Mandatory Subject Research Articles

Role of English Courses in Logistics Management Study Program at Banyuwangi Marine Academy

English is the language used by some parts of the world community to communicate globally. English courses at the Banyuwangi Marine Academy, especially in the Logistics Management study program, are mandatory subjects that must be taken by students. English has an important role because it is widely used in meeting the requirements of both graduates and jobs. Good graduates in education are meant to produce graduates who are able to master English. Even so, there are many obstacles encountered in learning English courses, including: (1) Students' views of English courses. (2) lack of facilities and infrastructure in learning. (3) Insufficient material. (4) inadequate teaching staff or lecturers. This condition at least provides an answer regarding the geography education study program that has not been maximized. The problems found make the learning process not optimal so that the quality of education in the geography education study program is not optimal and graduates are unable to compete universally. As a result, graduates cannot compete with students who have non-vocational education. So it can be concluded that the English course has a very important role in the Logistics Management study program at the Banyuwangi Marine Academy.

Complexities in Learning English as Foreign Language in Bangladesh

This research brings out the problems and challenges in learning English as foreign language. In Bangladesh, students are taught English as a mandatory subject from the beginning of primary level. Grammar translation method and product oriented writing are applied in the class. But after 10 years of schooling, 93% students can neither write English accurately nor speak fluently. Students receive English as a subject to be passed with good grade, not as a language to learn. As a result, the four language skills remain damaged and the objective of teaching English remain unfulfilled. There are some traditionally rooted problems in learning English which are method oriented, teacher oriented and learner oriented. To identify those problems, this research collects primary data through survey. It is a quantitative research applying survey method using questionnaires as tool. The sampling procedure covered 20 teachers and 120 students. Through analyzing the surveyed data, this research exposes the complexities faced by the students of Bangladesh in learning English.

Should spirituality be included in entrepreneurship education program curriculum to boost students’ entrepreneurial intention?

Spirituality is now becoming popular because of the physical and mental advantages it brings to entrepreneurship. Regardless of its more philosophical measurement, changes owing to spirituality have been distinguished in people’s mental and standards of conduct. This investigation aims to examine the qualities related to university students, looking to explicitly comprehend the separate individual qualities or the psychological and cognitive inclinations. Tested on a sample of 300 students, Structural Equation Modeling results exhibit that those who participate in spiritual rituals tend to reinforce the mental and psychological credits connected with an entrepreneurial intention. Since entrepreneurial behavior is a priority to boost economic growth, spirituality should be coordinated as a mandatory subject in general instruction from primary school onward. The results of this exploration could be a model for the Indonesian government as they attempt to search for the best model for Entrepreneurship Education Program (EEP).

The future of British English in the European Union

In the three years and seven months between the referendum on 23 June 2016 and 31 January 2020, when the UK officially left the European Union, there was much speculation over what status English would have in the EU after the withdrawal of the UK. It is now apparent that English has continued to flourish. This is supported by statistics for Member States which chart the extent to which English is a school subject. Well over 95% of the children in the EU are taught English as a mandatory subject. Official EU figures also show that 38% of the population is proficient in English as a second language, three times more than both French and German (Special Eurobarometer 386: Europeans and their Languages, 2012). Moreover, although some, such as Danuta Hübner, EMP, wanted to question whether or not English could maintain its status as an official language in the EU, it is now apparent that it will not be possible to remove English in this respect (with changes requiring a unanimous vote in the Council, which Ireland has said it will not support [European Commission, 2016]), (The Guardian 27 December 2019). English has also retained its position as one of the three ‘procedural’ or ‘working languages’ alongside French and German. This has taken place despite the fact that without the UK, no Member State has English as its official EU language, and only approximately one percent of EU citizens have English as a mother tongue.

