EVALUASI PELATIHAN DI PT. PUPUK KUJANG CIKAMPEK

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Lania Muharsih ◽  
Ratih Saraswati
Keyword(s):  
Training Evaluation ◽  
Work Productivity ◽  
Learning Behavior ◽  
Level 3 ◽  
Level 1 ◽  
Four Levels ◽  
A Company ◽  
Level 2 ◽  
Evaluation Sheet ◽  
Assessment Factor

This study aims to determine the training evaluation at PT. Kujang Fertilizer. PT. Pupuk Kujang is a company engaged in the field of petrochemicals. Evaluation sheet of PT. Fertilizer Kujang is made based on Kirkpatrick's theory which consists of four levels of evaluation, namely reaction, learning, behavior, and results. At level 1, namely reaction, in the evaluation sheet is in accordance with the theory of Kirkpatrick, at level 2 that is learning should be held pretest and posttest but only made scale. At level 3, behavior, according to theory, but on assessment factor number 3, quantity and work productivity should not need to be included because they are included in level 4. At level 4, that is the result, here is still lacking to get a picture of the results of the training that has been carried out because only based on answers from superiors without evidence of any documents.   Keywords: Training Evaluation, Kirkpatrick Theory.    Penelitian ini bertujuan mengetahui evaluasi training di PT. Pupuk Kujang. PT. Pupuk Kujang merupakan perusahaan yang bergerak di bidang petrokimia. Lembar evaluasi PT. Pupuk Kujang dibuat berdasarkan teori Kirkpatrick yang terdiri dari empat level evaluasi, yaitu reaksi, learning, behavior, dan hasil. Pada level 1 yaitu reaksi, di lembar evaluasi tersebut sudah sesuai dengan teori dari Kirkpatrick, pada level 2 yaitu learning seharusnya diadakan pretest dan posttest namun hanya dibuatkan skala. Pada level 3 yaitu behavior, sudah sesuai teori namun pada faktor penilaian nomor 3 kuantitas dan produktivitas kerja semestinya tidak perlu dimasukkan karena sudah termasuk ke dalam level 4. Pada level 4 yaitu hasil, disini masih sangat kurang untuk mendapatkan gambaran hasil dari pelatihan yang sudah dilaksanakan karena hanya berdasarkan dari jawaban atasan tanpa bukti dokumen apapun.   Kata kunci: Evaluasi Pelatihan, Teori Kirkpatrick.

scholarly journals Increased Knowledge about Floral Preservatives Influences Consumers’ Perception of the Quality and Value of a Floral Arrangement Purchase

2013 ◽  
Vol 23 (2) ◽  
pp. 142-148
Author(s):  
Morgan M. Jenkins ◽  
Kimberly A. Williams ◽  
Laura A. Brannon
Keyword(s):  
Generation Y ◽  
Purchase Intention ◽  
Intent To Purchase ◽  
Intention To Purchase ◽  
Level 3 ◽  
Perception Of Quality ◽  
Level 1 ◽  
Four Levels ◽  
Level 2

