KOMPETENSI DASAR DI SEKTOR TRANSPORTASI LAUT DAN LOGISTIK

Tri Mulyono; Kencana Verawati

doi:10.21009/logistik.v14i2.23516

KOMPETENSI DASAR DI SEKTOR TRANSPORTASI LAUT DAN LOGISTIK

LOGISTIK ◽

10.21009/logistik.v14i2.23516 ◽

2021 ◽

Vol 14 (2) ◽

pp. 80-101

Author(s):

Tri Mulyono ◽

Kencana Verawati

Keyword(s):

Industry 4.0 ◽

School Setting ◽

Training And Development ◽

Personal Attributes ◽

Thinking Styles ◽

Soft Skill ◽

Marine Transportation ◽

Basic Competencies ◽

Academic Competencies ◽

Critical Competencies

The highest development in the marine transportation and logistics sector at this time is adapting to Industry 4.0. Logistic productivity without involving comptencies human resources with expertise is inevitable. Including the development of technology, information and computers. A cluster of related knowledge, skills, and abilities that affects a role or responsibility, that correlates with performance on the job, that can be measured against well accepted standards, and that can be improved via training and development are comptencies needed in marine transportation and logistics sector. Based on literature from various books, journals and websites that are searched on the internet to answer the question of what competency is needed and why it is needed? The aim of research is to understand or explain basic competencies for logistics experts. The research is explanatory research. The basic competencies for logistics experts are (1) individual competencies as soft skill is represent personal attributes, and (2) academic competencies are critical competencies primarily learned in a school setting include cognitive functions and thinking styles.

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Soft Skill Development along the Education Path Evaluating expectations on and perceptions of student competencies in Software Engineering education

International Journal of Engineering Pedagogy (iJEP) ◽

10.3991/ijep.v2i3.2148 ◽

2012 ◽

Vol 2 (3) ◽

pp. 19 ◽

Cited By ~ 1

Author(s):

Axel Böttcher ◽

Veronika Thurner ◽

Veronika Winter

Keyword(s):

High School Teachers ◽

First Year ◽

Soft Skill ◽

First Year Students ◽

Software Engineering Education ◽

Basic Competencies ◽

Intellectual Capacity ◽

Study Process ◽

The University ◽

Student Competencies

In our everyday teaching we experience that many first-year students are ill prepared for the demands of an academic study process in technical domains. Usually, the students’ problems are not rooted in a lack of intellectual capacity or previously acquired founding expertise in the chosen course of study. Rather, it is the deficiencies in more basic competencies such as practical and cognitive, self and social areas that place a major hurdle in the students’ learning process. In an attempt to elucidate and improve this situation, as a first step we develop a questionnaire that captures the high school teachers’ as well as the lecturers’ expectations on student competencies in these areas, as opposed to their perception of competencies that first-year students possess in reality. This questionnaire is also applied to capture the university-employer skill gap.

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Upaya Meningkatkan Kompetensi Akademik Guru Kelas Melalui Pendekatan Komunikasi dan Supervisi Klinis Pengawas (Bina Gugus VII Kecamatan Cipatat Kabupaten Bandung Barat Tahun Ajaran 2017-2018)

Gunahumas ◽

10.17509/ghm.v1i1.28383 ◽

2018 ◽

Vol 1 (1) ◽

pp. 124-152

Author(s):

Usep Saepudin

Keyword(s):

Action Research ◽

Learning Process ◽

Academic Competence ◽

Minimum Standards ◽

Basic Competencies ◽

Academic Competencies

ABSTRAK Penelitian ini bertujuan untuk meningkatkan kompetensi Tenaga Pendidik. Penelitian dilakukan di Gugus 7 Gunungmasigit Cipatat Bandung Barat pada tanggal 02 Oktober 2017 sampai dengan tanggal 31 Desember 2017. Menggunakan Instrumen proses pembelajaran dalam supervisi akademik. Diharapkan dengan menggunakan model pendekatan tersebut dan pengarahan dari peneliti hasil supervisi akademis akan meningkat dan mampu mengaplikasikan dan memperkaya serta meningkatkan kompetensi akademik dengan baik dan benar. Dalam pelaksanaan upaya perbaikan tersebut, proses supervisi, direncanakan, diamati, dan dievaluasi hasilnya dalam dua siklus penelitian tindakan kepengawasan masing-masing 3 kali pertemuan. Dari hasil pelaksanaan Penelitian Tindakan Kepengawasan yang dilakukan dalam dua siklus dapat disimpulkan bahwa Implementasi Indikator Supervisi Akademis dapat meningkatkan kompetensi akademis guru, yang dapat diterapkan dalam peningkatan karieer dan kompetensi dasar. Hal ini dapat dilihat dari hasil evaluasi siklus I-II-III, adalah 54.00. menjadi 76.00 kemudian meningkat menjadi 84.00.dalam prosentase ketuntasan dari ketuntasan standar minimal akademis meningkat dari 54 % meningkat menjadi 76 % pada siklus I, juga pada siklus II meningkat menjadi 84 %. Para pendidik merasa puas dan termotivasi untuk mengaplikasikannya sesuai dengan waktu yang disediakan serta harmonisasi baik. Kata Kunci : Kompetensi Akademik , Proses Pembelajaran, Supervisi Akademik,. ABSTRACT This study aims to improve the competence of Educators. The research was conducted in Cluster 7 Gunungmasigit Cipatat, West Bandung on October 2, 2017 until December 31, 2017. Using the learning process in academic supervision. It is expected that using the expected model and direction from the researchers of academic supervision will increase and be able to apply and threaten to improve academic competence properly and correctly. In carrying out these improvements, the results of supervision, approval, discussion and evaluation of results in two research cycles were 3 meetings each. From the results of the implementation of the Surveillance Action Research conducted in two cycles it can be concluded that the Implementation of Academic Supervision Indicators can improve teacher academic competencies, which can be applied in improving career and basic competencies. This can be seen from the results of the evaluation cycle I-II-III, is 54.00. to 76.00 then increased to 84.00. in the percentage of completeness from completeness of academic minimum standards increased from 54% increased to 76% in the first cycle, also in the second cycle increased to 84%. The educators are satisfied and motivated to apply it according to the time provided and good harmonization. Keywords: Academic Competence;Learning Process; Academic Supervision.

