PENGARUH PERSEPSI MAHASISWA TENTANG BAURAN PEMASARAN TERHADAP LOYALITAS MAHASISWA DENGAN MENGGUNAKAN PATH ANALYSIS (Studi Kasus di UNIPA Surabaya)

Oleh : Wara Pramesti, S1 – Statistik (estijra@yahoo.com )

Konsep marketing mix (bauran pemasaran) pada awalnya memfokuskan pada usaha bagaimana menciptakan kepuasan pelanggan pada suatu perusahaan. Pada konsep ini jika kepuasan pelanggan telah tercapai maka selesailah tugas pemasaran. Namun pada saat ini fokus atau pengertian konsep pemasaran telah berkembang dari marketing mix menjadi relationships marketing, yaitu bagaimana fokus lebih kepada mempertahankan pelanggan yang sudah ada disamping mendapatkan pelanggan bare. Marketing mix lebih menitik beratkan kepada pelanggan yang sudah ada dengan memperhatikan unsur-unsur yang ada pada bauran pemasaran, yaitu product (produk) , price (harga) , place (lokasi) dan promotion (promosi). Selanjutnya dari konsep relationships marketing, yaitu cross selling (pembelian silang), word of mouth: (komunikasi dari mulut ke mulut), retransaction commitment (komitmen melakukan transaksi kembali) dan customer loyalty (loyalitas konsumen) akan dikaitkan terhadap bauran pemasaran yang ada. Path analysis adalah suatu metode statistika yang bertujuan untuk menelusuri efek langsung maupun tidak langsung dari suatu variabel terhadap variabel yang lain. Dengan menggunakan path analysis ini akan diketahui unsur bauran pemasaran yang mana yang perlu ditingkatkan kualitasnya untuk meningkatkan loyalitas nasabah. Dan hasil analisis dimana estimasi dari koefisien path analysis diketahui, maka dapat dibangun model stmktural sebagai berikut : Model 1: WOM = 0,2616 produk + 0,278 lokasi + 0,494 harga + 0,223 promosi; Model 2: Retransaction = 0,1924 produk + 0,1432 lokasi + 0,621 harga + 0, 442 promosi; Model 3: Cross Selling = 0,201 produk + 0,337 lokasi + 0,562 harga + 0, 223 promosi dan Model 4: Loyalitas = 0,589 WOM + 0,243 Retransaction + 0,112 cross selling + 0, 179 produk + 0,169 lokasi + 0,214 harga.+ 0,102 promosi. Dan model diatas dapat diambil kesimpulan, bahwa unsur yang harus diperhatikan adalah harga, karena mempunyai pengaruh paling besar terhadap WOM, yaitu sebesar 0,494. Sementara WOM adalah variabel antara yang mempunyai pengaruh paling tinggi sebesar 0,598 terhadap loyalitas mahasiswa.

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POLA BARU PENDIDIKAN LINGKUNGAN HIDUP

Oleh : Sri Widyastuti, S2 – Pascasarjana (redaksi@unipasby.ac.id)

Pendidikan lingkungan merupakan salah satu faktor penting untuk meminimalisasi kerusakan lingkungan hidup dan merupakan sarana dalam menghasilkan somber daya manusia yang dapat melaksanakan prinsip pembangunan berkelanjutan. Pendidikan lingkungan dilakukan sebagai upaya untuk meningkatkan pemahaman dan kepedulian masyarakat dalam mencari pemecahan dan pencegahan timbulnya masalah lingkungan. Untuk membangkitkan kesadaran manusia terhadap lingkungan hidup di sekitamya, proses yang paling penting dan harus dilakukan adalah dengan menyentuh hati. Jika proses penyadaran telah terjadi dan perubahan sikap dan pola pilcir terhadap lingkungan telah terjadi, maka dapat dilakukan peningkatan pengetahuan dan pemahaman mengenai lingkungan hidup, serta peningkatan dalam mengelola lingkungan hidup. Tahun 1986, pendidikan lingkungan hidup dan kependudukan dimasukkan ke dalam pendidikan formal dengan dibentuknya mata pelajaran Pendidikan Kependudukan dan Lingkungan Hidup (PKLH). PKLH diintegrasikan e dalam semua mata pelajaran. Perkembangan lebih lanjut Pendidikan Lingkungan Hidup di Indonesia seyogyanya tidak hanya di berikan di tingkat sekolah namun juga harus ada kurikulum Pendidikan Lingkungan Hidup yang melibatkan masyarakat seperti: 1) Menjalin kemitraan dengan berbagai Perusahaan sebagai bentuk Corporate Social Responsibility (CSR) dan 2)Pendidikan Lingkungan Hidup bagi pars wanita khususnya ibu rumah tangga melalui gerakan Pemberdayaan dan Kesejahteraan Keluarga (PKK).

