick="" style="background-color: blue; border-radius: 5px; color: white; cursor: pointer; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666;">Full Text</button></a><input onclick="if(this.parentNode.getElementsByTagName('div')[0].style.display != ''){this.parentNode.getElementsByTagName('div')[0].style.display = '';this.value = 'Abstract';}else{this.parentNode.getElementsByTagName('div')[0].style.display = 'none'; this.value = 'Abstract';}" style="-moz-border-radius: 5px; -webkit-border-radius: 5px; background-color: #e50000; border-radius: 5px; color: white; cursor: pointer; display: inline; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666;" type="button" value="Abstract" /> <br />
<div style="background: #f1f1f1; border: 1px inset; display: none; margin-top: 5px; padding: 10px 5px; padding: 6px;"><b>Abstract</b><br />
This study aimed to examine the factors that effect on internal auditor independence of the internal auditor, namely the competence of internal auditors, management intervention, employee participation and regulation of the company. The sample of this research is internal auditing staff at banks of Aceh. Data were collected through the distribution of questionnaires to respondents using multiple linear regression analysis. The results showed that all factors have influences on the independence of internal auditor, simultaneously or partially. While auditor competence, employee participation, and company regulation have positive influence, management intervention has a negative influence on the independence of the internal auditors.<br />
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DOI: <a href="https://doi.org/10.13140/RG.2.2.11567.12968" target="_blank">10.13140/RG.2.2.11567.12968</a></div></div><br />
<div style="text-align: justify;"><b>SOCIAL IMPACT OF MANGROVE LAND CONVERSION IN DIMENSIONS AS RURAL SUSTAINABILITY</b><br />
<i>A Hadian Pratama, Budi Gunawan, and Budi Cahya</i><br />
<span style="font-size: x-small;">Paper ID: 745-1475397652</span><br />
<span style="font-size: x-small;">JIP. Ed. 4(3), 2016: 357-368.</span><br />
<a href="http://www.scadindependent.org/2016/09/peuradeun-31699.78887.html" target="_blank"><button b="" gt="" onclick="" style="background-color: blue; border-radius: 5px; color: white; cursor: pointer; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666;">Full Text</button></a><input onclick="if(this.parentNode.getElementsByTagName('div')[0].style.display != ''){this.parentNode.getElementsByTagName('div')[0].style.display = '';this.value = 'Abstract';}else{this.parentNode.getElementsByTagName('div')[0].style.display = 'none'; this.value = 'Abstract';}" style="-moz-border-radius: 5px; -webkit-border-radius: 5px; background-color: #e50000; border-radius: 5px; color: white; cursor: pointer; display: inline; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666;" type="button" value="Abstract" /> <br />
<div style="background: #f1f1f1; border: 1px inset; display: none; margin-top: 5px; padding: 10px 5px; padding: 6px;"><b>Abstract</b><br />
Mangrove ecosystem is an important part of the coastal environment. One of the problems in almost all coastal areas in Indonesia is the degradation of mangrove area. In the coastal areas of Langkat Regency, precisely in the Tapak Kuda Village is also facing the same thing. In the last 15 years, mangrove area has reduced quite high. One of them is caused by the conversion of mangrove land into ponds. The existence of mangrove ecosystems is related to socio-economic life of society that causes the decline of mangrove area and the changing environmental conditions of social life. The results showed that the conversion of mangrove land brought the social impact on residents’ lives. Changes in the types of jobs are fishermen decreased 24%, the percentage of farmers rose 19% and fish farmers also rose 10%. Income-related conditions, 24% of people feel steady and have sufficient income to meet the families’ needs, 43% of people feel sometimes high income is not enough to meet families’ needs and 33% of people feel low income that make the families’ needs are not fulfilled. The condition of public education level has increased, the percentage of people completing primary school rose 7%, junior high was up 21%, and high school 16%. Regarding the use of natural resources, there were only 35% of the natural resources that could be managed by the community. Community land use patterns are 10% of ponds, 30% of fields, 20% of fishing areas and 40% of conservation areas.<br />
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DOI: <a href="https://doi.org/10.13140/RG.2.2.31699.78887" target="_blank">10.13140/RG.2.2.31699.78887</a></div></div><br />
<div style="text-align: justify;"><b>FEDERALISM CRITICAL ARGUMENTS AS THE TRANSFIGURATIONS OF NIGERIAN FEDERALISM</b><br />
<i>Hilary Achinike and Stephens Ogbonna</i><br />
<span style="font-size: x-small;">Paper ID: 745-1475397757</span><br />
<span style="font-size: x-small;">JIP. Ed. 4(3), 2016: 369-382.</span><br />
