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"Penelitian ini bertujuan untuk mengetahui koordinasi pengembangan sumber daya manusia apamtur pada Kantor Wilayah Departemen Hukum dan Hak Asasi Manusia Banten. Penelitian ini adalah kualitatif dengan desain deskriptitf Berdasarkan hasil pcnclitian bahwa pada dimensi strategi ditemukan tidak adanya perencanaan strategi mcngcnai pengcmbangan pegawai dan tidak adanya koordinasi antara Kanwil-Kanwil di seluruh Indonesia (khususnya Kanwil Banten) dengan BPSDM selaku penyelenggara diklat mengenai kebutuhan diklat yang dipcrlukan. Dimensi Struktur Kanwil Banten ditemui : (1) tidak adanya baperjakat: (2) tingkatan yang terdapat antara top manajemen dengzm tingkatan hirarki yang paling rendah pada Kanwil Banten yang bersifat administratif masih terlalu tinggi yaitu 5 tingkat organisasi, sehingga masih banyak staf yang mempunyai beban tugas terlalu ringan; (3) rendahnya peran kanwil dalam pengembangan pegawai. hal ini karena pengembangan pegawai masih tersemral pada Sckrctaris Jcnderal (kantor pusat); (4) pendelegasian wewenang dalam pengembangan pegawai masih setengah hati. Pada dimensi sistem ditemui kemampuan pegawai kanwil dalam melaksanakan lugas cukup baik, namun sikap pcgawai akan aktualisasi diri rendah sehingga penilaiazm prestasi atau kinclja individu meniadi rendah. Pada dimensi gaya kepernimpinan ditemui masih tcrpusatnya kekuasaan/kewenangan pada pimpinan. Pada dimensi kebutuhan pokok pegawai ditemui renilahnya gaji yang diterima pegawai. Pada dimensi kemampuan teknis pegawai, sudah ada upaya peningkatan kemampuan teknis pegawai melalui diklat, namun belum ada evaluasi untuk mengetahui sejauh mana perubahan prcstasi pcgawai setelah di training.Kesimpulan peneliti dari temuan tersebut adalah tidak adanya koordinasi kanwil-kanwil diseluruh indonesia khususnya Kanwil Banten dengan BPSDM dan Sekretaris Ienderal. Penulis menyarankan : (1) rnembual renstra mengenai pengembangan pegawai dan melakukan koordinasi dengan BPSDM selaku penyelenggara diklat, sehingga pegawai termotivasi untuk meningkatkan prestasi; (2) Mcningkatkan peran kanwil dalam pengembzmgan pegawai; (3) sistem pengembangan sebagaimana terdapat pada undang-Lmdang masih sccara umum sehingga perlu ada kebiijakan intern mengenai indikator keberhasilan sebagai penggati dari DP3, sehingga dapat meningkatkan motivasi pegawai. (4) perlu membentuk sosok pemimpin yang delegatif untuk menuju pcrkembangan kemampuan pegawai, (5) lerpenuhinya kebutuhan pokok pcgawai, (6) meningkatkan pclatihan teknis yang berhubungan dengan hukum dan Hak Asasi Manusia

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The purpose of this research was to know the apparatus of human resource development coordination in District Otiice of law and human right department in Banten year 2008-2009. This research is qualitative descriptive interpretive. Base on the output of the research that is on the strategic dimension is found that there is no strategic planning about the staffs development and no coordination between District Offices in Indonesia (especially in the District Office of Banten) with BPSDM as the supporter of education and training for the education and training requirement that needed. In the District Office of Banten?s dimension structure are found; (I) no baperjakat; (2) the level that exist between top management with the lowest hierarchy level in the District Office of Banten administratively still too high which has 5 levels of organization, so that still many staffs who have no burden of duty, (3) the role of the District Office to develop its staff is still low, it is because 'in developing the staff is still centralized on the General Secretary (central office) (4) the authority delegation to develop the staff is still with a "half heart". In the system dimension is found that the capability of the staff in the District Office in implementing the duty is good enough. But the staffs attitude of self actuality is low so that the achievement appraisal or individual work becomes low. In leadership style dimension is found that there is a power/authority centralized on the leader. In the staff's basic need dimension is found that there is still having a small salary that accepted by the staff. In the staffs technical capability dimension, there has been an effort to develop the staff?s technical capability through education and training, but there is no staff yet to know how far the change of the staffs achievement aficr being trained.

