PENGEMBANGAN BUKU AJAR DAN KURIKULUM MUATAN LOKAL BAHASA KUTAI BAGI SISWA SEKOLAH DASAR DI KEC. TENGGARONG

ABSTRAKBanyak bahasa di Dunia sudah mengalami kepunahan, kepunahan dalam bahasa khususnya bahasa ibu menjadi aspek fokus dalam pengajaran bahasa sebagai muatan lokal di sekolah. Upaya pemertahanan ini diwujudkan dalam pengembangan kurikulum dan buku ajar. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan kurikulum dan buku ajar muatan lokal Bahasa Kutai di Sekolah dasar di Kec. Tenggarong Penelitian ini termasuk dalam jenis penelitian, penelitian dan pengembangan (research and development). Pengumpulan data dilakukan dengan menggunakan metode angket, observasi, interview.adapun langkah penelitian sebagai berikut penelitian dan pengumpulan data kuisioner pada sekolah dasar di Kecamatan Tenggarong, perencanaan pembuatan buku, pengembangan draf produk buku ajar, uji coba lapangan awal pada sekolah dasar, revisi hasil, uji coba lapangan, penyempurnaan produk hasil, uji pelaksanaan lapangan, penyempurnaan produk akhir, diseminasi dan impelementasi, hasil penelitian menunjukkan bahwa Buku ajar sudah layak digunakan dengan prosentasi validasi 80% dan 79%, tampilan fisik buku 78%( baik), Materi 79% (baik) dan Penggunaan Bahasa 79% (baik), secara keseluruhan rata-rata keterbacaan peserta didik adalah 78.67% (baik).Kata Kunci: Pengembangan kurikulum, buku ajar, Bahasa Kutai ABSTRACTThere are many languages in the world have experienced extinction, extinction in languages, especially mother tongue, has become a focus aspect in language teaching as a local content in schools. This defense effort is manifested in the development of curricula and textbooks. Therefore, this study aims to develop curricula and textbooks for local content in the Kutai language in elementary schools in the district. Tenggarong This research is included in the type of research, research and development (research and development). Data collection was carried out using the questionnaire method, observation, interview. The research steps were as follows: research and data collection of questionnaires in elementary schools in Tenggarong District, planning for making books, developing draft textbook products, initial field trials in elementary schools, revising results, field trials, product improvement results, field implementation tests, final product improvement, dissemination and implementation, research results show that textbooks are suitable for use with validation percentages of 80% and 79%, physical appearance of books is 78% (good), material 79% (good) and Language Usage 79% (good), the overall average readability of students was 78.67% (good).Keywords : Curriculum development, teaching textbook, Kutai language

Dissemination and implementation research in sports and exercise medicine and sports physical therapy: translating evidence to practice and policy

Knowledge from research evidence is wasted unless it is applied. While the scientific evidence base for many sports and exercise medicine and sports physical therapy interventions is robust, real-world implementation and evolution to scale remains an ongoing challenge. Dissemination and implementation research is important to generate evidence-informed, cost-effective and context-specific strategies for implementation partners and stakeholders to effectively apply and sustain the best research evidence in public health and clinical practice. However, this field of inquiry remains underexplored in sports and exercise medicine and sports physical therapy. Most intervention studies in sports and exercise medicine and sports physical therapy are terminated at the efficacy trial stage without considerations for best practices for translation to community and clinical settings. Lack of context-specific dissemination and implementation strategies to drive the translation of evidence-based interventions results in poor execution of, and attrition from, interventions, and this is associated with suboptimal outcomes and increased healthcare costs. Theory-driven quality research informing the successful dissemination and implementation of evidence-based interventions is needed to address lingering evidence-to-practice gaps. Dissemination and implementation research completes the final stage in the research-to-practice pipeline. It seeks to close evidence-to-practice gaps, thereby ensuring speedy application of research evidence to achieve desired public health outcomes while making more efficient use of limited resources. This review introduces sports and exercise medicine and sports physical therapy researchers and stakeholders to key concepts and principles in dissemination and implementation research.

Reducing Injuries in Soccer (Football): an Umbrella Review of Best Evidence Across the Epidemiological Framework for Prevention

Soccer is the most popular sport in the world. Expectedly, the incidence of soccer-related injuries is high and these injuries exert a significant burden on individuals and families, including health and financial burdens, and on the socioeconomic and healthcare systems. Using established injury prevention frameworks, we present a concise synthesis of the most recent scientific evidence regarding injury rates, characteristics, mechanisms, risk and protective factors, interventions for prevention, and implementation of interventions in soccer. In this umbrella review, we elucidate the most recent available evidence gleaned primarily from systematic reviews and meta-analyses. Further, we express the exigent need to move current soccer injury prevention research evidence into action for improved player outcomes and widespread impact through increased attention to dissemination and implementation research. Additionally, we highlight the importance of an enabling context and effective implementation strategies for the successful integration of evidence-based injury prevention programs into real-world soccer settings. This narrative umbrella review provides guidance to inform future research, practice, and policy towards reducing injuries among soccer players.