<a href="http://www.scadindependent.org/2016/09/peuradeun-28344.34567.html" target="_blank"><button b="" gt="" onclick="" style="background-color: blue; border-radius: 5px; color: white; cursor: pointer; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666;">Full Text</button></a><input onclick="if(this.parentNode.getElementsByTagName('div')[0].style.display != ''){this.parentNode.getElementsByTagName('div')[0].style.display = '';this.value = 'Abstract';}else{this.parentNode.getElementsByTagName('div')[0].style.display = 'none'; this.value = 'Abstract';}" style="-moz-border-radius: 5px; -webkit-border-radius: 5px; background-color: #e50000; border-radius: 5px; color: white; cursor: pointer; display: inline; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666;" type="button" value="Abstract" /> <br />
<div style="background: #f1f1f1; border: 1px inset; display: none; margin-top: 5px; padding: 10px 5px; padding: 6px;"><b>Abstract</b><br />
The debate concerning Nigeria’s political life has, in recent years, pervaded several fora as Nigeria’s political life remains under the shadow of an enigma. The basic tenets of federalism touched by a global wind of democracy, quite forceful in some regions of the world, are said to be a field and sweeping across all continents. But in contemporary Nigeria, as in Africa generally, authoritarianism reigns. Federalism critical arguments hold, in spite of its many global ‘bastard’ incarnates which in Nigeria shows as weak, emaciated and a pitiable thing. This paper argues that the body politic of Nigeria is congenially unreceptive to the reproductive seeds of a largely potent federalism. It is this ‘unreceptive environment’ that this paper has characterized as the transfigurations of Nigerian federalism.<br />
<br />
DOI: <a href="https://doi.org/10.13140/RG.2.2.28344.34567" target="_blank">10.13140/RG.2.2.28344.34567</a></div></div><br />
<div style="text-align: justify;"><b>MULTICULTURALISM AS AN ALTERNATIVE A CULTURAL ORIENTATION TO EDUCATION IN THE ASPECT OF CULTURE AS THE AXIOLOGICAL FOCUS</b><br />
<i>Rinat Suzanne and Liana Nathalie</i><br />
<span style="font-size: x-small;">Paper ID: 745-1475397868</span><br />
<span style="font-size: x-small;">JIP. Ed. 4(3), 2016: 383-394.</span><br />
<a href="http://www.scadindependent.org/2016/09/peuradeun-35055.23201.html" target="_blank"><button b="" gt="" onclick="" style="background-color: blue; border-radius: 5px; color: white; cursor: pointer; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666;">Full Text</button></a><input onclick="if(this.parentNode.getElementsByTagName('div')[0].style.display != ''){this.parentNode.getElementsByTagName('div')[0].style.display = '';this.value = 'Abstract';}else{this.parentNode.getElementsByTagName('div')[0].style.display = 'none'; this.value = 'Abstract';}" style="-moz-border-radius: 5px; -webkit-border-radius: 5px; background-color: #e50000; border-radius: 5px; color: white; cursor: pointer; display: inline; font-weight: bold; padding: 0px 5px; text-shadow: 1px 1px #666;" type="button" value="Abstract" /> <br />
<div style="background: #f1f1f1; border: 1px inset; display: none; margin-top: 5px; padding: 10px 5px; padding: 6px;"><b>Abstract</b><br />
Multiculturalism occurs naturally when a society is willing to accept the culture of immigrants. Multiculturalism has been defined as a method whereby culturally diverse groups are accorded status and recognition, not just at the individual level, but in the institutional structures of the society. Multiculturalists’ perspectives have had a deep influence in the social sciences, and particularly in the field of education. Although it aims to improve society, multiculturalism has been criticized for adopting an essentialist approach to culture, because the calling for the appreciation and recognition of cultural variety. To achieve a situation in which culture has no exclusive value requires reevaluation of the concepts of culture and identity as accepted in the West over the past few centuries, examining epistemological and ontological conceptions and how they shape political and social organizations reflected in the nation-state. Just as culture is soft, permeable and dynamic, so too is the cultural self and its identity. If multiculturalism seeks a solution to distinctions that engender problems in a modern world in which many cultures are situated in one social space, we maintain that such distinctions are problematic and even erroneous. Modernity did not give rise to a multiplicity of cultures but rather to extensive cultural and social variation.<br />
<br />
DOI: <a href="https://doi.org/10.13140/RG.2.2.35055.23201" target="_blank">10.13140/RG.2.2.35055.23201</a></div></div></div></div>SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comtag:blogger.com,1999:blog-6673445622997060548.post-50038011884931097592016-09-28T01:52:00.000+07:002017-02-04T17:51:47.547+07:00MULTICULTURALISM AS AN ALTERNATIVE A CULTURAL ORIENTATION TO EDUCATION IN THE ASPECT OF CULTURE AS THE AXIOLOGICAL FOCUS<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: center;"><a href="http://www.scadindependent.org" target="_blank"><img alt="http://www.scadindependent.org/p/blog-page_8.html" border="0" src="https://lh3.googleusercontent.com/-xyavMhwnr54/Vj8_Ji4TkkI/AAAAAAAAA2E/JeU7PzjR85o/s640-Ic42/Header%252520Web%252520JIP.png" width="550" /></a></div><br />
<b><span style="color: blue; font-family: Georgia;">Rinat Suzanne; Liana Nathalie</span></b><br />
