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mada sutapa
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Penerapan Learning Organization sebagai Bentuk Inovasi Pendidikan di Sekolah Mada Sutapa; Nurtanio Agus P
Dinamika Pendidikan Vol 10, No 1 (2003): Dinamika Pendidikan No. 1/TH. X/Maret 2003
Publisher : Fakultas Ilmu Pendidikan UNY

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Abstract

Penerapan Learning Organization sebagai Bentuk Inovasi Pendidikan di Sekolah
PENGEMBANGAN MANAJEMEN MUTU SEKOLAH Mada Sutapa
Dinamika Pendidikan Vol 16, No 1 (2009): Dinamika Pendidikan No/01/Th.XVI/Mei 2009
Publisher : Fakultas Ilmu Pendidikan UNY

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Abstract

Management paradigms in the total quality of school education quality in the instiiutional  development of  schools. which include the  ability  to  make the organization of schools (school renewal). Updates to the school (School Reform) and the process need not be run automatically. It is necessary for  a positive attitude' (positive thinking) on the renewal 0/ all the components in the school and the use of resources needed to make changes. Changes in the dimensions 0/ school quality management does not only include school management, but is expected to create a climate conducive to personal development of students. not just a mechanical and bureaucratic institltfiOlls,but a school (education) of innovative and democratic.   Keywords: Total Quality in Education. Quality Management School.
PENYELENGGARAAN PROGRAM PPL PADA PERGURUAN TINGGI LPTK Mada Sutapa; Agus Timan; Ahmad Yusuf Sobri
Jurnal Administrasi Pendidikan Vol 17, No 2 (2020): OCTOBER 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jap.v27i2.24453

Abstract

This study aims to describe the implementation of the PPL program and analyzing problems in the implementation in the field. The research was conducted using case studies in the implementation of the PPL program in the Education Management Study Program (MP) Yogyakarta State University (UNY). Data collection is done by observation, interview, and document study. The results of the study show that: The use of Nomenclature for Course Introduction in School Field (PLP) raises problems during the implementation of field experience practice programs, related to Siakad, and perceptions of institutions where MPs study practice. The practice patterns of MP Study Program activities are carried out continuously and are interrelated between Pre PPL, OLMP activities, Educational Internship activities, and Post PPL; Problems in conducting PPL programs are related to the absence of a formal PPL Program Guide; and Collaborative guidance has not yet been fully carried. Research recommendations, that Naming the nomenclature of field practice subjects that have been standardized in academic regulations to become an Introduction to School Field (PLP) needs to be reformulated by considering non teacher training programs, by not eliminating scientific substance; and Collaborative guidance needs to be carried out for the successful practice of field experience between study programs, DPLs, and civil service staff in practice institutions.
Co-Authors Agus Timan Ahmad Yusuf Sobri, Ahmad Yusuf Nurtanio Agus P