🐰 Announcement Study Tour To Bandung

1. IntroductionSince China’s basic education curriculum reform in 2001, practical education has gradually gained widespread attention, especially for its important role in promoting students’ deep learning, thinking training, innovation, and problem-solving abilities. In the past two decades, some practical modes such as comprehensive practical courses, project-based learning, inquiry-based learning, and STEM education, have been developed one after another. However, practical education seldom got involved with outdoor activities that are close to nature and society. Furthermore, many practical courses have been weakened, formalized, or even suspended due to the high relation of test scores to students’ development, which diminished the effectiveness of practical education in China. The Background of Study Tour in ChinaIn 2016, the Ministry of Education of China issued a policy required bringing study tours into line with the basic education plans. The policy demands that all the stakeholders should work together to design the curriculum, draw up the semester schedule, establish the management and security system, and raise multi-pronged funds. Study tours for primary and secondary school students are planned and organized by education departments and schools, combining research studies and travel experiences with group travel and centralized accommodation. This term brings some characteristics, which could be termed as a Chinese experience’ for practical education. First, the study tour is combined with travel, so that the activities are always organized at scenic spots, historical sites, science and technology museums, and other tourist places. This combination aims to encourage students to learn with venturing out into nature and society, experiencing deep-learning, extending school-based knowledge, understanding real society, realizing the spirit of culture, getting close to the landscape, and improving physical strength. Besides, travel also brings students more fun and practical experience for their learning progress. Second, this study tour can’t be separated from the school courses. It is essentially a complement to school education, together with the other modes of practical activities. Furthermore, the most important thing during study tours is education, rather than recreation, play, or adventure. Therefore, this kind of study tour course should have a connection with school subjects and emphasize the aspects of inquiry and exploration. Third, the study tour has multi-dimensional benefits, as it not only increases the modes of practical education, broadening the venues of practical activities outside of school, enriching students’ learning content, but also fuels the travel economy, and revitalizes the rural economy through the rural study tour activities. To better report the latest situation of the study tour in China, this research selected Zhejiang Province as the target for data collection and analysis. The study tour in Zhejiang Province ranks among the first in the country. By now, the related policies have been issued by the Provincial Department of Education, 22 national institutions and 122 provincial institutions have been certified, and a provincial study tour research center has been established by the government, relying on Wenzhou University. Besides, the study tour in this province has been initially constructed as a three-level guiding and supervising mode at the provincial, municipal and county levels. As an emerging event, there also a large number of exemplary teaching staff training program to improve the pedagogies for teachers, instructing them to understand the characters, process, and methods of study tour. Furthermore, the practice in Zhejiang Province also keeps in step with the times, building an online platform to enhance the data management and information service for the study tour. Hence, to understand more practice in China, this research showcases how the curriculum of the study tour is currently operated, including the purpose, activities, themes, teachers, and evaluation. Meanwhile, through our study, the outstanding experience in Zhejiang Province will be summarized, some potential problems or weaknesses could be exposed, and we will put forward certain strategies to promote the practice of the study tour in China, attempting to bring more possibilities for the development of practical education around the world. Review of LiteratureThe literature review of this study is divided into two parts. In the first part, we give the research status of the study tour in China. In the second part, we give the research status of two analogous education activities in the world, in order to help us comprehensively understand the global research and development of practical, informal, and experiential education. The Literature Review of the Study Tour in ChinaAs an emerging practical education mode in China, the study tour has attracted extensive domestic attention. From now on, the research tends to be theoretical, generally focusing on the connotation, value, curriculum design, and promotion strategies from a macro perspective. Besides, the study tour is supported by the government with policy publishing, which brings some indigenous characteristics in the direction of research. The connotation of the study tour in China is “learning in practice”. Su et al., 2020 pointed out that although the study tour is closely related to tourism and the economy, it is still a special trip with a research process and learning purpose. The tour’ is the carrier, of secondary importance [1]. However, there are also certain researchers that admit the dominant status for tourism and classified it into travel-focused study tours and education-focused study tours [2]. Some researchers, based on the