bluuebunny/crossref_metadata_2025_split huggingface dataset:
KEPUASAN KERJA DAN MOTIVASI KERJA MENJADI VARIABEL PREDIKTOR KINERJA KARYAWAN
Authors: Rosmayati Siti , Maulana Arman 
Published: August 2021

Sumber daya manusia adalah alasan utama untuk perkembangan keseluruhan lingkungan politik, sosial dan teknologi. Unsur utama lingkungan bisnis adalah tenaga kerja. Dalam studi yang diusulkan, peneliti menggunakan data primer dan sekunder. Kuesioner terstruktur telah dibuat dan diedarkan ke karyawan sektor swasta yang berbeda untuk mengetahui kepuasan kerja mereka dan motivasi karyawan melalui cara ini mengumpulkan data primer. Jumlah repsonden yang digunakan dalam penelitian atau sampel sebanyak 60 responden. Hasil penelitian yaitu kepuasan kerja terhadap kinerja karyawan mengacu pada perasaan positif yang dimiliki karyawan tentang pekerjaannya. Jika karyawan tidak puas, dia tidak akan bisa memberikan seratus persen untuk tugasnya sedangkan karyawan yang puas akan bekerja dengan baik dan konsisten. Motivasi kerja terhadap kinerja mengacu pada saat seseorang dirangsang untuk mencapai tujuannya. Bisa dengan membuat mereka menyadari tanggung jawab mereka, menawarkan mereka insentif / bonus atau cara lain yang mereka anggap bermanfaat bagi diri mereka sendiri.
Pengembangan Modul Matematika Untuk Penyandang Disabilitas (Tuna Netra)
Authors: Mutmainah Siti , Hermawati Evi 
Published: August 2021

Penelitian ini bertujuan untuk: (1) Mengetahui proses pengembangan modul matematika untuk penyandang disabilitas (tunanetra) materi garis, persegi, dan segitiga; dan (2) Mengetahui kualitas modul matematika untuk penyandang disabilitas (tunanetra) berdasarkan penilaian validator dan uji coba terbatas. Jenis penelitian yang dilakukan adalah penelitian pengembangan. Subjek penelitian ini adalah pihak-pihak yang terlibat selama proses uji coba produk yaitu para validator modul matematika dan peserta didik penyandang disabilitas (tunanetra) yang menggunakan modul matematika ini. Analisis data dalam penelitian yang akan dilakukan meliputi analisis data pengembangan modul dan kualitas modul berdasarkan penilaian validator dan uji coba terbatas. Hasil dari penelitian ini adalah: (1) Proses pengembangan modul meliputi tahap pendahuluan, tahap pengembangan, dan tahap uji coba produk (hanya sampai uji coba terbatas). (2) Setelah melalui beberapa kali revisi ketiga validator menyatakan modul layak untuk digunakan, skor rata-rata adalah 181.67 dengan skor maksimal adalah 215. Serta berdasarkan uji coba terbatas menyatakan bahwa modul layak untuk digunakan.
Analisis Kemampuan Penalaran dan Kemampuan Pemahaman Konsep Matematis Mahasiswa Pendidikan Matematika Pada Mata Kuliah Aljabar Dasar
Authors: Rosyidah Ummi , Setyawati Astri , Qomariyah Siti 
Published: August 2021

Tujuan penelitian ini untuk mengetahui kemampuan penalaran dan kemampuan pemahaman konsep matematis mahasiswa pendidikan matematika pada mata kuliah aljabar dasar. Penelitian ini dilaksanakan pada semster genap Tahun Akdemik 2019/2020 di Universitas Nahdlatul Ulama Lampung. Populasi pada penelitian ini adalah 20 orang siswa. Instrumen pada penelitian ini adalah berupa soal tes kemampuan penalaran dan kemampuan pemahaman konsep matematis. Jenis penelitian ini adalah penelitian desriptif kualitatif. Data dianalisis dengan menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Berdasarkan data hasil penelitian persentasi kesalahan yang dialami mahasiswa pada setiap kemampuan dan perindikator rata-rata berkriteria sangat rendah. Dan dapat disimpulkan banyak kesalahan yang dialakukan mahasiswa saat menjawab soal yang diberikan. Kesalahan-kesalahan yang ditemukan dalam pengerjaan soal tersebut yaitu mahasiswa kurang teliti dalam mengoprasikan bentuk aljabar, kurang pahamnya konsep dan sifat-sifat operasi aljabar, kesulitan mengindentifikasi penyelesaian yang tepat.
The Implementation of HOTS in Teaching English at Tenth Grade of MTI Pasi
Authors: Sesmiyanti Sesmiyanti - 
Published: August 2021