<i>1-School of Education, Hebrew University; and 2-School of International and Public Affairs, Columbia University</i><br />
<br />
<b>Abstract</b><br />
<div style="text-align: justify;">Multiculturalism occurs naturally when a society is willing to accept the culture of immigrants. Multiculturalism has been defined as a method whereby culturally diverse groups are accorded status and recognition, not just at the individual level, but in the institutional structures of the society. Multiculturalists’ perspectives have had a deep influence in the social sciences, and particularly in the field of education. Although it aims to improve society, multiculturalism has been criticized for adopting an essentialist approach to culture, because the calling for the appreciation and recognition of cultural variety. To achieve a situation in which culture has no exclusive value requires reevaluation of the concepts of culture and identity as accepted in the West over the past few centuries, examining epistemological and ontological conceptions and how they shape political and social organizations reflected in the nation-state. Just as culture is soft, permeable and dynamic, so too is the cultural self and its identity. If multiculturalism seeks a solution to distinctions that engender problems in a modern world in which many cultures are situated in one social space, we maintain that such distinctions are problematic and even erroneous. Modernity did not give rise to a multiplicity of cultures but rather to extensive cultural and social variation.<br />
<br />
<b>Keywords: </b><i>Multiculturalism, Cultural, Orientation, Education</i></div><br />
<button onclick="window.location='http://oaji.net/articles/2016/745-1475397868.pdf'" style="background-color: blue; color: white;"><b>View Full Text</b></button></div>SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comtag:blogger.com,1999:blog-6673445622997060548.post-91046559719243332912016-09-28T01:49:00.000+07:002017-02-04T17:55:02.129+07:00FEDERALISM CRITICAL ARGUMENTS AS THE TRANSFIGURATIONS OF NIGERIAN FEDERALISM<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: center;"><a href="http://www.scadindependent.org" target="_blank"><img alt="http://www.scadindependent.org/p/blog-page_8.html" border="0" src="https://lh3.googleusercontent.com/-xyavMhwnr54/Vj8_Ji4TkkI/AAAAAAAAA2E/JeU7PzjR85o/s640-Ic42/Header%252520Web%252520JIP.png" width="550" /></a></div><br />
<b><span style="color: blue; font-family: Georgia;">Hilary Achinike; Stephens Ogbonna</span></b><br />
<i>Department of Political Science, University of Nigeria, Nsukka, Nigeria</i><br />
<br />
<b>Abstract</b><br />
<div style="text-align: justify;">The debate concerning Nigeria’s political life has, in recent years, pervaded several fora as Nigeria’s political life remains under the shadow of an enigma. The basic tenets of federalism touched by a global wind of democracy, quite forceful in some regions of the world, are said to be a field and sweeping across all continents. But in contemporary Nigeria, as in Africa generally, authoritarianism reigns. Federalism critical arguments hold, in spite of its many global ‘bastard’ incarnates which in Nigeria shows as weak, emaciated and a pitiable thing. This paper argues that the body politic of Nigeria is congenially unreceptive to the reproductive seeds of a largely potent federalism. It is this ‘unreceptive environment’ that this paper has characterized as the transfigurations of Nigerian federalism.<br />
<br />
<b>Keywords: </b><i>Nigeria, Federalism, Transfigurations, Politics, Critical</i></div><br />
<button onclick="window.location='http://oaji.net/articles/2016/745-1475397757.pdf'" style="background-color: blue; color: white;"><b>View Full Text</b></button></div>SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comtag:blogger.com,1999:blog-6673445622997060548.post-47495836384783767662016-09-28T01:46:00.000+07:002017-02-04T17:56:01.511+07:00SOCIAL IMPACT OF MANGROVE LAND CONVERSION IN DIMENSIONS AS RURAL SUSTAINABILITY<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: center;"><a href="http://www.scadindependent.org" target="_blank"><img alt="http://www.scadindependent.org/p/blog-page_8.html" border="0" src="https://lh3.googleusercontent.com/-xyavMhwnr54/Vj8_Ji4TkkI/AAAAAAAAA2E/JeU7PzjR85o/s640-Ic42/Header%252520Web%252520JIP.png" width="550" /></a></div><br />
<b><span style="color: blue; font-family: Georgia;">A Hadian Pratama; Budi Gunawan; Budi Cahya</span></b><br />
<i>1-Politeknik Piksi Ganesha Bandung and 2-3-Program Study of Magister Environmental Science, Padjadjaran University, Bandung</i><br />
<br />
<b>Abstract</b><br />
