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"In this global area , government should develop the quality of education beside formal school,there is nonformal need to be developed."

"ABSTRAKSkripsi ini membahas tingkat kepercayaan guru terhadap Disdik Kota Bandung(studi atas Program BAP) sebagai upaya pengembangan e-learning di KotaBandung. Sebagai program baru, dibutuhkan kepercayaan masyarakat sebagai dasarkesediaan mendukung. Namun, pada tahap implementasinya Disdik Kota Bandungmelakukan tindakan inkonsistensi pelaksanaan tugas sehingga menyebabkan belumtercapainya target program, yaitu konten ajar digital lebih dari 1.000 dan 30.000pengguna. Tujuan penelitian ini untuk menggambarkan tingkat kepercayaan guru diKota Bandung Provinsi Jawa Barat terhadap Dinas Pendidikan Kota Bandung (studiatas Program BAP). Penelitian ini merupakan penelitian kuantitatif denganinstrumen kuesioner terhadap 100 responden. Tingkat kepercayaan guru diukurberdasarkan 3 dimensi yang dikemukakan Lijeblad, Borrie, dan Watson, yaitu nilaidan norma bersama, kesediaan untuk mendukung, dan penilaian kemampuan. Hasilpenelitian menunjukkan tingkat kepercayaan guru di Kota Bandung terhadap DisdikKota Bandung (studi atas Program BAP) sebanyak 62% berada pada kategori tinggi.

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ABSTRACTThis thesis discussed about the teacher trust level to Bandung Department ofEducation related to the implementation of BAP Program as an effort to develop elearningin Bandung City. As a new program, it takes willingness of the public trustas a basis for support. However, at the implementation stage Bandung EducationDepartment did inconsistencies action causing targets has not been achieved, morethan 1,000 digital teaching content and 30,000 users. Purpose of this study was todescribe teacher trust level to Bandung Department of Education related to theimplementation of BAP Program. Research is done in quantitative withquestionnaire to 100 respondents. Level of teacher trust measured by 3 dimensionalraised Lijeblad, Borrie, dan Watson, namely shared values and norms, willingness toendorse, and perceived efficacy. The result showed that teacher trust level inBandung, West Java Province to Bandung Department of Education (Program BAPstudy) 60% at the high category."

"Skripsi ini membahas mengenai Evaluasi Program Pendidikan dan Pelatihan (Diklat) Staf Analis Laboratorium di Departemen Diklat Hermina Hospital Group, tahun 2015. Penelitian ini menggunakan metode kualitatif. Hasil penelitian ini menemukan belum adanya evaluasi sistem secara menyeluruh mulai dari unsur input, proses, sampai dengan output, belum adanya umpan balik dari rumah sakit mengenai evaluasi paska Diklat, dan keterbatasan perlengkapan atau alat peraga pada Diklat Laboratorium, maka disarankan agar dilakukan evaluasi sistem secara menyeluruh dari unsur input (pengajar, perlengkapan, fasilitas, dan silabus), proses (perencanaan, pengorganisasian, pelaksanaan, dan pengawasan, dan output (reaksi, pembelajaran, dan perilaku) dengan kriteria kesesuaian, keefektifitasan dan keefisiensian.

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This paper about discusses evaluation of training and education program analyst laboratories staff in Training and Education Department at Hermina Hospital Group, 2015. This research used qualitative methode. Result for this research not found about evaluation system is through from element input, process until output, there is has been no feedback from the hospital on evaluation after training, and than limited equipment or props on training and education program for analyst laboratories staff, so it's suggested that it would be evaluated all system from the input (teachers, equipment, facilities, and syllabus), process (planning, organizing, actuating, and controlling), and output (reaction, learning, and behavior) with the criteria of relevancy, efectifity and eficiency."

"Penelitian ini dilakukan untuk mendapatkan gambaran tentang resiliensi dan tipe nilai serta melihat hubungan antara kedua variabel tersebut pada anak jalanan peserta didik nonformal. Gambaran resiliensi yang dipakai merujuk pada tiga karakteristik resiliensi Grotberg (2005), yaitu I Am, I Have, dan I Can. Skor resiliensi diperoleh dengan menggunakan alat ukur CD-RISC 10 item. Gambaran tipe nilai merujuk pada 10 tipe nilai dasar Schwartz (2012), yaitu universalism value, benevolence value, power value, self direction value, stimulation value, hedonism value, achievement value, security value, tradition value, dan conformity value.Gambaran tipe nilai diperoleh dengan menggunakan alat ukur Portrait Values Questionnaire (PVQ) 40 item. Penelitian ini dilakukan di wilayah Jakarta Utara, Jakarta Pusat, Jakarta Timur, Jakarta Selatan, Depok, dan Tangerang. Partisipan penelitian berjumlah 111 orang dan 3 orang diantaranya diwawancara secara mendalam. Rentang usia partisipan berkisar mulai dari 12 hingga 18 tahun. Melalui penelitian ini didapatkan tiga hasil penelitian.Pertama, anak jalanan peserta didik nonformal memiliki karakteristik dan kemampuan resiliensi yang baik.Kedua, tipe nilai yang paling penting pada anak jalanan peserta didik nonformal adalah conformity value, sedangkan power value berada di urutan terendah.Ketiga, terdapat hubungan positif yang signifikan antara resiliensi dengan security value, universalism value, stimulation value dan self direction value.