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Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00085 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1327-1336

Author(s):

Tiffany R. Cobb ◽

Derek E. Daniels ◽

James Panico

Keyword(s):

High School ◽

Middle School ◽

Peer Relationships ◽

Speech Therapy ◽

School Setting ◽

Image Data ◽

School Experiences ◽

Adolescent Students ◽

Therapy Decision ◽

Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

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Mentoring as a Communication Coach in a Public School Setting

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac21.3.115 ◽

2012 ◽

Vol 21 (3) ◽

pp. 115-121

Author(s):

Catherine George ◽

Faye Warren

Keyword(s):

Public School ◽

Role Models ◽

School Setting

Abstract People using speech generating devices face many challenges, one of which is the lack of role models. They seldom have the opportunity to meet and interact with other proficient SGD users. This article addresses key considerations for initiating an AAC mentoring position as a Communication Coach in a public school setting. Outcomes and considerations to facilitate the likelihood of success are discussed from both administrative and mentor perspectives.

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Bilingual and Monolingual Students' Perceptions of the CSD Major: A Qualitative Study

Perspectives on Issues in Higher Education ◽

10.1044/ihe18.1.16 ◽

2015 ◽

Vol 18 (1) ◽

pp. 16-31 ◽

Cited By ~ 1

Author(s):

Flora Keshishian ◽

Rebecca Wiseheart

Keyword(s):

Qualitative Study ◽

Undergraduate Students ◽

Critical Role ◽

School Setting ◽

The United States ◽

Bilingual Students ◽

Speech Language Pathology ◽

Diverse Environment ◽

Language Pathology ◽

Areas Of Interest

There is a growing demand for bilingual services in speech-language pathology and audiology. To meet this growing demand, and given their critical role in the recruitment of more bilingual professionals, higher education institutions need to know more about bilingual students' impression of Communication Sciences and Disorders (CSD) as a major. The purpose of this qualitative study was to investigate bilingual and monolingual undergraduate students' perceptions of the CSD major. One hundred and twenty-two students from a large university located in a highly multicultural metropolitan area responded to four open-ended questions aimed at discovering students' major areas of interest (and disinterest) as well as their motivations for pursuing a degree in CSD. Consistent with similar reports conducted outside the United States, students from this culturally diverse environment indicated choosing the major for altruistic reasons. A large percentage of participants were motivated by a desire to work with children, but not in a school setting. Although 42% of the participants were bilingual, few indicated an interest in taking an additional course in bilingual studies. Implications of these findings as well as practical suggestions for the recruitment of bilingual students are discussed.

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Taking Care of Children After Traumatic Brain Injury

Perspectives on School-Based Issues ◽

10.1044/sbi13.3.79 ◽

2012 ◽

Vol 13 (3) ◽

pp. 79-86 ◽

Cited By ~ 1

Author(s):

Julie Haarbauer-Krupa

Keyword(s):

Traumatic Brain Injury ◽

Brain Injury ◽

Literature Review ◽

School Setting ◽

Leadership Role ◽

Speech Language Pathologists ◽

Educational Information ◽

Taking Care

AbstractPurpose: The purpose of this article is to inform speech-language pathologists in the schools about issues related to the care of children with traumatic brain injury.Method: Literature review of characteristics, outcomes and issues related to the needs serving children.Results: Due to acquired changes in cognition, children with traumatic brain injury have unique needs in a school setting.Conclusions: Speech-Language Pathologists in the school can take a leadership role with taking care of children after a traumatic brain injury and coordination of medical and educational information.

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The Speech-Language Pathologist in the Public Schools: Preparation for Real Life Practices From the Perspective of a Speech-Language Pathology Program Coordinator

Perspectives on School-Based Issues ◽

10.1044/sbi11.2.60 ◽

2010 ◽

Vol 11 (2) ◽

pp. 60-65

Author(s):

Francine Wenhardt

Keyword(s):

Public Schools ◽

School Setting ◽

Real Life ◽

Effective School ◽

Program Coordinator ◽

Educational Preparation ◽

The Public ◽

Speech Language Pathologist ◽

New Graduate ◽

Language Pathology

Abstract The speech-language pathologist (SLP) working in the public schools has a wide variety of tasks. Educational preparation is not all that is needed to be an effective school-based SLP. As a SLP currently working in the capacity of a program coordinator, the author describes the skills required to fulfill the job requirements and responsibilities of the SLP in the school setting and advises the new graduate regarding the interview process and beginning a career in the public schools.

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