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PENGARUH STRATEGI PEMBELAJARAN DAN GAYA KOGNITIF TERHADAP PEROLEHAN BELAJAR KONSEP DAN PROSEDUR STATISTIKA

Oleh : Rufi’i, S2 – Pascasarjana (redaksi@unipasby.ac.id)

The purposes of the study were to examine the result of analysis (1) differences in the acquisition of learning concepts and procedures of statistics among learners who learn by instructional strategies algo-heuristic and conventional instructional strategies, (2) differences in the acquisition of learning concepts and procedures of statistics among learners who studied with field independence cognitive styles and field dependence, (3) the interaction between instructional strategies and cognitive styles on the acquisition of learning concepts and procedures of Statistics. This research was carried out with the design of non-equivalent control group by applying a 2×2 factorial design in the design of experiments. Subjects were fourth semester undergraduate students of academic year 2009/2010, at Elementary Teacher Training Education Program Undergraduate level and Third Diploma students Midwifery Studies Program PORI Adi Buana University of Surabaya which consists of six classes of 217 people. Subjects were taken at randomly, and the total member are 146 subjects. They, further more, were grouped into four classes according to research design. The research hypothesis was tested by statistics Multivariate Analysis of Variance (Manova). Results showed that (1) there are differences in the acquisition of learning concepts among students who studied statistics with algo-heuristic instructional strategies and conventional instructional strategies (F=13.459; p100), (2) there are differences in the acquisition of learning concepts among students who studied statistics with cognitive style of field independence and field dependence (F=4.994; p=0.027), (3) there is no interaction between instructional strategies and cognitive style on learning acquisition Statistical concept (F=0.767; p.383), (4) there are differences in learning acquisition Statistical procedures between students who learn with the instructional strategy algo-heuristic and conventional instructional strategies (F=8.298; pCi.005), (5) there are differences in learning acquisition among students Statistical procedures that learning with cognitive style field independence and field dependence (F=21.438; p4100), (6) there is no interaction between instructional strategies and styles against the acquisition of cognitive learning Statistical procedures (Fo.601; p).44).

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THE BEST CONTRIBUTION OF SELF LEARNING PRACTICE ON TECHNOLOGICAL EDUCATIONTHE BEST CONTRIBUTION OF SELF LEARNING PRACTICE ON TECHNOLOGICAL EDUCATION

Oleh : Rony HR For a , S1 – Teknik Elektro (ronifora@yahoo.co.id )

In the era, educational study has the emerged world issue. All fields have the problems to reach the goal of educational achievement. Especially on technological education need a method to transfer the scientists and its application. In this research show the method of education transfer scientists and its application. There is three method to be selected the first is oration, the second is problem and solve problem and the third is self learning practice. From all methods (three method) show that self learning practice has the best method to reach the goal to scientists application. The goal is the degree of understanding. From the fifteen students in electric technology in the second years have 33% understanding on oration method, 60% on solve problem method and 88% on self learning practice.

