Minimum Competency Research Articles

National assessments of money laundering risks: Stumbling at the start.

The Financial Action Task Force (FATF) requires national governments to demonstrate an understanding of the distribution of money laundering risks across different sectors of the financial system. Such understanding is the foundation for effective control of money laundering under the risk-based approach called for by the FATF. We analyzed the National Risk Assessments (NRAs) of eight systemically important countries before 2020 to test whether these demonstrated that basic understanding. The eight show very different conceptualizations, analytic approaches, and products. None showed more than minimal competence at risk assessment. For example, most relied largely on expert opinion, solicited, however, in ways that violated the well-developed methodology for eliciting expert opinion. They consistently misinterpreted Suspicious Activity Reports, the most fine-grained quantitative data available on money laundering, and failed to provide risk assessments relevant for policymakers. Only one described the methodology employed. Although conducting strong money laundering risk assessments is challenging, given the difficulty of estimating the extent of laundering in any sector, existing practices can be improved. We offer some potential explanations for the failure of governments to take this task seriously. The lack of involvement of risk assessment professionals is an important contributing factor to the weaknesses of the current NRAs.

Development of Numeracy Assessment Based on Ethnomathematics in the Merdeka Curriculum Phase B

The independent curriculum develops learning according to the interests, learning styles, and abilities of students, which are connected to teacher competencies. The phases of the independent curriculum in elementary school are Phase A, Phase B, and Phase C. In the independent curriculum, there is a Minimum Competency Assessment (MCA), which contains numeracy literacy. This research aims to produce a numeracy assessment product for the phase-B independent curriculum that contains Ethnomathematics. Ethnomathematics is the integration of curriculum, pedagogy, mathematics, and local wisdom. Local wisdom used as ethnomathematics integration makes students trained and able to explore mathematical concepts around the environment. This research method is Research And Development (R&D) with the 4D model (Define, Design, Develop, and Desseminase). The results of material validation are 4.9 with a score of 98% conclusion worth using, the results of language validation are an average of 4.6 with a score of 92% conclusion worth using, and the results of material validation 4.7 with a score of 94% conclusion worth using. The average pretest result of trial-1 was 61, and trial-2 was 62.5. The posttest results from trial-1 were 88.4, and trial-2 were 92. The N-Gain Score results obtained 0.715, which means high, with the interpretation of the effectiveness of N-Gain 71.5%, which means effective. Student response questionnaire results in 83% very satisfied category. It is concluded that the ethnomathematics-based numeracy assessment in the independent curriculum Phase B developed is feasible to use and effective in learning mathematics.

Analysis of Mathematical Connection Ability in Minimum Competency Assessment Algebra Test Viewed From Students’ Intrapersonal and Interpersonal Intelligence

Mathematical connection is a crucial skill for students, as it reduces the need to memorize numerous concepts and procedures independently. This study explores the variance in mathematical connection abilities among students with different intelligence types, specifically intrapersonal and interpersonal, in the context of solving algebraic problems on the AKM (Minimum Competency Assessment) test. Utilizing a qualitative descriptive methodology, this research focused on four students from class VIII-B at an Islamic Junior High School in Blitar. Data were gathered through questionnaires assessing intrapersonal and interpersonal intelligence, followed by the AKM Algebra test and interviews with selected students—two from each intelligence category. The findings reveal that students with interpersonal intelligence demonstrated superior mathematical connection abilities compared to their intrapersonal counterparts. Individuals with interpersonal intelligence met all indicators of mathematical connections, whereas intrapersonal intelligence subjects varied, with some meeting only one or two. This discrepancy underscores that students of the same intelligence type can exhibit differing levels of mathematical connection abilities, influenced by various factors such as mathematical skills, development of geometric thinking, and reasoning abilities.

The use of ultrasonography in education for undergraduate nursing students: A literature review.

The incorporation of ultrasonography into nursing practice is becoming more common, but how ultrasonography is used or applied in nursing student education is still unclear. This study aimed to review and synthesize relevant literature on the use of ultrasonography in education for undergraduate nursing students. An electronic literature search was conducted in June 2022 (updated in June 2023) using MEDLINE, CINAHL, Scopus, and Ichushi-Web databases. Two researchers independently screened/assessed the eligibility of the studies, synthesized extracted data using a narrative synthesis (due to anticipated heterogeneity across studies), and evaluated the methodological quality of quantitative studies using the Medical Education Research Study Quality Instrument. Thirteen peer-reviewed articles were included in the review. All of the studies were conducted in high-income countries, and the majority of them employed an uncontrolled single-group design. Ultrasonography was used mainly for visualizing the vascular system to improve students' puncture skills, but it was also used with various other applications. The included studies were predominantly of moderate quality and heterogeneous, but all of them reported at least some benefits in nursing student education, such as enhancing knowledge and understanding of subcutaneous anatomical structures, and improving confidence in and/or skills of venipuncture and other visualization/assessment methods. This review provides a broad perspective and highlights the potential use of ultrasonography in education for undergraduate nursing students. Further research is needed to develop standardized teaching methods/curriculum and competency assessments in order to ensure minimum competency standards for students and to improve clinical outcomes for patients.

