Ketepatan waktu kelulusan merupakan indikator penting dalam evaluasi kinerja perguruan tinggi. Rendahnya tingkat kelulusan tepat waktu pada Fakultas Teknik di salah satu universitas di Gresik mendorong pengembangan mekanisme prediksi dini untuk mengidentifikasi mahasiswa berisiko terlambat lulus. Penelitian ini membangun model Early Warning System (EWS) menggunakan algoritma Random Forest berdasarkan data akademik 1.558 mahasiswa angkatan 2018 - 2021. Variabel yang digunakan meliputi IPS semester 1 - 4, IPK semester 4, dan status pekerjaan. Pengujian dilakukan dengan kombinasi K-Fold Cross Validation (5 dan 10) serta pembagian data 70:30, 80:20, dan 90:10. Model terbaik diperoleh pada skenario cv5_split70 dengan parameter n_estimators=50 dan max_depth=5, menghasilkan akurasi 77,56% dan F1-Score 0,7764. IPS semester 4 menjadi prediktor paling dominan. Hasil penelitian menunjukkan Random Forest efektif digunakan sebagai dasar pengembangan EWS untuk mendukung intervensi akademik yang lebih tepat sasaran. Kata Kunci: Early Warning System, Random Forest, Prediksi Kelulusan, Kinerja pendidikan tinggi,
Penelitian ini bertujuan untuk menganalisis pengaruh pemberian pupuk NPK dan pupuk kandang terhadap pertumbuhan dan hasil tanaman jagung manis (Zea mays saccharata Sturt L.). Penelitian dilaksanakan menggunakan rancangan faktorial dengan dua faktor, yaitu dosis pupuk NPK dan dosis pupuk kandang. Parameter yang diamati meliputi tinggi tanaman, jumlah daun, diameter batang, panjang tongkol, diameter tongkol, serta bobot basah tongkol tanpa kelobot. Data dianalisis menggunakan analisis sidik ragam (ANOVA), dilanjutkan dengan uji Beda Nyata Terkecil (BNT) 5%, serta uji korelasi untuk mengetahui hubungan antar parameter pertumbuhan dan hasil. Hasil penelitian menunjukkan bahwa pupuk NPK memberikan pengaruh nyata terhadap pertumbuhan vegetatif tanaman jagung manis, khususnya pada tinggi tanaman umur 1, 3, dan 7 Minggu Setelah Tanam (MST), jumlah daun umur 1,3, 5, dan 9 Minggu Setelah Tanam (MST), serta diameter batang umur 3–9 Minggu Setelah Tanam (MST). Pupuk kandang secara statistik tidak menunjukkan pengaruh nyata pada sebagian besar parameter, namun secara numerik memberikan kecenderungan peningkatan pertumbuhan. Pada komponen hasil, panjang tongkol tidak menunjukkan pengaruh nyata, sedangkan diameter tongkol dan bobot basah tongkol tanpa kelobot dipengaruhi secara nyata oleh pupuk NPK. Bobot basah tongkol tertinggi secara numerik diperoleh pada perlakuan NPK 0,44 g/tanaman yang dikombinasikan dengan pupuk kandang 10,6g/tanaman. Hasil uji korelasi menunjukkan bahwa jumlah daun dan diameter batang memiliki hubungan positif yang kuat hingga sangat kuat terhadap bobot basah tongkol tanpa kelobot, serta panjang tongkol merupakan komponen hasil yang paling dominan dalam menentukan berat hasil. Secara keseluruhan, penelitian ini menyimpulkan bahwa peningkatan produktivitas jagung manis sangat ditentukan oleh keberhasilan pembentukan struktur vegetatif sejak fase awal pertumbuhan.
This study investigates the impact of Artificial Intelligence (AI) on students’ behavioral, cognitive, and emotional engagement in an English as a Foreign Language (EFL) context. Employing a mixed-methods explanatory sequential design, the study involved 70 undergraduate students at a private university in Indonesia. Quantitative data were collected through a structured questionnaire, while qualitative data were obtained from semi-structured interviews and reflective responses. The findings reveal that AI positively influences all dimensions of engagement, with the strongest effect observed in behavioral engagement, followed by cognitive engagement, and a more variable impact on emotional engagement. Among the AI tools examined, adaptive learning platforms and chatbot interactions were found to be more effective than writing assistants. Correlation analysis confirmed significant positive relationships between AI use and all engagement dimensions. However, qualitative findings indicate challenges such as over-reliance and unclear feedback. The study highlights the importance of strategic AI integration to maximize engagement in EFL learning.