This research examines whether knowledge about floral preservatives increases consumers’ perception of quality, purchase intention, and price of a floral arrangement. A survey was administered to 222 participants at two locations in Manhattan, KS. Seventy-three percent of respondents fell within Generation Y (18 to 30 years old). The survey instrument presented four levels of presentation of a floral arrangement that were associated with increasing knowledge about the use of floral preservatives on consumers’ perceptions about the quality and price of that arrangement, as follows: Level 1 showed a photo of a floral arrangement without preservatives; Level 2 showed the same photo of a floral arrangement with a small, unlabeled packet of preservatives; Level 3 showed the same photo of a floral arrangement with a large, clearly labeled packet of preservatives; and Level 4 showed the same photos as Level 3 but was presented after a 191-word message describing the three functions of floral preservatives. Participants of the survey rated the quality of a floral arrangement higher from Level 2 (presence of floral preservatives not explicit) to Level 3 (presence of floral preservatives explicit) and from Level 3 to Level 4 (after reading a message about floral preservatives’ function and effectiveness). Their intent to purchase the floral arrangement generally increased with each level of presentation. Females indicated intention to purchase flowers more frequently than males. Participants increased the price that they were willing to pay for the floral arrangement at each level of presentation, starting at $25.46 at Level 1 (no floral preservatives use indicated) to $29.19 at Level 4. Participants were more knowledgeable about the benefits of floral preservatives and believed that floral preservatives increased the value of floral arrangements after reading a message describing their function and effectiveness more so than before reading a message. The younger the respondent, the more willing they were to pay more for floral arrangements with floral preservatives. As consumers become more aware of the use of floral preservatives and more knowledgeable about how and why they are effective, they attribute higher quality to floral arrangements with preservatives, they are willing to pay more for arrangements with preservatives, and their purchase intention frequency increases. Florists should always use preservatives in their processing and construction of fresh floral arrangements, consider providing a message about the function and effectiveness of floral preservatives to their customers, and then market their use of these materials.

EVALUASI PELATIHAN DI PT. PUPUK KUJANG CIKAMPEK

2019 ◽  
Vol 3 (2) ◽  
pp. 48-54
Author(s):  
Lania Muharsih ◽  
Ratih Saraswati
Keyword(s):  
Learning Behavior ◽  
Level 3 ◽  
Level 1 ◽  
Level 2

Penelitian ini bertujuan mengetahui evaluasi training di PT. Pupuk Kujang. PT. Pupuk Kujang merupakan perusahaan yang bergerak di bidang petrokimia. Lembar evaluasi PT. Pupuk Kujang dibuat berdasarkan teori Kirkpatrick yang terdiri dari empat level evaluasi, yaitu reaksi, learning, behavior, dan hasil. Pada level 1 yaitu reaksi, di lembar evaluasi tersebut sudah sesuai dengan teori dari Kirkpatrick, pada level 2 yaitu learning seharusnya diadakan pretest dan posttest namun hanya dibuatkan skala. Pada level 3 yaitu behavior, sudah sesuai teori namun pada faktor penilaian nomor 3 kuantitas dan produktivitas kerja semestinya tidak perlu dimasukkan karena sudah termasuk ke dalam level 4. Pada level 4 yaitu hasil, disini masih sangat kurang untuk mendapatkan gambaran hasil dari pelatihan yang sudah dilaksanakan karena hanya berdasarkan dari jawaban atasan tanpa bukti dokumen apapun.   Kata kunci: Evaluasi Pelatihan, Teori Kirkpatrick

The Smithsonian Folklife Festival: Many Auspicious Doors

2016 ◽  
Author(s):  
Betty Belanus
Keyword(s):  
Years Of Experience ◽  
Visitor Experience ◽  
Live Performance ◽  
Present Level ◽  
Visitor Studies ◽  
Level 3 ◽  
Level 1 ◽  
Four Levels ◽  
Level 2

This chapter uses the 2008 Bhutan program to examine visitor experience and the role of curators in crafting these experiences. Using the suggestive possibilities of a portable Buddhist shrine featured in the program and basing the analysis on 20 years of experience working with the Festival and its evaluation, the author lays out a framework for analyzing four levels of Festival visitor engagement: Level 1—Sensory Cultural Enlightenment/Being Present; Level 2—Choosing a Route/Moving Through; Level 3—Viewing and Taking part in the Live Performance/Active Experiencing; and Level 4—Revealing the Deeper Layers/Discovering More. The chapter concludes with observations about visitor studies relevant to museums as well as festivals.

scholarly journals Revisiting the roles and responsibilities of speech-language therapists in South African schools

2013 ◽  
Vol 60 (1) ◽  
Author(s):  
Anna Maria Wium ◽  
Brenda Louw
Keyword(s):  
South African ◽  
Position Statement ◽  
Policy Changes ◽  
Roles And Responsibilities ◽  
Level 3 ◽  
Level 1 ◽  
Four Levels ◽  
Support Programmes ◽  
Level 2