Advancing One Health through veterinary education: a mixed methods needs assessment for implementing a WOAH-harmonized national veterinary medicine curriculum in Ethiopia.

International organizations now actively promote and implement One Health collaborative approaches to prevent, detect, and control diseases in humans and animals, recognizing the critical importance of the veterinary and agricultural sectors. Moreover, Veterinary Services are chronically under-resourced, especially in low- and middle-income countries. Given the importance of National Veterinary Services to food security, nutrition, poverty alleviation, and global health security, strengthening veterinary capacity is a priority for the international community. The World Organisation for Animal Health (WOAH) outlines a set of minimum competencies veterinarians need to support National Veterinary Services effectively. To improve the quality of veterinary education, Ethiopia has developed a new 2020 national curriculum that is harmonized with the WOAH competencies. A mixed methods needs assessment was conducted to identify barriers and challenges that Ethiopian veterinary medicine programs have faced in implementing the new WOAH-harmonized national curriculum. Representatives from active veterinary programs granting a Doctor of Veterinary Medicine (DVM) degree were invited to share their experiences via an online survey and follow-up focus group discussion. Fourteen veterinary programs, representing 93% of eligible programs nationwide, participated in the needs assessment. Quantitative analysis indicated that the most difficult topics associated with the new curriculum included Organization of Veterinary Services (Competency 3.1), Inspection and Certification Procedures (3.2), and practical applications of the regulatory framework for disease prevention and control (multiple competencies). Challenges associated with specific instructional methodologies, particularly the facilitation of off-site (private and public sector) student training, were also perceived as barriers to implementation. Focus group discussions elucidated reasons for these challenges and included limitations in faculty expertise, resource constraints (e.g., supplies, infrastructure), and access to off-site facilities for hands-on teaching. The results of this needs assessment will be used to identify and prioritize solutions to implementation challenges, helping Ethiopian veterinary medicine programs move the new WOAH-harmonized curriculum from theory to practice. As veterinarians are integral partners in advancing One Health, strengthening the capacity of Veterinary Services can ultimately safeguard animal and human health, grow economies, and improve lives.

Development of Mathematics Teaching Materials for Junior High School Students Based on Minimum Competency

Development of Mathematics Teaching Materials for Junior High School Students Based on Minimum Competency

Development of a Spatial Geometry Instrument Based on Minimum Competency Assessment

Development of a Spatial Geometry Instrument Based on Minimum Competency Assessment

Conventional in vitro fertilisation rather than intracytoplasmic sperm injection when only one oocyte is retrieved: Time to overcome irrational fears.

The use of intracytoplasmic sperm injection (ICSI) currently extends beyond male factor infertility, notably replacing conventional in vitro fertilisation (IVF) in scenarios like limited oocyte availability, where it is used as a precaution against complete fertilisation failure. While existing studies on the use of conventional IVF in such situations provide some reassurance, the available evidence is somewhat insufficient and ICSI is commonly used. To evaluate whether conventional IVF can be a feasible option when only one oocyte is retrieved. A retrospective study was performed to evaluate the fertilisation rate with conventional IVF in women retrieving only one oocyte and whose partner had normal semen. The study aimed at evaluating whether the fertilisation rate was aligned with the threshold indicated by recognized IVF laboratory performance indicators (Vienna Consensus). Clinical pregnancy and live birth rates were secondary outcomes. Out of 304 cycles with a single oocyte inseminated with conventional IVF, 209 achieved normal fertilisation and 82 did not. Thirteen had no mature oocytes. The fertilisation rate was 69% (95% CI: 63-74%) and increased to 72% (95% CI: 66-77%) when immature oocytes were excluded. The fertilisation rate surpassed the minimum competency threshold of the Vienna Consensus (60%), even if below the benchmark value (75%). Clinical pregnancy and live birth rates per oocyte retrieval were 10% and 8%, respectively. Univariate and multivariate analyses failed to identify any predictive factor of fertilisation. Conventional IVF with one oocyte met Vienna Consensus standards even if it fell short of higher benchmarks.

