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Journal articles on the topic 'Achievement'

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Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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1

GAO, Yanchao, and Hua GU. "Research on the influence path of the unit environment of medical and health institutions on achievement transformation output." PLOS ONE 18, no. 12 (December 14, 2023): e0295446. http://dx.doi.org/10.1371/journal.pone.0295446.

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Objective To analyze the influence path of the interaction between the unit environment, achievement transformation willingness, and achievement transformation cognition on achievement transformation output to provide a basis for optimizing the achievement transformation environment of medical and health institutions and improving the efficiency of scientific and technological achievements transformation. Methods Through the questionnaire survey, 292 data points were obtained. SPSS20.0 was used to conduct cross-table chi-square analysis and binary logistic regression analysis on the willingness, cognition, and output of scientific and technological achievements transformation. The process 14.0 plug-in is used to analyze the mediating effect of transformation cognition and the moderating effect of the unit environment. Results Achievement transformation willingness has a significant positive impact on achievement transformation cognition and achievement transformation output. Achievement transformation cognition has a positive impact on achievement transformation output, and the mediating effect of transformation cognition is significant and partial. The unit environment has a negative moderating effect on the influence of achievement transformation willingness on achievement transformation cognition, and a positive moderating effect on the influence of achievement transformation willingness on achievement transformation output. Conclusion Personal factors and unit achievement transformation environment have an obvious influence on the willingness and cognition of achievement transformation. It is necessary to optimize the environment of unit scientific and technological achievements transformation, improve the policy system of benefiting from the achievements of scientific and technological achievements transformation of medical and health personnel, implement the disposal right, income right and distribution right of scientific and technological achievements transformation of medical and health institutions, and stimulate the enthusiasm of scientific and technological achievements transformation of medical and health personnel.
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2

Abdullah, Robi Wariyanto, Sri Wulandari, Muqorobin Muqorobin, Fendy Prasetyo Nugroho, and Wahyu Wijaya Widiyanto. "KEAMANAN BASIS DATA PADA PERANCANGAN SISTEM KEPAKARAN PRESTASI SMAN DIKOTA SURAKARTA." CCIT Journal 12, no. 1 (February 6, 2019): 13–21. http://dx.doi.org/10.33050/ccit.v12i1.596.

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State high schools in Surakarta City have different achievements. To see these achievements, it is necessary to have an expert system that provides information about the achievements of the school to the community, both student achievement and the achievements of teachers or educators. In designing the expertise system of school achievement, it is also necessary to design the database system. Often developers don't pay attention to data security in the database when designing a system. System design is made into the concept of data mapping, Context Diagrams, and Table Relations. This research will also discuss restrictions on database access rights in MySQL which is useful to restrict users from accessing the database. Based on the design, the writer presents a web-based school achievement expertise design system as a means of information on the achievements of public high schools in the city of Surakarta. The method in this study covers literature review, data collection, designing achievement expertise systems, and designing and security procedures for the expert system database at Surakarta Senior High School. The results of this study are the system of school achievement expertise in Surakarta Senior High School based on the categories of achievement, level of achievement, and year of achievement as well as the design database of the school achievement system with regard to database security
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3

Widiarini, Widiarini, Achmad Supriyanto, and Asep Sunandar. "Influential Factors Affecting Students’ Achievement in Higher Education Institution System." Journal of Development Research 7, no. 1 (May 31, 2023): 29–37. http://dx.doi.org/10.28926/jdr.v7i1.307.

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Instead of focusing on institution ranking, HEI should consider the students’ achievements because new students’ admission regulation allotted 20% of students registered by using achievement evaluation. In addition, every HEI must report student management, including students’ achievements through SIMKATMAWA. Bear in mind, the importance of student management and students’ achievement, the aim of this study is to investigate the relationship of factors affecting students’ achievement such as new students’ state university admission, students’ achievement motivation, students’ services, reward system, and students’ achievement. The researcher used a non-experimental quantitative approach i.e., correlational research. The sample of this study was 78 students of Brawijaya University (UB) who have high achievements. Structural equation modeling (SEM) was chosen as an analytical technique. This study showed a positive relationship between new students’ admission, students’ service, reward system, and students’ achievement. Those variables had a direct relationship. In addition, there was no significant positive relationship between new students’ admission for students’ achievement motivation, as well as students’ service for students’ achievement motivation. In sum, this study showed that UB had a good students management system, so that the students can get achievements.
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4

Parmin, Agus Yulianto, Eling Purwantoyo, Ibnul Mubarok, and Iwan Junaedi. "The Coaching Model for Prospective Science and Mathematics Teachers from the Achievement and KIPK Paths." Mimbar Ilmu 27, no. 2 (August 23, 2022): 183–87. http://dx.doi.org/10.23887/mi.v27i2.51340.

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Analysis of students' achievement in 2019 found new facts that there was a tendency to decrease in achievement from the achievement path and the Indonesian Smart College Card students. The percentage of students' achievement from both paths is less than 5%. This study aims to develop a student achievement coaching model for prospective science and mathematics teachers from the achievement and KIPK paths. The research uses research and development methods to develop a student coaching model involving education management experts to validate the model. The study obtained results where the student achievement coaching model was declared suitable for use by experts. The results of a large-scale model applicability test involve 240 prospective science and mathematics teachers. The percentage of students who made achievement for one semester from the achievement path was 16%, and from the KIPK path was 25%. The coaching model increased students' achievements, which was less than 5% for both paths. In conclusion, the student achievement coaching model from this research can be a new way to continue the culture to make achievements during school and college.
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5

Ogryczak, Włodzimierz. "Reference Point Method with Importance Weighted Partial Achievements." Journal of Telecommunications and Information Technology, no. 4 (June 26, 2023): 17–25. http://dx.doi.org/10.26636/jtit.2008.4.893.