This research was conducted because HOTS is a significant factor in achieving the learning process in accordance with the 2013 curriculum, HOTS is a solution that students become active and participatory in the learning process, teachers not only explain learning in front of the class, but students must be more active to describe the problems that were found during learning, therefore, the researcher wanted to investigate how the HOTS process was implemented in teaching English at X grade of MTI Pasia in the 2019/2020 school year. The purpose of this research to know how the English teacher at X grade of MTI Pasia apply HOTS in Teaching english process, especially in developing productive and receptive skills according to the level of critical thinking.This type of this research was a qualitative descriptive study, the instruments of this study were documentation (document analysis) and observation sheets to collected the data. The subjects in this study was X grade English teachers at MTI Pasia in the 2019/2020 academic year. The results of this study obtained from the document analysis and observation sheets found that, the English teacher at X gradeof MTI pasia did not apply HOTS in teaching English and learning process. The English teacher only applied HOTS to the learning design, it was not apply to the process in learning, this happened not because it was caused by online learning due to COVID 19 pandemic, but it was happened because the teacher did not encourage learning to be effective during thepandemic, the teacher should still be able to improved the learning process using technological advances,even though it was still a long of perfection than face-to-face learning.
Teachers’ Techniques in Improving Students Pronouncing Words Loudly at the First Year of MAN Batam.
Authors: Taqiyuddin Taqiyuddin , Dewi Cynda Gemala 
Published: August 2021

This research has three research questions. The first research question is “What techniques the teacher use in improving students pronouncing words loudly at the first year of MAN Batam?” the second is “Which technique frequently used by the teacher in improving students pronouncing words loudly at the first year of MAN Batam ?” and third is what might made the teacher prefer to the technique? Moreover, the subject of the study are two English teachers. Meanwhile, the object of the study is the teachers’ techniques in improving students pronouncing words loudly at the first year of MAN Batam .
In this research, the researcher took two teachers as the respondent. The techniques of collecting data are observation and interview. Observation is used to know the teacher technique in teaching pronounciation. And interview is used to know the effectiveness of technique in teaching pronounciation. The researcher uses observations as main data collection and the interview is as to support the data needed. In addition to the data analysis, the researcher uses descriptive quantitative which applies statistical data. To know the percentage, the researcher used formula as follow:
P
As for the result of this research, the researcher takes some conclusions. They are: English teacher uses drilling technique how to pronounce the word, English teacher uses repetition technique to practice and improve students pronouncing, English teacher uses backward building up technique to improve students pronouncing, and End the repetition technique is the most frequently used by the teacher.

Based on the analysis of data, the researcher concludes that The Teachers’ Techniques in Improving Students Pronouncing Words Loudly at the first year of MAN Batam is categorized into “less”.
Illocutionary Act Found on Character Arthur Fleck’s in Joker Movie
Authors: Sophia Theresia Cicik , Saptiko Luki , Musarokah Siti 
Published: August 2021