<div style="text-align: justify;">Mangrove ecosystem is an important part of the coastal environment. One of the problems in almost all coastal areas in Indonesia is the degradation of mangrove area. In the coastal areas of Langkat Regency, precisely in the Tapak Kuda Village is also facing the same thing. In the last 15 years, mangrove area has reduced quite high. One of them is caused by the conversion of mangrove land into ponds. The existence of mangrove ecosystems is related to socio-economic life of society that causes the decline of mangrove area and the changing environmental conditions of social life. The results showed that the conversion of mangrove land brought the social impact on residents’ lives. Changes in the types of jobs are fishermen decreased 24%, the percentage of farmers rose 19% and fish farmers also rose 10%. Income-related conditions, 24% of people feel steady and have sufficient income to meet the families’ needs, 43% of people feel sometimes high income is not enough to meet families’ needs and 33% of people feel low income that make the families’ needs are not fulfilled. The condition of public education level has increased, the percentage of people completing primary school rose 7%, junior high was up 21%, and high school 16%. Regarding the use of natural resources, there were only 35% of the natural resources that could be managed by the community. Community land use patterns are 10% of ponds, 30% of fields, 20% of fishing areas and 40% of conservation areas.<br />
<br />
<b>Keywords: </b><i>Mangrove, Land Conversion, Social Life Changes</i></div><br />
<button onclick="window.location='http://oaji.net/articles/2016/745-1475397652.pdf'" style="background-color: blue; color: white;"><b>View Full Text</b></button></div>SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comtag:blogger.com,1999:blog-6673445622997060548.post-73215553394680065512016-09-28T01:43:00.000+07:002017-02-04T17:57:26.232+07:00THE FACTORS THAT EFFECT ON INTERNAL AUDITOR INDEPENDENCE IN THE ACEH BANKING SECTOR<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: center;"><a href="http://www.scadindependent.org" target="_blank"><img alt="http://www.scadindependent.org/p/blog-page_8.html" border="0" src="https://lh3.googleusercontent.com/-xyavMhwnr54/Vj8_Ji4TkkI/AAAAAAAAA2E/JeU7PzjR85o/s640-Ic42/Header%252520Web%252520JIP.png" width="550" /></a></div><br />
<b><span style="color: blue; font-family: Georgia;">Dwi Meilvi Nasvita</span></b><br />
<i>Masters of Accounting, Postgraduate Program, Syiah Kuala University, Banda Aceh</i><br />
<br />
<b>Abstract</b><br />
<div style="text-align: justify;">This study aimed to examine the factors that effect on internal auditor independence of the internal auditor, namely the competence of internal auditors, management intervention, employee participation and regulation of the company. The sample of this research is internal auditing staff at banks of Aceh. Data were collected through the distribution of questionnaires to respondents using multiple linear regression analysis. The results showed that all factors have influences on the independence of internal auditor, simultaneously or partially. While auditor competence, employee participation, and company regulation have positive influence, management intervention has a negative influence on the independence of the internal auditors.<br />
<br />
<b>Keywords: </b><i>Internal Auditor Independence, Auditor Competence, Employee Participation, Company Regulation.</i></div><br />
<button onclick="window.location='http://oaji.net/articles/2016/745-1475397350.pdf'" style="background-color: blue; color: white;"><b>View Full Text</b></button></div>SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comtag:blogger.com,1999:blog-6673445622997060548.post-14974668773810464952016-09-28T01:40:00.000+07:002017-02-04T18:01:28.693+07:00COMPARATIVE EDUCATION IN THE EDUCATIONAL SYSTEMS AND PROBLEMS IN LIKENESSES AND DIFFERENCES BETWEEN REGIONS OF THE WORLD<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: center;"><a href="http://www.scadindependent.org" target="_blank"><img alt="http://www.scadindependent.org/p/blog-page_8.html" border="0" src="https://lh3.googleusercontent.com/-xyavMhwnr54/Vj8_Ji4TkkI/AAAAAAAAA2E/JeU7PzjR85o/s640-Ic42/Header%252520Web%252520JIP.png" width="550" /></a></div><br />
<b><span style="color: blue; font-family: Georgia;">Monica Steinbach; Shahrzad Afroozeh</span></b><br />
<i>1-Education University of Vienna, Austria and 2-Department of Philosophy, University of Vienna, Vienna, Austria</i><br />
<br />
<b>Abstract</b><br />
<div style="text-align: justify;">This paper is to consider the term “comparative” in its more restricted sense, in the way the term is used in various comparative fields of study. It is somewhat curious that scholars in our field of comparative education have never attempted to sort out the various meanings of the term “comparative.” I do not plan to draw a firm distinction between the two spheres, though it might be helpful to suggest that “comparative education” is generally regarded as the more academic or scientific aspect of the field, while international education is related to “cooperation, understanding, and exchange” elements of the field. I feel we must reject the hegemonic claims of science. We recall, for example, that Comte believed society traversed through various stages, from religion, to philosophy, then to science. His mistake, from my vantage point, was to place these ways of knowing in a hierarchical framework, which makes philosophy a second-rate means of knowing, and religion a third-rate means of knowing. My own orientation is to place them parallel with each other. There is a place for the spiritual, a place for the philosophical, and a place for the scientific, and any attempt to place one exclusively over the other is inappropriate.<br />
<br />