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The reference point method (RPM) is based on the so-called augmented max-min aggregation where the worst individual achievement maximization process is additionally regularized with the average achievement. In order to avoid inconsistencies caused by the regularization, we replace it with the ordered weighted average (OWA) which combines all the individual achievements allocating the largest weight to the worst achievement, the second largest weight to the second worst achievement, and so on. Further following the concept of the weighted OWA (WOWA) we incorporate the importance weighting of several achievements into the RPM. Such a WOWA RPM approach uses importance weights to affect achievement importance by rescaling accordingly its measure within the distribution of achievements rather than by straightforward rescaling of achievement values. The recent progress in optimization methods for ordered averages allows us to implement the WOWA RPM quite effectively as extension of the original constraints and criteria with simple linear inequalities.
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6

Wahyuni, Agus, Caca Candra K, and Muhammad Syukri. "INTERCONNECTION BETWEEN STUDENT’S PREREQUISITE COURSES ACHIEVEMENT AND SUBSEQUENT ACHIEVEMENT IN MECHANICS." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 23, no. 2 (September 13, 2018): 107–11. http://dx.doi.org/10.18269/jpmipa.v23i2.15074.

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This study investigated the interconnection between student’s achievements in prerequisite courses with their subsequent achievement in mechanics. Eighty-five preservice physics students’ achievement in four prerequisite courses for mechanics, namely Basic Physics I, Basic Physics II, Mathematics Physics I, and Mathematics Physics II, were analyzed statistically to determine the relationships and effects of prior achievement to sub-sequent learning achievement. Results suggested that students’ achievement in mechanics was significantly re-lated to students’ achievement in prerequisite courses. The effects of each course on student’s achievement in mechanics were estimated and discussed.
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7

Pritchard, Duncan. "ACHIEVEMENTS, LUCK AND VALUE." Think 9, no. 25 (2010): 19–30. http://dx.doi.org/10.1017/s1477175610000035.

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Achievements are clearly something that we care about. We want a life rich in achievements, and we value the achievements of others. To be appointed to the job of one's dreams as a result of one's hard work and raw talent, such that it constitutes an achievement on one's part, is far more satisfying and worthy than getting it through other means where no achievement is involved (e.g. as a result of nepotism). Similarly, the Olympic goal medal winner who gets her award by being the best in a strong field exhibits an achievement and is lauded for it, but her counterpart who attains the same result through, say, mere good luck (e.g. none of her competitors is able to compete due to injury), and who thus does not exhibit an achievement, is not gifted nearly as much praise. But what is an achievement, and what is it about achievements that makes us care about them so much?
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8

Prakoso, Rio Rizki Adi, and Tri Nurharsono. "Hubungan Tingkat Pencapaian Prestasi Olahraga Futsal dengan Prestasi Akademik pada Mahasiswa Studi Pendidikan Jasmani Kesehatan dan Rekreasi Tahun 2020." Indonesian Journal for Physical Education and Sport 4, no. 2 (December 10, 2023): 629–35. http://dx.doi.org/10.15294/inapes.v4i2.56068.

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The purpose of this study was to determine and analyze the relationship between the level of achievement of futsal sports with academic achievement in students of education, physical, health, and recreation studies. This research uses correlational research method. The population in this study were students of UKM futsal Unnes. The data analysis technique used the product moment correlation test. The results of the research and discussion show that the correlation coefficient between the level of sports achievement and academic achievement of 0.681 is positive, meaning that the better the value of the level of sports achievement, the better the value of academic achievement. The significance test of the correlation coefficient was carried out by consulting the price of rcount with rtable, at = 5% with N = 34 obtained rtable of 0.329. The correlation coefficient between rx.y = 0.681 > r(0.05)(34) = 0.329, meaning that the correlation coefficient is significant. The conclusion in this study is that there is a significant positive relationship between the level of achievement of futsal sports achievements and the academic achievements of PJKR UNNES students batch 2020. It is hoped that students can use it as study material in improving academic achievement by paying attention to their sports achievements.
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9

Biatun, Noor. "Pengaruh Motivasi Belajar terhadap Prestasi Belajar PAI di MIN 3 Bantul." Jurnal Pendidikan Madrasah 5, no. 2 (November 23, 2020): 253–58. http://dx.doi.org/10.14421/jpm.2020.52-11.

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This research aims to find out the level of motivation of students and the influence of motivation on PAI learning achievement in schools on MIN 3 Bantul students. This research is a quantitative study using product moment correlation statistics technique. The analytical technique used is an associative hypothesis. The variables studied include learning motivations that are divided into sub variables namely personal needs, school assignments, as well as the environment and people around. While dependent variables (bound variables) are learning achievements that include: academic achievement, non-academic achievement, social achievement and discipline-related achievements. The results showed that learning motivation affects PAI students' learning achievement of MIN 3 Bantul by 51.4%. This means that learning motivation is one of the determining factors of PAI's learning achievements. While 48.6% of PAI students' learning achievement of MIN 3 Bantul students is influenced by internal factors such as IQ, perseverance; and external factors such as family issues, friendships etc.). This indicates that motivation is both a driver and a direction in learning activities.
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10

Evans, Monica, Erin Jennings, and Michael Andreen. "Assessment through Achievement Systems." International Journal of Game-Based Learning 1, no. 3 (July 2011): 16–29. http://dx.doi.org/10.4018/ijgbl.2011070102.