Managing Modular Instruction and Students' Learning Outcomes

This study was conducted to determine the level of management of modular instruction in relation to the student’s learning outcomes. The study was conducted among 31 teachers, 12 school heads, 55 parents, and 191 Grade 10 students in Paquito S. Yu Memorial National High School of Lower Timonan, Dulop National High School of Dulop, Dumingag National High School, all of Dumingag Zamboanga del Sur during the School Year 2021-2022. This study used the quantitative-correlational research design. The descriptive statistics included the use of weighted average mean, standard deviation, frequency and percentage distribution; and inferential statistic were done using Kruskal-Wallis test, Spearman-rho correlation and t-test of r using SPSS and online data analysis calculators. The findings revealed that the respondent schools are highly equipped with educational technology to support modular instruction, have modules downloadable through the DepEd websites. The schools have sufficient financial support and material resources and it is properly utilized to sustain the massive reproduction of Self-Learning Modules (SLMs). Teachers were highly trained to manage modular instruction including the preparation of the contents, printing, distribution and assessment. They were also provided with adequate trainings to enrich their content knowledge with integration of educational technology. The contents of the self-learning modules were not only limited to the minimum essential learning competencies, rather it is enriched with in-depth discussions of concepts, visual illustrations, links for demonstrations and short videos. Moreover, the study concluded that the four groups of participants have similar perceptions on the level of management of modular instruction. Most of the student participants have satisfactorily achieved the minimum essential learning competencies in their English subject during the second quarter. The empirical evidence pointed out that even if the schools have highly evident provisions of technology and highly trained teachers, the students’ learning outcomes may not be very impressive. Finally, the study recommends that the Department of Education should allocate an additional budget for modular distance learning modalities; provide teachers with laptops, ensure reliable internet connectivity, provide assistance to teachers, design enhancement activities to improve students' learning outcomes; and encourage parents to support their children. Future researches should focus on the effect of modular instruction on higher-order thinking skills.

Workshop for Preparation of Minimum Competence Assessment for Private High School Teachers

The problem faced by private high school teachers is that they are not yet skilled in developing Minimum Competency Assessment (AKM) questions based on numeracy, literacy, and scholastics. This research aims to increase the skills of private high school teachers in preparing Minimum Competency Assessment questions based on numeracy, literacy, and scholastics. This type of research uses a quantitative approach with an experimental design. Data analysis uses descriptive statistics with the help of SPSS. The methods used in this community service are mentoring, lectures, question-and-answer discussions, assignments, practice, and tests. The research subjects were 40 private high school teachers throughout Surakarta. The result found the training went according to the achievement target, namely increasing the teacher's ability to prepare minimum competency assessment questions. This is proven by an increase in the average posttest score of 83, with a pretest average of 61. These results were then t-tested significantly, with results in sig. (2 tailed) = 0.001 < 0.05, which means the pretest and posttest results increased significantly. The implication of this service activity is to increase teachers' abilities in preparing minimum competency assessment questions.

Digital Storytelling Animation Media with Minimum Competency Assessment to Enhancing Students Folktales Reading Comprehension

This research is motivated by observational data indicating the low learning outcomes of second-grade students in the competency of reading to folktales, which is attributed to the limited use of media in teaching. Therefore, this research aims to developed an instructional tool: digital animation storytelling media with Minimum Competency Assessment (MCA). The research method employed in this study was Research and Development (R&D), utilizing the ADDIE model. This study involved a class teacher and 26 learners in grade II of an Elementary School. The primary objective of this research was to analyze the feasibility and effectiveness of the digital animation storytelling media with MCA for the second-grade class in enhancing the competency of reading to folktales. Data were collected using a questionnaire to assess media feasibility and pretest-posttest questionnaires to measure the media's effectiveness. The results of the media feasibility assessment, based on the questionnaire, obtained a percentage of 90%, indicating "Very Feasible" according to content experts, while media experts rated it at 84%, indicating "Eligible." Regarding the effectiveness of the media, as assessed through pretest-posttest questionnaires, the N-Gain test revealed an average improvement of 0.48 on a small scale with an average difference of 22.5. Based on these findings, it can be concluded that the digital animation storytelling media with MCA for the second-grade class is not only suitable for instructional use but also effectively enhances students' learning outcomes in the competency of reading to folktales.