<b>Keywords: </b><i>Comparative, Education, Regions, Words, Problems in Likenesses</i></div><br />
<button onclick="window.location='http://oaji.net/articles/2016/745-1475397129.pdf'" style="background-color: blue; color: white;"><b>View Full Text</b></button></div>SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comtag:blogger.com,1999:blog-6673445622997060548.post-85587271798721592712016-09-28T01:35:00.000+07:002017-02-04T17:59:39.043+07:00IMPLEMENTATION THE PEDAGOGICAL CONTENT KNOWLEDGE (PCK) OF PHYSIC TEACHER BASED-ON STUDENTS LEARNING OUTCOMES AT SMAN 4 BANDA ACEH<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: center;"><a href="http://www.scadindependent.org" target="_blank"><img alt="http://www.scadindependent.org/p/blog-page_8.html" border="0" src="https://lh3.googleusercontent.com/-xyavMhwnr54/Vj8_Ji4TkkI/AAAAAAAAA2E/JeU7PzjR85o/s640-Ic42/Header%252520Web%252520JIP.png" width="550" /></a></div><br />
<b><span style="color: blue; font-family: Georgia;">Saminan; Roza Zulfira</span></b><br />
<i>Syiah Kuala University, Banda Aceh, Indonesia</i><br />
<br />
<b>Abstract</b><br />
<div style="text-align: justify;">One of the factors of low student learning outcomes on physic learning coursed lack of ability teachers in effecting the pedagogic practice and knowing subject matter in the learning environment. Pedagogical content knowledge (PCK) is the blending of pedagogical knowledge and content knowledge which must have by teachers in realizing learning objectives. This research aims to showed the implementation pedagogical content knowledge (PCK) of physic teacher based on students learning outcomes on measurement and magnitude material at class of X IA4 SMAN 4 Banda Aceh. Outcomes of this research are: the average value of students learning outcomes is 80 with description the PCK of physic teacher are 95% teacher have understood students of characteristics in learning process, 67% teacher success in planning of learning, 70% teacher success in implementing learning activities, 67% teacher success in evaluating learning outcomes, 75% teacher has been able developing the potentials of the students, and 75% teacher has mastered the science of substances.<br />
<br />
<b>Keywords: </b><i>Pedagogical content knowledge, Physic Teacher, Students Learning Outcomes</i></div><br />
<button onclick="window.location='http://oaji.net/articles/2016/745-1475397003.pdf'" style="background-color: blue; color: white;"><b>View Full Text</b></button></div>SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comtag:blogger.com,1999:blog-6673445622997060548.post-12877144566434484062016-09-28T01:13:00.000+07:002017-02-04T23:14:09.473+07:00TEACHER COMPETENCE TEST OF ISLAMIC PRIMARY TEACHERS EDUCATION IN STATE ISLAMIC PRIMARY SCHOOLS (MIN) OF PIDIE REGENCY<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: center;"><a href="http://www.scadindependent.org" target="_blank"><img alt="http://www.scadindependent.org/p/blog-page_8.html" border="0" src="https://lh3.googleusercontent.com/-xyavMhwnr54/Vj8_Ji4TkkI/AAAAAAAAA2E/JeU7PzjR85o/s640-Ic42/Header%252520Web%252520JIP.png" width="550" /></a></div><br />
<b><span style="color: blue; font-family: Georgia;">Nufiar; Saifullah</span></b><br />
<i>1-STAI Al-Hilal, Sigli, Indonesia;</i><br />
<i>2-Tarbiyah Faculty and Teacher Training, UIN Ar-Raniry Banda Aceh, Indonesia</i><br />
<br />
<b>Abstract</b><br />
<div style="text-align: justify;">This study aims at examining the readiness of the Diploma-II holders of Primary Teachers Education of STIT AL-Hilal Sigli in drawing up the Lesson Plan and implementing the teaching and learning interactions in the classroom. In particular, the study attempts to figure out whether the teaching and learning interaction meet the methods listed in the Lesson Plan (RPP) and the assessment system of learner’s performance in Islamic Primary schools throughout Pidie regency. The sample of this study is nineteen Islamic Primary schools throughout Pidie regency. While to collect data from the research field, the researchers used observation, interviews, and documents. The result indicates that: (1) in general, the teachers have good and considerate preparation in drawing up the Lesson Plan within a sufficient time instead having an extemporaneous teaching. They commonly conducted the Lesson Plan preparation through the discussion with other fellow teachers which avoids them from having a significant obstacle. The only considerable stumbling blocks are the learning source, learning media, and psychological factors. All the written Lesson Plans will be accounted to the principal, superintendent, and the education department. Otherwise, the teachers will be penalized for not making one. (2) The method specified in the Lesson Plan does not correspond to the methods used in teaching and learning in general. (3) The respondents generally do not apply taxonomic Bloom in the grading system in schools where they are in charge.<br />
<br />
<b>Keywords: </b><i>Teacher Competence Test, Islamic Primary Teacher, Pidie</i></div><br />