The role of speech-language therapists (SLTs) in schools in South Africa needs to be revisited based on the changing educational needs in the country. Th is article builds on a paper by Kathard et al. (2011), which discussed the changing needs of the country with regard to the role of SLTs working in schools. South African policy changes indicated a shift from supporting the child to supporting the teacher, but also place more emphasis on the support of all learners in literacy in an eff ort to address past inequities. Th is paper addresses several of the questions that emerged from Kathard et al. and explores the collaborative roles played by SLTs on four levels in the education context. Collaboration at the learner level (level 1) focuses on prevention and support, whereas collaboration at the teacher level (level 2) is described in terms of training, mentoring, monitoring and consultation. Collaboration can also occur at the district level (level 3), where the focus is mainly on the development and implementation of support programmes for teachers in areas of literacy and numeracy. Collaboration at the level of national and provincial education (level 4) is key to all other roles, as it impacts on policy. Th is last level is the platform to advocate for the employment of SLTs in schools. Such new roles and responsibilities have important implications for the preparation of future SLTs. Suggestions for curricular review and professional development are discussed. It is proposed that SASLHA responds to the changes by developing a position statement on the roles and responsibilities of SLTs in schools.

scholarly journals Penerapan Model Kirkpatrick untuk Evaluasi Program Diklat Teknis Subtantif Materi Perencanaan Pembelajaran Di Wilayah Kerja Provinsi Kepulauan Riau

2018 ◽  
Vol 6 (2) ◽  
pp. 170-187
Author(s):  
Yetti Nurhayati
Keyword(s):  
Evaluation Model ◽  
Level 3 ◽  
Level 1 ◽  
Four Levels ◽  
Level 2

Evaluasi yang mengunakan Model evaluasi Kirkpatrick dengan 4 level (Kirkpatrick Four Levels Evaluation Model) dilakukan bertujuan untuk mengetahui efektivitas program Diklat Teknis Subtantif Materi Perencanaan Pembelajaran di Wilayah Kerja Provinsi Kepulauan Riau. Data diperoleh melalui instrumen observasi, wawancara, dan dokumentasi serta dianalisis menggunakan teknik deskriptif kualitatif. Wawancara dilakukan kepada peserta diklat, atasan peserta diklat yakni kepala madrasah, dan teman sejawat peserta diklat yakni guru. Hasil evaluasi ini adalah bahwa penilaian pada level 1 reaksi, hasil reaksi peserta terhadap panitia penyelenggara dan narasumber sangat tinggi. Hanya perlu perhatian persiapan bahan materi pelajaran perlu disiapkan di awal diklat dan perlengkapan ATK (alat tulis kantor) seperti flashdisc perlu di cek kembali. Pada level 2 belajar, kemampuan kompetensi sikap, pengetahuan, dan keterampilan peserta sangat signifikan penilaiannya. Pada level 3 perilaku, pelaksanaan evaluasi dilakukan setelah peserta kembali ke tempat kerjanya masing-masing. Ada peningkatan perubahan perilaku dari alumni diklat dari sebelum diklat dan setelah diklat. Perubahan perilaku seperti kedisiplinan kehadiran, cara berpakaian, memotivasi teman sejawat, berkomunikasi dengan baik, serta ketepatan dan kecepatan menyelesai tugas-tugas sehari-hari. Pada level 4 dampak, ada peningkatan kinerja alumni diklat. Alumni mampu membimbing dan mendesiminasi ilmu yang telah didapat dari diklat kepada sesama teman sejawatnya, mampu mengembangkan metode dan media pembelajaran dalam proses belajar mengajar, dan pembuatan Rancangan Program Pembelajaran (RPP) menjadi lebih baik.

scholarly journals An Atmospheric Visibility Grading Method Based on Ensemble Learning and Stochastic Weight Average