Perception on Road Safety Education (RSE) among Local University Students in Malaysia: A Preliminary Study

In Malaysia, accident rates involving pupils and youngsters are still considered high after 12 years of RSE implementation in primary schools and 7 years in secondary schools. In 2018, 7.5% of fatality rates involved people aged between 6 and 15 years old, while 29.8% were aged between 16 and 25. Nowadays, RSE in Malaysia has been formally implemented in primary and secondary schools for students aged 7 to 15. However, RSE in Malaysia has not been implemented at the university level. Therefore, this study aims to determine university students' perception of RSE. This study found that most students agreed that RSE needs to be taught at the university. Most of them also agree that RSE at university should be taught as an elective subject (68.2%). Only 28.8% agree that RSE should be taught as a mandatory subject.

EDUCAÇÃO ALIMENTAR E NUTRICIONAL PARA ESCOLARES

OBJECTIVE: To systematize the main actions and interventions of Food and Nutrition Education for schoolchildren and describe the activities found in the national literature. METHODS: Non-systematized literature review on schoolchild feeding education, using the following criteria: articles published in national journals, theses, dissertations, and books on the subject between 2009 and 2022. RESULTS: In Brazil, food is a right provided for as promulgated in the Federal Constitution since 1988, ensuring the right to school feeding to all students in elementary school through a supplementary school feeding program to be offered by the federal, state, and municipal governments, and since February 2010, food was included among the social rights provided for in Article 6 of the Federal Constitution defined by the Organic Law of Food and Nutrition Security. However, there are still challenges facing its realization. CONCLUSION: Nutrition Education actions are important because they have benefits for the health of children and promote early food awareness. However, although it is a mandatory item in the educational curriculum to talk about healthy eating according to the guidelines of the Brazilian National Common Curricular Base (BNCC), this subject is not so deep and addressed in studies since it is difficult to select articles, because besides being mandatory in the educational curricula of schools to teach and practice healthy eating, perhaps not at the level of depth and update desired by the authors. Nutrition Education should be an integral part of the mandatory subjects, especially for students in the early stages of education, also reaching those who live with them and society in general.

Effectiveness of excellent Perdaspol lessons in shaping the physical and mental aspects of students in NCO education at state police school

This research includes evaluative research, which aims to determine and analyze the effectiveness of Perdaspol lessons in NCO Education at the State Police School. The object of this research is educators (gadik) and students (Serdik) consisting of 9 people and 150 people at the Bali State Police School. Data were obtained by means of interviews, observations, documentation/documents, questionnaires, and then were analyzed by quantitative and qualitative descriptive analysis. From the results of the study, it can be seen that the objectives of the Perdaspol lesson are as follows: 1. to form a firm and agile physical attitude and a proportional individual appearance; 2. to have a sense of unity and cooperation between individuals and groups; 3. to have a sense of responsibility towards the main task; 4. to establish personal and group discipline; and 5. to have a sense of sincerity towards duties and responsibilities. Thus, it can be concluded that the Perdaspol lessons in NCO education at the State Police School are very effective, so it is maintained to be part of the main and mandatory subjects in the Indonesian Police educational institutions in general and the State Police School in particular.

Environmental Education in Science Clubs: An analysis of the papers presented at the EIC's workshop

Education is not a mandatory subject in the Brazilian curriculum, but official curricular documents and legislation in the field of education highlight its importance in the formation of the contemporary subject and, in addition, affirm that it must be worked in an integrated and transversal way within of educational institutions, either with the disciplines, as well as in projects. Thus, the objectives of this work were to analyze seven works presented at the Interactive Science Space (EIC) workshop. For this, scientific meetings were held with the students within the EIC Science Club, which lasted from April to August, and in the last three months, September to November, the students worked on the development of projects to present them in the workshop held on the premises from the University of São Paulo (USP). The main results showed that club members were concerned with environmental issues, decided to study them, and acquired a speech in favor of awareness of environmental causes.