<button onclick="window.location='http://oaji.net/articles/2016/745-1475396691.pdf'" style="background-color: blue; color: white;"><b>View Full Text</b></button></div>SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comtag:blogger.com,1999:blog-6673445622997060548.post-83552633374783820792016-09-28T01:07:00.000+07:002017-02-04T18:02:21.674+07:00CHALLENGE LEARNING FOR TEACHERS IN RURAL GWERU ZIMBABWE<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: center;"><a href="http://www.scadindependent.org" target="_blank"><img alt="http://www.scadindependent.org/p/blog-page_8.html" border="0" src="https://lh3.googleusercontent.com/-xyavMhwnr54/Vj8_Ji4TkkI/AAAAAAAAA2E/JeU7PzjR85o/s640-Ic42/Header%252520Web%252520JIP.png" width="550" /></a></div><br />
<b><span style="color: blue; font-family: Georgia;">Gladwin Bhebhe; Matiya Mugurani</span></b><br />
<i>Department of Educational Foundations, Management and Curriculum Studies, Midlands State University Zimbabwe, Zimbabwe</i><br />
<br />
<b>Abstract</b><br />
<div style="text-align: justify;">The study established that rural day secondary school science teachers face a number of challenges, including inadequate teaching and learning materials, students’ negative attitudes towards science, conflicts between students’ home background and school science, and absence of science teachers’ associations. These challenges could have a direct impact on the teaching and learning of science in rural day secondary schools. The opening of rural day secondary schools in Zimbabwe was a great challenge in terms of providing science education to all students because the newly opened secondary schools did not have conventional laboratories and equipment that would facilitate the teaching and learning of science. This study sought to find out the challenges faced by rural day secondary school science teachers in Gweru district of Zimbabwe and propose a way forward. Questionnaires, interviews and observations were used to collect data pertaining to the challenges that were faced by the teachers.<br />
<br />
<b>Keywords: </b><i>Challenges, Teachers, Rural Schools, Gweru Zimbabwe</i></div><br />
<button onclick="window.location='http://oaji.net/articles/2016/745-1475396394.pdf'" style="background-color: blue; color: white;"><b>View Full Text</b></button></div>SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comtag:blogger.com,1999:blog-6673445622997060548.post-41863065418643750552016-09-28T01:02:00.000+07:002017-02-04T18:02:57.934+07:00INFORMAL EDUCATION AS A PROJECTED IMPROVEMENT OF THE PROFESSIONAL SKILLS OF EMPLOYEES OF ORGANIZATIONS<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: center;"><a href="http://www.scadindependent.org" target="_blank"><img alt="http://www.scadindependent.org/p/blog-page_8.html" border="0" src="https://lh3.googleusercontent.com/-xyavMhwnr54/Vj8_Ji4TkkI/AAAAAAAAA2E/JeU7PzjR85o/s640-Ic42/Header%252520Web%252520JIP.png" width="550" /></a></div><br />
<b><span style="color: blue; font-family: Georgia;">Warul Walidin</span></b><br />
<i>State Islamic University of Ar-Raniry Banda Aceh, Indonesia</i><br />
<br />
<b>Abstract</b><br />
<div style="text-align: justify;">Technologies of vocational training play an important role in the concept of informal education and they can be implemented as in higher education, and organizational learning. In the modern understanding of education the two sides are emphasized - the communion of each person to the society and the development of individual personality features. If formal education is moving towards these goals systematically and purposefully at certain training sessions, the place and time of informal education is in no way limited. Informal education can be characterized not only by independent, human progress in cultural development, but also directed and projected improvement of professional and personal skills of employees of organizations. The purpose of this papers to examine informal education not only as an independent, but also as a guide and the projected improvement of the professional and personal skills of employees of organizations. The leading approaches to the study of this problem are social-pedagogical and managerial approaches to substantiate the essence of the process and the role of leaders of organizations trained in the management of such education.<br />
<br />
<b>Keywords: </b><i>Informal Education, Personal Skill, Employees Organizations, Cultur</i></div><br />
<button onclick="window.location='http://oaji.net/articles/2016/745-1475396090.pdf'" style="background-color: blue; color: white;"><b>View Full Text</b></button></div>SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comtag:blogger.com,1999:blog-6673445622997060548.post-8186116548006452462016-09-28T00:58:00.000+07:002017-02-04T18:03:32.504+07:00VOCATIONAL SCHOOL-INDUSTRY PARTNERSHIP IN IMPROVING GRADUATE COMPETENCY<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: center;"><a href="http://www.scadindependent.org" target="_blank"><img alt="http://www.scadindependent.org/p/blog-page_8.html" border="0" src="https://lh3.googleusercontent.com/-xyavMhwnr54/Vj8_Ji4TkkI/AAAAAAAAA2E/JeU7PzjR85o/s640-Ic42/Header%252520Web%252520JIP.png" width="550" /></a></div><br />
<b><span style="color: blue; font-family: Georgia;">Murniati AR; Nasir Usman; Azizah</span></b><br />
<i>Education Administration of Syiah Kuala University, Aceh, Indonesia</i><br />
<br />
<b>Abstract</b><br />