The conclusion of researcher from those findings is 1 there is no coordination between District Offices in Indonesia especially the District Office of Banten with thc committee of Law and Human Right Resource Development and General Secretary in developing the staff. The writer suggest : (1) make a strategic planning about the staff?s development and do the coordination with BPSDM as the supporter of education and training, so that the staffs are motivated to develop their achievement; (2) develop the District 0ffice?s role in developing the staff; (3) the development system that exist in the laws is still general so it needs the internal policy about the successful indicator as the substitute of DP3, so it can develop the staffs motivation; (4) need to shape the figure of the leader who is delegate to develop the staffs capability; (5) fulfill the staffs basic need; (6) develop technical training which connect to the law and human right."

"Penelitian ini mengenai analisis aspek perencanaan dan pengendalian pada kegiatan pengelolaan anggaran di Kantor Wilayah Departemen Hukum dan Hak Asahi Manusia Banten. Teori yang digunakan dalam penelitian ini adalah teori fungsi manajemen khususnya aspek perencanaan dan pengendalian; teori anggaran yang meliputi tahapan perencanaan, pelaksanaan, dan pelaporan; serta teori mengenai strategi pengendalian. Atas hasil wawancara, dapat disimpulkan bahwa: (1) aspek perencanaan dan pengendalian manajemen untuk kegiatan pengelolaan anggaran pada Kantor Wilayah Departemen Hukum dan Hak Asasi Manusia Banten secara umum belum berjalan optimal; (2) beberapa hambatan yang dihadapi antara lain masalah kebiajakan, kurangnya sosialisasi, mekanisme pencairan dana, kurangnya koordinasi dan hubungan kerja; (3) masih ditemuinya pengelolaan anggaran yang tidak transparan. Hasil penelitian ini menyarankan Kantor Wilayah Departemen Hukum dan Hak Asasi Manusia Banten agar meningkatkan kinerja pengelolaan anggaran dengan mengatasi hambatan dengan mengacu pada perencanaan dan pengedalian yang lebih mating

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The research analyzes the planning and controlling aspects in budget management activities on Banten Regional Office of The Ministry of Law and Human Rights. Theories used in this research are: the theory of management functions in particular aspects of planning and controlling; the theory of the budget stages which includes planning, implementation, and reporting; as well as theory about control strategies. From the analysis of interview results, it can be concludes that: (1) planning and controlling in terms of budget management activities on Banten Regional Office of the Ministry of Law and Human Rights, in general has not run optimally; (2) several obstacles that faced including policy issues, lack of socialization, distribursement mechanisms, lack of coordination and working relationships; (3) there’s still no transparency on budget management. The results of this research suggest Banten Regional Office of the Ministry of Law and Human Rights to improve budget management performance by overcoming obstacles with reference to the planning and control more mature."

"Pengembangan sumber daya manusia merupakan salah satu bagian dari manajemen sumber daya manusia yang harus dilaksanakan oleh organisasi. dalam organisasi publik, Pengembangan SDM dilakukan untuk meningkatkan knowledge, skill dan abilities PNS di maksud. Di dalam Peraturan Pemerintah Nomor 11 Tahun 2017 tentang Manajemen PNS yang menyatakan bahwa setiap PNS memiliki hak untuk memperoleh pengembangan kompetensi selama dua puluh jam pelajaran dalam satu tahun. Pengembangan kompetensi dilakukan untuk meningkatkan kompetensi setiap PNS melalui berbagai kegiatan, salah satunya dengan melaksanakan pendidikan dan pelatihan (Diklat). Diklat dapat dilaksanakan dengan berbagai metode baik secara klasikal maupun non-klasikal. Penelitian ini dilakukan dengan pendekatan kualitatif yang bersifat deskriptif dengan jenis penelitian terapan yang bertujuan untuk memberikan solusi terhadap strategi pengembangan SDM yang di lakukan oleh Kementerian Hukum dan Hak Asasi Manusia melalui Badan Pengembangan Sumber Daya Manusia Hukum dan HAM dan Balai Pendidikan dan Pelatihan Hukum dan HAM. Teknik pengumpulan data dalam penelitian ini dilakukan melalui wawancara terhadap informan internal dan eksternal yang berjumlah sebanyak sepuluh informan. Informan internal di antaranya Sekretaris Badan, Kepala Bidang Program di Pusat Pengembangan Diklat Teknis dan Kepemimpinan dan Pusat Pengembangan Diklat Fungsional dan HAM serta Kepala Pusat Penilaian Kompetensi. Sedangkan, informan eksternal BPSDM Hukum dan HAM di antaranya, Kepala Kantor Wilayah, Kepala Divisi Administrasi dan Kepala Bagian Pengembangan Karir di Biro Kepegawaian. BPSDM Hukum dan HAM dan Balai Diklat Hukum dan HAM memiliki tugas dan fungsi untuk melaksanakan pengembangan SDM terhadap seluruh PNS di lingkungan Kementerian Hukum dan Hak Asasi Manusia. BPSDM Hukum dan HAM dan Balai Diklat Hukum dan HAM saat ini menyelenggarakan pengembangan SDM dengan melaksanakan pendidikan dan pelatihan (Diklat) melalui daring dengan metode Pembelajaran Jarak Jauh (PJJ) dan e-learning. Diklat dilaksanakan sesuai dengan sasaran strategis BPSDM Hukum dan HAM yang berpedoman pada rencana strategis Kementerian Hukum dan HAM. Dalam pengembangan SDM yang dilakukan oleh BPSDM dan Balai Diklat Hukum dan HAM terdapat faktor penghambat, sehingga perlu adanya strategi pengembangan SDM yang sesuai dan dapat dilaksanakan oleh BPSDM Hukum dan HAM dan Balai Diklat Hukum dan HAM. BPSDM Hukum dan HAM telah mencanangkan Kementerian Hukum dan HAM Corporate University, yang diharapkan mampu menjawab permasalahan yang berkaitan dengan pengembangan SDM

