Blended Learning Method To Accelerate Human Resource Capacity .
2, d 2 0 s 2 Polan s e gr saw, n o G C War I F e 2 in h t t 2 a 0 2 d nte mber e s te Pre SepBLENDED LEARNING METHOD TO ACCELERATE HUMAN RESOURCE CAPACITY 11 -15 DEVELOPMENT PROGRAM FOR SPATIAL PLANNING IN INDONESIA: CHALLENGE AND OPPORTUNITY Agustyarsyah, Mulyadi, and Kariyono, Indonesia Ministry of Agraria Affairs and Spatial Planning / National Land Agency INDONESIA FIG WORKING WEEK 2022 – POLANDIA, 11-15 SEPTEMBER 2022
OUTLINE Overview Research Methods Results and Discussion Conclusion
OVERVIEW Why is Spatial Planning Needed? The Limited Space The size of the space available on earth has never increased. The Human Population Is Increasing The population continues to increase Principles of Spatial Planning Cohesiveness; suitability, harmony, and balance; continuity; usability and effectiveness; openness; togetherness and partnership; protection of public interest; legal certainty and justice; and accountability. The Job Creation Law and Government Regulation No. 21 of 2021 are strategic steps by the government to overcome investment and job creation problems, one of which is due to overlapping spatial arrangement arrangements. Unrestricted Human Activity Space accommodates all human activities, in work, residence, recreation to final resting (Public Cemetery) The Lack Of Space For Animals And Plants Animals and plants also need space Spatial Planning Purpose Create harmony between the natural environment and the built environment, Create coherence in the use of natural resources and resources artificially combined with human resources, and Realize the function of protection by preventing the negative impact on the environment due to the usage of space. Organizing Activities Around Disaster-Prone Areas With RTR, people can anticipate development and activities around disaster-prone areas
Conditions Before and After the Reform of Spatial Planning ISSUES BEFORE THE JOB CREATION LAW AND GOVERNMENT REGULATION NUMBER.21OF 2021 Spatial planning products (RTR) were only owned and stored by the government in physical form (hard copy), so spatial planning seems to hinder investment People and investors who want to access RTR information must come directly to government offices and go through a long and complicated administrative process The process of issuing permits seeks to be complicated and not transparent Resulting in many cases of overlap in space use EXPECTED CONDITIONS AFTER THE JOB CREATION LAW AND GOVERNMENT REGULATION NUMBER. 21 OF 2021 RTR products have been published by the government through various platforms UU No.11/2020 dan PP No. 21/2021 The public and related parties can utilize RTR information online The RTR product platform is also connected to the licensing service portal, so that the business and nonbusiness licensing processes become faster and more transparent Business licensing that has been issued is a consideration in improving the quality of RTR.
STRATEGIC POLICY MINISTRY OF AGRARIAN AFFAIRS/NATIONAL LAND AGENCY 2025 7. Realizing the legal certainty of land rights by enacting a positive stelsel land registration system 1. Realizing equitable land ownership ATR/BPN 2025 2. Register all parcels of land in Indonesia 6. Optimizing land and spatial information services as a basis for state revenue in the framework of self financing Dr. Sofyan A. Djalil, S.H., M.A., M.ALD Maju & Modern Minister of Agrarian and Spatial Planning/ Head of National Land Agency "The Central Government will continue to supervise and encourage the preparation of the Spatial Detail Plan, although the preparation of the RDTR is the authority of the Region". 3. RDTR-based Spatial Planning to realize sustainable development goals that encourage economic growth Responsibility of the Directorate General of Spatial Planning Also Support 5. Realizing a Modern Service Office that provides land & Spatial information products, services and centers electronically based on information technology 4. Improving HR competency standards towards worldstandard bureaucracy
DJTR STRATEGIC PLAN 2020 – 2024 PROGRAMMING FRAMEWORK Preparation and Revision of Provincial/Regency/City RTRW DOMAIN NSPK for Planning and Spatial Utilization RTRW Investment Target Disaster-prone RDTR-based Spatial Planning to realize sustainable development goals that encourage economic growth Priority Tourism Destinations The Nation's Capital Cultural Protection (heritage) Preparation and Revision of RTR KSN (adopted from Dirjen Tata Ruang ATR/BPN,2020) Revised/PK 13 Provincial RTRW through Technical Guidance for Preparation Revision/PK 222 RTRW District/City through Technical Guidance for Preparation RDTR Completion of 2,000 Persub RDTR through Preparation of Technical Guidance, Preparation of Technical Assistance, Facilitation of Substance Approval As of July 2021 ; finished 116 RDTR NATIONAL RTR Revision/PK RTRWN Preparation of RTR and RDTR for IKN Completion of RDTR KPN Completion of 59 of 76 Perpres RTR KSN, which includes 5 typologies : ‐ ‐ ‐ ‐ ‐ Economy (20) Socio-cultural (6) Defense and Security (2) Living environment (23) Resource dan High Technology (8) Synchronization of Spatial Plans with Development Plans (Sector, RPJPN, RPJMN, RKP, RPJPD, RPJMD, RKPD)