Kegiatan Pengabdian kepada Masyarakat (PKM) internasional ini dilaksanakan untuk menguatkan kompetensi orang tua dalam mendukung pembelajaran anak di lingkungan keluarga. Perkembangan teknologi, perubahan pola belajar, dan tantangan pendidikan global menuntut keterlibatan aktif orang tua dalam mendampingi anak belajar secara efektif dan berkelanjutan. Kegiatan ini dilaksanakan di Thammislam Tait School, Thailand, pada 17–19 Desember 2024 dengan melibatkan 35 orang tua/wali murid. Metode pelaksanaan mencakup tahap persiapan, pelaksanaan parenting session, diskusi interaktif, refleksi, dan evaluasi kualitatif. Instrumen evaluasi berupa lembar observasi partisipasi, panduan diskusi reflektif, dan catatan respons peserta. Materi kegiatan meliputi keterlibatan orang tua dalam pendidikan anak, strategi pendampingan belajar di rumah, komunikasi positif, motivasi belajar, serta pengelolaan teknologi digital. Kegiatan disampaikan dalam bahasa Inggris dan dibantu penerjemahan ke bahasa Thai oleh guru mitra sekolah. Hasil evaluasi kualitatif menunjukkan bahwa peserta aktif berdiskusi, mampu mengidentifikasi tantangan pendampingan belajar, serta menyampaikan rencana penerapan komunikasi positif, pengaturan waktu belajar, dan pendampingan penggunaan gawai di rumah. Program ini berkontribusi dalam memperkuat kolaborasi sekolah dan keluarga untuk mendukung keberhasilan pembelajaran anak. This international community service program was conducted to strengthen parents’ competence in supporting children’s learning within the family environment. Technological development, changing learning patterns, and global educational challenges require active parental involvement in assisting children to learn effectively and sustainably. The program was implemented at Thammislam Tait School, Thailand, on December 17–19, 2024, involving 35 parents/guardians. The implementation method consisted of preparation, parenting sessions, interactive discussions, reflection, and qualitative evaluation. The evaluation instruments included a participation observation sheet, reflective discussion guidelines, and participant response notes. The materials covered parental involvement in children’s education, home learning assistance strategies, positive communication, learning motivation, and digital technology management. The sessions were delivered in English and translated into Thai by partner school teachers. The qualitative evaluation indicated that participants actively engaged in discussions, identified challenges in assisting children’s learning, and expressed plans to apply positive communication, learning-time management, and supervised gadget use at home. This program contributed to strengthening school-family collaboration in supporting children’s learning success.
Purpose – This study aims to analyze the influence of visionary leadership and teacher competence on teacher performance with knowledge sharing as a mediating variable at SMA Negeri 1 Parengan, Tuban Regency. Design/methodology/approach – This study used a quantitative approach with an explanatory design. Data were collected through questionnaires to 38 teachers with a saturated sampling technique. Data analysis used the Structural Equation Modeling method based on Partial Least Squares (SEM-PLS). Finding/Results – The results showed that visionary leadership had a positive and significant effect on knowledge sharing and teacher performance. Teacher competence was also proven to have a positive and significant effect on knowledge sharing and teacher performance. In addition, knowledge sharing had a positive and significant effect on teacher performance. The results of the mediation test showed that knowledge sharing acted as a partial mediating variable in the relationship between visionary leadership and teacher competence on teacher performance. These findings indicate that improving teacher performance is not only influenced by the principal's leadership and individual competence, but also by the culture of knowledge sharing that develops in the school environment. Originality/Value – Therefore, strengthening visionary leadership and developing teacher competence needs to be accompanied by the creation of an effective knowledge sharing culture to optimally improve teacher performance.