Implementasi Pengelolaan Bantuan Operasional Sekolah Reguler pada Peningkatan Sarana Prasarana dan Kualitas Pembelajaran di SD Yapis Kota Bogor

The purpose of this study was to describe the management of Reguler BOS at SD Yapis Bogor City and its impact on improving infrastructure and the quality of learning at SD Yapis Bogor City.The approach used in this study is a qualitative approach with descriptive methods. The resource person consists of 6 people with positions, Head of school, Deputy Head of Curriculum, Deputy Head of Student Affairs, treasurer, operator and teacher at fifth grade. The results showed that the management of Reguler BOS increased the infrastructure at SD Yapis. In 2023 Yapis already has a Computer Lab with 12 sets of computers along with tables and chairs. While in the previous year there were only 6 sets. This also affects the increase in ANBK results. ANBK is an indicator of improving the quality of learning for elementary school level students which is implemented in grade 5 students. From the 2023 Education Report Card, the proportion of students with numeracy skills reaching a minimum competency increased by 42.86%. Where in 2022 it will be 23.33 and in 2023 it will be 33.33.

Efficient natural plasmid transformation of Vibrio natriegens enables zero-capital molecular biology.

The fast-growing microbe Vibrio natriegens is capable of natural transformation where it draws DNA in from media via an active process under physiological conditions. Using an engineered strain with a genomic copy of the master competence regulator tfoX from Vibrio cholerae in combination with a new minimal competence media (MCM) that uses acetate as an energy source, we demonstrate naturally competent cells which are created, transformed, and recovered entirely in the same media, without exchange or addition of fresh media. Cells are naturally competent to plasmids, recombination with linear DNA, and cotransformation of both to select for scarless and markerless genomic edits. The entire process is simple and inexpensive, requiring no capital equipment for an entirely room temperature process (zero capital protocol, 104 cfu/μg), or just an incubator (high-efficiency protocol, 105-6 cfu/μg). These cells retain their naturally competent state when frozen and are transformable immediately upon thawing like a typical chemical or electrochemical competent cell. Since the optimized transformation protocol requires only 50 min of hands-on time, and V. natriegens grows quickly even on plates, a transformation started at 9 AM yields abundant culturable single colonies by 5 PM. Further, because all stages of transformation occur in the same media, and the process can be arbitrarily scaled in volume, this natural competence strain and media could be ideal for automated directed evolution applications. As a result, naturally competent V. natriegens could compete with Escherichia coli as an excellent chassis for low-cost and highly scalable synthetic biology.

Pelatihan Penguatan Kemampuan Asesmen Kompetensi Minimum (AKM) Kelas Di SMPK Rosa Mystica

This article discusses the training to strengthen the minimum competency assessment (AKM) skills of seventh-grade students at SMPK Rosa Mystika in Kupang City. The training was conducted three times with a focus on improving AKM in literacy and numeracy. The implementation method involved 32 students participating in a series of activities, including pretests and posttests to measure knowledge improvement before and after the training. The evaluation results show a significant improvement in the literacy and numeracy skills of students after the training. Previously, all students were in the very low category, but after the training, 24 students reached the moderate category, and 8 students remained in the low category. This training successfully enhanced the literacy and numeracy skills of students at SMPK Rosa Mystica.

CORRELATION BETWEEN STUDENT’S CURIOSITY AND SCIENCE LITERACY SKILLS WITH SCIENCE LEARNING ACHIEVEMENT IN ELEMENTARY SCHOOL

This research is a quantitative correlation study using an ex-post facto design to determine the correlation between student curiosity and science literacy skills with science learning achievement at Muhammadiyah 2 Sidoarjo Elementary School. There is no revelation about the correlation between students' curiosity, science literacy skills, and learning achievement at the elementary school level, so researchers are interested in conducting this research at Muhammadiyah 2 Sidoarjo Elementary School, which has implemented the Minimum Competency Assessment system for its students. The population and sample in this study were 86 students in 6th grade at Muhammadiyah 2 Sidoarjo Elementary School. Research data obtained using questionnaires and documents. Data analysis techniques used is multiple correlation analysis. Based on the results of the study obtained the conclusion there is a correlation between curiosity and science literacy skills of students with student’s science learning achievement.