<div style="text-align: justify;">A wide variety of educational reform on vocational education in accordance with the policy of link and match requires the schools to do the partnership to encourage the improvement of graduate competency and the demands of the relevance of education to the job needs. The purpose of this research is to illustrate and analyze the partnership strategy of vocational schools with the business world in its efforts to improve the graduate competency. This research has been held at SMK 3 Banda Aceh using qualitative descriptive approach. The instrument in this research is a researcher itself. This is because in qualitative approach, the researchers are essential instruments. As key instruments, researchers have to create their own set of the guidelines, observation, interview and documentary of appraisal guidelines that is used as a general guide in the process of recording. The results of the study show that the strategies adopted by SMK in forge cooperation with the world of business and industry are through the establishment of the cooperation program, working mechanism and analysis of factors that affect the holding of cooperation between the two parties.<br />
<br />
<b>Keywords: </b><i>Vocational Education, Partnership Strategy, Graduate Student Competency</i></div><br />
<button onclick="window.location='http://oaji.net/articles/2016/745-1475395986.pdf'" style="background-color: blue; color: white;"><b>View Full Text</b></button></div>SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comtag:blogger.com,1999:blog-6673445622997060548.post-58192376593167165302016-05-28T21:31:00.000+07:002017-02-04T18:18:17.790+07:00IMPROVING STUDENTS’ PROBLEM SOLVING SKILL IN MATHEMATICS THROUGH WRITING<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: center;"><a href="http://www.scadindependent.org" target="_blank"><img alt="http://www.scadindependent.org/p/blog-page_8.html" border="0" src="https://lh3.googleusercontent.com/-xyavMhwnr54/Vj8_Ji4TkkI/AAAAAAAAA2E/JeU7PzjR85o/s640-Ic42/Header%252520Web%252520JIP.png" width="550" /></a></div><br />
<b><span style="color: blue; font-family: Georgia;">Linda Vitoria; Monawati</span></b><br />
<i>Syiah Kuala University, Indonesia</i><br />
<br />
<b>Abstract</b><br />
<div style="text-align: justify;">This article describes the implementation of writing in Mathematics as an effort to improve students’ problem solving skill. The research method was classroom action research which was conducted in three cycles. Research participants were 24 first-year students at PGSD FKIP Syiah Kuala University. Data was collected using a written test consisted of mathematical word problems presented to the students at the end of each cycle, and interview. Students’ problem solving skill was analyzed based on the four steps of problem solving proposed by Polya: 1. the ability to understand the problem, 2. the ability to plan a strategy to solve the problem, 3. the ability to execute the plan, and 4. the ability to re-check. Result shows that writing in Mathematics improve students’ problem solving skill. In cycle 1, the average score of students’ problem solving skill was 51.7. In cycle 2, the average score was 75.6, and finally in cycle 3, the average score was 83.4. During interview, the students confessed that writing helped them organize their thinking so that they can solve a problem satisfactorily.<br />
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<b>Keywords: </b><i>Problem Solving, Writing in Mathematics</i></div><br />
<button onclick="window.location='http://oaji.net/articles/2016/745-1464717295.pdf'" style="background-color: blue; color: white;"><b>View Full Text</b></button></div>SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comtag:blogger.com,1999:blog-6673445622997060548.post-73760059364142222902016-05-28T21:27:00.000+07:002017-02-04T18:19:00.851+07:00DEVELOPMENT MODEL OF PASRAMAN KILAT LEARNING TO IMPROVE THE SPIRITUAL VALUES OF HINDU YOUTH<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: center;"><a href="http://www.scadindependent.org" target="_blank"><img alt="http://www.scadindependent.org/p/blog-page_8.html" border="0" src="https://lh3.googleusercontent.com/-xyavMhwnr54/Vj8_Ji4TkkI/AAAAAAAAA2E/JeU7PzjR85o/s640-Ic42/Header%252520Web%252520JIP.png" width="550" /></a></div><br />
<b><span style="color: blue; font-family: Georgia;">I Ketut Sudarsana</span></b><br />
<i>Denpasar State Hindu Dharma Institute, Bali, Indonesia</i><br />
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<b>Abstract</b><br />
<div style="text-align: justify;">Human resource development is one that can be implemented through the implementation of non-formal education, in this case is pasraman kilat which is expected to enhance the spiritual values. Methodologically this study is using the procedure of research and development, where the stages include: (1) A preliminary study, (2) Preparation of a conceptual model, (3) Validation and revision of the model, (4) Testing the model, (5) Revision of the model, and (6) The final model of pasraman kilat. This study managed to describe (1) The pasraman kilat has not fully follow the principles of good learning, such as planning, implementation and evaluation. (2) The conceptual model was developed using pasraman kilat participatory approach which is expected to bring about change in the planning, implementation and evaluation. (3) Implementation of pasraman kilat model is showing success. It is characterized by the achievement of such indicators; a) planning, b) implementation and c) evaluation. The effectiveness of pasraman kilat models indicated by the positive impact of both the participants and the organizers of pasraman kilat.<br />
