Integration Of Learning Processes Research Articles

Vocational Students Experience Workplace-Based Assessment: How Does It Work?

This case study is conducted to investigate the implementation of the Workplace Based Assessment in Pharmacy Vocational School. The research method used is R&D with observation, document analysis, and in-depth interviews as data collection methods. While for data analysis, it used the Realist Evaluation/Synthesis approach. The informants are students, teachers, competency assessors from 21 schools, the Directorate of PSMK, Chairperson of APMFI, and representatives from two pharmaceutical companies. The results showed that the Workplace Based Assessment was built based on the integration of learning processes in schools and industrial work practices. Workplace-Based Assessment is carried out by developing competency standards, learning at schools, and industrial work practices. BNSP has a significant role in developing work competency standards. Based on the findings of this study, the revitalization of vocational schools through the implementation of Workplace-Based Assessment is needed to foster vocational graduates who have great skill and competent in facing the Industrial Revolution 4.0 and challenges in the workplace.

Pembelajaran Ayat-ayat Kawnīyah di SMA Trensains 2 Pesantren Tebuireng Jombang

This research focuses on the implementation of teaching religion and science in “Trensains” Senior High School at Tebuireng Islamic Boarding School 2. This research concludes that the implementation of the integration of religion and science is summarized in a notion of “trensains” that makes the Qur’an the basis of construction of science by Agus Purwanto and Salahuddin Wahid. The implemenation of such an integration can be catagorized into three dimensions, namely ontological, epistemological, and axiological. In addition, the ‘Trensains’ result in the integration of institutions, the integration of the curriculum, and the integration of learning process in the classroom, outside, and integration in daily activities. The problem experienced in learning includes the prevalence of dichotomy among eductors, and the various abilities of learners. The facilities of learning are not yet complete, and funds are limited. The solution is to strengthen the understanding of the concept of integration of science in all elements in the form of manual integration for educator and learners, and to optimize the performance of educators and guidance and counseling, effective educators in planning learning by doing training preparation of learning plan, to optimize the use of existing facilities, and to maximize the role of the education board and the school committe in order to establish cooperat-ion with stakeholder, agencies, government, or other communities in an effort to improve the quality of the school.

Keynote: Thin Film Magnetic Heads: Break-through of Electroplating into Electronics, Quantum Jump in Magnetic Storage

When IBM announced the random access magnetic disk storage system RAMAC 305 in 1957, it was hailed as a major break-through in data storage. By the early 1960s engineers realized that within a decade or so the system would not be able to achieve the higher areal density needed to meet the ever increasing demand for greater storage capacity. The limitation was that the hand-wound magnetic head could not be made any smaller to further increase the areal density on the discs. Many proposals were made and patents filed for small heads, but the technology to produce the required miniature 3-D structures did not exist.The first break-through came when we demonstrated that it is possible to electroplate the 3 µm thick, precise patterns of copper and permalloy required for a magnetic head through a photoresist mask on a thin, conductive seed layer. This was followed by exploratory investigations to achieve the required magnetic material properties of the metallic alloys and the invention of appropriate plating tools to build the head structures. Working side by side with the design engineers, functional requirements of the head could be balanced against fabrication process capabilities to produce a testable device.Our presentation will describe the structure of the inductive read/write heads, MR read-only heads and integrated MR read/inductive write heads. We will show that viable heads would not have been possible without several studies and inventions relating to plating solution chemistry, processing, materials and very uniform, high intensity, reproducible agitation in plating tools. Furthermore, all the process steps had to be carefully chosen to make sure no process step damaged any of the previously fabricated structure or interfered with subsequent steps. We were learning process integration before that concept even had a formal name. Once the prototype heads were built at the Yorktown Research lab and accepted for IBM’s next generation storage system, the next step was to design and build a pilot line in San Jose, IBM’s manufacturing site for magnetic storage. Electrochemical processes with the precision required for the thin film head had never before been run on a production line. Establishing the line required frequent visits to San Jose and often daily phone contact with their engineers. Furthermore, several of the engineers who were hired to run the San Jose line spent their first year with IBM in Yorktown doing research related to head fabrication, thus facilitating the transfer of this knowledge to San Jose.The five prong approach that prevailed from the first prototype to the final product was to concurrently develop the fabrication tools and to engage in studies related to the materials, the process, process control and process integration. Our preference was to use concrete data wherever possible, but to make the best engineering judgment if such data was not available. Studies were carried just far enough to obtain the information required to control the process and build the head. When time permitted, or if new problems surfaced, we could further pursue these studies. Where problems could be clearly defined and did not need head building capability, we tried to get professors and students interested in working on them.We have demonstrated that even in the absence of a full set of concrete data it is possible to build a relatively complex device by using the available information in combination with the best engineering judgment and then coming back to refine the technology into a full-fledged manufacturing process with all the necessary controls for optimum mass production.When the RAMAC 305 was first introduced, the disk size was 24 inches in diameter and the density of magnetic recording was 2 kilobits/in2. Today the disk size may be as small as two inches in diameter and the density is approaching a trillion bits per square inch – an increase of nearly 6 orders of magnitude in 50 years. In the same time, the cost of storage has dropped by 6 orders of magnitude. The successful use of electrochemistry in building the thin film head has underscored the importance of this field in both science and engineering. Electrochemical technology today is treated as a desirable fabrication approach in silicon chip fabrication, packaging, chip package attachment and MEMS. The thin film head has been a key factor in enabling the computers that now play a vital role in every aspect of our lives.

Students Learning Agroecology: Phenomenon-Based Education for Responsible Action

Preparing students for a complex and dynamic future is a challenge for educators. This article explores three crucial issues related to agroecological education and learning: (1) the phenomenological foundation for learning agroecology in higher education; (2) the process of students' interactions with a wide range of various learners within and outside the university environment; and (3) the unique characteristics of agroecology as a discipline and why these require different ways of learning than the conventional academic education. Phenomenology provides an epistemological foundation for learning about and interacting with the world outside the university. A profound aim is to bridge two learning communities: the university environment, where most traditional education takes place, and that of the stakeholder groups in farming and food systems. In this paper, we discuss several challenges of such a bridging activity: the integration of learning processes within the university with those in the case regions; the role of core and single discipline teachers; the role of the stakeholders; and the role of the students. Dealing with complex sustainability issues requires the assembly of a wide range of expertise in an inter-professional mode of collaboration. The article concludes that phenomenology and agroecology meet most fruitfully when phenomenology is done, when it is turned into actual efforts for promoting learning, and when phenomenon-based learning provides practical relevance for students to ground their knowledge in farms and in communities and this relevance of education leads to responsible action.

Information and Communication Technologies Usage by Students in an Israeli High School: Equity, Gender, and Inside/Outside School Learning Issues

This study describes and analyses a survey that was conducted with 384 students from grades 7–12 in a typical urban High School in Israel. The students reported on the extent and characteristics of Information and Communication Technology (ICT) usage within and beyond school time and location. Its focus is on (a) equity issues regarding the extent, purposes and scope of ICT usage and students self perception in ICT proficiency; (b) gender and age differences in ICT use; and (c) relationship between inside/outside school learning processes. The findings show that 10% of the students are non-users of ICT, two thirds are common-users and only 25% are skilled users. About half of the students use the Internet to some extent. Major Gender differences were found: in general, more boys used ICT more extensively than girls did. Differences among age groups were found mainly with respect to the use of complex applications, but not regarding Internet usage. These results are discussed in the light of the three focal issues: equity, gender, and integration of learning processes taking place within and outside school.