This study is focused on the illocutionary acts found on Arthur Fleck’s dialogues in Joker (2019) movie. The objectives of this study are (1) to find out the types of illocutionary acts used by the character Arthur in Joker movie and (2) to find out the dominant types of illocutionary acts used by the character Arthur in Joker movie and what that means. To reach those objectives of study, the writers use Searle (2002) theory to conduct the study. There are five types of illocutionary acts according to Searle (2002). They are assertive, directive, commisive, expressive, and declarative. This study used qualitative design because it is framed in terms of using words instead of numbers. The result of data finding shows that there were 52 utterances done by Arthur Fleck indicates as illocutionary acts. The illocutionary types found are assertive, directive, commissive, expressive, and declarative. There are 8 utterances categorized as assertives type, 27 utterances categorized as directives type, 4 utterances categorized as commissive type, 9 utterances categorized as expressives type, and 4 utterances categorized as declaratives type. Directive type is the dominant type found in Arthur’s utterances.
Keywords: Pragmatic, Illocutionary Acts, Joker (2019) Movie.
An Analysis of Cohesion and Coherence in Written Text of Line Today about Wedding Kahiyang Ayu and Bobby Nasution
Authors: Dashela Tarina , Mustika Yeni 
Published: August 2021

This research is about an analysis of cohesion and coherence in written text of line today about wedding Kahiyang Ayu and Bobby Nasution. It is aimed to analyze the term of cohesion and coherence in the following text. The descriptive analysis is used as the methodology. The data source is from Line Today. Through the text the researchers found the lexical cohesion, grammatical cohesion, and rhetorical cohesion in cohesion analysis. The text also involving the Micro-Level Coherence and Macro-Level Coherence. In conclusion, the result of analysis showed that the text is cohesive but not coherent enough.

Keyword: Analysis, Coherence, Cohesion, Written Text
Special education teachers in training and ethical competence development. An exploration at the University of Sassari
Authors: Calidoni Paolo , Dettori Filippo , Manca Giusy , Pandolfi Luisa 
Published: August 2021

In school contexts, ethical competences are crucial in order to make the teacher able to manage the class dynamics and the relationships with families and colleagues. These competences are all the more necessary to the special education teacher. These competences are neither specified nor defined at regulatory and teacher training level; nevertheless, they are transversally present in many of the skills required to the special education teacher. This paper describes an exploratory research carried out at the University of Sassari in the context of a national research project on moral education in lower secondary school. The aforementioned exploratory research aims to assess the point of view of special education teachers during their training, in order to define adequate training strategies for the development of ethical, reflective and argumentative skills. On the basis of the results, guidelines were set for a training course that is being currently in test phase.

Insegnanti di sostegno in formazione e sviluppo della competenza etica. Un’esperienza presso l’Università di Sassari
Nel contesto scolastico la competenza etica dell’insegnante si configura come una competenza molto importante per la gestione delle dinamiche della classe e dei rapporti con le famiglie e con i colleghi. Particolare rilevanza assume per l’insegnante specializzato per le attività di sostegno didattico agli alunni con disabilità. I decreti ministeriali non individuano in modo esplicito questa competenza, che appare come trasversale a molte delle abilità considerate centrali per il profilo dell’insegnante di sostegno. Il presente contributo descrive una ricerca esplorativa realizzata presso l’Università di Sassari, nell’ambito di un PRIN sull’educazione morale nella scuola secondaria di primo grado, che ha la finalità di ascoltare il punto di vista degli insegnanti di sostegno in formazione per definire adeguate strategie formative per lo sviluppo di competenze etiche, riflessive ed argomentative. Gli esiti emersi sono alla base di un percorso formativo in corso di ’prova’ sul campo.
I know You got soul. Street education projects of Hip-Hop Based Pedagogy
Authors: Forgione Davide 
Published: August 2021

Project design is a fundamental element within educational contexts. Plus, it is a core competence that should be part of the baggage of those working in education and learning, along with evaluative and empirical skills. Involving adherence to the context while maintaining a certain methodological rigor, it is considered important ensuring the achievement of development goals in childhood and adolescence. This intervention offers an innovative approach based on the application of pedagogical methods and practices close to the cultural context of the individuals, taking as reference the adolescent beneficiaries of an educational center in an urban area. The idea is to set up a educational street practice through Hip-Hop Based Education, a set of practices that incorporate the creative elements of hip-hop culture into teaching. Young people are encouraged to establish a connection with the contents dealt with by encountering them in their own cultural territory, educating through their own realities and experiences.