Lesson signature in food and health education

ABSTRACT The Food and Health subject is a mandatory subject in primary and lower secondary schools in Norway and has many similarities to the internationally known subject Home Economics. This study aimed to examine how learning activities are structured in Food and Health education, both from the teacher’s and the student’s perspective. Momentary time sampling was used as the observation method, and we created “lesson signatures” of the Food and Health education based on the observational data. “Lesson signature” is a term used for an aggregate number of observed teaching sessions, and is intended to reveal specific external patterns, considering time use, organisation and teaching patterns. Data were collected from 23 observed Food and Health lessons from sixth and ninth grades in Norway. The signatures show that although the activity level of both teachers and students was high, teachers controlled and regulated the lessons. Teaching methods consisted mainly of group work. Students spent a small proportion of the lesson listening, and conversation and discussion as a collective were virtually absent.

What made primary English education in Japan different from the global trend? A policy process analysis

This paper aims to examine the policy process of implementing English education in primary schools in Japan, focusing on two reforms: (1) the introduction of a mandatory subject in 2011, emphasising cross-cultural experiences (rather than English skill development) and (2) the introduction of English as a formal subject in 2020. The paper investigates the underlying reasons for these policy changes through the two policy-process theories: windows-of-opportunity theory and historical institutionalism. Analysis of governmental documents revealed that (1) the 2011 reform can be considered a consequence of the path dependence effect accelerated by a peculiar reform in the 1990s, and (2) the 2020 reform can be attributed to a change in the political power balance within the government, originating from the late 1980s. These findings indicate that even some globally orientated policies like English education reform can be determined by historical/political conditions that are largely characterised as domestic, rather than global.

Practical exploration of teaching microbiology in English to promote research and study

Microbes are involved in every aspect of human life. Microbiology is a mandatory subject at the undergraduate level covering majors including life sciences, pharmacy, medicine, agriculture, forestry and food. Along with internationalization and development of the first-class disciplines, teaching microbiology courses in English is highly valued. Here we discuss how to conduct curriculum reform of microbiology teaching in English, and what are the advantages and challenges when teaching in English. The teaching system can be advanced by enhancing interdisciplinary communication so as to promote study and research for students and teachers. We take this practical exploration as an example to communicate with relevant teachers.

How First and Second Languages Influence Indonesian Students’ English as a Third Language: Transfer and Interference Analysis

In the face of the scarcity of linguistic studies on Batak Toba language, this study tries to contribute by investigating how Batak Toba students’ local language and mother tongue’s elements are transferred to their English as a foreign language output. Specifically, this study aims to describe the transfer and interference of Batak Toba and Indonesian as first and/or second language and how they influence learners’ English as a third language. The study observed 15 English Education programme students who were selected via snowball sampling and analysed the way the students speak and translate a set of phrases to their respective second and third languages. Results indicated that the students’ first and second languages interferes with their English language performance at the phonological, morphological, and syntactic levels. The novelty of this study is that it offers a detailed investigation of how students whose first language, Batak Toba, and second language, Indonesian, interfere with the foreign language that is a mandatory subject in the country’s formal education system, namely English. Recommendations for teachers, particularly teachers of Indonesian learners whose students are primarily bilingual and multilingual, are discussed.

The influence of Madurese dialect toward students’ English word stress production

Communication using English in Indonesia is challenging, especially when English is not used frequently. It’s happen to some area where English is only taught as mandatory subject in high schools. Madura is one of island in East Java that has unique characteristic, especially in the native language. This study aimed to analyze the misplaced of English word stress done by Madurese students and to find out the reason why they frequently misplace the word stress. A questionnaire and recording were used to collect data about students’ background identity and to record the students’ voice in pronouncing English words. The data were analysed by using qualitative research design to find out the causes of word stress misplacement. The findings revealved that the influence of mother language, motivation, attitude, and age are the most influential factors that generate students in misplacing the word stress. Besides, the lack of pronunciation training and practice done by teachers in their high school was also generating factors for students in pronouncing incorrect word stresses.