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Human resource development is one part of human resource management that must be implemented by the organization. in public organizations, human resources development is carried out to improve the knowledge, skills and abilities of civil servants in the intent. In Government Regulation No. 11 of 2017 concerning Civil Servant Management which states that every civil servant has the right to obtain competency development for twenty hours of lessons in one year. Competency development is carried out to improve the competence of each civil servant through various activities, one of which is by carrying out education and training. Training can be carried out by various methods both classically and non-classically. This research was conducted with a qualitative approach that is descriptive with the type of applied research that aims to provide solutions to human resources development strategies conducted by the Ministry of Law and Human Rights through the Human Rights Human Resources Development Agency of Law and Human Rights and the Center for Education and Training of Law and Human Rights. Data collection techniques in this study were conducted through interviews with internal and external informants totaling ten informants. Internal informants include the Secretary of the Agency, The Head of Program Affairs at the Center for Technical and Leadership Training Development and the Center for The Development of Functional and Human Rights Training and the Head of the Competency Assessment Center. Meanwhile, external informants include, Head of Regional Office, Head of Administration Division and Head of Career Development Department at Staffing Bureau. The Human Resources Development Agency of Law and Human Rights and The Education and Training Center of Law and Human Rights have the task and function to carry out human resources development to all civil servants within the Ministry of Law and Human Rights. The Human Resources Development Agency of Law and Human Rights and The Education and Training Center of Law and Human Rights are currently organizing human resources development by carrying out education and training through online by distance learning and e-learning methods. Training is carried out in accordance with the strategic objectives of the Human Resources Development Agency of Law and Human Rights which is guided by the strategic plan of the Ministry of Law and Human Rights. In the development of human resources conducted by the Human Resources Development Agency of Law and Human Rights and the Education and Training Center of Law and Human Rights there are inhibitory factors, so there needs to be an appropriate human resources development strategy that can be implemented by Human Resources Development Agency of Law and Human Rights and Education and Training Center of Law and Human Rights. The Human Resources Development Agency of Law and Human Rights has launched the Ministry of Law and Human Rights Corporate University, which is expected to be able to answer problems related to human resources developmentHuman resource development is one part of human resource management that must be implemented by the organization. in public organizations, human resources development is carried out to improve the knowledge, skills and abilities of civil servants in the intent. In Government Regulation No. 11 of 2017 concerning Civil Servant Management which states that every civil servant has the right to obtain competency development for twenty hours of lessons in one year. Competency development is carried out to improve the competence of each civil servant through various activities, one of which is by carrying out education and training. Training can be carried out by various methods both classically and non-classically. This research was conducted with a qualitative approach that is descriptive with the type of applied research that aims to provide solutions to human resources development strategies conducted by the Ministry of Law and Human Rights through the Human Rights Human Resources Development Agency of Law and Human Rights and the Center for Education and Training of Law and Human Rights. Data collection techniques in this study were conducted through interviews with internal and external informants totaling ten informants. Internal informants include the Secretary of the Agency, The Head of Program Affairs at the Center for Technical and Leadership Training Development and the Center for The Development of Functional and Human Rights Training and the Head of the Competency Assessment Center. Meanwhile, external informants include, Head of Regional Office, Head of Administration Division and Head of Career Development Department at Staffing Bureau. The Human Resources Development Agency of Law and Human Rights and The Education and Training Center of Law and Human Rights have the task and function to carry out human resources development to all civil servants within the Ministry of Law and Human Rights. The Human Resources Development Agency of Law and Human Rights and The Education and Training Center of Law and Human Rights are currently organizing human resources development by carrying out education and training through online by distance learning and e-learning methods. Training is carried out in accordance with the strategic objectives of the Human Resources Development Agency of Law and Human Rights which is guided by the strategic plan of the Ministry of Law and Human Rights. In the development of human resources conducted by the Human Resources Development Agency of Law and Human Rights and the Education and Training Center of Law and Human Rights there are inhibitory factors, so there needs to be an appropriate human resources development strategy that can be implemented by Human Resources Development Agency of Law and Human Rights and Education and Training Center of Law and Human Rights. The Human Resources Development Agency of Law and Human Rights has launched the Ministry of Law and Human Rights Corporate University, which is expected to be able to answer problems related to human resources development.Human resource development is one part of human resource management that must be implemented by the organization. in public organizations, human resources development is carried out to improve the knowledge, skills and abilities of civil servants in the intent. In Government Regulation No. 11 of 2017 concerning Civil Servant Management which states that every civil servant has the right to obtain competency development for twenty hours of lessons in one year. Competency development is carried out to improve the competence of each civil servant through various activities, one of which is by carrying out education and training. Training can be carried out by various methods both classically and non-classically. This research was conducted with a qualitative approach that is descriptive with the type of applied research that aims to provide solutions to human resources development strategies conducted by the Ministry of Law and Human Rights through the Human Rights Human Resources Development Agency of Law and Human Rights and the Center for Education and Training of Law and Human Rights. Data collection techniques in this study were conducted through interviews with internal and external informants totaling ten informants. Internal informants include the Secretary of the Agency, The Head of Program Affairs at the Center for Technical and Leadership Training Development and the Center for The Development of Functional and Human Rights Training and the Head of the Competency Assessment