scholarly journals SISTEM PENANGGULANGAN TINDAKAN KEKERASAN OLEH WALI SISWA TERHADAP PENDIDIK SMK NEGERI 2 MAKASSAR

2017 ◽  
Author(s):  
Aan Aswari ◽  
Salim Basalamah ◽  
Amar Bachti ◽  
Muhammad Rinaldy Bima
Keyword(s):  
High School ◽  
Academic Success ◽  
Transfer Of Knowledge ◽  
Cross Border ◽  
Modern School ◽  
Legal Perspective ◽  
Additional Challenge ◽  
Transition From High School ◽  
Corporate Social

POSTPRINTSArtikel ini telah TERPUBLIKASI di J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Vol.1 No 1 (2017)ISSN 2581-1320 (Print) ISSN 2581-2572 (Online)Homepage: http://ejurnal.ikippgribojonegoro.ac.id/index.php/J-ABDIPAMAS/article/view/72/59The high school / vocational school situation is following the development of the modern school model in order to adapt its existence to technology. Synchronization is believed to increase excellence, including in the form of cross-border regional relationships and forming a competitive atmosphere between schools. It fosters new subsystems in improving the quality of schools, but in fact also poses an additional challenge in running the subsystems within the school, thus requiring a legal approach as a solution to potential conflicts.Community service performed by the lecturers of the Faculty of Law as a delegate from LPMD-UMI strives to keep the subsystem in the school's existence reaching the goal. The method of implementation in this devotion uses a lecture / socialization technique in order to create a legal awareness for students, teachers and guardians in order to prevent legal problems. Socialization and application of legal symbols for transfer of knowledge to elements within the school is not biased after the dedication to the students has been completed.This dedication emphasizes four important points, including: (1) Religious Approach, (2) Student Moral & Ethics Development, (3) The Importance of Discipline, and (4) Embedding Legal Awareness, which is believed to help keep the school process to its goals any time. Finally, all these important points become the reference for the implementation of concrete activities in the environment of SMK Negeri 2 Makassar.BIBLIOGRAPHY[1]Makassarkota.go.id, “Walikota Makassar - Ramdhan Pumanto,” 2013. [Online]. Available: http://www.makassarkota.go.id/profilpimpinan.html. [Accessed: 17-Mar-2017].[2]Kompas.com, “Orangtua dan Murid yang Pukul Guru di Makassar Jadi Tersangka,” 2016. [Online]. Available: http://regional.kompas.com/read/2016/08/11/10493651/orangtua.dan.murid.yang.pukul.guru.di.makassar.jadi.tersangka. [Accessed: 21-May-2017].[3]Kompas.com, “Kata JK tentang Pemukulan Guru di Makassar,” 2016. [Online]. Available: http://nasional.kompas.com/read/2016/08/12/22521281/kata.jk.tentang.phttp://nasional.kompas.com/read/2016/08/12/22521281/kata.jk.tentang.pemukulan.guru.di.makassaremukulan.guru.di.makassar. [Accessed: 22-May-2017].[4]Kpai.go.id, “Selama 2016, KPAI Catat 1000 Kasus Kekerasan pada Anak,” 2016. [Online]. Available: http://www.kpai.go.id/berita/8194/. [Accessed: 10-Aug-2017].[5]A. A. Nurul Qamar, Hikmawati Mustamin, “Local Wisdom Culture of Bugis-Makassar in Legal Perspective,” ADRI Int. J. Law Soc. Sci., vol. 1, no. 1, pp. 31–36, 2017.[6]K. Maksum, “Konsep Dasar Pembinaan Kesadaran Beragama Dalam Dunia Pendidikan Anak,” J. Literasi (Jurnal Ilmu pendidikan), vol. 3, no. 1, pp. 31–42, 2012.[7]N. Apranadyanti, “Hubungan Antara Regulasi Dini Dengan Motivasi Berprestasi Pada Siswa Kelas X SMK Ibu Kartini Semarang,” Semarang, 2010.[8]J. D. A. Parker, L. J. Summerfeldt, M. J. Hogan, and S. A. Majeski, “Emotional intelligence and academic success: Examining the transition from high school to university,” Pers. Individ. Dif., vol. 36, no. 1, pp. 163–172, 2004.[9]Q. Zheng, Y. Luo, and S. L. Wang, “Moral Degradation, Business Ethics, and Corporate Social Responsibility in a Transitional Economy,” J. Bus. Ethics, vol. 120, no. 3, pp. 405–421, 2014.[10]S. Haryadi, “Moral Dalam Lintasan Filsafat Dan Teori.” [Online]. Available: https://www.academia.edu/5292089/MORAL_DALAM_LINTASAN_FILSAFAT_DAN_TEORI_HUKUM. [Accessed: 17-Jul-2017].[11]Sang Pencerah, “Guru Agama di Parepare Dipidana, Karena Perintahkan Shalat.” [Online]. Available: http://sangpencerah.id/2017/07/guru-agama-di-parepare-dipidana-karena-perintahkan-shalat/. [Accessed: 06-Aug-2017].[12]H. Rohmansyah, “Implementasi Gaya Mengajar Resiprokal Dalam Aktivitas Pembelajaran Pencak Silat Untuk Mengembangkan Sikap Disiplin Siswa | repository.upi.edu | perpustakaan.upi.edu,” Universitas Pendidikan Indonesia, 2014.[13]Mahkamah Agung RI, Putusan MAHKAMAH AGUNG RI Nomor 1554 K/PID/2013 Tahun 2014. Republik Indonesia, 2014.[14]M. A. Alfarizki, M. Purwoko, and R. Pratiwi, “Upaya Peningkatan Tingkat Pengetahuan Siswi MAN 2 Palembang Mengenai Sindrom Pramenstruasi,” Indones. J. Community Engagem. JPKM-UGM, vol. 2, no. 2, pp. 235–245, 2017.

