Rhetorical pattern of the Indonesian EFL undergraduate students’ writings

The present research aimed to study the rhetorical patterns in students’ writings, whether they follow a deductive pattern or an inductive pattern, and whether the pattern is similar when writing in English and the Indonesian language. The sample for this study was 20 undergraduate students from the Faculty of Teacher Training and Education majoring in English Education in several universities in Indonesia. Participants were requested to write two essays and two email-format letters, one of each was written in English, the other in the Indonesian language. The results showed that all students preferred the deductive pattern for their two types of essays. However, for the letter writing, students preferred the inductive pattern more than the deductive one, with 12 students using the inductive pattern in their letters in English and 16 students using the inductive pattern in their letters in Indonesian. It is suggested that the Indonesian culture and the teaching instructions received in the classrooms may influence students’ choice of the patterns they use in different types of writings. The findings should give valuable information for the design of teaching writing courses in English Education majors in Indonesia.

existence of tourism higher education under the ministry of tourism and creative economy (PTNP) toward Indonesia’s golden generation 2045

The purpose of this study was to analyze and determine the strategy of Tourism Higher Education (PTNP) operated by the Ministry of Tourism and Creative Economy Republic of Indonesia towards vision Indonesia’s Golden Generation 2045. This research is a policy research to solve social problems that aims to identify the implementation of adaptation, innovation, and collaboration strategy. The results of this study indicated that Tourism Higher Education (PTNP) in the face of two main trends, namely globalization and pandemic COVID-19. The winning strategy of Tourism Higher Education (PTNP) were, 1) Adaption strategy, by provided facilities and support the lecturer and faculty members to use hightech and also strictly discipline with CHSE standard to protect the spread of COVID-19 pandemic. 2) Innovation strategy, by using hightech in education and curriculum designed to facilitate long distance learning as well as the development of big data for personnel, finance, logistics and students so that it will facilitate access to information and strategic decision making. 3) Collaboration strategy, by sharing utilization and industry expert on training and education as well as job recruitment and internship program.

Analysis of the Use of Punctuation Marks in Student's Thesis of Indonesian Language Education Study Program

This study aims to determine the use of full stop punctuation (.), comma (,), question mark (?), and exclamation mark (!) in the thesis of 2018-2019 students of the Indonesian Language Study Program, Faculty of Teacher Training and Education, Iqra Buru University. This research is a type of qualitative research. Data collection techniques through reading techniques, note-taking techniques, and data card techniques. The results showed that of the two thesis that the researcher analyzed, the researcher found that the use of full stop punctuation marks (.) was more likely than the use of comma punctuation marks (,). The use of question punctuation (?) and use of exclamation mark (!) did not find any errors in their use in the two thesis students of the Indonesian language education study program at Iqra Buru University.

Merdeka Belajar Kampus Merdeka: Application in Education Faculty

The independence policy is a hot topic in the world of education. The premise that learning exists is carried out in the preparation of university graduates, both public and private, to meet the modern-day and rapid change challenges. Independent learning is a notion that aspires to excel from graduates as future leaders with an increasing number of personalities. Independent programs provide students with independence and flexibility to develop their potential through their hobbies and talents. This study will first examine the format of the eight Merdeka Belajar Kampus Merdeka programs (MBKM) featured in the Merdeka Independent Campus Free Book released by the Ministry of Education and Culture's Directorate General Higher Education (Published in 2020). Second, a variant of MBKM that was adopted in the Odd and Even semesters of the 2020/2021 Academic Year at a university in Aceh's Faculty of Teacher Training and Education. The findings indicated that there were eight Merdeka Belajar Kampus Merdeka programs, including the following: 1) student exchange, 2) internship/work experience, 3) teaching in educational institutions, 4) village projects, 5) research, 6) entrepreneurial activities, 7) independent studies, and 8) humanitarian projects. The Faculty of Teacher Training and Education has run a student exchange program with another university, a teaching assistant program in educational institutions, and a program to build villages/thematic lectures for students and lecturers who passed the selection process for a grant program called "Kampus Mengajar."

