Pengaruh Persepsi, Motivasi, Minat, dan Pengetahuan Perpajakan Terhadap Keputusan Pemilihan Berkarir Dibidang Perpajakan

The choice of a career in taxation is a high desire based in oneself to develop special thoughts, feelings, and actions regarding a career in taxation. This is by directing themselves to a new stage in their lives, seeing their position in life making career decisions. This study aims to examine and analyze the effect of perceptions, motivations, interests, and knowledge of taxation on students' decisions to choose a career in taxation. The population used was students of accounting and management study programs at Stikubank University Semarang and Dian Nuswantoro University Semarang. The sample of this study used a purposive sampling method with the criteria of Accounting and Management students who had taken taxation courses and obtained a sample of 100 respondents. In this study, primary data is used, namely data that is collected and processed by yourself, the results are in the form of numbers listed on a questionnaire scale which are processed using SPSS. The technique used in data collection is a questionnaire questionnaire media. The data analysis technique used is multiple linear regression analysis. The results of this study indicate that perceptions and motivations have a positive effect on student decisions to choose a career in taxation. Likewise, the variables of interest and knowledge of taxation also have a positive influence on students' decisions to choose a career in taxation. Keywords: Interests; Motivation; Tax Knowledge; Perception

MUGHALKINGDOM IN INDIA ACCORDING TO HAMKAS SEJARAH UMAT ISLAM

India is important in the study of Islamic history and civilization research as it was one of the earliest territories that received Islamic preaching and was the site for various Islamic kingdoms until the year 1857. The achievements of Islamic civilization in India, particularly during the Mughal era, added sparkle to the glory of Islamic history. For this reason, the facts relating the Mughal Kingdom in India have been discussed in writings on Islamic history and civilization, including the book, Sejarah Umat Islam, by Hamka. The purpose of this article is to study Hamkas work on the history of the Mughal Kingdom in India and analyse the narration and discussion he submitted. This research adopts a qualitative approach using historial study and content analysis to gather and analyse data. Research results find that Hamka had the interest and knowledge in writing Islamic history by describing Muslim societies and Islamic states from their inception to their end, including the Mughal Kingdom in India. In his narrative of Mughal history, Hamka inserted the element of teaching or ibrah (lesson), particularly when discussing the time of Mughal decline. The narrative approach is consistent with the philosophy of Islamic history that stresses on the ibrah concept, which was meaningful to Hamkas own personality as a missionary. Hence, his work, SejarahUmatIslam, proved Hamkas ability to discuss Islamic history, and simultaneously resonated with readers interested in issues of Islamic history.

Practice-based Reflection: Considerations for Re-engineering Secondary Healthcare in New Zealand

<p>Re-engineering is the "buzz" word of the nineties. Re-engineering has been successful in industry. Now the principals of re-engineering are being applied to healthcare. Considerations for re-engineering secondary healthcare in New Zealand will be examined in this literature review, which is divided into two sections. The first section provides the aims of the literature review, my background interest and knowledge of the topic, it's relevance to nursing practice, plans for addressing the literature review, and proposed sources of information. Section two illustrates the learning contract to manage the task of conducting the literature review. It identifies timelines for managing the project and agreed arrangements for communication with my mentor. Finally, a report will address my progress in relation to my learning contract articulating insights gained and hopes and dreams for successfully incorporating process re-engineering in my area of nursing and midwifery practice in the future.</p>

Practice-based Reflection: Considerations for Re-engineering Secondary Healthcare in New Zealand

<p>Re-engineering is the "buzz" word of the nineties. Re-engineering has been successful in industry. Now the principals of re-engineering are being applied to healthcare. Considerations for re-engineering secondary healthcare in New Zealand will be examined in this literature review, which is divided into two sections. The first section provides the aims of the literature review, my background interest and knowledge of the topic, it's relevance to nursing practice, plans for addressing the literature review, and proposed sources of information. Section two illustrates the learning contract to manage the task of conducting the literature review. It identifies timelines for managing the project and agreed arrangements for communication with my mentor. Finally, a report will address my progress in relation to my learning contract articulating insights gained and hopes and dreams for successfully incorporating process re-engineering in my area of nursing and midwifery practice in the future.</p>

Finding classroom tasks interesting: Building towards a lasting desire to re-engage in four foundation courses

The paired development of an individual’s knowledge and interest in an object/topic has well-established theoretical and empirical support. Their shared role within learning experiences has similar support but has less often been researched intensively in formal contexts such as classrooms. To address this gap, four studies in four foundation university courses were conducted across an academic semester. The research was conducted at one research intensive university in Hong Kong, with a mixture of first- and second-year students. This research was embedded into course lectures/tutorials by utilising a mobile platform to conduct short formative tests and surveys (QR codes presented with course materials). Difference testing compared pre-post domain interest and levels of interest in different tasks. Structural equation modelling tested the predictive relationships between prior domain interest and knowledge with students' interest in a range of lecture and tutorial tasks, and later interest in the course and/or domain. The pattern of results from the four studies suggest separate and sometimes contrasting roles for prior interest and knowledge within task interest. Findings confirmed the critical role of social learning experiences for building interest in courses. These studies support the evidenced based strategic choice of a variety of course tasks to ensure students individual differences are addressed and long-term interest is supported. The theoretical and practical implications, as well as future directions for research in this area are discussed.