essential elements of the modern tourism industry, pointed out that the study tour products are the core element of the study tour [3]. An integrated view is also popular, which emphasizes a deeper integration of education and travel. It appeals to combine the learning aspect of the trip, without losing the pleasure of touring [4,5]. This viewpoint sets high standards for both curriculum and to the connotation of study tour, the value of it has already arrived at a common understanding [6]. First, study tour in China is a kind of intelligence education, owing to experiencing different natural and humanistic environments which could enhance students’ humanity and scientific literacy, learning interest, and critical and innovative capabilities. Second, study tour is a kind of self-education. Through effective self-management, self-planning, and self-restraining outside of their comfort zones, students could develop a better understanding of themselves, tap into their potential, promote self-management skills, and highlight personality. Third, the study tour is a kind of civil education. Through participating in social activities, managing the relationship between self and society, and following social moral and behavioral norms, students could strengthen their sense of social responsibility, confidence, and courage to cope with various challenges, and abilities in problem construction is another vital part of research for study tour in China. Yin and Cheng 2018 first put forwards that it was necessary to ensure the scientific and standard implementation of study tour in basic education [7]. They stressed the importance of setting the related curriculum policy, developing resources for the study tour courses, and constructing the curriculum system. Yang and Wang 2019 revealed that current study tour courses were deficient in systematic design and pointed out that we should rethink the value of them, effectively integrate and resolve the goals, provide various content for students to choose, and flexibly adjust the steps and methods [8]. From the curriculum resources, Yuan 2021 suggested that there were two directions to select the content [9]. One was vertical, basing on the teaching syllabus and combined with regional culture and nature resources. The other was horizontal, such as the regional development in history, agriculture, industry, service industry and transport. Deng et al. 2020 thought there was a clear separation between study tour and school courses, attributing to the lack of guidance for course practice [10]. They believed the next step should be to join the types of course, the link of process, and the practical subjects together. Ma 2021 introduced the practical experience of a primary school in Zhejiang Province [11]. The school figured out a mode for connecting the study tour with the school subjects. They meticulously designed the instruction plan and students’ handbook in order to guide teachers and students to deeply understand what the activity targets were, what they needed to prepare, how they took action, and what they would obtain. However, for most research fellows paying attention to the study tour practices, there was seldom research about the theory of study tour. There were only three research teams using space theory, seamless learning, and sociological theory to explore the development of the it [12,13,14]. The Literature Review of two analogous education activitiesAlthough study tour is a new model of practical education in China, there are some analogous education activities with a long history, have been widely carried out all over the world. The outdoor education and educational travel are the two typical examples. The outdoor education is the kind of education ’in’, ’about’, and ’for’ the out-of-doors. This definition means that the location can be the campus playground or the forest in the suburbs; the themes focus on the nature, environment and resources; and the purpose is to guide students to understand nature, appreciate the environment, make rational use of resources, and protect the ecosystem [15]. The educational travel is another popular way of practical education, encouraging people to travel to other regions or around the world, in order to applies the knowledge and skills to a fully diversified environment, and expand their experience. The three terms, study tour, outdoor education, and educational travel, have many common grounds such as that they are all experiential and informal education, with first-hand experiences, direct connection with the knowledge, and participation of interaction and socialization. However, there are also significant differences among them. For example, study tour takes primary and secondary school students as the objects, while the audience of educational travel is wider, including adults. Besides, each of them has its own emphasis, as the outdoor education focusing on the nature and environment issues, the educational travel focusing on the tourism, yet, the focus of the study tour being vague, which seems to be the learning mode committed to “going out of the campus and into the society and nature”. Moreover, the outdoor education mainly takes place in the natural environment, the educational travel mainly happens in non-residential areas, and the study tour always organizes in the local place with one-day activities, or going to the other regions with multi-days’ tour, such as summer camp. Therefore, this study reviews the literature on these three terms to comprehensively understand the development of the similar education activities all over the world, and attempt to figure out certain inspiration and strategies across different cultures and is a long history of study in the outdoors. It can be dated more than 300 years to the ideas of the English educator John Locke’s "education