Center. Meanwhile, external informants include, Head of Regional Office, Head of Administration Division and Head of Career Development Department at Staffing Bureau. The Human Resources Development Agency of Law and Human Rights and The Education and Training Center of Law and Human Rights have the task and function to carry out human resources development to all civil servants within the Ministry of Law and Human Rights. The Human Resources Development Agency of Law and Human Rights and The Education and Training Center of Law and Human Rights are currently organizing human resources development by carrying out education and training through online by distance learning and e-learning methods. Training is carried out in accordance with the strategic objectives of the Human Resources Development Agency of Law and Human Rights which is guided by the strategic plan of the Ministry of Law and Human Rights. In the development of human resources conducted by the Human Resources Development Agency of Law and Human Rights and the Education and Training Center of Law and Human Rights there are inhibitory factors, so there needs to be an appropriate human resources development strategy that can be implemented by Human Resources Development Agency of Law and Human Rights and Education and Training Center of Law and Human Rights. The Human Resources Development Agency of Law and Human Rights has launched the Ministry of Law and Human Rights Corporate University, which is expected to be able to answer problems related to human resources development.Human resource development is one part of human resource management that must be implemented by the organization. in public organizations, human resources development is carried out to improve the knowledge, skills and abilities of civil servants in the intent. In Government Regulation No. 11 of 2017 concerning Civil Servant Management which states that every civil servant has the right to obtain competency development for twenty hours of lessons in one year. Competency development is carried out to improve the competence of each civil servant through various activities, one of which is by carrying out education and training. Training can be carried out by various methods both classically and non-classically. This research was conducted with a qualitative approach that is descriptive with the type of applied research that aims to provide solutions to human resources development strategies conducted by the Ministry of Law and Human Rights through the Human Rights Human Resources Development Agency of Law and Human Rights and the Center for Education and Training of Law and Human Rights. Data collection techniques in this study were conducted through interviews with internal and external informants totaling ten informants. Internal informants include the Secretary of the Agency, The Head of Program Affairs at the Center for Technical and Leadership Training Development and the Center for The Development of Functional and Human Rights Training and the Head of the Competency Assessment Center. Meanwhile, external informants include, Head of Regional Office, Head of Administration Division and Head of Career Development Department at Staffing Bureau. The Human Resources Development Agency of Law and Human Rights and The Education and Training Center of Law and Human Rights have the task and function to carry out human resources development to all civil servants within the Ministry of Law and Human Rights. The Human Resources Development Agency of Law and Human Rights and The Education and Training Center of Law and Human Rights are currently organizing human resources development by carrying out education and training through online by distance learning and e-learning methods. Training is carried out in accordance with the strategic objectives of the Human Resources Development Agency of Law and Human Rights which is guided by the strategic plan of the Ministry of Law and Human Rights. In the development of human resources conducted by the Human Resources Development Agency of Law and Human Rights and the Education and Training Center of Law and Human Rights there are inhibitory factors, so there needs to be an appropriate human resources development strategy that can be implemented by Human Resources Development Agency of Law and Human Rights and Education and Training Center of Law and Human Rights. The Human Resources Development Agency of Law and Human Rights has launched the Ministry of Law and Human Rights Corporate University, which is expected to be able to answer problems related to human resources development.Human resource development is one part of human resource management that must be implemented by the organization. in public organizations, human resources development is carried out to improve the knowledge, skills and abilities of civil servants in the intent. In Government Regulation No. 11 of 2017 concerning Civil Servant Management which states that every civil servant has the right to obtain competency development for twenty hours of lessons in one year. Competency development is carried out to improve the competence of each civil servant through various activities, one of which is by carrying out education and training. Training can be carried out by various methods both classically and non-classically. This research was conducted with a qualitative approach that is descriptive with the type of applied research that aims to provide solutions to human resources development strategies conducted by the Ministry of Law and Human Rights through the Human Rights Human Resources Development Agency of Law and Human Rights and the Center for Education and Training of Law and Human Rights. Data collection techniques in this study were conducted through interviews with internal and external informants totaling ten informants. Internal informants include the Secretary of the Agency, The Head of Program Affairs at the Center for Technical and Leadership Training Development and the Center for The Development of Functional and Human Rights Training and the Head of the Competency Assessment Center. Meanwhile, external informants include, Head of Regional Office, Head of Administration Division and Head of Career Development Department at Staffing Bureau. The Human Resources Development Agency of Law and Human Rights and The Education and Training Center of Law and Human Rights have the task and function to carry out human resources development to all civil servants within the Ministry of Law and Human Rights. The Human Resources Development Agency of Law and Human Rights and The Education and Training Center of Law and Human Rights are currently organizing human resources development by carrying out education and training through online by distance learning and e-learning methods. Training is carried out in accordance with the strategic objectives of the Human Resources Development Agency of Law and Human Rights which is guided by the strategic plan of the Ministry of Law and Human Rights. In the development of human resources conducted by the Human Resources Development Agency of Law and Human Rights and the Education and Training Center of Law and Human Rights there are inhibitory factors, so there needs to be an appropriate human resources development strategy that can be implemented by Human Resources Development Agency of Law and Human Rights and Education and Training Center of Law and Human Rights. The Human Resources Development Agency of Law and Human Rights has launched the Ministry of Law and Human Rights Corporate University, which is expected to be able to answer problems related to human resources development."