Atmosphere ◽  
2021 ◽  
Vol 12 (7) ◽  
pp. 869
Author(s):  
Xiuguo Zou ◽  
Jiahong Wu ◽  
Zhibin Cao ◽  
Yan Qian ◽  
Shixiu Zhang ◽  
...  
Keyword(s):  
Ensemble Learning ◽  
Traffic Accidents ◽  
Feature Sets ◽  
Atmospheric Visibility ◽  
Average Accuracy ◽  
Level 3 ◽  
Visual Characteristics ◽  
Level 1 ◽  
Grading Model ◽  
Level 2

In order to adequately characterize the visual characteristics of atmospheric visibility and overcome the disadvantages of the traditional atmospheric visibility measurement method with significant dependence on preset reference objects, high cost, and complicated steps, this paper proposed an ensemble learning method for atmospheric visibility grading based on deep neural network and stochastic weight averaging. An experiment was conducted using the scene of an expressway, and three visibility levels were set, i.e., Level 1, Level 2, and Level 3. Firstly, the EfficientNet was transferred to extract the abstract features of the images. Then, training and grading were performed on the feature sets through the SoftMax regression model. Subsequently, the feature sets were ensembled using the method of stochastic weight averaging to obtain the atmospheric visibility grading model. The obtained datasets were input into the grading model and tested. The grading model classified the results into three categories, with the grading accuracy being 95.00%, 89.45%, and 90.91%, respectively, and the average accuracy of 91.79%. The results obtained by the proposed method were compared with those obtained by the existing methods, and the proposed method showed better performance than those of other methods. This method can be used to classify the atmospheric visibility of traffic and reduce the incidence of traffic accidents caused by atmospheric visibility.

Penerapan Capability Maturity Model Integration Untuk Mengukur Tingkat Kematangan Organisasi Dalam Proses Pengembangan Perangkat Lunak (Studi Kasus: Direktorat Innovation Center Universitas Amikom Yogyakarta)

Respati ◽  
2020 ◽  
Vol 15 (1) ◽  
pp. 43
Author(s):  
Ita Permatahati ◽  
Wing Wahyu Winarno ◽  
Mei P Kurniawan
Keyword(s):  
Software Development ◽  
Development Process ◽  
Model Integration ◽  
Maturity Model ◽  
Software Development Process ◽  
Maturity Level ◽  
Capability Maturity ◽  
Level 1 ◽  
A Company ◽  
Level 2

INTISARIMenerapkan standarisasi pada suatu perusahaan yang bergerak dibidang pengembangan perangkat lunak merupakan salah satu cara untuk meningkatkan kualitasnya. CMMI merupakan salah satu standarisasi yang penulis pilih untuk mengetahui tingkat kematangan dari divisi Innovation CenterAmikom. CMMI yang digunakan ialah CMMI for Development versi 1.3 yang fokus terhadap tingkat kematangan di level 2 dengan 6 proses area. Penelitian ini mengambil 1 sample proyek di Innovation Center(IC) yaitu apliksai presensi berbasis mobile. Berdasarkan hasil dari pengukuran yang telah dilakukan, proses pengembangan lunak di IC berada di tingkat 1 (Initial) yang diketahui bahwa belum semua praktik yang ada di masing-masing 6 proses area diterapkan. Kata kunci— proses pengembangan perangkat lunak, CMMI, CMMI-DEV, Representasi Bertingkat, Tingkat Kematangan. ABSTRACTApplying standards to a company engaged in the development of devices is one way to improve its quality. CMMI is one of the standards chosen by the author to find out the level of maturity of the Innovation Center at Amikom. CMMI is used for CMMI for Development version 1.3 which focuses on the level of maturity at level 2 with 6 process areas. This study took 1 sample project at the Innovation Center (IC), a mobile-based presence application. Based on the results of the measurements that have been made, the development process at the IC is at level 1 (Initial) related to all the practices that exist in each of the 6 process areas that are applied.Kata kunci—  software development process, CMMI, CMMI-DEV, Leveled Representation, Maturity Level.

