PENGARUH GAYA KEPEMIMPINAN DEKANAT DAN REKTORAT TERHADAP KINERJA PEGAWAI DI UNIVERSITAS IBN KHALDUN BOGOR

This study attempted to investigate the relationship between leadership style ofoffice of University Head and leadership style of office of University Head of with employeesperformance of the University of Ibn Khaldun Bogor. This study conducted by survey method. Target population is all employees of the University of Ibn Khaldun Bogor of 32 totally, whice of 29 samples taken randomly.Reseach instrument for leadership style of office of University Head and based on content validity.The mainstay is calculated by alpha cronbach formulation. Tes result indicates that each instrumentmainstay as follows : Instrument of employees performance is rxy = 0.349, leadership style of office ofUniversity Head and office academic affair, respectively 0.304.Quantitatively, data analysis conducted by descriptive statistic and analysis technique of productmoment correlation and regression method.Test result conclude following items: firstly, there is a positive relationship between leadership styleof office of university head ( X1 ) and employees performance (Y) is with significance level is 0.05.secondly, there is positive relationship between leadership of office academic affair (X2) with employeesperformance (Y) is with significance level is 0,05. thirdly, there is positive relationship between leadership style of office of university head and office of academic affair with employees performance simultaneously,viz, with significance level is 0.05.Whereas, variable contribution of leadership style of office of university head with employeesperformance is and variable contribution of leadership style of office of academic affair with employeesperformance is.Kata kunci : gaya kepemimpinan, kinerja pegawai.

University Scholars of the Reformation

Luther’s Ninety-Five Theses of 1517, often taken as the iconic moment inaugurating the Protestant Reformation, were initially an academic affair. Luther himself, like many other Reformers, was a university professor. The Reformation was not restricted to universities, yet during the Reformation era university scholars played a pivotal role in forging, teaching, and debating knowledge about the divine—whether interpreting Scripture, elaborating Protestant theology, or explaining the Book of Nature. The history of the Reformation is thus closely linked to that of early modern universities and the intellectual frameworks within which Scripture, theology, and Protestant approaches to life and nature were debated and taught to future clergymen. This article traces the major intellectual currents and frameworks within which this took place, from the reassessment of Renaissance Humanism and scholasticism in the early years of the Reformation to the challenges facing Protestant Orthodoxy in the wake of the New Science.

PENGELOLAAN DAN PEMANFAATAN SUMBER BELAJAR DI SEKOLAH TINGGI PARIWISATA AMPTA YOGYAKARTA

Penelitian ini bertujuan untuk mengetahui gambaran secara empiris mengenai pengelolaan dan pemanfaatan sumber belajar di STP AMPTA Yogyakarta. Jenis penelitian ini adalah deskriptif dengan menggunakan pendekatan kualitatif. Subyek penelitian terdiri atas ketua, pembantu ketua, ketua jurusan, kepala UPT, kepala bagian pendidikan dan pengajaran, dosen, dan mahasiswa. Data dikumpulkan menggunakan metode observasi, pengkajian dokumen, dan wawancara. Sedangkan instrumen yang digunakan adalah lembar observasi, lembar pengkajian dokumen dan pedoman wawancara. Keabsahan data diperoleh melalui perpanjangan waktu penelitian, pengamatan intensif dan trianggulasi. Selanjutnya analisis data dilakukan dengan mereduksi, menyajikan dan memverifikasi data. Hasil penelitian menunjukkan bahwa (1) pengelolaan sumber belajar mencakup perencanaan, pengorganisasian, pengkoordinasian dan pengawasan, (a) bentuk perencanaannya berupa Renstra, RIP, ROT, (b) pengorganisasian sumber belajar belum terbentuk, (c) pengkoordinasian sumber belajar dilakukan oleh masing-masing ketua jurusan, (d) pengawasan sumber belajar menjadi tanggungjawab ketua jurusan; (2) pemanfaatan sumber belajar mencakup empat dimensi yaitu: (a) sumber belajar yang tersedia sudah dimanfaatkan untuk pembelajaran, (b) difusi inovasi dilakukan melalui saluran internal dan eksternal, (c) implementasi dan pelembagaan sumber belajar dilakukan melalui mekanisme workshop, pelatihan dan sosialisasi, (d) kebijakan dan regulasi sumber belajar belum secara spesifik menunjuk pada pengelolaan dan pemanfaatan sumber belajar.Kata kunci: sumber belajar, pengelolaan, pemanfaatan_____________________________________________________________________MANAGEMENT AND UTILIZATION OF LEARNING RESOURCES IN THE COLLEGE OF TOURISM AMPTA YOGYAKARTAAbstract This study aims to reveal the management and utilization of learning resources in the College of Tourism AMPTA Yogyakarta. This study employed the descriptive method. The subjects of the research were the head of STP AMPTA Yogyakarta, the head of departments, the head of academic affair, lecturers and students. The instruments of the data collection were observation sheet, document analysis sheet, and interview guide. The data were collected through interviews, document analysis, and observations.The results of the study show the following: (1) Learning resources management consists of planning, organizing, coordinating and supervising. (a) In term of planning, the planning is in the forms of strategic planning, RIP, and ROT, (b) in term of organizing, organization of learning resources are less integrated as consequence of absence of special unit in learning resource, (c) in term of coordinating, coordination of learning resources is conducted by the department head, (d) in term of supervising, supervision of learning resources is the responsibility of the department head. (2) Learning resources utilization has four dimensions as follow: (a) learning resources are already used for teaching and learning process, (b) diffusion of innovation is done through internal and external channels, (c) implementation and institutionalization is done through workshop, training and socialization mecanisme, (d) policies and regulations of learning resources is not specifically pointed to management and utilization of learning resources.Keywords: learning resources, management, utilization