 

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TANTANGAN DAN PROSPEK PEMBELAJARAN BAHASA INDONESIA, MATA PELAJARAN YANG DIUJI NASIONALKAN

Oleh : Retno Danu Rusmawati, S1 – Pendidikan Bahasa Indonesia (retnodanu@ymail.com)

National Examination (UAN) every year always leave records for evaluation and follow-up. This Evaluation focused for Indonesian language teaching in particular subject how increase score at UAN 2011 with evaluated UAN 2010. Results Indonesian language teaching in 2010 was ranked the lowest of the other subjects. Why? Where the problems that need to follow up? Reality orientation and learning Indonesian language samples for Senior High School(SMA / MA) class X in the standard of competence and basic competences that have not performed optimally planned by teachers and students is evident in the draft the learning program (RPP) did not meet the criteria of assessment. This example is taken at the time of assessment fortofolio teachers certification. Mainly in the Learning Program Planning(RPP) prepare materials / learning materials, media and strategy also needs special attention for the upgrade. Another reason to strengthen this opinion that the teacher teaches is less than the maximum during the implementation of peer teaching in teacher education and professional training (PLPG) at rayon 42 PLPG evaluated nearly all participants need guidance and continuous guidance during menyususun PLPG in the RPP and the implementation of the learning . The challenge of learning the Indonesian language subjects must solve through: 1. Coaching, mentoring and ongoing training for subject teachers of Indonesian in preparing lesson plans and their implementation with Active Learning method Innovative Creative Fun (PAIKEM), 2. Feasibility Test of Indonesian held periodically.

 

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PERILAKU KOMUNIKASI NONVERBAL GURU DALAM KELAS PEMBELAJARAN: MAKNANYA BAGI SISWA SMA

Oleh : Nurmida Catherine Sitompul, S2 – Pascasarjana (catherinesitompul@yahoo.com)

The purpose of this studies are: (1) describing kinds of NVC behavior that usually showed by a teacher in classroom that attract students attention, (2) describing students respond in teacher NVC behavior, and 3) understanding the meaning of teacher’s NVC behavior. The research is based on ethnography studies. The importants findings of this studies are: 1) Teacher implement severals kinds of NVC behavior, however students are more attract to teacher’s face expression and eyes contact; 2) Teacher’s nice smile means teacher enjoy in teaching. This will make students happy and will drive students to get involved in learning activities. If teacher expression is without smile, then makes students feel such as frighten, stress, uncomfortable, laziness, angry and do not interested with the learning process. Students attract with teacher face expression when he/she enter the class and then they will draw this in their mind to predict the next situation in the learning process. 3) Teacher’s smile indicates that teacher teaches in enjoyable and promote a positive feeling to students to learning. No smile expression of teacher creates a negative feeling in students mind. Teacher’s NVC behavior can promote an empowering atmosphere for students to learn.

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VALIDITY OF PEER ASSESSMENT ON TEACHING ICT ONLINE

Oleh : Nunung Nurjati, S1 – Pendidikan Bahasa Inggris (redaksi@unipasby.ac.id)

 

In today’s globalization era, [CT (Information and Communication Technology) has been introduced to enhance teaching and learning in language classroom. Technology and the wider world web are challenged to boost student’s four skills of English as second language. In the implementation of ICT in language teaching, assessment is needed. The use of Peer Assessment (PA) to evaluate the online language teaching is now becoming familiar among online teachers/instructors. However, the validity of such kind of test is still questionable. This paper aims at reviewing peer assessment conducted by the students who take online lessons. The design of the study is qualitative-based because the researchers wanted to know how the validity of peer assessment on ICT learning online. Henning (1987) says that validity of assessment can be measured non-empirically in which the instrument used was the assessment rubric as a guide. The material in this rubric was divided into 3 parts namely: 1) assessment components that serve as a guide in the assessment of tasks (related to the material), 2) evaluation of online peer-assessment, 3) the feedback given by the assessors in the group have been evaluated before the rubric distributed manually or online, the researchers perform validation instrument. Validation instrument through two processes, namely: validation of media and content validation involving validators who were expert in media and ICT learning in particular, each expert consisted of two persons. In this study researchers ask their students who are programming ICT subject with the number of 168 students. From the rubrics assessed by the students and the validators; lecturers and the experts of multi-media, the result indicates that there is no significant different found from the pattern of the assessment by the students and the validators. It means that the peer assessment done by the students on ICT teaching online is valid.