"Penelitian ini berfokus pada pelaksanaan pendidikan dan pelatihan Jabatan Fungsional Perancang Peraturan Perundang-undangan dengan cara mengukur apakah dengan adanya pendidikan dan pelatihan tersebut dapat menghasilkansasaran organisasi yang dalam hal ini adalah menghasilkan Tenaga Perancang yang berkualitas dengan menggunakan pendekatan-pendekatan teori efektivitas yang pengukurannya terfokus pada pelaksanaan diklat.Penelitian dilakukan di Badan Pengembangan Sumber Daya Manusia Hukum dan HAM selaku unit pelaksana pendidikan dan platinan untuk meningkatkan sumber daya manusia hukum dan HAM yang berkualitas, balk itu dari instansi Departemen Hukum dan HAM maupun instansi lain dengan metode penelitian kualitatif.Dari analisis terhadap hasil wawancara, disimpulkan bahwa Efektivitas Pelaksanaan Pendidikan dan Pelatihan Jabatan Fungsional Perancang Peraturan Perundang-undangan yang diselenggarakan oleh Badan Pengembangan SumberDaya Manusia Hukum dan HAM secara umum belum efektif hal ini bisa dilihat dari pencapaian sasarannya.Sedangkan kendaJa-kendala yang dihadapi dalam pelaksanaan pendidikan dan pelatihan Jabatan Fungsional Perancang Perundang-undangan adalah dari segi input yaitu penentuan peserta, penentuan kurikulum, sarana dan prasarana, dari segi proses tenaga pengajar yang belum memiliki Satuan Acara Perkuliahan, dan dari segi output evaluasi.Saran-saran untuk mengatasi kendala-kendala yang dihadapi dalam pelaksanaan pendidikan dan pelatihan tersebut adalah pimpinan yang memiliki kompetensi dan pemikiran yang visioner mengenai peningkatan kompetensi sumber daya manusia