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Educational games have great potential as tools for motivating and engaging students, in addition to teaching learning content and objectives, but have had difficulty proving their potential through traditional means. This article proposes that recent advances in the achievement systems of entertainment games can be used to measure motivation and engagement in educational games, and can serve as a self-assessing tool for both students and teachers. Achievements may also be utilized as a way to measure things that have been traditionally difficult to measure, such as creativity, curiosity, and the nuances of problem-solving ability. This article proposes a structure for categorizing achievements in relation to assessment, and discusses future research directions for achievements as measures of assessment for educational games. The article covers both traditional and non-traditional measures of assessment as they relate to gaming achievement systems, as well as the psychological aspects of achievements and player behavior, good design principles for learning assessment achievements, and potential for achievements as an additional measure of motivational engagement by students.
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11

Bae, Heera, and Kyung-Hwa Lee. "Development of History-based Creative Achievement Educational Models and Programs." Korean Society for Creativity Education 24, no. 2 (June 30, 2024): 1–15. http://dx.doi.org/10.36358/jce.2024.24.2.1.

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As interest in creativity as a future competency has increased globally, There has been a demand for educational models and programs to enhance creative achievement that can be applied in school settings. In this study, ‘H-CAM’, a history-based creative achievement model, was developed as a curriculum model that can enhance learners’ creative achievement, and a program was developed based on this model. H-CAM proceeds by discovering historical achievements based on historical facts, events, and phenomena and deriving new creative achievement ideas that fit the social and cultural environment. The creative education program based on H-CAM was developed in a total of five sessions: historical analysis, discovery of achievements in history, ideas through creative achievements in history, discovery and definition of problems, discussion, testing, and creative achievement stages. The validity of the model and program was proven through expert content validity, and the effectiveness of the program was proven through experimental research.
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12

Forsberg, Lisa, and Anthony Skelton. "Achievement and Enhancement." Canadian Journal of Philosophy 50, no. 3 (December 11, 2019): 322–38. http://dx.doi.org/10.1017/can.2019.43.

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AbstractWe engage with the nature and the value of achievement through a critical examination of an argument according to which biomedical “enhancement” of our capacities is impermissible because enhancing ourselves in this way would threaten our achievements. We call this the argument against enhancement from achievement. We assess three versions of it, each admitting to a strong or a weak reading. We argue that strong readings fail, and that weak readings, while in some cases successful in showing that enhancement interferes with the nature or value of achievement, fail to establish that enhancement poses an unusual threat to achievement.
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13

Muhammad Saidi Rahman and Yusup Indra Wijaya. "PERANCANGAN APLIKASI KOMPETENSI DAN PRESTASI MAHASISWA UNIVERSITAS ISLAM KALIMANTAN MUHAMMAD ARSYAD AL BANJARI." NUANSA INFORMATIKA 17, no. 2 (July 12, 2023): 101–8. http://dx.doi.org/10.25134/ilkom.v17i2.22.

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Student achievements are a form of outcomes achieved during their academic activities at a higher education institution. Achievements are one of the essential factors in assessing the quality of an educational institution. One example is the accreditation evaluation of a study program or the assessment of an institution based on student achievements. Currently, the management of student achievement data is still done manually, where each student's academic and non-academic achievements are reported to the Student Affairs department for data recording. Considering the importance of student achievement data, there is a need for a system to facilitate the management of this data by the Student Affairs department. In this system, students who achieve success can directly input their data into the system. When the data is needed, the operator can easily present the required student achievement data. The system is built using PHP programming language and MySQL database, and it has proven to provide convenience to the Student Affairs department in managing student achievement data. With this system in place, study programs are also assisted in accessing student achievement data for accreditation assessment purposes
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14

Hyde, Janet Shibley, and Kristen C. Kling. "Women, Motivation, and Achievement." Psychology of Women Quarterly 25, no. 4 (December 2001): 364–78. http://dx.doi.org/10.1111/1471-6402.00035.

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Women's educational and occupational achievements are crucial to the economic productivity and prosperity of the nation, as well as to the mental health of women and their families. In this article we review psychological research on motivation and on educational achievement, focusing on gender and the contributions that have been made by feminist researchers. Feminist psychologists noted the sex bias and methodological flaws in traditional research on achievement motivation and proposed vastly improved models, such as Eccles's expectancy x value model of achievement behavior. Contrary to stereotypes, gender similarities are typically found in areas such as mathematics performance. Policymakers should be concerned about gender bias in the SAT and about the Female Underprediction Effect. Additional threats to girls' and women's achievements include stereotype threat and peer sexual harassment in the schools.
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15

Wisudanto, Wisudanto, Prawitra Thalib, Mohamad Nur Kholiq, Tri Vena Putri, and Tri Veny Putri. "Social Action Of Student In Achieving Non-Academic Achievements In Interest And Talent-Based School." Airlangga Development Journal 6, no. 1 (June 27, 2022): 55–65. http://dx.doi.org/10.20473/adj.v6i1.32861.