Prospective Teachers, Generic Skills, and Student Community Service Program: A Case Study in the Indonesian Context

Many papers have been published in recent years describing prospective teachers` generic and teaching skills. However, to our best knowledge, little is known about how they acquire and apply these skills in real-life situations outside of the classroom, among communities through student community service program in particular. In other words, because empirical evidence in the literature has failed to recognise the implementation of prospective teachers’ generic skills among communities, the question on this topic remains open. Therefore, our purpose was to explore and describe prospective teachers’ generic skills when taking part in a community service program. This study is qualitative in nature, with a total of 150 students consisting of 100 females (67%) and 50 males (33%) enrolled at the Faculty of Teacher Training and Education in a public university in Indonesia participating by adopting a questionnaire and audio-recorded interviews for data collection. The data collected through questionnaire were analyzed using descriptive statistics, while the information collected through the interviews was evaluated and interpreted using content analysis through coding classification and theme or pattern identification, with the goal of providing thorough descriptive interpretations of social phenomena. The findings reveal that the prospective teachers under investigation strongly agree and agree that community service program has benefited them personally, socially, and professionally, as well as improved their generic skills. They could develop their generic skills while participating in a student community service program. The findings of this study provide clear evidence that generic skills and the development of these skills are deemed important by students enrolled at teacher training and education. Based on the findings, the implications and limitations of this present study with several suggestions for future research are also discussed.

Implementation of a program to support direct support professionals to promote a healthy lifestyle for people with moderate to profound intellectual disabilities

Background There is a lack of theory-based interventions for direct support professionals (DSPs) to support a healthy lifestyle for people with moderate to profound intellectual disabilities (ID) despite their major role in this. This study aims to evaluate the preparation, implementation, and preliminary outcomes of a theory-based training and education program for DSPs to learn how to support these individuals. Methods The program consisting of e-learning, three in-person sessions, and three assignments was implemented. The implementation process was evaluated with a mixed method design with the following components: preparation phase, implementation phase, and the outcomes. These components were measured with project notes, questionnaires, interviews, reflections, assignments, food diaries, Actigraph/Actiwatch, and an inventory of daily activities. Results Regarding the preparation phase, enough potential participants met the inclusion criteria and the time to recruit the participants was 9 months. The program was implemented in four (residential) facilities and involved individuals with moderate to profound ID (n = 24) and DSPs (n = 32). The e-learning was completed by 81% of the DSPs, 72–88% attended the in-person sessions, and 34–47% completed the assignments. Overall, the fidelity of the program was good. DSPs would recommend the program, although they were either negative or positive about the time investment. Mutual agreement on expectations were important for the acceptability and suitability of the program. For the outcomes, the goals of the program were achieved, and the attitudes of DSPs towards a healthy lifestyle were improved after 3 months of the program (nutrition: p = < 0.01; physical activity: p = 0.04). A statistically significant improvement was found for food intake of people with ID (p = 0.047); for physical activity, no statistically significant differences were determined. Conclusions The theory-based program consisting of a training and education section for DSPs to support a healthy lifestyle for people with moderate to profound ID was feasible to implement and, despite some barriers regarding time capacity and mutual expectations, it delivered positive changes in both persons with moderate to profound ID and DSPs. Thus, the program is a promising intervention to support DSPs.

Gamified Learning

In the context of the current COVID-19 pandemic, e-learning represents a more and more important concern of all education providers and an inevitable direction for the current context in training and education. This chapter follows the theory of gamified learning and the theory of flow to understand to which extent game characteristics improve engagement and learning outcomes, such as performance and engagement. To do this, two groups of learners (N=20) were randomly assigned: the experimental group followed a gamified learning module, and the control group followed the same content without gamification mechanisms. The game mechanisms chosen involve a game, a challenge, virtual rewards, an avatar, a final badge, and a system of points and levels. Results show that the gamified course increased the time spent on the course and the overall performance. Hence, this chapter demonstrates the relevance of using gamification to improve learning outcomes.

Achieving a Security Culture

A security culture can be a competitive advantage when employees uphold strong values for the protection of information and exhibit behavior that is in compliance with policies, thereby introducing minimal incidents and breaches. The security culture in an organization might, though, not be similar among departments, job levels, or even generation groups. It can pose a risk when it is not conducive to the protection of information and when security incidents and breaches occur due to employee error or negligence. This chapter aims to give organizations an overview of the concept of security culture, the factors that could influence it, an approach to assess the security culture, and to prioritize and tailor interventions for high-risk areas. The outcome of the security culture assessment can be used as input to define security awareness, training, and education programs aiding employees to exhibit behavior that is in compliance with security policies.