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the SERVQUAL dimension

 

In the context of a competency system for elementary school teachers, the SERVQUAL dimension with the greatest impact is likely to be Reliability, followed closely by Assurance and Empathy, depending on the specific focus of the competency system.

Here’s why:

✅ 1. Reliability – Most critical This refers to the ability to perform the promised service dependably and accurately. In a competency system for teachers, this would translate to:

Consistent assessment of teacher competencies.

Trustworthy results that reflect real capabilities.

A system that is dependable for guiding teacher development and decision-making.

If the system isn't reliable, teachers won't trust it, administrators can't use it effectively, and its overall impact will be weak.

✅ 2. Assurance – Very important Assurance involves the competence, courtesy, and ability to instill trust and confidence in users (teachers and stakeholders).

Teachers need to feel the system is fair, professional, and backed by sound educational principles.

Assurance also connects to how well the system supports teachers in growing their confidence and skill.

✅ 3. Empathy – Important for buy-in A competency system that considers individual teacher needs and context (like teaching in rural vs. urban schools) will be more successful.

Empathetic design increases teacher engagement and willingness to use the system for self-improvement.

Less impactful, but still relevant: 4. Tangibility While physical materials, digital platforms, or documentation are necessary, they support rather than drive the success.

5. Responsiveness Timely support and feedback are helpful, but not as foundational as reliability or assurance.

TL;DR: Reliability is the most crucial SERVQUAL dimension for a competency system’s success in elementary schools—because trust in consistent, accurate results underpins everything else.

"The Dictation Zone"

 

"The Dictation Zone"

This one class is something odd,
A rigid rule, a silent nod.
No room to move, no place to breathe,
Just sit and listen—can’t even seethe.

Something weird, I must confess,
Feels more like prison, nothing less.
Somewhat like dictating air,
We’re told to act like we’re not there.

No cellphones out, no laptops near,
Our tools for work? Forbidden here.
Just ears and eyes on front, unmoved,
While freedom’s voice is disapproved.

A friend presents—just one, alone,
While we become obedient stone.
We watch and nod, and that's the plan,
No prep allowed. Just hear the man.

No whisper shared, no silent glance,
No second chance to take a stance.
The screen is dark, my thoughts are bright,
But crushed beneath the teacher’s might.

I want to prep, to read ahead,
But “No,” he says, “Just listen instead.”
Ideas swirl, they won’t stay still,
But he's the law, against my will.

Do you think this class is good?
Stripped of tools, misunderstood?
Learning should be more than this—
Not just rules and lectures missed.

No freedom here, no spark, no light,
Just quiet rows, and silent fight.
I dream of classes where we try,
To learn, to build, to ask the why.

But here I sit, and here I wait,
For something more than just dictate.
He says “Obey,” I want to grow,
But how, when all I hear is “No”?

A class should open up the mind,
Not lock us in and press rewind.
I want to build, to plan, prepare,
Not be a shadow in a chair.

The bell will ring, the time will pass,
But nothing learned in this odd class.
Just tired eyes and aching backs,
And dreams of walking freer tracks.

So here I sit, and here I plea,
Let learning live, let students be.
Give us tools, and let us rise,
Not just observe with tired eyes.

Functional Analysis

 Conducting a functional analysis in an elementary school setting using a general survey method can be a valuable way to understand roles, tasks, and organizational efficiency. Here's a step-by-step guide tailored to the education/workplace context:

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🔍 What is Functional Analysis?

Functional analysis identifies and evaluates the roles, responsibilities, and workflows within a workplace to optimize performance, clarify job functions, or address organizational issues.

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🎯 Objective in Elementary School Context

In a school, this could involve analyzing:

• How teachers, staff, and administrators function in their roles.

• How tasks are distributed and performed.

• Communication flows and decision-making processes.

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📝 Using General Survey Method

A survey is useful to gather broad input from all stakeholders (teachers, principals, staff). Here's how to do it:

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1. Define Purpose & Scope

Examples:

• To understand task distribution among school staff.

• To evaluate alignment between job descriptions and actual duties.