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This research focuses on the training and education for the functional position of rule and law designers. This research tests how far those trainings and education could output in the organizational target which is creating qualified

designers by using Effective approaches by which testing the commencement of the training and education itself.

The research, which was conducted by a Qualitative method, was commenced in the Human Resources Bureau of Law and Human Rights as the conducting unit of the training and education to enhance the quality of human resources of the Law and Human Rights personnel, both in the Law and Human

Resources Department as well as other institutions.

From the analysis of the interviews, we could conclude that the trainings and education for the functional position of rale and law designers conducted by the Human Resources Bureau of Law and Human Rights are generally not effective which could be seen from the target achievements.

Furthermore, the obstacles faced in the commencement of the trainings and education for the functional position of the rule and law designers are in terms of the input is the determination of the participants, curriculum, facilities and infrastructures, in terms of the process is the trainers who have not been equipped

with the details of the lectures, and in terms of the output evaluation.

The suggestion for handling those obstacles in conducting the trainings and

education is that we need a leader who has excellent competence and visionary thoughts to enhance the competence of the human resources."

"Keberhasilan generasi muda di masa depan bergantung kepada proses transisi dari sekolah ke bekerja. Proses transisi ini sangat penting tetapi juga mengkhawatirkan karena berdampak jangka panjang terhadap berbagai aspek di masa depan. Sayangnya, penduduk usia muda menghadapi lebih banyak tantangan di pasar kerja akibat kurangnya kualifikasi human capital. Maka memastikan penduduk usia muda memperoleh keterampilan (skill) yang tepat melalui pembentukan keterampilan (skill formation) adalah salah satu cara untuk mengurangi risiko kegagalan transisi sekolah ke bekerja. Penelitian ini menganalisis transisi sekolah ke bekerja melalui tahapan transisi sekolah ke bekerja dan risiko untuk mendapatkan pekerjaan transited, yaitu pekerjaan yang mengklasifikasikan penduduk muda telah berhasil menyelesaikan transisi. Berbagai jenis skill formation dieksplorasi dalam penelitian ini, yaitu pelatihan, magang, pengalaman bekerja ketika sekolah dan kombinasinya. Dengan menggunakan data penduduk usia 19-29 tahun dari Sakernas tahun 2022-2023, analisis dilakukan dengan regresi logistik ordinal dan survival analysis-competing risk regression. Hasilnya, skill formation yang berbeda memberikan kontribusi yang berbeda. Skill formation berperan sebagai suplemen untuk melengkapi pendidikan formal yang dapat memberikan nilai tambah dan meningkatkan posisi tawar penduduk usia muda di pasar kerja pada fase transisi sekolah ke bekerja. Pengalaman pelatihan dan bekerja ketika sekolah meningkatkan kecenderungan atau peluang penduduk usia muda untuk mencapai tahap transisi yang lebih tinggi, sedangkan dalam jangka pendek pengalaman magang menurunkan kecenderungan untuk mencapai tahap transisi yang lebih tinggi. Pelatihan paling berkontribusi bagi penduduk kelompok rentan (perempuan, di perdesaan serta berpendidikan SMP ke bawah) dan yang berpendidikan perguruan tinggi. Dalam jangka pendek magang hanya berkontribusi positif bagi lulusan SMK. Bagi lulusan perguruan tinggi, pengalaman magang berkontribusi positif jika dikombinasikan dengan pelatihan. Pengalaman pelatihan dan bekerja ketika sekolah berkontribusi lebih tinggi pada lulusan SMA daripada SMK. Di sisi lain, jika dilihat berdasarkan lama mencari kerja, hanya pelatihan yang signifikan meningkatkan risiko penduduk usia muda untuk mendapatkan pekerjaan transited. Artinya pelatihan meningkatkan risiko untuk menjalani masa pencarian pekerjaan transited yang lebih pendek.

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The future of young generation greatly depends on school to work transition process. This transition represents an important but also vulnerable moment in the life of young people. It is also a delicate phase that can affect so many aspect in the future. But in reality, young people face more challenges in the labor market due to a lack of human capital qualifications. So, ensuring young people to acquire the right skills through skill formation is one effective way to reduce the risk of a failed transition. This study analyzes young people's school-to-work transition through its stages and the risks of getting a transited job, a job that classifies young people have successfully completed the transition. Various types of skill formation were explored, such as training, internships, work experience while in school and their combinations. Using data of people aged 19-29 years from Sakernas 2022-2023, the analysis was carried out using ordinal logistic regression and survival analysis-competing risk regression. The results show that different skill formation has different contributions. Skill formation acts as a supplement to formal education which give value added to young people and increase their bargaining position in the labor market during school to work transition. Training and work experience while in school increases the odds  to reach a higher transition stage, while in the short term, internship reduces the odds to reach a higher transition stage. Training contributes the most to vulnerable groups (women, young people in rural areas and those with low education) but also those with tertiary education. In the short term, internships only contribute positively to SMK graduates. For those with tertiary education, internship contributes positively when combined with training. Training and work experience while inschool contributes more to those who graduating from SMA than SMK. On the other hand, based on the job searching duration, the only skill formation that significantly increases the risk of getting a transited job is training. This means that training increases the risk of having a shorter transited job searching period."