RESEARCH METHODS Methods Qualitative Descriptive (Yunus 2010) Data Primary Data : Secondary Data : Participants' Evaluation Results Organizing Training Field Observation Attendance Lists Of Participants Documentation Of Activities The Data Analysis Technique Qualitative And Quantitative Descriptive A qualitative description to describe the implementation of the program to accelerate human resource capacity development in the field of spatial planning in Indonesia using blended learning methods. The data from the evaluation of participants, implementation, and teachers is further processed in the form of tabulation and presented in the form of graphs.
RESULT AND DISCUSSION BLENDED LEARNING METHOD (I) 1 2 Blended Learning, in general, is a learning method that combines classical (face-to-face) methods with learning methods that use online media (e-learning). Blended learning practices will facilitate both 'same-time different-place' and 'different-time different-place' types of interactions (Aditya, 2020). The implementation of learning with the blended learning method depend on five keys to success, namely live event, self-paced learning, collaboration, assessment and performance support materials Carman (2005). Blended Learning Face to Face Learning Online Learning
RDTR RESOLVATION APPROACH QUANTITY HR Breakthrough Online education, through e-learning; Marathon training for RDTR compilers (by PPSDM & non-government education and training institutions); Increased competence and certification of Spatial Planner HR; Addition to the functional position of spatial planning (Inpassing Method, Functional Position of Spatiol Planning Training) Involvement of Universities and Students in the Independent Campus Certified Internship (MBKM) program at the Central Government and Regional Governments to support the completion of the RDTR QUALITY Technology Breakthrough EFFECTIVENESS Institutional Breakthrough Digitization of spatial plans; Strengthening spatial integration in Regional Office/Land Office; The use of the application in the analysis of spatial plans; and Strengthening coordination with the Ministry of Home Affairs, KLHK and BIG in the context of debottlenecking the completion of the RDTR; Use of big data Alternative RDTR financing schemes in the regions; Formation of spatial planning forum; Strengthening the role of universities and professional associations in the preparation of the RDTR; and The use of RDTR as a basis for licensing and granting land rights.
SPATIAL PLANNER HR ROADMAP (2022-2024) Baseline Competency Dictionary Competency Standards 2020 2021 2022 2023 2024 Competency Mapping Achievements Direction Of Organization According To The Nawacita Hard Competency Improvement Certification ( Training Center & Association ) Training, Shortcourse, Excursion, On the Job Training (Apprenticeship), etc. Soft Competency Improvement SPATIAL PLANNING BECOMES THE LEADER OF DEVELOPMENT Talent Mapping Talent Management Performance Management System/Key And Individual Performance Indicators Initial Mapping Of Competency Gaps (Hard & Soft) Compensation System and Sanctions Enforcement A SAFE, CONDUCIVE AND SUSTAINABLE SPACE
POTENTIAL DEVELOPMENT SPATIAL PLANNING MECHANISM Professional education by higher education institutions in accordance with the provisions of the Act Continuous professional development by the Regional and City Planning Professional Organization (PWK) The development of the Spatial Planning Functional Position for the State Civil Apparatus (ASN) is carried out in accordance with the provisions of the legislation. The development of professional spatial planners is carried out through: PP No. 21/2021: Pasal 235-236 Competency certification of experts in the field of spatial planning based on competency standards and procedures in accordance with the provisions of the Law Spatial Planning License by the Minister of ATR/BPN and further regulated by a Ministerial Regulation
HUMAN RESOURCE BREAKTHROUGH APPROACH
Basic RDTR Learning Stages Ensuring Participants Can Login in LMS ppsdm.atrbpn.go.id E-Learning in LMS ppsdm.atrbpn.go.id By Schedule Intermediate RDTR Learning Stages Ensuring Participants Can Login in LMS ppsdm.atrbpn.go.id E-Learning in LMS ppsdm.atrbpn.go.id By Schedule Distance Learning in LMS ppsdm.atrbpn.go.id By Schedule Participants Get E-Ticket Can take the Competence Test with CBT. Results Seminar Via Video Confrence di LMS ppsdm.atrbpn.go.id
TRAINING PARTICIPANTS The criteria for basic level RDTR training participants are as follows: State civil apparatus whose functions are related to the field of spatial planning; Stakeholders related to the field of spatial planning; Have a minimum educational background of a bachelor's degree. The criteria for the Intermediate RDTR training participants are as follows 1 2 3 Have attended Basic Level RDTR Training or training related to RDTR or; Have to experience in the preparation of Detailed Spatial Plans for at least 2 years; Minimum education is a bachelor degree.