• To identify inefficiencies or role overlaps.

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2. Identify Stakeholders

Target respondents might include:

• Teachers (classroom teachers, subject teachers)

• Administrative staff (principal, vice principal, secretaries)

• Support staff (janitors, counselors, librarians)

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3. Design the Survey

Structure it to capture functional roles and perceptions. Include both closed and open-ended questions.

Example Sections:

1. Demographics & Role Information

   • Position/title

   • Years of experience

   • Main duties

2. Tasks & Responsibilities

   • List of tasks (respondents rate frequency or importance)

   • What tasks do you perform that are not in your job description?

3. Workflow & Collaboration

   • With whom do you collaborate most often?

   • Are there tasks that you think should be handled by someone else?

4. Perceptions of Efficiency

   • Are there any repetitive or unclear processes?

   • What changes would improve task efficiency?

5. Job Satisfaction & Support

   • Do you feel your role is clearly defined?

   • Do you receive enough support for your tasks?

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4. Pilot the Survey

Test with 1–2 staff members to make sure questions are clear and relevant.

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5. Distribute the Survey

Options:

• Online (Google Forms, MS Forms)

• Paper-based (if digital access is limited)

Make sure to explain:

• Purpose

• Confidentiality

• How the data will be used

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6. Analyze the Data

Look for patterns:

• Are roles clearly defined?

• Are some staff doing too much or too little?

• Are there mismatches between job titles and actual tasks?

• Is communication or workflow a common concern?

Use:

• Descriptive statistics (for closed questions)

• Thematic analysis (for open responses)

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7. Report Findings

Include:

• Summary of key functional areas and responsibilities

• Misalignments or overlaps

• Recommendations (e.g., role clarification, task redistribution, training needs)

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8. Follow-Up

Discuss with stakeholders and possibly conduct workshops or interviews to dive deeper based on survey findings.

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✅ Example Use Case

You might find that:

• Teachers are taking on administrative tasks.

• The guidance counselor’s role is unclear.

• Communication gaps exist between teaching and non-teaching staff.

These findings can lead to restructuring roles, offering training, or redefining responsibilities.

Kontribusi EFL (English as a Foreign Language) dalam sustainability education

 

Kontribusi EFL (English as a Foreign Language) dalam sustainability education bisa cukup signifikan, terutama dalam konteks globalisasi pendidikan dan peran bahasa Inggris sebagai lingua franca. Berikut beberapa poin kontribusinya:

1. Akses terhadap Pengetahuan Global Bahasa Inggris memungkinkan siswa mengakses informasi, artikel ilmiah, jurnal, video, dan sumber daya global tentang isu-isu keberlanjutan seperti perubahan iklim, energi terbarukan, atau keanekaragaman hayati. EFL menjadi jembatan untuk memperluas wawasan dan pemahaman lintas budaya.

2. Pengembangan Critical Thinking dan Literasi Global Banyak kurikulum EFL modern mengintegrasikan topik-topik dunia nyata, termasuk isu lingkungan. Dalam proses belajar, siswa dilatih untuk berpikir kritis, berdiskusi, dan menulis argumentatif tentang isu-isu sustainability, yang mendukung pendidikan keberlanjutan.

3. Platform untuk Pendidikan Multikultural Belajar EFL seringkali melibatkan eksplorasi budaya lain. Ini bisa menciptakan kesadaran tentang bagaimana budaya lain merespons isu-isu lingkungan, mendorong empati global dan kesadaran akan tanggung jawab bersama terhadap planet ini.

4. Komunikasi Internasional tentang Sustainability Lulusan dengan kemampuan EFL dapat lebih mudah berpartisipasi dalam konferensi internasional, jaringan NGO global, atau riset kolaboratif tentang lingkungan. Kemampuan ini memperluas peran individu dalam solusi global terhadap masalah lingkungan.

5. Integrasi Topik Sustainability dalam Materi Pembelajaran Guru EFL dapat mengintegrasikan topik keberlanjutan ke dalam materi ajar, seperti membaca teks tentang pemanasan global, mendiskusikan solusi lokal terhadap masalah sampah plastik, atau menulis esai tentang konservasi air.