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ENHANCING MIDWIFERY STUDENTS’ SPEAKING ABILITY THROUGH IMPROMPTU SPEECH

Oleh : Joesasono Oediarti S., S1 – Pendidikan Bahasa Inggris (redaksi@unipasby.ac.id)

This paper presents a technique for teaching midwifery students which is aimed to enhance their speaking ability through impromptu speech. The essence of the impromptu speech is the ability to speak confidently and clearly in front of a group of people or audience with very little preparation. Impromptu speech is a popular kind of speaking activity in which learners prepare a talk and speak on either a given topic or on the topic of their own choice. The aim of this technique is to introduce the concept of a short talk and give speaking practice not controlled for accuracy. But even with little to no preparation, the learners are still expected to deliver a great speech. Recently, learning content-are subjects through the medium of a foreign language has become increasingly popular in many countries. In some cases, a foreign language is used as the medium of instruction in non English language department. Furthermore the objective of English subject for midwifery is to make the students are able to communicate orally and written form in the international communication midwifery contexts.

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The Future of English Language Teaching for Primary Schools in Indonesia: Issues and Challenges

Oleh : Ferra Dian Andanty and Siyaswati, S1 – Pendidikan Bahasa Inggris

This paper highlights issues and challenges in teaching English in primary schools in Indonesia. It then moves on to addressing a more contextualized question pertaining to the phenomenon of National curriculum for primary schools and the quality of primary English teachers and also the ‘appropriate’ model of competence Indonesian teachers of English that should be adopted for future education. Above all, it is a challenge that can be met with adequate planning and preparation though it will be also costly in terms of human and resources.

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Pembelajaran Matematika Berbasis Pendidikan Karakter Untuk Sekolah Dasar

Oleh : Lydia Lia Prayitno, Rarasaning Satyaningsih,

S1 – Pendidikan Matematika

Pendidikan merupakan faktor utama dalam pembentukan karakter bangsa. Hal ini diperkuat oleh Presiden RI Pertama (dalam Soedarsono, 2009) yang menyatakan bahwa —Bangsa ini harus dibangun dengan mendahulukan pembangunan karakter (character building) karena character building inilah yang akan membuat Indonesia menjadi bangsa yang besar, maju dan Jaya serta bcrmartabat. Pembangunan karakter menjadi tugas utama dari pendidikan karena seorang siswa mempunyai karakter yang kuat sebagai model dalam membangun peradaban tinggi dan unggul. Pada dasarnya pembangunan karakter sudah ditanamkan oleh orang tua sejak anak dilahirkan tetapi karena pengaruh lingkungan terkadang karakter yang tertanam hilang begitu raja. Oleh karena itu, ketika anak memasuki usia sekolah pembangunan karakter bisa dimulai dari tingkat Taman Kanak-kanak dilanjutkan dengan Sekolah Dasar. Pembangunan karakter dapat dilakukan selama proses pembelajaran di sekolah, baik pembelajaran yang ada di kelas maupun di luar kelas. Pembangunan .karakter di dalam kelas dapat dilakukan selama proses pembelajaran berlangsung, salah satunya melalui pembelajaran matematika. Salah satu metode yang dapat digunakan dalam pembelajaran matematika khususnya pada materi bilangan bulat adalah metode bermain. Melalui metode bermain ini, permainan yang digunakan adalah permainan pelangi bilangan bulat. Nilai-nilai karakter yang tertanam melalui permainan pelangi bilangan bulat ada 13 nilai karakter dan sesuai dengan pilar dari pendidikan karakter. 13 nilai karakter yang bisa ditanamkan adalah (1) kooperatif, (2) tanggung jawab, (3) toleran,(4) komitmen, (5) tertib, (6) adil, (7) tertib,(8) tabu berterima kasih, (9) fair play, (10) pengendalian diri, (11) disiplin, (12) kejujuran, dan (13) ikhlas. Nilai karakter yang ditanamkan ini sesuai dengan karakteristik tumbuh kembang anak pada usia kelas IV Sekolah Dasar.

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