Investigating students’ perceived authenticity of learning activities in an out-of-school lab for social sciences: a replication study

Out-of-school labs (OSLs) aim to foster students’ interest in and knowledge about scientific ways of thinking and working by engaging them in authentic activities that emulate processes of scientific inquiry. However, research has not yet focused on investigating whether students perceive those activities as authentic and whether students’ perceived authenticity is related to further motivational (e.g. situational interest) or cognitive (e.g. achievement) learning outcomes. An authentic learning activity that emulates scientific inquiry processes is Productive Failure (PF). In PF, students are asked to explore solutions to a complex problem before they have to falsify their solutions during instruction. The present study, which aims to replicate the findings of a previous study, investigates whether PF has an impact on students’ perceived authenticity and their situational interest in an OSL for social sciences. We further examined whether students’ perceived authenticity is associated with their situational interest and knowledge acquisition. For this purpose, we conducted a quasi-experimental study with 152 10th graders and compared PF to Direct Instruction (DI). DI can be characterized as less authentic, as it promotes the conceptualization of scientific inquiry being nothing else but an application of instructions. The results mostly replicate the findings of the previous study, showing that the authenticity level of the learning activity did neither affect students’ perceived authenticity nor their situational interest. Furthermore, students’ perceived authenticity correlated with their situational interest but not with their knowledge acquisition. We discuss the results in light of previous research on the effectiveness of authentic learning settings.

The development of Chinese character reading and knowledge in young children

Early reading and literacy are critical for helping children to become good readers, and character reading and knowledge are important aspects. However, few studies have investigated this issue. By drawing on 127 children between 4 and 6 years of age from five Level 1 kindergartens in Shanghai, this study examined the development of Chinese character reading and knowledge in young children. Character reading was assessed using the revised Chinese Communicative Development Inventory. Children’s knowledge of Chinese characters was administered through three tasks, namely stroke-pattern recognition, visual memorization and component detection, and component positioning. Results indicated that children acquired some characters before formally learning to read and write. Both character reading and knowledge developed rapidly with age. Further, children’s knowledge of Chinese characters was closely associated with their character reading. Findings suggest that children’s interest and knowledge of characters should be fostered during the early years to prepare them to be successful readers.

A Moving Dune, A Stunning View: Visitors’ Recollections of a Ranger-Led Hike at Indiana Dunes National Park

Located 50 miles from Chicago, at Indiana Dunes National Park, thousands interact with rangers annually, many taking part in ranger-led hikes. The study focused on visitor recollections of a ranger-led hike that provided opportunities to learn about landscape change, recent events, and associated scientific findings. Interpreters are encouraged to co-construct audience-centered experiences, making space in interactions for visitors’ knowledge, interests, and previous experience. Researchers observed six ranger-led hikes incorporating audience-centered design elements and recruited a convenience sample of twenty-one visitors for participation in a pre-hike survey to gather responses about interest and knowledge before the hike and their willingness to participate in a follow up post-hike phone interview. After ranger-led hikes, researchers conducted fifteen interviews using a phenomenological approach to glean visitors’ recollections of the experience. Our findings confirm that visitors arrive with background knowledge, scientific interests, and curiosity. Months after the park experience, they were able to give examples of dune formation and change over time, the human effect on the landscape, and findings from recent events and scientific study at Mount Baldy. Interviewees recalled and reflected on rangers’ facilitation and use of props, as well as visual details and feelings evoked by the physical conditions. The results offer a rare look at what sticks with visitors after their participation in a ranger-led hike.

Evaluating Community Engagement through Argumentation Maps - A Public Participation GIS Case Study

Significant advances in public participation geographic information systems technology and online mapping platforms have not translated into enhanced citizen participation in democratic planning processes. This study contributes to addressing this gap by evaluating the engagement of members of an urban community in sustainable neighbourhood planning through argumentation mapping. The study provided an online public discussion forum, together with a neighbourhood map to which the participants could link their discussion contributions. On the basis of participation statistics, contents of contributions, and responses to a survey, we discuss the participants’ technical and engagement experiences. The sixteen registered participants lived within or near the ‘Queen West Triangle’ in downtown Toronto, Canada. They rated themselves as experienced computer users and consequently found the participation in the online discussion forum to be easy. The contributions showed a great degree of interest and knowledge in the issues of sustainable community development. However, while the majority of participants also rated themselves as comfortable with map reading, they found the handling of the online neighbourhood map difficult and did not use the option to link their comments to the map.