of gentleman", and supported by the modern theories such as Dewey’s learning by doing’, Piaget’s constructivism’, and Kolb’s experiential learning cycle. Since the last century, as an important form of education, outdoor education has gained fruitful research in western countries. The research themes usually focus on environment, outdoor sports, outdoor adventure, and environment-related values, history, culture, energy and nature [16,17,18,19,20,21,22,23,24,25]. In terms of objective, outdoor education is always settled on transmitting environmental consciousness and values, exploring the landscape and the wild, and understanding natural resources and sustainability [16,17,21,23]. What’s more, there are hosts of research focusing on the approaches for outdoor education. The researcher Mikaels indicated that a place-responsive pedagogy could enable teachers to work within school-based outdoor education in new and innovative ways, which could facilitate cross-curricular teaching and learning initiatives more locally [26]. Some researchers conducted a comparison research between two approaches for outdoor sports education. By analyzing the performance and outcomes, they found that the blended approaches with the school-based outdoor education approach and Moodle learning management system performed better than the traditional learning environment. It is because of the outdoor activities engaging students in the nature environment outside the school walls that allows them to possess sports knowledge and skills [19]. Additionally, in terms of research methodology, it is common to carry out the empirical study with qualitative and quantitative methods, and case study with one or several outdoor education programs, in which the data come from questionnaires and interviews with the stakeholders, such as the program leaders, students, and teachers [27,28,29].For educational travel, the international researchers recently focus on the following areas the sustainability of educational tourism, the effectiveness of experiential learning, the cultivation of global citizens, the influence towards students’ values, and the satisfaction of education tourism. Firstly, the sustainability of educational tourism is an important trend of international research. Many studies voice concerns that educational travel plays a negative role in the sustainable development for local society and the environment, and call for the incorporation of sustainability into educational travel program mission statements, training of program leaders in dimensions of economy, environment and social culture, and implementation of sustainability-related assessment measures [30,31,32]. Second, the analysis of the effect of experiential learning in educational tourism has also attracted much attention. Research has investigated the influence of immersion experience, learning satisfaction, and other factors on learning effect in educational travel, and pointed out that physical involvement, matching degree, and immersion perception should be paid attention to in the process of curriculum design [33]. This is echoed by another study, which discusses the impact of perceived value and travel experience on education tourism satisfaction. It is pointed out that the higher the degree of participation, the more conducive to the individual’s understanding of knowledge and society [34]. Moreover, negotiating the details of how to travel, gaining information about different cultures, seeing places for the first time, and interacting with other travelers are also proved to be significant elements of promoting experiential learning through the process of educational travel [35]. In addition, cultural distance has a negative correlation with the effect of educational travel, especially in asymmetric culture, where the interaction between students and locals is difficult [36]. Third, the function of cultivation of students’ values is also emphasized by researchers. Through quasi experimental research, one study pointed out that educational tourism could improve participants’ positive emotions, alleviate anxiety, and promote the development of participants’ self-cognitive ability and social identity [37]. Another quasi experiment explored that educational travel could strengthen students’ beliefs about climate change by changing students’ environmental world outlook and emotional connection to nature [38]. Additionally, as the international tourism projects are the important part of the educational travel, it especially emphasizes the role of cultivating students to become global citizen with social awareness and sense of responsibility [39,40]. Last, the term of satisfaction also appears frequently in research about educational travel. Some studies have exposed that the transportation, convenience, accommodation facilities, projects, operation plans, novelty and educational effects have an important impact on students’ and teachers’ satisfaction to education tourism, especially the operation plan and education effect, which are the key influencing factors of revisit and recommendation intention [41,42].To sum up, from the trends at home and abroad, the research on curriculum is more concentrated in Asian countries, especially in China. Curriculum construction is the guarantee of standardized implementation for study tour, the key step to cultivate students required by the country, and the lifeline for the sustainable development of study tour centers. However, presently, rare studies based on practical data have been conducted in China, while most of international researche about outdoor education and educational travel are more inclined to explore methods and functions through the process of activities with empirical research method, which provides an important reference for China’s follow-up research at the