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Hasil belajar yang kurang memuaskan tidak selalu mencerminkan ketidakcerdasan mahasiswa. Terdapat banyak dari internal atau eksternal mempengaruhi kinerja mahasiswa. Penelitian bertujuan agar diketahuinya: 1) pengaruh keaktifan belajar terhadap hasil belajar praktik akuntansi manufaktur, 2) pengaruh kemandirian belajar terhadap hasil belajar praktik akuntansi manufaktur, 3) pengaruh efektivitas pembelajaran terhadap hasil belajar praktik akuntansi manufaktur, 4) pengaruh keaktifan belajar, kemandirian belajar dan efektivitas pembelajaran terhadap hasil belajar praktik akuntansi manufaktur. Populasi yang menjadi subjek penelitian terdiri dari 75 mahasiswa prodi pendidikan akuntansi angkatan 2020 UMS, dengan penggunaan metode sampling jenuh dalam pengambilan sampel. Penelitian memakai pendekatan kuantitatif metode asosiatif. Data dianalisis dengan analisis regresi berganda memperlihatkan : 1) keaktifan belajar berpengaruh negatif terhadap hasil belajar dengan nilai T hitung > T tabel (3,027 > 1,992) maupun signifikan 0,003 < 0,05. 2) kemandirian belajar berpengaruh positif maupun signifikan terhadap hasil belajar T hitung > T tabel (2,247 > 1,992) maupun signifikan 0,028 < 0,05. 3) efektivitas pembelajaran berpengaruh negatif terhadap hasil belajar T hitung > T tabel (2,975 > 1,992) maupun signifikan 0,004 < 0,05. 4) keaktifan belajar, kemandirian belajar dan efektivitas pembelajaran secara bersama-sama berpengaruh terhadap hasil belajar, nilai F hitung > F tabel (27,203 > 2,73) dan signifikan 0,000 < 0,05. Keaktifan belajar, kemandirian belajar dan efektivitas pembelajaran berpengaruh terhadap hasil belajar praktik akuntansi manufaktur pada mahasiswa Pendidikan Akuntansi.

The research aims to find out and analyze how the electronic word of mouth, the quality of products, prices and promotion of the interest in the prebujaya outfit buy products. The sample used in this study is 105 respondents who once made a purchase at a poor prebujaya outfit. The method of data analysis used in the study is a quantitative data analysis that USES linear regression analysis. The data testing used was the simultaneous hypothesis (f) and the testing of a partial hypothesis (t) from simultaneous tests showing that the electronic word of mouth, product quality, promotion, and price affected the interest of buying. Based on partial testing of electronic word of mouth variables can make a significant difference to purchasing interest, product quality variables have a significant impact on purchasing interests, promotional variables have a significant impact on purchasing interests, and price variables affect the interest of the purchase.

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In the smart antenna system, the transmit and receive (T/R) module is one of the core components as it accounts for nearly 45% of the overall smart antenna system cost. Due to the high implementation cost of the T/R module, the literature was mainly centered around the military and satellite radar applications. However, over the years, the cost of the T/R module has been reduced drastically by leveraging on the advanced manufacturing technology, volume production pricing and adaptation of the commercially available off-the-shelf components, as a result, the adoption of the T/R module in commercial and industrial application become possible. In this work, we have proposed a commercially affordable T/R module that operates in 4.9-5.9 GHz band for commercial and industrial applications. The T/R module was designed, calibrated, and characterized for use in the beamforming smart antenna system. The design process including the circuit, schematic and printed circuit board (PCB) were highlighted. The proposed recursive calibration process managed to correct the phase error to ±1° and amplitude error to ±0.2 dB. In addition, the amplitude distribution of 0.5-1-1-0.5 combination has successfully suppressed the side-lobe level (SLL) to -28.7 dB for 0°, -22.71 dB for ±20° and -12.77 dB for ±40° beam steering. This work is aimed to promote the adoption of the T/R module into the commercial and industrial applications such as public or government infrastructure.

This study is aimed at describing: (1) the implementation of animation clips as a media in teaching writing to the eleventh grade students of Madrasah Aliyah (MA) Sunan Giri Gondang in academic year 2017/2018, (2) how is the students’ writing score after being taught using Animation clips, (3) problems faced by the teacher in teaching writing using animation clips. This research is a descriptive qualitative research. The subjects are the teacher and the eleventh grade students of MA Sunan Giri Gondang in academic year 2017/2018 totally 20 students. The instruments used in this research are test, observation checklist, and interview guide. The result shows that the implementation of animation clips in teaching writing is successful. The students’ writing score is getting better after being taught using Animation clips. The mean score in pre-test is 74 while in post-test is 79. Applying Animation clips in writing class has many advantages such as the class is easy to manage, the students feel free to select the writing topic, etc. However, there are some problems faced by the teacher which result the disadvantages of this media in teaching writing such as the teacher and the students should be very familiar with ICT, the activity should be conducted at computer lab, the teacher finds difficulties in creating animation herself, etc.

This article explores descriptively by using literature review about transformational leadership and the principal strategy to support literacy movement in school. The study found that the critical roles of principal strategy to support financial movement are: (1) developing the curriculum that strengthen science knowledge, nature of science, and implementation in technology and the impacts to the environment and society; (2) incorporating with society (parents, committee, and alumni) for providing books in library; (3) using contextual learning strategy that balancing learning activity in school and society; (4) Strengthen story telling activity or re-telling to motivate students to read; (5) arranging pedagogic approach included discussion, scientific research, academic writing, and argumentation; (6) recruit professional library officer; (7) encourage teacher and staff to support school literacy movement with 15 minutes reading before learning starts; (8) developing short and long term literacy program.