Mentored training and its association with dissemination and implementation research output: a quasi-experimental evaluation

Background There is continued need to evaluate training programs in dissemination and implementation (D&I) research. Scientific products yielded from trainees are an important and objective measure to understand capacity growth within the D&I field. This study evaluates our mentored training program in terms of scientific productivity among applicants.Methods Post-doctoral and early career cancer researchers were recruited and applied to the R25 Mentored Training for Dissemination and Implementation Research in Cancer (MT-DIRC) between 2014 and 2017. Using application details and publicly available bibliometric and funding data, we compared selected fellows with unsuccessful applicants (nonfellows). We extracted Scopus citations and US federal grant funding records for all applicants (N=102). Funding and publication abstracts were de-identified and coded for D&I focus and aggregated to the applicant level for analysis. Logistic regression models were explored separately for the odds of 1) a D&I publication and 2) US federal grant funding post year of application among fellows (N=55) and nonfellows (N=47). Additional models were constructed including independent variables that attenuated the program’s association by 5 percent or more. Only US-based applicants (N=87) were included in grant funding analysis.Results Fellows and nonfellows were similar across several demographic characteristics. Fellows were more than 3 times more likely than nonfellows to have grant funding after MT-DIRC application year (OR 3.2; 95% CI: 1.1-11.0) while controlling for time since application year; the association estimate was 3.1 (95% CI: 0.98-11.0) after adjusting for both cancer research area and previous grant funding. For publications, fellows were almost 4 times more likely to publish D&I focused work adjusting for time (OR 3.8; 95% CI: 1.7-9.0). This association lessened after adjusting for previous D&I publication and years since undergraduate degree (OR 2.9; 95% CI: 1.2-7.5).Conclusions We document the association of a mentored training approach with built-in networks of peers to yield productive D&I researchers. Future evaluation efforts could be expanded to include other terms of longer-term productivity such as policy or practice change as additional objective measures. D&I research trainings in the US and internationally should consider common evaluation measures.

Mentored training and its association with dissemination and implementation research output: a quasi-experimental evaluation

BackgroundThere is continued need to evaluate training programs in dissemination and implementation (D&I) research. Scientific products yielded from trainees are an important and objective measure to understand capacity growth within the D&I field. This study evaluates our mentored training program in terms of scientific productivity among applicants.MethodsPost-doctoral and early career cancer researchers were recruited and applied to the R25 Mentored Training for Dissemination and Implementation Research in Cancer (MT-DIRC) between 2014 and 2017. Using application details and publicly available bibliometric and funding data, we compared selected fellows with unsuccessful applicants (nonfellows). We extracted Scopus citations and US federal grant funding records for all applicants (N=102). Funding and publication abstracts were de-identified and coded for D&I focus and aggregated to the applicant level for analysis. Logistic regression models were explored separately for the odds of 1) a D&I publication and 2) US federal grant funding post year of application among fellows (N=55) and nonfellows (N=47). Additional models were constructed including independent variables that attenuated the program’s association by 5 percent or more. Only US-based applicants (N=87) were included in grant funding analysis.ResultsFellows and nonfellows were similar across several demographic characteristics. Fellows were more than 3 times more likely than nonfellows to have grant funding after MT-DIRC application year (OR 3.2; 95% CI: 1.1-11.0) while controlling for time since application year; the association estimate was 3.1 (95% CI: 1.0-11.0) after adjusting for both cancer research area and previous grant funding. For publications, fellows were almost 4 times more likely to publish D&I focused work adjusting for time (OR 3.8; 95% CI: 1.7-9.0). This association lessened after adjusting for previous D&I publication and years since undergraduate degree (OR 2.9; 95% CI: 1.2-7.5).ConclusionsWe document the association of a mentored training approach with built-in networks of peers to yield productive D&I researchers. Future evaluation efforts could be expanded to include other terms of longer-term productivity such as policy or practice change as additional objective measures. D&I research trainings in the US and internationally should consider common evaluation measures.Contributions to the literature• The number of trainings in dissemination and implementation (D&I) continues to expand globally. Few D&I training evaluations are published and those evaluations reported tend to be small-scale and short term with limited measures of impact.• This study reports that our training program enhances academic productivity and highlights that mentored training for D&I scholars is an essential approach for building capacity for D&I research.• Using publicly available data, the methods in this study could be replicated with other D&I trainings to compare impact across fields.