中國 國定 歷史敎科書 『中外歷史綱要』의 導入과 그 性格

In 2017, China confirmed the nationalized history textbooks, and the history curriculum was divided into three stages: mandatory, selective, and optional subjects. The nationalized history textbook Zhong wai Li Shi Gang Yao(『中外歷史綱要』, The Outline of Chinese and Foreign History) is planned to be used as the only history textbook in general high schools across China from 2022. This study paid attention to history education among the causes of the historical conflict between Korea and China, and considered the background, influence, and problems of the appearance of Gang Yao.
 The fact that Gang Yao appeared in a situation where the U.S.-China hegemony competition accelerated and became more isolated internationally suggests many points. In order to overcome this situation, China has put a lot of effort into strengthening patriotism education, and through this, it is promoting internal unity. In this situation, the Gang Yao that appeared includes such political intentions in China.
 China's political intentions are strongly projected, and Gang Yao has several problems such as a narrative method based on materialistic views, a lecture on the theory of a unified multi-ethnic state, and a historical narrative centered on the country. Considering that all general high school students across the country will be educated through this in the future, our position should be actively expressed. It is necessary to observe and analyze the contents related to us in more detail in China's history textbooks, and to continuously present opinions and coordinate the contents through active exchange and communication between Korea and China.

PENINGKATAN KEMAMPUAN MEMBACA DAN MENULIS MELALUI BIMBINGAN BELAJAR GRATIS BAGI SISWA KELAS 1 DAN 2 DI SD NEGERI 040457 BERASTAGI

Community service activities are one of the mandatory subjects contained in the MBKM curriculum at HKBP Nommensen University, Medan and must be taken by every student. In this activity, each participant carries out these activities in an area adjacent to the student's residence. This activity lasts for a month and is carried out after finishing school hours at each school. Free tutoring activities are carried out with the aim of teaching students to be able to overcome the problem of decreased interest in learning and the low ability of students in reading and writing due to the lengthy online learning process due to the Covid-19 pandemic. All activity participants and students carry out the learning process by applying the applicable health protocols. Our team conducts PKM activities at SD Negeri 040457 Berastagi from February 2, 2022 to February 26, 2022, every Tuesday to Saturday for one and a half hours. The learning process is carried out with guidance in small classes and using learning media such as letter lists, animal pictures, fairy tale books, etc. that can attract students' interest. The results of the activity showed an increase in students' interest in learning and reading and writing skills by up to 70%. This proves that students can be more enthusiastic about learning if there is direct assistance and interaction.

Proposed 21st Century Learning Themes in English Classrooms

In many universities in Indonesia, English is still a mandatory subject. The universities provide the courses under the names Bahasa Inggris (English), English for Academic purposes, English I to II, English for Proficiency, English for Health Science, etc. Different universities give 2 credits, 3 credits, or more than 4 credits. The teaching materials used are from various sources, such as from the internet, English books published by famous publishers, or modules written by the lecturers. However, the materials provided are often not suitable for the current situation. Therefore, this research was conducted to investigate and seek better alternatives for English learning. What are the students’ target needs with respect to English class materials development? What are the students’ learning needs with respect to the development of English class material for Social and Political Science’s Students? And what suitable materials are available that are in line with 21st-century learning? This study surveyed 437 new students in the first semester from the Social and Political Science Faculty and eight English lecturers National University of Indonesia. Google form questionnaires were used to collect and analyze data. The three main indicators to be analyzed were: students’ present situation, students’ target situation, and students’ learning situation. The results show that 60.9% agree that the topics discussed relate to 21st-century learning, 80.3% of all necessary English skills are learned by the students, and they prefer learning from YouTube/social media and academic journals. Nearly half (46.9 %) were comfortable with learning through blended learning, and 95.6% agreed with the use of Google meet, Google classroom, and Zoom meetings. Furthermore, the materials considered appropriate to 21st-century learning include global awareness, finance, economics, business and entrepreneurial literacy, civic literacy, health literacy, and environmental literacy.