The Magical Number Two, Plus or Minus One: Some Limits on our Capacity for Processing Musical Information

2002 ◽  
Vol 6 (2) ◽  
pp. 185-219 ◽  
Author(s):  
Adam Ockelford
Keyword(s):  
Cognitive Processing ◽  
General Principle ◽  
Empirical Work ◽  
Theoretical Framework ◽  
Musical Structure ◽  
Magical Number ◽  
Level 3 ◽  
Level 1 ◽  
Level 2

Like all fields of human artistic endeavour, music is constrained by our cognitive processing requirements and limitations (Swain, 1986; Lerdahl, 1988; Huron, 2001). This articleconsiders particular forms of constraint pertaining to the relationships that the structure-seeking mind (subconsciously) fabricates between perceived musical events. It is proposed that 2±1 may be a universal limitation pertaining to the level of relationships so ideated. That is, in terms of Lewin'S (1987) theoretical framework in which “intervals” can be intuited between the “elements” of musical “spaces”, it is posited that the cognition of musical structure occurs either through intervals (level 1), through intervals between these (level 2), or — in some circumstances — through intervals between these(level 3). This proposition is explored through the psychomusicological model developed by Ockelford (1991, 1993, 1999), which too analyses musical structure in terms of the relationships that may be cognised between its discrete perceptual components. In particular, the model identifies a type of cognitive link through which events (at any level) arefelt to imply others the same or similar — through so-called “zygonic” relationships. This theory suggests a further general principle: that the highest level of relationship inoperation at any given point must be zygonic if the music is to be structurally coherent. Evidence for this, and for the limit on the level of relationships of 2±1, is offeredthrough a series of musical examples, which illustrate a variety of musical organisation in action. Finally, empirical work is suggested to explore further the theoretical ideas that arepresented here.

Systems biology markup language: Level 2 and beyond

2003 ◽  
Vol 31 (6) ◽  
pp. 1472-1473 ◽  
Author(s):  
A. Finney ◽  
M. Hucka
Keyword(s):  
Systems Biology ◽  
Computational Models ◽  
Chemical Species ◽  
Biochemical Networks ◽  
Markup Language ◽  
Exchange Format ◽  
Systems Biology Markup Language ◽  
Level 3 ◽  
Level 1 ◽  
Level 2

The SBML (systems biology markup language) is a standard exchange format for computational models of biochemical networks. We continue developing SBML collaboratively with the modelling community to meet their evolving needs. The recently introduced SBML Level 2 includes several enhancements to the original Level 1, and features under development for SBML Level 3 include model composition, multistate chemical species and diagrams.

Knowledge Acquired from Learning: New Evidence of Hierarchical Conceptualization

1994 ◽  
Vol 79 (2) ◽  
pp. 975-993 ◽  
Author(s):  
Alberto Montare
Keyword(s):  
Sex Differences ◽  
Knowledge Acquisition ◽  
Reversal Learning ◽  
Concept Formation ◽  
Learning Task ◽  
Learning Rates ◽  
Level 3 ◽  
Level 1 ◽  
New Evidence ◽  
Level 2

Following successful inductive acquisition of procedural cognition of a discrimination-reversal learning task, 50 female and 50 male undergraduates articulated declarative cognizance of knowledge acquired from learning. Tests of four hypotheses showed that (1) increasingly higher levels of declarative cognizance were associated with faster learning rates, (2) six new cases of cognition-without-cognizance were observed, (3) students presumably using secondary signalization learned faster than those presumably using primary signalization, and (4) no sex differences in learning rates or declarative cognizance were observed. The notion that explicit levels of declarative cognizance may represent implicit hierarchical conceptualization comprised of four systems of knowledge acquisition led to the conclusions that primary signalization may account for inductive senscept formation at Level 1 and for inductive percept formation at Level 2, whereas emergent secondary signalization may account for inductive precept formation at Level 3 and for inductive concept formation at Level 4.

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