methodology and breakthrough our research focus on the curriculum construction of study tour in China, using quantitative and qualitative methods to collect and analyze the data from the state-level and provincial-level study tour centers in Zhejiang Province. And the implication of this study mainly lies in, on the one hand, understanding the reality and finding out the obstruction of the study tour curriculum in China, and on the other hand, introducing more practical models and experiences with Chinese characteristics, bringing more data and cases to enrich the database, sharing more perspectives and inquiry, and providing more academic support for the development of the whole domain of the study tour and those analogous education activities. The research questions are as followsGenerally, what is the current situation of study tour curriculum?What are the course goals? How to fulfill them?What are the course contents? How to choose them?How about the teaching staff? Can they be able to conduct this kind of practical education?How to evaluate students’ performance? Is there a comprehensive system? How does it work? 2. Methodology TerminologyFirst of all, several terminologies of study tour in China should be interpreted to clarify the investigation objects. One is the study tour camp and base’. It is the places that the study tour is organized, where they are always equipped with diverse functional classrooms or natural resources, such as traditional handicraft classrooms, farmland, forests, and culture and history inheritance, to meet the learning demands. The outstanding difference between the camp and base is that the former can simultaneously accommodate up to thousands of students and conducts outdoor activities, while the latter only take single-day activities without accommodation. Another terminology is the national-level and provincial-level’, which indicate the different certification departments. For example, a national-level camp means this camp is certified by the national education department, and a provincial-level base means it is confirmed by the provincial education department. Participants Since 2018, Zhejiang Province issued several policies to promote the development of study tour and certified a number of study tour camps or bases. In this research, 122 study tour institutes were reached, and an online communication group has been established. Among them, there include all the categories, national-level camps n = 2, national-level bases n = 13, provincial-level camps n = 50, and provincial-level bases n = 39. A questionnaire was distributed to all of the leaders of the 122 institutes, and 104 valid questionnaires were collected. Besides, a series of field research interviews have been conducted in 8 camps and bases, which was almost distributed across all levels. A total of 24 people participated in the interviews, including leaders, teachers, curriculum developers, and managers. Considering some institution asked for anonymity for the program name, the study replaced the institution name with letter codes, and their details about location, level, themes, and number of participants can be seen at Table 1. Data CollectionThis study used a mixed method research paradigm. The views of the participants on the study tour curriculum were explored by collecting both qualitative and quantitative data. On the one hand, questionnaires were distributed to 122 study tour centers with the provincial level and the above in Zhejiang Province, among which, 104 centers responded with validity, and the return rate was The questionnaire contained three sections cognition, practice, hindrance and plans, consisting of a variety of yes/no, single-choice, and multiple-choice. To ensure the validity of the research, the questionnaire was tested by two experts, and necessary modifications were made to it on the basis of the experts’ consultations. At the same time, in order to obtain more details, uncover more implicit perceptions, and collect more realistic problems and suggestions, this study selected nine study tour centers with different levels, locations and curriculum themes, to conduct field research and interviews. A series of semi-structured questions were implemented to the leaders, teachers, course designers and so on, allowing for the flexibility in adapting the questions relying on the interviewees’ responses, so that we may probe more information. Those questions were also reviewed by experts and modified. Besides, during the field investigation, we acquired lots of the internal documents of these study tour institutions, such as course program, activity handbooks, syllabus, and evaluation forms, which provided us more details about the courses. The multiple data sources strengthen the validity of the research. Data AnalysisIn this research, we built a framework for curriculum analysis, which includes two dimensions and 18 indexes, so that we could comprehensively and deeply understand the current situation of the curriculum for the study tour in China. The first dimension takes Tyler’s mode of curriculum construction as the theoretical foundation. The rationale for curriculum planning that he designed includes four famous questions, which are still has strength for stakeholders to refer to when they desire to develop a course [43]. Tyler’s four questions could be simplified into four aspects for operating, which are “recognizing and determining the curriculum objectives”, “selecting curriculum content”, “arranging and adjusting tutoring”, and “designing evaluation frame and criteria”. Even some researchers criticized that Tyler’ mode was a linear system, deprived of the course flexibility, and obstructing adjustment for unpredictable practical circumstance, it still provides us an easy method of operation for curriculum design. Therefore, based