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The major purposes of this studywere to get an overview of resilience and type of values as well as to determine the relationship between the two variables on the street children of nonformal learners. The definition of resilience refered to the three characteristics of resilience from Grotberg (2005), which were: I Am, I Have, and I Can. Resilience score wasmeasured by the Connor Davidson Resilience Scale 10 items measurement. Type of values refered to the typology of Schwartz’s 10 basic values (2012), whichwere: universalism value, benevolence value, power value, self-direction value, stimulation value, hedonism value, achievement value, security value, tradition value, and conformity value. Valueswere measured bythe Portrait Values ​​Questionnaire (PVQ) 40 items measurement. Thisstudy was conducted in North Jakarta, Central Jakarta, East Jakarta, South Jakarta, Depok and Tangerang. In all, 111persons, age 12 to 18 years old participated in the studyand 3 persons were interviewed in depth. Through this study, the three research results. First, street children of nonformal learners had resilience capability and showed the characteristic of resilience. Second, the most important type of values in the street children of nonformal learners was conformity value, while the power value was in the lowest order. Third, there was significant positif relationship between the resilience and the security value, Universalism value, self-direction and stimulation value."

"Qualified human resources belong to the crucial factor in this global era today. It is more important compared to abundant natural resources. The policy (on enhancing the quality of education) is directed to achieve the quality of education which is used as the basis to conduct evaluation on unit performance and education program , ranging from PAUD , elementary education, middle level education, informal education to high level education. The low quality of Indonesian human resources results from low the quality of education. In the government birocracy very need high quality human resource , because the are have much good service for people and for the good governance making. Indonesian have clever people if they have clever government. The management of human resources and effective demands a precise understanding of human behavior, specialy human behavior in organizations. Therefore, it needs human resources development strategies that effectively and efficiently to accommodate the conditions and situation in this era of globalization."

"ABSTRAKBerlakunnya UU No. 23 Tahun 2014 berimplikasi pada perubahan pembagian urusan pemerintahan konkuren. Urusan pemerintahan dibidang pendidikan menengah yang semula menjadi kewenangan pemerintah kabupaten/kota berubah menjadi kewenangan pemerintah provinsi. Penetapan pembagian urusan pemerintahan harus berdasar pada prinsip akuntabilitas, efisiensi dan eksternalitas, serta kepentingan strategis nasional sebagaimana diatur pada UU No. 23 Tahun 2014, tetapi penetapan pengelolaan penedidikan menengah tidak sepenuhnya mematuhi prinsip-prinsip sebagaimana diatur dalam undang-undang. Sehingga, terdapat kekhawatiran adanya ketidak sesuaian antara maksud dan tujuan dengan materi pengaturan dalam UU No. 23 Tahun 2014. Hal ini berimplikasi terhadap tanggungjawab pemerintah untuk memberikan peningkatan pelayanan publik yang maksimal kepada masyarakat dibidang penyelenggaraan pendidikan menengah. Penelitian ini diharapkan memberikan kajian hukum yang komprehensif terkait perubahan pengelolaan pendidikan menengah di pemerintah provinsi. Penelitian ini menggunakan metode yuridis normatif, dengan pendekatan perundang-undangan, yurisprudensi dan doktrin yang ada. Serta menggunakan tipologi Preskriptif dan Jenis data sekunder. Perubahan pengelolaan pendidikan menengah yang semula merupakan kewenangan Pemerintah Kabupaten/Kota sepenuhnya menjadi Kewenangan Pemerintah Provinsi, tanpa adanya hubungan/hieraki keterkaitan dalam penyelenggaraan, sehingga dalam pelaksanaannya dibentuk cabang dinas pendidikan sebagai kepanjangan tangan Dinas Pendidikan Provinsi. Penentuan pembagian urusan pengelolaan pendidikan menengah pada dasarnya belum sepenuhnya berlandaskan pada Prinsip dan Kriteria pembagian urusan pemerintahan konkuren, sehingga dalam pelaksanaannya belum sepenuhnya mengedepankan fungsi kemanfaataan bagi masyarakat untuk mendapatkan pelayanan publik. Besarnya beban anggaran yang menjadi tanggungjawab pemerintah provinsi berdampak pada menurunya akses pelayanan penyelenggaraan pendidikan menengah bagi masyarakat. Sehingga dibutuhkan perubahan substansi pengaturan manajemen pengelolaan pendidikan menengah dalam UU No. 23 Tahun 2014.

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ABSTRACTThe enactment of Act No. 23 of 2014 concerning Regional Government has an impact on the changes in functional assignment of concurrent government affairs between the central government, provincial government and district/city government. One of the major implications in society is the management shift of secondary education affairs which is originally under the authority of district/city government to become under the authority of provincial government. The society which initially received free school facilities until secondary education and ease of access to supervision of the implementation of secondary education becomes difficult due to the ability of the provincial government to provide the same services. This study focuses on the changes in the implementation of secondary education, the determination of government affairs in the management of secondary education, and the implications of management shift of secondary education. This research is expected to be able to provide ideal construction in the distribution of government affairs. This study is normative legal research by exploring the laws and regulations and existing doctrines using secondary data. The management shift of secondary education which is originally the authority of district/city government becomes the authority of provincial government completely without any relationship/hierarchy in the implementation. Hence, a branch of Education Office is formed as an extension of the Provincial Education Office. The determination of functional assignment for managing secondary education is basically not fully based on the principles and criteria for the distribution of concurrent government affairs, so its implementation, the priority function has not been put forward for the society to get public services. The amount of the budget burden that is the responsibility of the provincial government has an impact on the decrease of access to services in secondary education for the society. Therefore, a change in the substance of the management arrangements for secondary education management in Act No. 23 Of 2014 is needed."