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<b>Keywords: </b><i>Pasraman Kilat and Spiritual Values</i></div><br />
<button onclick="window.location='http://oaji.net/articles/2016/745-1464717253.pdf'" style="background-color: blue; color: white;"><b>View Full Text</b></button></div>SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comtag:blogger.com,1999:blog-6673445622997060548.post-22647941202748962112016-05-28T21:21:00.000+07:002017-02-04T18:20:45.345+07:00THE INFLUENCE OF LEADERSHIP IN IMPROVING PERSONNEL PERFORMANCE AT TRADITIONAL ISLAMIC BOARDING SCHOOL (DAYAH)<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: center;"><a href="http://www.scadindependent.org" target="_blank"><img alt="http://www.scadindependent.org/p/blog-page_8.html" border="0" src="https://lh3.googleusercontent.com/-xyavMhwnr54/Vj8_Ji4TkkI/AAAAAAAAA2E/JeU7PzjR85o/s640-Ic42/Header%252520Web%252520JIP.png" width="550" /></a></div><br />
<b><span style="color: blue; font-family: Georgia;">Nasir Usman; Murniati AR; Marzuki</span></b><br />
<i>Syiah Kuala University, Banda Aceh, Indonesia</i><br />
<br />
<b>Abstract</b><br />
<div style="text-align: justify;">This study aims at determining styles of leadership in improving the performance of personnel, factors affecting the personnel performance, and inhibitors in improving the performance of personnel. This study used a qualitative approach with descriptive methods. Data collection techniques were done through observation, interview and documentation study. The subjects were principal, vice director, heads of division, and teachers of Dayah. The results showed that: 1) The leadership styles of dayah in improving the performance of personnel was a consultative, participative and instructive leadership style. 2) Factors that affected performance of personnel were the authority and charismatic of the principal in the presence of personnel, and democratic in decision making, and the religious environment, 3) The limiting factors in improving the performance of the personnel were the number of students that exceeds the capacity dormitories which were available, some of the personnel did not have the administration skill background, the minority of personnel who were less active, and were not able to provide financial support for the personnel.<br />
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<b>Keywords: </b><i>Traditional, Islamic Boarding School, Leadership, Personnel, Performance</i></div><br />
<button onclick="window.location='http://oaji.net/articles/2016/745-1464717224.pdf'" style="background-color: blue; color: white;"><b>View Full Text</b></button></div>SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.comtag:blogger.com,1999:blog-6673445622997060548.post-53283395627397995792016-05-28T21:16:00.000+07:002017-02-04T18:22:05.562+07:00THE NATIVE CULTURES ON STUDENT DISCIPLINE IN SCHOOL, NIGERIA<div dir="ltr" style="text-align: left;" trbidi="on"><div style="text-align: center;"><a href="http://www.scadindependent.org" target="_blank"><img alt="http://www.scadindependent.org/p/blog-page_8.html" border="0" src="https://lh3.googleusercontent.com/-xyavMhwnr54/Vj8_Ji4TkkI/AAAAAAAAA2E/JeU7PzjR85o/s640-Ic42/Header%252520Web%252520JIP.png" width="550" /></a></div><br />
<b><span style="color: blue; font-family: Georgia;">Edewor Ogwu</span></b><br />
<i>Faculty of Education, Delta State University Abraka, Nigeria</i><br />
<br />
<b>Abstract</b><br />
<div style="text-align: justify;">Students discipline problem is developing into an epidemic in Nigerian schools. Every culture has its own values and norms, and these are communicated to its young generation through disciplinary strategies; and being culturally conceptualized and negotiated, these strategies and the languages therein, can only be understood by the members of the identifiable cultural group. The study evaluates some relevant information on teachers’ routine experiences and their views on the effectiveness the enforcement of order, control and disciplinary actions in secondary schools and how school disciplines are influenced by the cultural background of the Staff and students. This study explores teachers’ views on the common approaches and school disciplinary models in Nigeria. The paper suggests that the current educational administration and policies erodes the powers of the secondary Staff to such degree that teachers are disempowered hence, indiscipline among students continues to gather momentum causing poor academic performances.<br />
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<b>Keywords: </b><i>Native, Culture, Discipline, Students, Schools, Nigeria</i></div><br />
<button onclick="window.location='http://oaji.net/articles/2016/745-1464717160.pdf'" style="background-color: blue; color: white;"><b>View Full Text</b></button></div>SCAD Independenthttp://www.blogger.com/profile/08225008311896385806noreply@blogger.com