BASIC COMPETENCIES BASIC COMPETENCIES BASIC LEVEL RDTR INTERMEDIATE LEVEL RDTR "After participating in this training, "After participating in this training, trainees are able to understand the training participants were able to content and procedures for preparing draft a Spatial Detail Plan (RDTR) spatial detail plans in accordance with properly and correctly" the applicable provisions".
TRAINING CURRICULUM INTERMEDIATE RDTR TRAINING BASIC RDTR TRAINING 1 Lesson Hour 45 Minutes E-learning Lesson Hours Synchronous Lesson Hours 1. Introduction RDTR 2 2 2. Introduction of Loads and Procedures RDTR 10 2 3. Compilation Analysis RDTR 8 2 4. RDTR Map dan Database 18 2 5. Capita Selecta Land 3 2 6. Lecture on Institutional Substantive Technical Content (Introduction to Spatial Planning) - 2 7. Training Policy Overview - 2 8. Computer Based Test Exam 3 - 44 14 No. Training Course Total No. Training Course 1. 2. Introduction to Intermediate RDTR RDTR Data Collection and Compilation 3. Distance Learning Lesson Hour E-learning Lesson Hour Learning FaceBridging to-face 2 3 Total Lesson Hour 5 4 5 - 9 RDTR Data Processing and Analysis 10 20 30 60 4. RDTR Concept Formulation 10 5 40 55 5. 6. 7. Finalization of RDTR Building Learning Commitment Lecture on Institutional Substantive Technical Content (Introduction to Spatial Planning) Training Policy Overview Total 1 3 4 - - 5 3 - - 3 3 31 36 2 75 2 142 8.
EVALUATION OF TRAINING FOR THE PREPARATION OF THE BASIC RDTR Evaluation of Training for the Preparation of the Basic RDTR 999% 1000 900 800 700 524% 600 500 400 300 142% 200 100 227% 195% 158% 82% 125% 80% 36% 0 2019 Batch 1 2020 Batch II 2020 Pass Not Pass 2021 2022
INHIBITING FACTORS AND SOLUTIONS IMPLEMENTATION OF BASIC RDTR TRAINING INHIBITING FACTORS 1. Participants who are less than optimal in self-study are caused by poor time management with routine work and unstable network conditions; SOLUTIONS 1. The committee ensures the motivation participants in participating in the training; of 2. 2. The level of understanding of participants is low because there are no synchronous activities in the context of rounding up the material; b. The level of understanding of participants is high because there are synchronous activities in the context of rounding up the material for each training subject; 3. 3. Lack of intense communication between participants and committee (no whatsapp group); Communication between participants and the committee went smoothly with the WA and Chat groups on the LMS application; 4. A case study discussion was conducted. 4. The case study discussion was not carried out. 5. The development of LMS and CBT makes it easier for participants to follow the learning
EVALUATION OF TRAINING FOR THE PREPARATION OF THE INTERMEDIATE RDTR Assessment Composition Evaluation of Training for the Preparation of the Intermediate RDTR 38% 40 35 30 25% 22% 25 17% 20 15 10 2% 0% 5 0 2019 2020 Pass 2021 Not Pass
INHIBITING FACTORS AND SOLUTIONS IMPLEMENTATION OF INTERMEDIATE RDTR TRAINING INHIBITING FACTORS 1. 2. 3. 4. SOLUTIONS 1. Modules and learning media are reviewed so that it is easier for participants to understand the existence of these interactive learning modules and media; 2. Learning materials in modules and media need to be updated with the latest guidelines and laws so that the material remains relevant; 3. The preparation of the module needs to involve experts or practitioners in the field of spatial planning so that the learning materials are more comprehensive and of high quality; 4. The development of the LMS Pinter and PPSDM CBT makes it easier for participants to follow the lessons; 5. Need to be freed from routine office work. Learning materials have not been updated with the latest guidelines and legislation; Learning materials delivered through modules, videos, instructors and LKP are not yet in sync with the RTR builder; The structure of the learning material is not following the learning objectives; Still burdened with routine office work;