"Remaja dengan disabilitas intelektual ringan memiliki kebutuhan untuk berinteraksi seperti remaja normal namun mereka mengalami kesulitan untuk berinteraksi dengan lingkungan karena rendahnya keterampilan sosial yang mereka miliki. Oleh karena itu remaja dengan disabilitas intelektual memerlukan pelatihan untuk meningkatkan keterampilan sosial mereka. Social Stories trade merupakan salah satu metode yang dapat digunakan untuk melatih keterampilan sosial pada remaja mulai dari mereka yang memiliki disabilitas intelektual tingkat moderate hingga mereka dengan inteligensi lebih tinggi.Penelitian ini dilakukan untuk melihat apakah Social Stories trade dapat meningkatkan keterampilan sosial khususnya dalam meminta bantuan guru pada remaja dengan disabilitas intelektual ringan.Berdasarkan hasil pelatihan keterampilan sosial menggunakan Social Stories trade pada remaja dengan disabilitas intelektual ringan IQ 52 skala Wechsler ditemukan adanya perubahan pada keterampilan sosial partisipan. Partisipan yang awalnya tidak bisa menampilkan perilaku meminta bantuan kepada guru saat ini mampu untuk menampilkan perilaku tersebut dengan bantuan verbal prompt oleh guru. Penggunaan kalimat deskriptif dan ilustrasi gambar dalam modul Social Stories trade berfungsi untuk memberikan gambaran perilaku yang diharapkan untuk ditampilkan oleh partisipan. Penggunaan kalimat affirmative dan directive berfungsi untuk mengarahkan partisipan kepada respon perilaku yang diharapkan muncul."

"Kompetensi seorang manajer proyek memberikan pengaruh yang signifikan terhadap kesuksesan suatu proyek. Kompetensi tersebut tidak hanya membutuhkan kompetensi hard skill saja tetapi juga kompetensi soft skill. Oleh karena itu, perlu dilakukan analisis tentang critical soft skill competence manajer proyek terhadap kinerja biaya. Pada penelitian ini kompetensi soft skill akan dikelompokkan menjadi Konsep Diri (self-concept), Motif (motives), dan Karakter (Trait). Tujuannya adalah untuk mengetahui apa saja critical soft skill competence Manajer Proyek yang mempengaruhi kinerja biaya proyek infrastruktur. Berdasarkan hasil analisis dengan menggunakan menggunakan metode regresi maka diperoleh 4 critical soft skill competence, yaitu : costumer service orientation, teamwork, initiative, dan analytical thingking.

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Competence of project manager has a significant influence on the project success. Competence does not only require hard skills competence but also soft skills competence. Therefore, the analysis needs to be done about critical soft skills competence of the project manager on cost performance. In this research, soft skills competencies are grouped into self-concept, motives, and trait. The aim of this research is to find out the critical soft skills competence that affects the cost performance of infrastructure project. Based on the result of the analysis using a regression method are obtained 4 critical soft skills competence, such as : costumer service orientation, teamwork, initiative, dan analytical thingking."

"ABSTRACTPenelitian ini bertujuan untuk mengetahui peningkatan keterampilan menulis siswa kelas III Semester II SDN 1 Wanasaba Tahun Pelajaran 2015/2016. Subjek penelitian ini adalah siswa kelas III semester 2 dengan jumlah siswa 23 orang yang terdiri dari laki-laki 10 orang dan perempuan 13 orang. Prosedur pelaksanaan penelitian ini terdiri dari dua siklus. Tiap siklus terdiri atas beberapa tahapan yaitu: perencanaan, pelaksanaan, pengamatan dan evaluasi, dan refleksi. Metode yang digunakan dalam penelitian ini adalah observasi dan angket/tes dan dokumentasi. Observasi digunakan untuk mengamati jalannya proses tindakan yang dilakukan. Angket/tes digunakan untuk mengetahui hasil belajar yang dicapai. Dokumentasi digunakan untuk bahan penunjang proses pembelajaran. Hasil penelitian menunjukkan bahwa hasil belajar Bahasa Indonesia materi menulis karangan narasi berdasarkan gambar seri menggunakan pilihan kata dan kalimat yang tepat dengan memperhatikan penggunaan ejaan, huruf kapital, dan tanda titik pada siswa kelas III semester 2 SDN 1 Wanasaba Tahun Pelajaran 2015/2016 sebelum dilakukan tindakan sangat rendah. Hal ini dibuktikan dengan persentase keberhasilannya adalah 26%. Setelah dilakukan tindakan penggunaan media gambar beseri hasil belajar tergolong sangat baik. Hal ini terbukti dengan persentasi keberhasilan pada variabel hasil belajar siswa pada siklus 1 yaitu 70% dan siklus 2 adalah 100%."