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This article describes the social action of students' non-academic achievement. Student achievement in education is a measure of student success. Achievement has two categories, namely academic achievement and non-academic achievement. SMA Muhammadiyah 10 Surabaya has a gifted title. In accordance with this predicate, this school focuses on developing the potential interests and talents of students. This study uses social action theory by Max Weber in assessing the motivation for non-academic achievement goals. Researchers used qualitative methods through in-depth interviews and observation primary data, as well as secondary data through the development of student championship news on internet pages. The results showed that in achieving students' non-academic achievements, they achieved these goals through instrumental rational actions in the form of regular physical readiness exercises, value-oriented rational actions on aspects of spirituality, traditional actions on aspects of choosing extracurricular activities based on experience and advice from parents. , affective actions choose extracurricular activities because of feelings of pleasure and interest. The researcher hopes that this article can be a new contribution to society in the field of education and social affairs, especially the achievement of non-academic achievements which the community considers not a significant achievement for the future of students compared to academic achievement.
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Maamin, Martina, Siti Mistima Maat, and Zanaton H. Iksan. "Analysis of the factors that influence mathematics achievement in the ASEAN countries." Cypriot Journal of Educational Sciences 16, no. 1 (February 25, 2021): 371–88. http://dx.doi.org/10.18844/cjes.v16i1.5535.

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Mathematical achievements affect students in determining their future careers and the economy of a country. However, mathematical achievement in Association of Southeast Asian Nations (ASEAN) countries has not reached the target, except in Singapore. However, no systematic studies have examined this problem yet. Thus, this study was conducted to identify the factors that influence mathematical achievement in ASEAN countries. Using the guidance of the Preferred Reporting Items for Systematic Review and Meta-Analyses statement’s review methodology, systematic reviews using the Scopus and Web of Science databases identified 40 studies related to mathematics achievement in ASEAN countries. The results show that the factors of students, families, teachers, schools and policymakers influence mathematical achievements in ASEAN countries. Thus, mathematical achievement in ASEAN countries is not influenced by students alone. Suggestions in the future should pay serious attention to all factors in order to improve mathematical achievement in ASEAN countries. Keywords: Mathematics achievement, factors, ASEAN countries, systematic review;
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17

Basuki, Nur. "Risk Perceived And Learning Achievement Analysis Of Participants Achievement on Procurement Training." JSSH (Jurnal Sains Sosial dan Humaniora) 3, no. 1 (August 13, 2019): 57. http://dx.doi.org/10.30595/jssh.v3i1.3699.

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Competence of human resources is an important factor in the procurement of government goods/services. For this reason, the government regularly holds training in procurement of goods / services. But this effort has not yet achieved optimal results. This can be seen from the learning achievements of the trainees. In the DKI Jakarta Province, training conducted from 2005 to 2016 only produced graduates of 18% per year. Therefore research is conducted to determine the factors that might be related to the low learning achievement of participants in the procurement of goods/services training. Various studies have been conducted in several Ministries/Institutions/Regions and found various factors related to learning achievement. This research was conducted to examine the relationship between the risks felt by participants and their learning achievements. This study uses a quantitative method with an explanatory approach to explain the relationship between these two variables. The results of the study show that there is a negative relationship between perceived risk and participants' learning achievement. The higher the risk felt by participants, the lower their learning achievement.
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18

Nash, Nancy L., Douglas Higgins, Albert Barugel, and Marla Barugel. "Spanish Achievement I, Spanish Achievement II, & Spanish Achievement III." Modern Language Journal 70, no. 3 (1986): 328. http://dx.doi.org/10.2307/326982.

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19

Ihsan, Fahmi, Betti Yuniasih, and Herry Wirianata. "Pemetaan Sistem Monitoring Keragaan Produksi Berbasis Blok." AGROISTA : Jurnal Agroteknologi 8, no. 1 (May 31, 2024): 29–35. http://dx.doi.org/10.55180/agi.v8i1.431.

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achieving palm oil productivity. Monitoring of production achievement is visualized in a map. The purpose of this study is analyze spatially and temporally of achieving palm oil productivity. Productivity achievement are calculated from the percentage of actual productivity against the company's plan production from 2016 - 2020. Oil palm plantation blocks with high production achievements (>90%) are visualized in green, medium production (70-89%) are visualized in yellow, and low production (<70%) are visualized in red. This research was conducted at Sepantaian Estate of PT. Bumitama Gunajaya Abadi, Kotawaringin Lama District, West Kotawaringin Regency, Central Kalimantan Province, in August - October 2022. The Sepantaian Estate oil palm plantation production achievement map can visualize data spatially on the condition of the 4 Divisions and temporally visualize the condition of production achievement in 2016-2020. The temporal map of palm oil production achievements shows that the lowest production achievements occurred in 2016 and the highest production achievements in 2020. Spatially, it is known that Division III is the division with the lowest production achievements in 2016 and 2017. Maps of oil palm plantation production achievements can be used for monitoring, evaluation and input to plantation management in making decisions in managing oil palm plantations.
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20

Hafid, Abd, Sri Asirrah, Sudirman Sudirman, and Muhammad Amran. "Hubungan Kreativitas Belajar dengan Prestasi Belajar Siswa Kelas V Gugus XVI Kecamatan Liliriaja Kabupaten Soppeng." DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar 5, no. 1 (March 31, 2022): 101. http://dx.doi.org/10.31100/dikdas.v5i1.1857.