scholarly journals SISTEM PENANGGULANGAN TINDAKAN KEKERASAN OLEH WALI SISWA TERHADAP PENDIDIK SMK NEGERI 2 MAKASSAR

2017 ◽  
Vol 1 (1) ◽  
pp. 14
Author(s):  
Aan Aswari ◽  
Salim Basamalah ◽  
Amar Bachti ◽  
Muhammad Rinaldy Bima
Keyword(s):  
High School ◽  
Vocational School ◽  
Vocational Students ◽  
Transfer Of Knowledge ◽  
Cross Border ◽  
Modern School ◽  
Legal Problems ◽  
Additional Challenge ◽  
Teachers And Parents

The high school / vocational school situation is following the modern school model in order to adapt its existence to technology era. Synchronization can make more excellence, including in the form of cross-border regional relationships and forming a competitive atmosphere between schools, and build new subsystems to improving the quality of schools, but in fact also poses an additional challenge in running the subsystems within the school, thus requiring a legal approach as a solution to potential conflicts. The method of implementation in this devotion uses a lecture socialization technique in order to create a legal awareness for students, teachers and parents in order to prevent legal problems. Socialization and application of legal symbols for transfer of knowledge to school elements isn’t biased after the dedication to the students has been completed. This dedication emphasizes four important points, including: (1) Religious Approach, (2) Student Moral & Ethics Development, (3) The Importance of Discipline, and (4) Embedding Legal Awareness, which is believed to help keep the school process to its goals any time. Finally, all these important points become the reference for the implementation of concrete activities in the environment of SMK Negeri 2 Makassar.Keywords: violence, vocational students, student trusteeABSTRAKSituasi sekolah setingkat SMU/Kejuruan telah mengikuti perkembangan model sekolah moderen dalam rangka menyesuaikan eksistensinya diera teknologi. Sinkronisasi diyakini dapat meningkatkan keunggulan, diantaranya dalam bentuk pergaulan lintas batas kewilayahan dan membentuk suasana kompetitif antar sekolah. Hal itu menumbuhkan berbagai subsistem baru dalam peningkatan mutu sekolah, namun sesungguhnya menimbulkan sebuah tambahan tantangan dalam menjalankan subsistem dalam sekolah tersebut, sehingga perlu pendekatan hukum sebagai solusi terhadap potensi konflik. Metode pelaksanaan dalam pengabdian ini menggunakan tehnik ceramah/sosialisasi agar terciptanya sebuah kesadaran hukum bagi siswa, guru dan wali siswa demi mencegah permasalahan hukum. Sosialisasi dan penerapan simbol hukum agar transfer ilmu pengetahuan kepada unsur dalam sekolah tidak bias setelah pengabdian pada siswa telah selesai. Pengabdian ini menekankan pada 4 poin penting, diantaranya: (1) Pendekatan Keagamaan, (2) Pengembangan Moral & Etika siswa, (3) Pentingnya Kedisiplinan, dan (4) Menanamkan Kesadaran Hukum, yang diyakini mampu membantu menjaga proses sekolah meraih tujuan-tujuannya setiap saat. Akhirnya, keseluruh poin penting ini menjadi acuan untuk dilaksanakannya berbagai kegiatan kongkrit dalam lingkugan sekolah SMK Negeri 2 Makassar.Kata kunci: kekerasan, siswa SMK, wali siswa

scholarly journals ПЕРЦЕПЦИЈЕ ВИСОКОГ ОБРАЗОВАЊА МЕЂУ УЧЕНИЦИМА СРЕДЊИХ ШКОЛА У ВОЈВОДИНИ