Legal Protection For Doctors in Running A Practice

Purpose: Legal problems that may arise as a result of using hospital services when a general practitioner is on call to carry out medical procedures that are the rights of the treating doctor. This article aims to determine the practice of implementing health law in relation to the protection of doctors who carry out daily practice in Indonesia. This article also reviews deviations in health law in relation to medical practice in Indonesia. In the end, the author intends to offer and provide solutions to problems and irregularities in the implementation of health law in medical practice so it is hoped that this article can become a reference in increasing compliance with health law, especially regarding the protection of doctors when carrying out medical practice. Theoretical Framework: Legal protection is something an effort to protect individual interests by allocating a human right of power to the individual to be able to act in the context of those interests. Legal protection is basically protection given to legal subjects in the form of legal instruments. Doctors who carry out their profession have the right to receive legal protection as regulated in Article 50 of Law Number 29 of 2004 concerning Medical Practice. Hospitals are obliged to provide legal protection to doctors who work in their hospitals in accordance with the hospital's obligations as regulated in Article 29 paragraph (1) letter (s) of Law Number 44 of 2009 concerning Hospitals. In Indonesia, laws and regulations do not yet clearly regulate legal protection for doctors. Method: This study uses normative legal methods supported by literature reviews from national and scientific journals international. The main focus of the subject is law, which is understood as social standards or regulations that guide everyone's behavior. Results: The research results show that as long as doctors follow standard operating procedures in their practice, they are allowed to carry out medical procedures to save lives in emergencies. Professional standards refer to a set of minimum competencies (knowledge, abilities, and attitudes) that a doctor must possess. Conclusions: Legal protection for medical professionals practicing in hospitals is necessary to ensure that the health services offered comply with medical standards and medical ethics. At the same time, improving health service standards needs to be supported by providing a supportive work environment for doctors.

EFL Junior High School Teachers’ Perceptions on Literacy Assessment

The national examination was replaced with a national assessment because it was only focused on memorizing skills and assessed only the cognitive aspect. There is a need for research on how teachers perceive the minimum competency assessment, especially literacy competence that this research was conducted. As a result, this study is keen to gauge how junior high school students perceive English teachers in general. There are 3 components called the CAC model (cognitive-affective-conative) that influences a person's behavior so that it is also related to one's perception. The data processing technique in this study consisted of 3 stages, namely editing, coding and tabulating. The first stage was carried out to check the data obtained from the answers to the questionnaires that have been collected. Then, coding stage was carried out to code the respondents' answers in the form of giving numbers or other signs. Lastly, tabulation stage was carried out by compiling and calculating the coding results by giving a score and then presenting it in tabular form. The findings showed the perception of the English teachers about literacy assessment based on a minimum competency assessment in terms of cognitive aspects was fairly good, on the affective aspects was fairly good while on the conative aspects was good. Accordingly, researches on minimum competency assessment needs to be examined further that afford teachers’ comprehension in implementing minimum competency assessment. Keywords: National Assessment, Minimum Competency Assessment, CAC Model, Perception, Literacy Assessment

Does on-line learning affect to achieve the minimal competencies of entry level pharmacists in Indonesia? ‎

Does on-line learning affect to achieve the minimal competencies of entry level pharmacists in Indonesia? ‎

Higher Order Thinking Skills in Reading Literacy Questions at Vocational High Schools in Indonesia

This research is motivated by the demands of every student to have high-level thinking skills or known as HOTS. This ability can be known if the instrument used is classified as a question that requires high-level thinking skills. The purpose of this study was to analyze the fulfillment and percentage of indicators of high-level thinking skills in the minimum competency assessment of reading literacy at SMK Negeri Pekanbaru city. This research is qualitative research using a content analysis method. Data were collected using documentation techniques in the form of reading literacy questions obtained from teachers of Vocational High Schools throughout Pekanbaru City. The results showed that the AKM instrument was reading literacy with 79% HOTS category and 21% non-HOTS questions. In general, the question instructions have led to HOTS questions. The instrument contains dimensions that measure critical thinking, problem-solving, and creative thinking skills. Another thing that needs to be considered is how the instruments used can be developed using standardized instrument development steps so that the expected results can be recognized as true

SYSTEMATIC LITERATUR RIVIEW: ASESMEN KOMPETENSI MINIMUM (AKM) PADA DOMAIN BILANGAN

The Minimum Competency Assessment (AKM) is an assessment designed to measure the literacy and numeracy skills needed by all students in developing themselves and actively participating in society and to prepare students to face the 21st century. The urgency of developing math learning outcomes assessment questions by teachers or educators it is deemed necessary to prepare students to face various literacy tests both on a national and international scale. This development resulted in a variation of 4 items for number content with ascientific, cultural, and personal context. The questions developed are in the form of multiple choice and complex multiple choice which ask for evidence/reasons in answering the questions. The questions developed are valid based on the validity of the content carried out by fellow teachers. This development provides a variety of AKM practice questions and initial ideas for developing meaningful assessment of learning outcomes in a particular context.