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The problem in this study is the lack of students' ability to develop answers or not being able to think creatively, tend to have poor learning achievements. However, it is possible for students who have high creativity to have good learning achievements, while students who have low creativity have high and low learning achievements. This study is a quantitative study with a correlation design that aims to determine the relationship between the implementation of creativity and the learning achievement of class V Cluster XVI students, Liliriaja District, Soppeng Regency. The results showed that there was a significant relationship between learning creativity and student achievement in class V Cluster XVI, Liliriaja District, Soppeng Regency with a tcount value (5.7855) greater (>) ttable value (1.66792) which means H0 is rejected and H1 is accepted. Based on the analysis of the data above, it can be concluded that learning creativity will have an impact on students' learning habits in learning so that it will affect their learning achievement in the classroom. So the better the learning creativity, the better student achievement will be. From these conclusions, the impact of this research is that good learning creativity will increase student achievement.
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21

Cheng, Dazhi, Kaihui Shi, Naiyi Wang, Xinyang Miao, and Xinlin Zhou. "Examining the Differential Role of General and Specific Processing Speed in Predicting Mathematical Achievement in Junior High School." Journal of Intelligence 10, no. 1 (December 21, 2021): 1. http://dx.doi.org/10.3390/jintelligence10010001.

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Processing speed is divided into general (including perceptual speed and decision speed) and specific processing speed (including reading fluency and arithmetic fluency). Despite several study findings reporting the association between processing speed and children’s mathematical achievement, it is still unclear whether general or specific processing speed differentially predicts mathematical achievement. The current study aimed to examine the role of general and specific processing speed in predicting mathematical achievements of junior high school students. Cognitive testing was performed in 212 junior school students at the beginning of the 7th grade year, along with assessment of general and specific processing speed. Relevant academic achievement scores were also recorded at the end of the 7th and 9th grade years. Hierarchical regression analyses showed that specific processing speed made a significant unique contribution in mathematical achievement by the end of the 7th grade and could significantly predict mathematical achievements in the high school entrance examinations by end of the 9th grade after controlling for age, gender, and general cognitive abilities. However, general processing speed could not predict mathematical achievements. Moreover, specific processing speed could significantly predict all academic achievements for both the 7th and 9th grade. These results demonstrated that specific processing speed, rather than general processing speed, was able to predict mathematical achievement and made a generalised contribution to all academic achievements in junior school. These findings suggest that specific processing speed could be a reflection of academic fluency and is therefore critical for long-term academic development.
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22

Moneva, Jerald C., Linive C. Japos, and Rosalie L. Ohayas. "Parental Motivation and Achievement." International Journal of Social Science Research 8, no. 2 (April 2, 2020): 102. http://dx.doi.org/10.5296/ijssr.v8i2.16790.

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The motivation that parents provide to their students can have a significant impact on achievements in school. The study intends to assess the level of parental motivation and achievers of junior high and senior high. Parental motivation is given by the parents towards their students to make them work harder or being determine their studies that leads them to have better achievements in school. The checklist is made up of two parts, parental motivation and the level of achievement. The research was a quantitative correlation design. The respondents are the achievers from junior high and senior high and consist of overall respondents of 145 respondents. To treat the data, the researcher used a statistical test the weighted mean, chi – square to determine the relationship of the two variables. The study revealed that parents do not always provided a motivation to their students most of the parents sometimes give a motivation to their student. However, the achievements of students are still in high level. The achievements of students do not always depend on their parents’ motivation yet their achievement is based on their personality of being determined and consistent in their studies. Not all the time that the motivation of parents can enhance the educational achievements of students.
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23

Satria, Muhammad Najib Dwi. "SISTEM INFORMASI PEMERINGKATAN PRESTASI SISWA BERBASIS WEB PADA SMK PELITA PESAWARAN." Journal of Social Sciences and Technology for Community Service (JSSTCS) 3, no. 1 (March 14, 2022): 114. http://dx.doi.org/10.33365/jsstcs.v3i1.1908.

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Pelita Pesawaran Vocational School is a university that has a myriad of achievements by students, both academic and non-academic. In reporting every year there is an increase in terms of the number of achievements that have been achieved, so that some adjustments to conditions are needed. Student achievements that have been achieved should actually be archived into a system that can be processed in order to obtain accurate and relevant results. Therefore we need a system that can process achievement data accurately and integrated and can display the ranking of student achievement at the level of study programs, faculties and university levels. With the creation of a system entitled Web-Based Student Achievement Rating System at Pelita Pesawaran Vocational School, it is hoped that it will be able to help Pelita Pesawaran Vocational School in processing achievement data every year and be able to rank student achievement so that Pelita Pesawaran Vocational School can obtain accurate and relevant information on outstanding students in accordance with the data provided. there is. The Web-Based Student Achievement Ranking System at Pelita Pesawaran Vocational School is designed using PHP, CSS, JavaScript, and HTML programming languages which are used as interfaces while for data storage media using MySql.languages which are used as interfaces while for data storage media using MySql.
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Susongko, P., and M. A. Fatkhurrahman. "DETERMINANTS FACTORS ANALYSIS OF INDONESIAN STUDENTS� PHYSICS ACHIEVEMENT IN TIMSS 2011." Jurnal Pendidikan Fisika Indonesia 13, no. 1 (January 3, 2017): 49–58. http://dx.doi.org/10.15294/jpfi.v13i1.8641.