Students’ Perception of Mental Load in Multidisciplinary Workshop during Pandemic Covid-19 Era (Case Study: Interior Design and Industrial Engineering Students of Universitas Kristen Maranatha, Bandung, Indonesia)

The Ministry of Education and Culture Republic of Indonesia changed the higher education concept to achieve the world class education equality considerably at the same time with the outbreak of COVID-19. Therefore a sudden change in learning method change drastically whether it is using synchronous or asynchronous method due to time and capacity availability. Thus, student’s mental load arguably enhance in this current situation and therefore it is assumed that the evaluation of the new way of distance learning study never be done especially for collaborative study between department based on different faculty in Indonesia. This study used NASA-TLX paper based as the inventory instrument, evaluated and understood the current learning situation while the collaborative events with problem based assignment took place. All of the workshop activities were given and reported online with the duration of eight weeks from the beginning to the end. From the result, it was shown that the collaborative workshop implementation did not perform any different perception of the two departments who were originally came from science and social. The participants were equally assumed to participate seriously because they came from the 3rd semester’s mandatory subject. Other implication related to academic performance, reduces of team member which not fully cooperated, credit load taken in the current semester and the flexibility in doing individual or team assignment are discussed.

Student Professional Practice Management Information System At UIN Raden Fatah Palembang

Professional Practice (Internship) is one of the mandatory subjects in the Information Systems Study Program. Activities that occur during the implementation of the Professional Practice course are still conventional and not paperless. Moreover, there are several obstacles, such as students having difficulty finding a place for practical work because the study program does not yet have a list of companies that can do this activity. Moreover, it is also difficult for the Study Program to monitor whether students carry out activities appropriately. So that the Information Systems study program requires a Management Information System, which can assist the study program in carrying out practical work activities. The Management Information System built is web-based and uses the Waterfall method. From the research results, Management Information Systems assist students in registering and collecting reports; the study program makes it easier to assess and monitor students and makes document management easier.

Differences in the teaching of civic, social and political education: An analysis of the impact of school gender

This study examines differences based on school gender in the teaching of Civic, Social and Political Education (CSPE), a mandatory subject in the Irish post-primary curriculum. These differences are considered in relation to Westheimer and Kahne’s three types of citizens – personally responsible, participatory and justice-oriented. The article presents the findings of a survey conducted with 223 CSPE teachers in single-sex female, single-sex male and co-educational schools. The data were analysed using statistical and thematic analysis. The findings suggest that CSPE teachers in single-sex female schools place greater value on the subject and are more likely to promote social responsibility and student voice, suggesting a greater emphasis on participatory and justice-oriented citizenship. Teachers in single-sex male schools are more likely to focus on politics and action aligning with participatory citizenship. In co-educational schools, teachers seemed to focus on personally responsible and participatory citizenship.

Investigating the Problems of Learning Arabic for Islamic Universities in the Era of Covid-19 Pandemic

The 2019 Coronavirus pandemic (COVID-19) creates challenges for the Arabic learning process at Indonesian Islamic Universities, which is one of the mandatory subjects to support foreign language communication. This research aims to analyze the problems of learning Arabic online at UIN Imam Bonjol Padang in the situation of COVID-19. This research utilise case studies based on data includes observations of Arabic learning processes, collecting documentation through lesson plans and interviews with Arabic lecturers. The data analysis technique employs data triangulation through data collection, data reduction, data presentation, conclussion. The results ascertain that Arabic learning activities showed less effectiveness in COVID-19 situation, this was due to the varied problems of learning Arabic based on online learning; the teacher's experience in designing online-based interactive media, the minimum stable learning platform, the minimal control process on students' language acquisition and supporting facilities in learning Arabic online. The findings of this study discover that Arabic lecturers to integrate all learning components holistically, so the Arabic learning process can achieve maximum results. This research recommends to the other research to find a solution to every problem that exists in Arabic learning in COVID-19 situation at UIN Imam Bonjol Padang.