3 research outputs found
TANTANGAN AKADEMIK DI ERA AI: PENGARUH ACADEMIC SELF-EFFICACY DAN SELF-CONTROL TERHADAP ACADEMIC DISHONESTY PADA MAHASISWA DI INDONESIA
No full textPenelitian ini dilakukan untuk melihat apakah terdapat pengaruh academic self-efficacy dan self-control terhadap academic dishonesty pada mahasiswa yang menggunakan AI selama perkuliahan. Metode yang digunakan dalam penelitian ini adalah pendekatan kuantitatif dengan menguji hipotesis. Pengambilan sampling dalam penelitian ini menggunakan teknik non-probability jenis convinience sampling dengan jumlah responden sebanyak 401 mahasiswa aktif di Indonesia. Instrumen dalam pengambilan data menggunakan alat ukur dari Academic Dishonesty Scale, Self-efficacy Sub Scale Of MLSQ dan The Brief Self-control Scale yang telah dilakukan adaptasi sesuai konteks penelitian. Hasil penelitian ini menunjukkan terdapat pengaruh antara academic dishonesty dan self-control terhadap academic dishonesty pada mahasiswa yang menggunakan AI. Kontribusi yang diberikan dari variabel academic self-efficacy dan self-control sebesar 7,5% dan kedua variabel berpengaruh secara negatif terhadap academic dishonesty pada mahasiswa yang menggunakan AI.
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This study was conducted to see whether there is an influence of academic self-efficacy and self-control on academic dishonesty in students who use AI during lectures. The method used in this study is a quantitative approach by testing the hypothesis. Sampling in this study used a non-probability technique of convenience sampling type with a total of 401 respondents active students in Indonesia. The instrument in data collection used measuring instruments from the Academic Dishonesty Scale, Self-efficacy Sub Scale Of MLSQ and The Brief Self-control Scale which have been adapted according to the research context. The results of this study indicate that there is an influence between academic dishonesty and self-control on academic dishonesty in students who use AI. The contribution given by the academic self-efficacy and self-control variables is 7.5% and both variables have a negative effect on academic dishonesty in students who use AI
PELATIHAN CLASSROOM MANAGEMENT PADA GURU SMK UNTUK MENINGKATKAN PARTISIPASI SISWA SMK DI GARUT JAWA BARAT
No full textThe community service collaborated with one of the Vocational School Partners in the Garut Region, West Java with a focus on efforts to increase teachers in class management. Based on a needs survey conducted on Partners and the results of the school's Minimum Competency Assessment (AKM), it was found that teachers still had obstacles in classroom management which had an impact on low student participation in class during learning. Teachers rarely involve students actively during learning and are more teacher centered learning. Students are low participation in class is highlighted during the evaluation. The activity was carried out using an in-house training method for 3 sessions using material to improve teacher professional competence. During training, teachers are given a pretest and posttest as a method of evaluating success, as well as evaluating the overall activity. The results of the pretest and posttest showed an increase in the mean value before and after participating in the training which means there is an increase in the knowledge and competence of activity participants in this community service. The final evaluation results showed that the entire activity received an assessment in the very good category, both in terms of material, methods and adding new insights. In this way, the community service carried out has been able to provide an increase in teachers' professional competence in classroom administration and management.
Abstrak
Pengabdian masyarakat kali ini bekerja sama dengan salah satu Mitra SMK di Wilayah Garut, Jawa Barat dengan fokus pada upaya peningkatan kompetensi guru dalam manajemen kelas. Berdasarkan survei kebutuhan yang dilakukan kepada Mitra dan hasil Asesmen Kompetensi Minimum (AKM) sekolah, ditemukan hasil bahwa guru masih memiliki hambatan guru dalam classroom management yang berdampak pada rendahnya partisipasi siswa di kelas selama pembelajaran berlangsung. Guru jarang melibatkan siswa secara aktif selama pembelajaran dan lebih bersifat teacher-centered learning. Siswa kurang partisipasif di kelas menjadi sorotan saat evaluasi. Kegiatan dilaksanakan dengan metode in-house training selama 3 sesi dengan mengusung materi untuk meningkatkan kompetensi professional guru. Selama pelatihan, guru diberikan pretest dan posttest sebagai salah satu metode evaluasi keberhasilan, serta evaluasi secara keseluruhan kegiatan. Hasil pretest dan posttest menunjukkan peningkatan nilai mean dari sebelum dan sesudah mengikuti pelatihan. Artinya, terdapat peningkatan pengetahuan maupun kompetensi peserta kegiatan dalam pengabdian masyarakat ini. Selain itu, hasil evaluasi akhir didapatkan keseluruhan kegiatan mendapat penilaian pada ketegori sangat baik, baik dari segi materi, metode dan penambahan wawasan baru. Dengan demikian, pengabdian Masyarakat yang dilaksanakan telah memberikan peningkatan kompetensi professional guru dalam pengelolaan dan manajemen kelas
Optimizing Team Building Through Training for Karang Taruna Youth in Pasir Tanjung Village, Bogor
No full textPasirtanjung village has many young people who have an essential role in the village. However, although the number of youths is quite large, the Karang Taruna in Pasirtanjung Village is still unable to function optimally because members are not active enough to contribute. Therefore, Karang Taruna does not function like a youth organization. Meanwhile, to make the organization function optimally (achieve its goals), it is necessary to have contributions from each member. Community service activities are designed to build a better village community, in this case, Karang Taruna. This activity resulted in a program to improve team building for youth organizations. This is done to strengthen teamwork, improve group performance, and increase emotional attachment between group members and trust between members. Moreover, it optimizes the role of Karang Taruna in achieving its goal as one of the community institutions that helps build the village. The first step in building team building is strengthening group cohesiveness within the youth organization.A series of programs were designed to improve team building: 1) providing materials, 2) training, and 3) Focus group discussions. These team-building activities have been proven to help improve group performance. Systematic team-building activities can increase emotional attachment between group members and trust between members. This series of activities can ultimately be measured through pretest-posttest measurements related to group cohesion. The results show that the understanding of youth regarding group cohesion in youth organizations has increased after being given training. This training can provide new insights to the trainees that developing an organization requires an active and mutually supportive team.Pasirtanjung village has many young people who have an essential role in the village. However, although the number of youths is quite large, the Karang Taruna in Pasirtanjung Village is still unable to function optimally because members are not active enough to contribute. Therefore, Karang Taruna does not function like a youth organization. Meanwhile, to make the organization function optimally (achieve its goals), it is necessary to have contributions from each member. Community service activities are designed to build a better village community, in this case, Karang Taruna. This activity resulted in a program to improve team building for youth organizations. This is done to strengthen teamwork, improve group performance, and increase emotional attachment between group members and trust between members. Moreover, it optimizes the role of Karang Taruna in achieving its goal as one of the community institutions that helps build the village. The first step in building team building is strengthening group cohesiveness within the youth organization.A series of programs were designed to improve team building: 1) providing materials, 2) training, and 3) Focus group discussions. These team-building activities have been proven to help improve group performance. Systematic team-building activities can increase emotional attachment between group members and trust between members. This series of activities can ultimately be measured through pretest-posttest measurements related to group cohesion. The results show that the understanding of youth regarding group cohesion in youth organizations has increased after being given training. This training can provide new insights to the trainees that developing an organization requires an active and mutually supportive team