Sejarah jurusan fashion di Sekolah Menengah Kejuruan (SMK) di Indonesia

 

Sejarah jurusan fashion di Sekolah Menengah Kejuruan (SMK) di Indonesia berkaitan erat dengan perkembangan pendidikan kejuruan serta dinamika industri mode dan tekstil di tanah air. Berikut adalah garis besar sejarah dan perkembangannya:

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🧵 Awal Mula Pendidikan Kejuruan di Indonesia

• Pendidikan kejuruan di Indonesia dimulai sejak masa kolonial Belanda, dengan fokus pada pelatihan keterampilan kerja. Namun, saat itu belum secara spesifik ada jurusan fashion.

• Setelah kemerdekaan, pemerintah Indonesia mulai mengembangkan pendidikan kejuruan secara lebih sistematis, termasuk bidang keterampilan seperti menjahit dan tata busana.

🪡 Munculnya Jurusan Tata Busana

• Pada era 1970-an hingga 1980-an, mulai dibuka program-program kejuruan yang lebih spesifik, salah satunya Tata Busana atau yang kini sering disebut Fashion Design.

• Jurusan Tata Busana muncul sebagai respons terhadap kebutuhan tenaga kerja di bidang tekstil dan garmen, yang saat itu mulai berkembang pesat sebagai industri padat karya.

👗 Perkembangan di Era 1990-an dan 2000-an

• Pada 1990-an, banyak SMK mulai membuka jurusan Tata Busana, didukung oleh kementerian pendidikan dan program-program pelatihan dari industri tekstil.

• Di era 2000-an, kurikulum mulai dikembangkan lebih komprehensif, mencakup desain, pola, jahit, produksi massal, hingga pemasaran produk fashion.

🧷 Kurikulum dan Kompetensi

• Kurikulum Tata Busana SMK dirancang berbasis kompetensi, dengan pembelajaran teori dan praktik.

• Siswa diajarkan mulai dari menggambar desain, membuat pola (pattern making), teknik menjahit, hingga keterampilan kewirausahaan (entrepreneurship).

🛍️ Era Industri Kreatif dan Digital (2010-sekarang)

• Sejak 2010, pemerintah mendorong pendidikan vokasi yang mendukung industri kreatif. Jurusan fashion di SMK semakin relevan, apalagi dengan maraknya brand lokal dan e-commerce.

• Beberapa SMK bahkan menjalin kerja sama dengan desainer profesional, industri garmen, dan memamerkan karya siswa dalam ajang-ajang fashion show lokal.

• Teknologi seperti digital fashion design, penggunaan software CAD (Computer-Aided Design), dan media sosial untuk branding juga mulai diajarkan.

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🔍 Catatan Tambahan:

• Jurusan ini kini menjadi salah satu jurusan populer di SMK, terutama di daerah urban dan industri.

• Banyak alumni SMK Tata Busana yang melanjutkan ke perguruan tinggi di bidang fashion atau langsung membuka usaha konveksi atau butik.

Program Wajib Belajar 9 Tahun di Indonesia

 

Program Wajib Belajar 9 Tahun di Indonesia resmi dicanangkan pada tahun 1994 oleh pemerintah. Program ini mewajibkan setiap warga negara Indonesia untuk menempuh pendidikan dasar selama 9 tahun, yaitu:

6 tahun di Sekolah Dasar (SD) atau sederajat

3 tahun di Sekolah Menengah Pertama (SMP) atau sederajat

Landasan hukumnya terdapat dalam:

Instruksi Presiden (Inpres) No. 1 Tahun 1994 tentang Wajib Belajar Pendidikan Dasar 9 Tahun.

Undang-Undang No. 20 Tahun 2003 tentang Sistem Pendidikan Nasional juga memperkuat kebijakan ini.

Tujuan utama program ini adalah untuk meningkatkan angka partisipasi sekolah, mengurangi buta huruf, dan menciptakan sumber daya manusia yang lebih berkualitas.