I know You got soul. Percorsi di Educativa di Strada basati sulla pedagogia Hip-Hop
La progettazione è un elemento fondamentale all’interno dei contesti educativi nonché una competenza cardine che dovrebbe far parte del bagaglio di coloro che operano in ambito educativo e formativo, insieme a quella valutativa ed empirica. Implicando al tempo stesso di essere aderenti al contesto pur mantenendo un certo rigore metodologico, si considera importante nel garantire il raggiungimento dei traguardi di sviluppo nell’infanzia e adolescenza. Questa proposta d’intervento offre un approccio innovativo e improntato all’applicazione di metodi e pratiche pedagogiche vicine al contesto culturale degli individui, prendendo come riferimento i beneficiari pre-adolescenti e adolescenti di un centro educativo in un’area urbana. L’idea è imbastire un intervento di educativa di strada mediate la Hip-Hop Based Education, un insieme di pratiche che incorporano gli elementi creativi della cultura hip-hop nell’insegnamento. I giovani vengono così stimolati a stabilire una connessione con i contenuti trattati incontrandoli nel proprio territorio culturale, educando attraverso le proprie realtà ed esperienze.
Health and well-being education as basic element of the Sustainability Mindset
Authors: Amendolagine Vincenzo 
Published: August 2021

For developing a sustainability mindset it is necessary go through an eco-sustainable individual and common concept of health, well-being and lifestyle. The aim of this article is to explain the links that exist between health, well-being, lifestyle and development of sustainability mindset. First, the constituent elements of well-being, mental health and mental disease will be analysed, then the health concept, pathology and determinants of health and the implications that they have in the source of the lifestyle. Finally, the strategies that can be used to change unhealthy lifestyles in the perspective of sustainability will be examined.

L’educazione alla salute e al benessere come archetipo fondante dell’educazione alla sostenibilità
Per sviluppare una mentalità orientata alla sostenibilità è necessaria un’azione formativa che passi attraverso una concezione ecosostenibile della salute, del benessere e dello stile di vita sia a livello individuale che collettivo. L’obiettivo di questo articolo è quello di esplicitare i raccordi che esistono fra salute, benessere, stile di vita e sviluppo della substinability mindset. Sono dapprima analizzati gli elementi costitutivi del concetto di benessere, di salute mentale e di disturbo mentale, successivamente sono illustrati i costrutti di salute, patologia e determinanti di salute e le implicazioni che essi hanno nella genesi dello stile di vita. In ultimo, sono affrontate le strategie che possono essere utilizzate per cambiare gli stili vita meno salubri nell’ottica della sostenibilità.
Pedagogical professions. In support of a green and human transition
Authors: Sandrini Simona 
Published: August 2021

An increasing number of initiatives related to Agenda 2030 are being launched. Educators, trainers and teachers are dedicated themselves to interpret the approach to sustainability in light of the climate crisis and within the planetary boundaries. Looking toward the future, the pedagogical professions in their core can help the younger generation to recompose the prospective of “global human”, avoiding the risk of flattening sustainability on purely functional devices that forget the value and relational texture of human dignity. Coordinating experiences is crucial to support a transition both green and human. This means preparing fraternal training environments in which young people experience the culture of relation and proximity, with the intent of realising the sustainable development goals. This contribution presents a laboratory of dialogue on the paradigmatic union between sustainable development and fraternity, experience by young university students.

Professioni pedagogiche. A sostegno di una transizione verde e umana
Si moltiplicano le iniziative nel solco dell’Agenda 2030. Educatori, formatori, pedagogisti e insegnanti sono impegnati a interpretare l’accostamento alla sostenibilità, tra l’allarme della crisi climatica e dentro i confini planetari. Volgendosi verso orizzonti di senso, le professioni del pedagogico possono aiutare le giovani generazioni a ricomporre un intero umano, evitando il rischio di appiattire la sostenibilità su dispositivi puramente funzionali che dimenticano la valenza e la trama relazionale della dignità umana. Coordinare esperienze in questa chiave di sostegno a una transizione che sia al contempo verde e umana, può significare predisporre ambienti formativi fraterni in cui i giovani sperimentino la cultura dell’incontro e della prossimità, anche per avverare i sustainable development goals. Il contributo presenta un’esperienza di laboratorio vissuta in mezzo a giovani studenti universitari, di dialogo sul connubio paradigmatico tra sviluppo sostenibile e fraternità.
Training in the care of the common home: sustainable tourism as a driver for an integral ecology
Authors: Patrizia Galeri  
Published: August 2021