TEME ◽  
2021 ◽  
pp. 1305
Author(s):  
Zorana Lužanin ◽  
Biljana Lungulov
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Students ◽  
Academic Success ◽  
Dropping Out ◽  
School Students ◽  
University Life ◽  
Transition From High School ◽  
Perceptions And Expectations ◽  
The One

Future students’ expectations of higher education, and the relevance of one’s (un)realistic expectations for further academic success, are of growing importance in the context of contemporary needs for quality improvement in higher education. Research indicates that students’ perceptions and expectations regarding studies and academic life can influence their academic success, satisfaction with studies, as well as impact their decision to leave university. The research presented in this paper aims to investigate high school students’ expectations and perceptions regarding higher education and future studies. Participants were 1259 third and fourth-grade high school students planning to continue their education at universities. The paper presents qualitative and quantitative analyses of open-ended questions which were assorted in numerous categories, subjected to further statistical analysis. Results indicate that the majority of high school students hold the belief that academic studies require more effort and that the concept of academic studies, regarding the structure of lectures, greatly differs from the one in high schools. On the other hand, a surprisingly small number of high school students expect to gain advanced knowledge at the university and get better opportunities for employment after graduation. It has been concluded that there are significant statistical differences among high school students regarding their expectations, depending on their gender, age, type of high school they are attending, as well as their hometown. The results were discussed concerning their relevance for enabling an easier transition from high school to university, providing better adaptation to university life and preventing dropping out from university

The Development of GENE 101 – A ‘Strategies and Skills for Academic Success’ Course for First Year Engineering Students at Waterloo

2018 ◽  
Author(s):  
William S. Owen ◽  
Maria Barichello ◽  
Andrea Prier
Keyword(s):  
High School ◽  
Academic Success ◽  
Engineering Students ◽  
First Year ◽  
Engineering Faculty ◽  
Success Course ◽  
Transition From High School ◽  
The University ◽  
The Impact

As a way to help ease the struggles thatstudents face in the transition from high school intouniversity, the Engineering Faculty at the University ofWaterloo started a reduced load program in 2010. Duringtheir first term at Waterloo, engineering students who arein academic jeopardy after midterms can drop twoprescribed courses to give the students an opportunity tofinish the term on a successful note. The two droppedcourses are taken during the following spring term alongwith a third course, GENE 101 – Strategies and Skills forAcademic Success. After successfully completing thereduced load terms, the students return to a full load.GENE 101 is considered a foundational success course.This paper will look at the curriculum and structure of thecourse and the impact it has had on engineering students.At the time of this writing, two groups of students who tookGENE 101 and the reduced load program have graduatedfrom Waterloo as engineers.

Alexithymia and academic success: examining the transition from high school to university

2005 ◽  
Vol 38 (6) ◽  
pp. 1257-1267 ◽  
Author(s):  
James D.A. Parker ◽  
Elizabeth J. Austin ◽  
Marjorie J. Hogan ◽  
Laura M. Wood ◽  
Barbara J. Bond
Keyword(s):  
High School ◽  
Academic Success ◽  
Transition From High School

Interventions for Reading Disabilities in Transition from High School

2020 ◽  
Keyword(s):  
Quality Of Life ◽  
High School ◽  
Reading Disability ◽  
Students With Disabilities ◽  
Reading Ability ◽  
Peer Influences ◽  
Physical Barriers ◽  
Transition Plan ◽  
Transition From High School

Transitioning through high school and into adulthood is a complicated and overwhelming process for typically developing students. For students with disabilities, there are added concern about the intellectual, neurological, and or physical barriers they also face. Quality of life can be greatly diminished by a disability. Employed adults with a reading disability often have low wages and live in low-rent areas. Higher rates of crime and exposure to drugs are more likely to occur in these communities. A person who has a reading disability is more apt to be subject to negative peer influences and has more of a likelihood to succumb to substance abuse [1]. Those who have a reading disability are also more likely apt to be victims of a crime, or commit more crimes themselves due to the socio-economics in which they live. Because of their living conditions, these individuals may also feel alienation and emotional complications which can lead to further disability [1]. This paper highlights the significance of reading ability to quality of life, addresses the need for further research and development of effective intervention programs, and explores transition programs focused on reading. A successful transition plan is necessary to effectively move a student with reading disability into independent adulthood.