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This study aimed to find the structure of the theoretical model that can illustrate the achievements of Indonesian students in the field of physics. This study also examines the variables that directly or indirectly influence the physics achievement of Indonesian students. The data in this study are data of TIMSS 2011 on physics test with population involved were 4572 Indonesian students grade 8. This research used path analysis from LISREL 8.30. The physics achievement model of Indonesian students based on TIMSS 2011 results are as follows: (1) physics achievement is directly influenced by self-confidence, interest in learning, and students 'attitudes toward the importance of physics; (2) physics achievement indirectly influenced by students' involvement in physics learning indicated from their interest and confidence in physics learning; (3) attitudes toward the importance of physics have an indirectly positive impact on physics achievement. Students' self-confidence in physics learning has a stronger direct influence on their achievements than their interest in physics.
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Agust, Satria, Gatot Subroto, and Baiq Suprapti Handini. "Studying From Home During COVID-19: A Many-Facets Rasch Model (MFRM) Analysis." Theory and Practice in Language Studies 13, no. 7 (July 1, 2023): 1837–46. http://dx.doi.org/10.17507/tpls.1307.29.

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This study proposes to measure students’ grammar distancing while studying from home and explore their strengths and weaknesses with a grammar test. It is a descriptive quantitative study, the participants being 55 students in their fifth (5th) semester of the 2020/2021 academic year at a university in Tanjungpinang, Riau Islands, Indonesia. Data is retrieved from the grammar test and analyzed using the Many-Facet Rasch Measurement (MFRM) Model Software Version 3.83.3. This research highlights that studying from home, or distance learning, impacts grammar distancing as seen in the students’ varying achievements in grammar, the breakdown being 10.91% lower achievement, 5.45% low achievement, 27.27% high achievement, 43.64% higher achievement and 12.73% highest achievement. The results also indicate their strength in sentence translations and jumbled words; 83.64% of the students displayed good understanding. Their weakness lies in rearranging compound-complex sentences with phrasal verbs. The students’ different achievements in grammar demonstrate the need for improvement for future use and better student performance.
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Al Malik, Muhamad Hamid, Rico Andrian, and Yohana Tri Utami. "Analisis Visualisasi Data Prestasi Mahasiswa Universitas Lampung Menggunakan Tableau." Jurnal Pepadun 4, no. 2 (August 1, 2023): 158–65. http://dx.doi.org/10.23960/pepadun.v4i2.172.

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This research focuses on visualizing student academic and non-academic achievement data for the years 2018, 2019, 2020, as well as data related to the 2020 MBKM program at the University of Lampung. The data is processed using Tableau software, allowing for the examination of visual patterns in achievement data based on key attributes, including types of achievements, participants categorized by faculties, and achievement levels classified into three categories: international, national, regional, and provincial achievements. Tableau Public Tools is a software application used for analyzing and presenting data sets to support decision-making processes and assist in organizational data analysis. The output produced using Tableau is presented in the form of a visual dashboard, presenting pre-defined attribute data. This dashboard offers valuable insights and graphical representations of achievement attribute data, which can be utilized for evaluating achievement data by BP2M staff and capturing the interest of the University of Lampung community.
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Utomo, Supri Wahyudi. "PENGARUH PRESTASI BELAJAR PERENCANAAN PENGAJARAN DAN MICRO TEACHING TERHADAP PRAKTIK PENGALAMAN LAPANGAN MAHASISWA PENDIDIKAN AKUNTANSI IKIP PGRI MADIUN." Assets: Jurnal Akuntansi dan Pendidikan 1, no. 1 (December 1, 2012): 56. http://dx.doi.org/10.25273/jap.v1i1.544.

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<span>This study aimed to determine the effect of teaching and learning achievement planning to practice micro teaching field experience accounting education collage students IKIP PGRI Madiun. The analysis method used is multiple regression. The results showed that the learning achievements and course planning Teaching Micro Teaching simultaneously influence the success in participating in the Practice Field Experience. There is a positive effect between achievement Instructor course on learning achievement Planning Practice Field Experience. However, this study did not find any significant effect between achievement on learning achievement Micro Teaching Practice Practice Field Experience.</span>
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Christensen, Thomas H. "Achievement." Waste Management & Research 29, no. 9 (September 2011): 991. http://dx.doi.org/10.1177/0734242x11419557.

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Scripter, Lucas. "The achievement gap thesis reconsidered: artificial intelligence, automation, and meaningful work." AI & SOCIETY, February 12, 2024. http://dx.doi.org/10.1007/s00146-023-01828-5.

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AbstractJohn Danaher and Sven Nyholm have argued that automation, especially of the sort powered by artificial intelligence, poses a threat to meaningful work by diminishing the chances for meaning-conferring workplace achievement, what they call “achievement gaps”. In this paper, I argue that Danaher and Nyholm’s achievement gap thesis suffers from an ambiguity. The weak version of the thesis holds that automation may result in the appearance of achievement gaps, whereas the strong version holds that automation may result on balance loss in possibilities for workplace achievements, i.e., in the appearance of an overall gappier work landscape. Against the strong version of the achievement gap thesis, I characterize situations where automation may result in boons to meaning-conferring workplace achievements: the appearance of what I call achievement spread and achievement swaps. Nevertheless, Danaher and Nyholm are right to worry about some uses of automation whereby human workers become subservient to AI. But these situations are better framed, I argue, as autonomy gaps rather than achievement gaps.
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Goutam Padhan. "IMPACT OF SOCIAL SERVICES PARTICIPATION OF UNDERGRADUATE STUDENTS ON THEIR ACADEMIC ACHIEVEMENT." EPRA International Journal of Multidisciplinary Research (IJMR), August 26, 2021, 368–71. http://dx.doi.org/10.36713/epra8295.