The growing importance that the sustainability is experiencing, in relation to the territorial culture, highlights the need to educate people who will be able not only to guide territorial initiatives and resources, but also to create synergies among different subjects, increasing as a consequence the relational capital and diversifying sustainable touristic projects in order to respond to the characteristics of a fare development. Sustainable tourism and the education that lies at its basis are related to the interpretation of green economy current heuristic curves and outcomes, which offers the possibility of creating jobs and boosting innovative activities. Sustainable tourism, whose main features are here described and compared to other types of tourism, is strictly related to the topics and the issues concerning human development, being nowadays a powerful driver to increase placement.

Formazione alla cura della casa comune: il turismo sostenibile come driver per un’ecologia integrale
L’importanza sempre maggiore assunta dalla sostenibilità in riferimento alla cultura del territorio, evidenzia la necessità di formare persone capaci di orientare le iniziative e le risorse territoriali, di creare sinergie tra i molti soggetti, producendo un incremento del capitale relazionale e una diversificazione di progetti turistici sostenibili per rispondere alle esigenze di sviluppo equo e solidale. La prospettiva del turismo sostenibile e della sua formazione è connessa con un’interpretazione delle attuali curvature e risultanze euristiche della green economy, che offre possibilità per la creazione di lavoro, e di attività creativo-innovative. Il turismo sostenibile, di cui si offre una disamina dei contenuti e dei valori in parallelo ad altre forme di turismo, è in profonda sintonia con i temi e le prospettive dello sviluppo umano e rappresenta, oggi, uno straordinario driver per potenziare il placement.
For a culture of sustainability. Pedagogical reflection, educational professionalism 0-6
Authors: Teresa Giovanazzi  
Published: August 2021

Increasing awareness about the impending ecological crisis urges pedagogical research to project itself into the future and promote the training of human resources that is both responsible and aware of the educational value associated with the Environment. This paper, without claiming to be exhaustive, considers some challenges to transform the conditions of people and ecosystems within a culture of sustainability. Identifying balanced and authentic ways to inhabit the Earth is primordial to achieve the aforementioned objective and imply promoting effective educational actions through a new mindset between responsibilities and shared values. The governance of the educational ecosystem shall be the starting point with a particular focus on educational professionals 0-6. To make these multifaceted challenges a reality, the development of skills for professionals working in the educational and training services of childhood should be considered first. This is an unprecedented opportunity for the construction of sustainable skills that support the development of educational professionals 0-6 to take care of the environment.

Per una cultura della sostenibilità. Riflessioni pedagogiche, professionalità educative 0-6
Assumere consapevolezza della rilevanza della crisi ecologica sollecita la ricerca pedagogica a proiettarsi nel tempo futuro, promuovendo una formazione delle risorse umane responsabile e consapevole del valore educativo dell’ambiente. Il presente contributo, senza pretesa di esaustività, si interroga sulle sfide di un cambiamento necessario nella prospettiva di migliorare le condizioni delle persone e degli ecosistemi, per una cultura della sostenibilità. Individuare modi più equilibrati e autentici per abitare la Terra implica promuovere azioni educative efficaci attraverso una nuova forma mentis, tra responsabilità e valori condivisi, muovendo dalla governance dell’ecosistema formativo con peculiare riferimento alle professionalità educative 0-6. Accostarsi alla realtà multiforme, a partire da chi opera nei servizi educativi e formativi dell’infanzia, richiede uno sguardo inedito nella costruzione di competenze sostenibili per lo sviluppo di professionalità educative 0-6 che sappiano prendersi cura dell’ambiente, nel segno dell’ecologia integrale.