"Studi saat ini meneliti efek dari etnis pada kemalasan social (social loafing) menggunakan keterampilan matematika yang dikenal sebagai salah satu keterampilan terbaik dan paling banyak digunakan masyarakat Timur, yang berbeda dari penelitian sebelumnya pada pengukuran variabel untuk mengukur keterampilan kuantitatif peserta. 40 murid University of Queensland direkrut sebagai peserta. Penelitian ini menggunakan 2 (etnis: Timur atau Barat) dengan 2 (kondisi tugas: individu atau kelompok) desain kelompok independen untuk mengukur keakuratan tugas dalam menghitung jumlah uang. Keseluruhan tugas adalah untuk menghitung uang sebagai bagian dari eksperimen kemalasan social (social loafing). Hasil penelitian tidak mendukung dua hipotesis. Implikasi praktis ditempatkan di lapangan kerja yang berlaku pada keberhasilan organisasi merekrut karyawan baru dan kerja sama tim.

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The current study investigated the effect of ethnicity on social loafing using mathematical skill that is known to be one of the best and most used skill by Eastern society, which is differed from the previous studies on measurement of the variable on measuring participants’ quantitative skill. 40 University of Queensland students were recruited as participants. This study used a 2 (ethnicity: Eastern or Western) by 2 (task condition: individual or group) independent group design to measure the accuracy of task in calculating amount of money. The task completed was to count the money as a part of social loafing experiment. Results have not supported the two hypotheses. Practical implication placed on work field that applicable in organizational success of recruiting new employee and teamwork."

"Penelitian ini bertujuan untuk mengetahui keterkaitan antara status sosial ekonomi orang tua dan sosialisasi anak di keluarga dalam menunjang prestasi belajar siswa di sekolah. Pengumpulan datanya dilakukan dengan cara observasi dan wawancara secara mendalam. Agar data mempunyai validitas yang kuat, maka dilakukan cross chek terhadap orang tua, teman dan guru dari sampel utama tersebut. Guna memperoleh gambaran yang nyata, selain wawancara dilakukan juga observasi, serta penyebaran angket kepada 104 orang responder (siswa) sebagai data pendukung. Pemilihan 8 sampel utama dalam penelitian ini berdasarkan pertimbangan khusus dengan melalui kriteria tertentu, terdiri dari 4 orang siswa yang orang tuanya mempunyai status sosial ekonomi "tinggi?, dan status sosial ekonomi "rendah" 4 siswa.Hasil penelitian ini menunjukkan bahwa status sosial ekonomi dapat mempengaruhi prestasi belajar siswa. Artinya bahwa siswa yang berasal dari keluarga yang status sosial ekonomi tinggi mempunyai banyak kesempatan memiliki berbagai fasilitas yang diberikan keluarga seperti bimbirgan belajar, les privat, kebutuhan buku, komputer, penyediaan ruang belajar khusus dan lain sebagainya.Hasil penelitian memberikan kecenderungan bahwa kemampuan untuk memiliki dan menggunakan berbagai fasilitas pendidikan, ternyata hampir sebagian besar responden yang memiliki prestasi belajar "tinggi" memanfaatkan secara maksimal fasilitas-fasilitas yang menunjang kegiatan belajar. Sedangkan yang tidak memanfaatkan secara maksimal fasilitas-fasilitas tersebut walaupun dari golongan status sosial ekonomi tinggi, ternyata prestasi belajar siswa rendah. Hasil wawancara yang mendalam terhadap responden utama dan didukung oleh survey terhadap 100 siswa, ternyata ada variabel lain yang cukup menentukan dalam pencapaian prestasi belajar siswa, variabel tersebut adalah sosialisasi anak di dalam keluarga. Artinya siswa yang berasal dari status sosial ekonomi "tinggi", kalau tidak ada perhatian. dari orang tua dan alokasi pembagian belajar yang tepat di rumah serta tidak aktif (jarang) berkomunikasi dengan keluarga, ternyata ada kecenderungan bahwa prestasi belajar siswa tersebut rendah begitu juga sebaliknya, dan dari responden pendukung ditemukan pula bahwa kebanyakan siswa yang mendapatkan pelajaran tambahan seperti: les privat, bimbingan belajar, dan kelompok belajar, mempunyai prestasi tinggi, hanya sebagian kecil saja siswa yang mempunyai prestasi rendah.Berdasarkan temuan tersebut, dapat disimpulkan bahwa prestasi belajar siswa tidak hanya ditentukan oleh status sosial ekonomi saja, tetapi juga faktor lain yang berasal dari sosialisasi siswa dalam keluarga. Salah satu faktor lain yang berpengaruh terhadap prestasi belajari adalah kemampuan (IQ).Hasil penelitian ini diharapkan dapat memberi masukan kepada guru dan orang tua sebagai pendidik untuk lebih memperhatikan anak/siswa dalam proses pembelajarannya dengan melihat latar belakang kondisi status sosial ekonomi yang dimiliki, sehingga nantinya siswa tersebut dapat memperoleh prestasi belajar yang diinginkan."