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The objectives of the study were to investigate the impact of i) social services participation undergraduate students on their academic achievement; ii) social services participation undergraduate boys students on their academic achievement, and iii) social services participation of the undergraduate girls students on their academic achievement. A sample of 80 undergraduate students of Gangadhar Meher University, 40 each from participants and non-participants students were selected randomly. Out of which 20 each from boys and girls undergraduate students were participants groups and 20 each from boys and girls undergraduate students were from non-participants groups. Information Inventory on Social Service Participation Test was used for data collection and average academic achievement SGPA score of undergraduate students given by university was adopted for accessing the academic achievement of students. The‘t’ test revealed that i) there was no impact of social service on academic achievements of undergraduate students. Academic achievement of both social service participant and non-participant undergraduate students were similarly; ii) there was no impact of social service on academic achievements of participant and non-participant undergraduate boys students’. Academic achievement of both social service participant and non-participan boys undergraduate students’ were same line; and iii) there was no impact of social service on academic achievements of participant and non-participant undergraduate girls students. Academic achievement of both social service participant and non-participant girls undergraduate students’ were same line. KEY WORDS: Social Services, Participation, Under Graduate, Academic Achievement
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Nakamichi, Keito, Naoko Nakamichi, and Jun Nakazawa. "Longitudinal Relations Among Executive Function, Theory of Mind, and Japanese Language Skills Achievement in Elementary School: A 4-year Longitudinal Study." Psychological Reports, October 15, 2022, 003329412211330. http://dx.doi.org/10.1177/00332941221133010.

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This longitudinal study investigated the roles of elementary schoolers’ executive function (EF) and theory of mind (ToM) as predictors in their academic achievements in Japanese language skills (e.g., speaking and listening ability, writing ability, reading ability, and linguistic knowledge) from first through fifth grade. We assessed the EF, ToM, and academic achievements of 85 Japanese elementary schoolers, when they were grade 1 ( M = 90.19 months) and grade 3 ( M = 114.34 months). Moreover, academic achievements of same children tested in grade 5 ( M = 137.92 months). A path analysis revealed that EF abilities in Grades 1 and 3 predicted Japanese language achievement via ToM ability, and EF and ToM in Grade 1 had an indirect effect on achievements in Grades 3 and 5. Further, Japanese language skills achievement in Grade 1 predicted EF ability in Grade 3 and EF predicted achievement in Grade 5. These findings indicate the vital role of elementary schoolers’ EF on academic achievement in Japan.
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Mustofa, Arif, and Pairun Roniwijaya. "The Effect of Industrial Work Performance Practice and Performance Automotive Electrical Prakti entrepreneurial n Against Interests Automotive Mechanics Class XII Smk Diponegoro Depok Sleman." TAMAN VOKASI 1, no. 2 (December 1, 2013). http://dx.doi.org/10.30738/jtvok.v1i2.98.

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The purpose of this study was to determine (1) the influence of the industrial working practices achievement entrepreneurial interests, (2) the effect of automotive electrical practice achievement against entrepreneurial interests, and (3) influence of achievement and accomplishment industry work practices automotive electrical practices to entrepreneurial interest Automotive Mechanics XII class students of SMK Diponegoro Depok Sleman school year 2012/2013. The results showed that the test results of the partial correlation between achievements of industry working practices (X1) to entrepreneurial interest (Y) by controlling X2 correlation coefficient rx1-y = 0.471 and the partial correlation between the performance automotive electrical practices (X2) on entrepreneurial interest (Y) with X1 controlling fv values obtained correlation coefficient r = 0.259. Value of the determinant coefficient (R ²) between X1, X2 x2-y with Y for 0.451, means the magnitude of the effect between X1 and X2 with Y is equal to 45.1%. Achievement industry work practices contribute effectively amounted to 22.32% of the interest in self-employment and achievements of automotive electrical practices provide effective contribution of 22.83% of the interest in entrepreneurship. Achievement industry work practices contributed to the relative amounting to 29.82% of the interest in entrepreneurship and achievement automotive electrical practices relative contribution of 70.18% to the entrepreneurial interests. Thus, achievement of industry work practices and achievements automotive electrical practices influence in fostering student interest in entrepreneurship.
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Shaver, Robert. "Nietzsche on suffering and morality." Philosophical Forum, July 11, 2024. http://dx.doi.org/10.1111/phil.12373.

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AbstractNietzsche claims that suffering is needed for achievement. Morality, he thinks, aims to end suffering, and so would end achievement. I argue that at best some achievements are partly caused by suffering. Nietzsche could get a more secure connection between suffering and achievement by arguing that some achievements are constituted in part by suffering. But in both the causal and constitutive cases, moralists do not condemn inflicting on oneself the suffering involved in achievement. Nietzsche could instead argue, more simply, that morality is mistaken to think suffering is bad. He could deploy a ‘conditionality’ view of organic wholes, on which the value of suffering changes when part of an achievement, to argue that in some cases, suffering is good. I argue that here the conditionality view is less plausible than Moore's view of organic wholes, on which suffering would remain bad.
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Lu, Yujie, Xuan Zhang, and Xinlin Zhou. "Assessing gender difference in mathematics achievement." School Psychology International, January 4, 2023, 014303432211496. http://dx.doi.org/10.1177/01430343221149689.