CONCLUSION Acceleration of the process of preparing RDTR and maintaining the quality of RDTR is carried out by establishing standards of competency of RDTR constituents through certification of HR expertise with Basic RDTR training, one of which is by e learning method and Intermediate RDTR with blended learning methods. Advantages of e-learning and blended learning methods: Saving budget and flexibility can be implemented anywhere. The objectives of Basic RDTR training are expected after participating in this training participants are able to understand the content and procedures for preparing RDTR in accordance with applicable provisions. The purpose of the Intermediate RDTR Training is expected after participating in this training, participants are able to compile the RDTR concept properly and correctly so that it can help accelerate the completion of the Regency / City RDTR from each participant.
THANK YOU CONTACTS AGUSTYARSYAH Human Resource Development Center Ministry of Land Affairs and Spatial Planning / National Land Agency Jl. Akses Tol Cimanggis Cikeas Udik, Gunung Putri, Bogor, Jawa Barat, 16966 INDONESIA Email: agustyarsyah@atrbpn.go.id/ agustyarsyah1108@gmail.com Web site: www.ppsdm.atrbpn.go.id
1 Blended Learning, in general, is a learning method that combines classical (face-to-face) methods with learning methods that use online media (e-learning). Blended learning practices will facilitate both 'same-time different-place' and 'different-time different-place' types of interactions (Aditya, 2020). Face to Face Learning
1. Definitions of blended learning 2. Advantages and disadvantages 3. Models of blended learning 4. Examples of blended learning 5. Two online frameworks of mine Myth #1: If you read the enough research you will be able to know the impact of blended learning. 1. Improved Pedagogy More interactive instead of transmissive Authentic, real .
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included in the Recommended reading at the back of this book). The potential of blended learning is almost limitless and represents a naturally evolving process from traditional forms of learning to a personalized and focused development path. What may be interesting. Blended Learning. Blended Learning.
component of online learning. The purpose of this toolkit is to provide a set of resources for the design or redesign of a course and/or subject to embed flexible, online or blended learning activities or assessments. A definition of blended and online learning Blended learning is an approach to planning and organising teaching for student learning
the blended learning approach. The results of t test for correlated data and Sandler's A-test suggest that the blended learning produced a positive effect on the ESL learners' results. KEYWORDS ARTICLE HISTORY Blended learning, online learning, face-to-face learning, academic achievement Revised Received 3 December 2015 30 March 2016
Blended learning is a strategy that combines traditional classroom teaching and an e-learning system (Zou, 2005). Consequently, blended learning aims at combining the advantages of both face-to-face and e-learning environments (Ghahari, 2013). Hopper (2003) stated that blended courses have proven to be more effective than fully online .
EPA Test Method 1: EPA Test Method 2 EPA Test Method 3A. EPA Test Method 4 . Method 3A Oxygen & Carbon Dioxide . EPA Test Method 3A. Method 6C SO. 2. EPA Test Method 6C . Method 7E NOx . EPA Test Method 7E. Method 10 CO . EPA Test Method 10 . Method 25A Hydrocarbons (THC) EPA Test Method 25A. Method 30B Mercury (sorbent trap) EPA Test Method .
Part 4 Authorized Inspection (ASME) . The 2019 Edition of NB-263, RCI-1 Rules for Commissioned Inspectors replaces the 2017 Edition. RCI-1 is arranged into Parts, as listed below: Part 1 – National Board Commissions and Endorsements Part 2 – National Board Commission and Endorsement Examinations Part 3 – Inservice Inspection Part 4 – Authorized Inspection (ASME .