Emotional intelligence and academic success: examining the transition from high school to university

2004 ◽  
Vol 36 (1) ◽  
pp. 163-172 ◽  
Author(s):  
James D.A. Parker ◽  
Laura J. Summerfeldt ◽  
Marjorie J. Hogan ◽  
Sarah A. Majeski
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Academic Success ◽  
Transition From High School

scholarly journals P-16 Partnership to Improve Students’ Postsecondary Mathematics Achievement

2017 ◽  
Vol 101 (1) ◽  
pp. 36-49
Author(s):  
Jenifer J. Hartman
Keyword(s):  
High School ◽  
Academic Success ◽  
College Readiness ◽  
High School Graduation ◽  
High School Math ◽  
High School To College ◽  
P 16 ◽  
School Graduation ◽  
Transition From High School ◽  
Postsecondary Mathematics

Increasing students’ academic success in postsecondary endeavors is an important goal for both high school and college institutions today. However, the standards for high school graduation and college readiness are not well aligned, and successful transition from high school to college is problematic for many students, particularly in math. This article describes a P-16 collaborative effort to examine high school math achievement in relation to college math placement and how the results informed policies and practices in both organizations.

scholarly journals Accommodations and academic performance: First-year university students with disabilities

2021 ◽  
pp. 41-56
Author(s):  
Jeanette Parsons ◽  
Mary Ann McColl ◽  
Andrea K. Martin ◽  
David W. Rynard
Keyword(s):  
High School ◽  
Academic Performance ◽  
Academic Success ◽  
University Students ◽  
Students With Disabilities ◽  
First Year ◽  
Program Of Study ◽  
Transition From High School ◽  
First Year University ◽  
The Relationship

Despite growing enrollment of university students with disabilities, they have not achieved academic parity with their non-disabled peers. This study matched 71 first-year university students with disabilities and students without disabilities on three variables: high school average when admitted to university, gender, and program of study. Both groups of students were compared on three measures of academic performance: GPA, failed courses, and dropped courses after first year of university. The relationship between accommodations and academic performance was also analyzed for students with disabilities. Evenwhen matched on admission average, gender, and program of study, students with disabilities had a significantly lower GPA and were more likely to fail courses in their first year than their peers without disabilities. While note-taking in the classroom was associated with being less likely to drop a course, it was also associated with poorer academic performance, as was using a calculator or alternate format during exams. The more accommodations students lost in the transition from high school, the worse they performed academically at university. Students who lost human assistant support in the classroom and theuse of a computer or a memory aid during exams had a significantly lower GPA and were more likely to fail courses in their first year of university compared with students who did not lose these accommodations. These findings have implications for accessibility offices and universities in supporting the access needs and academic success of students with disabilities.

Stability and Change in Emotional Intelligence: Exploring the Transition to Young Adulthood

2005 ◽  
Vol 26 (2) ◽  
pp. 100-106 ◽  
Author(s):  
James D.A. Parker ◽  
Donald H. Saklofske ◽  
Laura M. Wood ◽  
Jennifer M. Eastabrook ◽  
Robyn N. Taylor
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Postsecondary Education ◽  
Life Transition ◽  
Full Time ◽  
Major Life ◽  
Long Term Stability ◽  
Time Period ◽  
Transition From High School

Abstract. The concept of emotional intelligence (EI) has attracted growing interest from researchers working in various fields. The present study examined the long-term stability (32 months) of EI-related abilities over the course of a major life transition (the transition from high school to university). During the first week of full-time study, a large group of undergraduates completed the EQ-i:Short; 32 months later a random subset of these students (N = 238), who had started their postsecondary education within 24 months of graduating from high school, completed the measures for a second time. The study found EI scores to be relatively stable over the 32-month time period. EI scores were also found to be significantly higher at Time 2; the overall pattern of change in EI-levels was more than can be attributed to the increased age of the participants.

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