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Gender differences in math-related professional achievements have been identified as a worldwide problem. Academic achievement assessments, however, have repeatedly revealed gender similarities. The observed gender similarity might be due to biased assessments that heavily rely on reading skills, which favors girls. The current study analyzed 29 international and within-country datasets representing a total of 9,471,692 students from 1,456 regions through four typical, large-scale student academic achievement assessments. The results showed a gender difference in mathematics achievements of greater than 0.76 (Cohen's d), favoring boys for each dataset after controlling for general reading achievements. The gender difference in mathematics achievements favoring boys exceeded 0.35 in each region, with a mean of 0.70 for 79 countries or jurisdictions in the 2018 Programme for International Student Assessment (PISA 2018) after controlling for general reading achievements. Dataset- and region-level gender differences are robust, suggesting that there is a clear gender difference in mathematics achievements that previous analyses have not identified due to the effect of reading achievements differences.
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Ernawati, Ernawati. "The Role of Parents in Learning Motivation and Student Achievement: a good achievement." JSE Journal Sains and Education 1, no. 1 (January 24, 2023). http://dx.doi.org/10.59561/jse.v1i1.2.

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This study formulates the problem, The Role of Parents in Learning Motivation and Student Achievement: a good achievement, So how does the influence of student achievement from the role of parents? and does parental motivation affect student achievement? The results of the study show that the participation of parents means that the progress and improvement of children's learning achievement and learning motivation at school can continue to increase, along with increasing age and children's reasoning power. The role of parents who teach and guide becomes an additional teaching outside of school for students in achieving their learning achievements. This study to collect data with literature sources.
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Adriwati, Adriwati. "Capaian pembangunan manusia: analisis komparatif Provinsi Banten, Jawa Barat dan DKI Jakarta." Jurnal Good Governance 13, no. 1 (November 30, 2018). http://dx.doi.org/10.32834/gg.v13i1.31.

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Human development is a development paradigm that puts human (population) as the focus and final target of all development activities, namely the achievement of control over resources (income to achieve decent living), improvement of health status (long life and healthy life) and improve education. To see the success rate of human development, UNDP publishes an indicator of Human Development Index (HDI). This study discusses the achievements of human development that have been pursued by the government. The problem analyzed in this research is the difference of human development achievement in some provincial government in Indonesia. This paper aims to compare the achievements of human development in some provincial governments seen from the achievement of human development index of each province. Research location in Banten Province, West Java and DKI Jakarta.Keywords:Human Development Index, Human Development Achievement
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"ACHIEVEMENT." College Student Personnel Abstracts 15, no. 4 (February 26, 2010): 425–33. http://dx.doi.org/10.1111/j.2150-1092.1980.tb01091.x.

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"ACHIEVEMENT." College Student Personnel Abstracts 16, no. 1 (February 26, 2010): 1–10. http://dx.doi.org/10.1111/j.2150-1092.1980.tb01118.x.

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"ACHIEVEMENT." College Student Personnel Abstracts 16, no. 2 (February 26, 2010): 149–55. http://dx.doi.org/10.1111/j.2150-1092.1981.tb01142.x.

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"ACHIEVEMENT." College Student Personnel Abstracts 16, no. 3 (February 26, 2010): 297–307. http://dx.doi.org/10.1111/j.2150-1092.1981.tb01169.x.

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"ACHIEVEMENT." College Student Personnel Abstracts 16, no. 4 (February 26, 2010): 437–46. http://dx.doi.org/10.1111/j.2150-1092.1981.tb01195.x.

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"ACHIEVEMENT." College Student Personnel Abstracts 17, no. 1 (February 26, 2010): 1–9. http://dx.doi.org/10.1111/j.2150-1092.1981.tb01221.x.

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"ACHIEVEMENT." College Student Personnel Abstracts 17, no. 2 (February 26, 2010): 161–72. http://dx.doi.org/10.1111/j.2150-1092.1982.tb01248.x.

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"ACHIEVEMENT." College Student Personnel Abstracts 17, no. 3 (February 26, 2010): 313–22. http://dx.doi.org/10.1111/j.2150-1092.1982.tb01277.x.

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"ACHIEVEMENT." College Student Personnel Abstracts 17, no. 4 (February 26, 2010): 463–72. http://dx.doi.org/10.1111/j.2150-1092.1982.tb01300.x.

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"ACHIEVEMENT." College Student Personnel Abstracts 18, no. 1 (February 26, 2010): 1–8. http://dx.doi.org/10.1111/j.2150-1092.1982.tb01325.x.

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"ACHIEVEMENT." College Student Personnel Abstracts 18, no. 2 (February 26, 2010): 144–53. http://dx.doi.org/10.1111/j.2150-1092.1983.tb01353.x.

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"ACHIEVEMENT." College Student Personnel Abstracts 18, no. 3 (February 26, 2010): 289–301. http://dx.doi.org/10.1111/j.2150-1092.1983.tb01383.x.

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"ACHIEVEMENT." College Student Personnel Abstracts 18, no. 4 (February 26, 2010): 439–43. http://dx.doi.org/10.1111/j.2150-1092.1983.tb01412.x.

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"Achievement." College Student Personnel Abstracts 1, no. 1 (February 26, 2010): 1–2. http://dx.doi.org/10.1111/j.2150-1092.1965.tb00003.x.

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