on Tyler’s four main parts of one course, we developed the first analyzing dimension with curriculum objectives, curriculum content, curriculum teaching staff, and curriculum evaluation, in order to thoroughly understand the development of the study tour courses. At the same time, to further analyze the data, we also have developed a second dimension, so as to have an in-depth understanding of the implementation of the primary dimensions of the study tour’s for curriculum objectives, we referred to the Chinese KAPO mode, which represent the Chinese basic education goals [44]. This mode consists of four parts, the knowledge and skills, the process and steps, the emotional attitude and values, and the learning occurrence, and we took the first three as the second dimension to formulate questionnaire survey and curriculum text analysis. Second, the policy of Zhejiang Province suggests that the study tour can be divided into four categories, the revolutionary journey, the ecological journey, the cultural journey, and the innovative journey, and advocates that all localities and regions should base on their own resources to develop a rich variety of courses for students. Hence, we divided the secondary analysis dimension of the course content into four themes and analyzed the themes of the main courses in 122 study tour bases and camps in order to understand the distribution of the main contents of the current courses. Third, we investigated the current situation of the teaching staff for the course of the study tour. As we all know, whether teachers have professional quality is the key to whether they can correctly choose teaching methods, properly use teaching skills, and reasonably achieve teaching objectives. Therefore, based on the research of the teacher professionalism [45,46,47,48], we design the secondary analysis dimension of the teaching staff as “whether they have professional knowledge”, “whether they have received professional training”, and “whether they have a stable employment rate and occupation retention rate”, so that we could explore whether the current teaching team could be competent for the practical education function that the study tour should play. Last is about the curriculum evaluation. As the emerging mode of practical education in China, the score-test cannot reflect the students’ development for their problem-solving capability, collaboration ability, innovation, and their transformation of behaviors or value. Hence, we design the second analysis dimension of the course evaluation with the following indexes “Whether multiple evaluation schemes have been developed and implemented”, “whether multiple subjects participate in the evaluation”, “whether the evaluation contents correspond to the needs of practical education”, and “whether the evaluation results have been effectively used”. More details about the course analysis framework can be seen in Table on the course analysis framework, we conducted the quantitative and qualitative analysis on the collected data with screening, classifying, cross-tabulating, integrating, and synthesizing. The questionnaires were distributed through an online platform, and an original report was generated backstage, while each interview was audio-recorded and transcribed. The quantitative analysis reflects the distribution and general trend of the different options in each dimension, while the qualitative analysis indicates the deeper perceptions, views, and opinions behind the phenomenon. Therefore, both kinds of analysis support each other and portray a more comprehensive, in-depth, and realistic outlook of the curriculum of the study tour in China. 3. Results Curriculum Objectives of Study TourThe course objectives usually contain knowledge, behaviors, skills, and actions, which students should master through the course. Those objectives are also the foundation and value of a course, surrounded by all the other elements. That is to say, everything in the course should work together to ensure students master those objectives. Additionally, the course objectives are the basis for selecting the learning content, teaching methods, and evaluation questionnaire results indicate that 84% of respondents believe the study tour course should bring students with an authentic experience to deep learning, 76% of respondents think the course should enrich learning activities to avoid the lecturing and indoctrination, and 78% of respondents reckon that the course should tap a bunch of social resources for learning there is the multiple-choice questions, the sum of the percentages will be greater than 100%. The same goes for below.. Furthermore, from the interview transcribed manuscript, some study tour center leaders expounded their views about course objectives. The leader of the DQ study tour center said, “It is not enough to rely on books alone, but to let students sow the seeds or pick the fruits themselves and experience the joy of harvesting through their own work”.The leader of the YY study tour center said, “Our course is all about getting students to delve into the production line to understand how the soy sauce and vinegar they eat every day is produced. They get to stir and turn it themselves. The fermentation process contains lots of knowledge of many subjects, such as chemistry and climate. I believe that a term in such a setting will give students a deeper understanding to the knowledge”.Despite the leaders expressing pluralistic viewpoints about curriculum goals, we find that, based on the second dimension of analysis indexes, the documents, such as course schemes and syllabus, rarely demonstrate a clear and systematic target structure. For example, from the document named “Mascot Design and Production at the Citrus Museum”, which we collected from the GJ study tour center, we drew the course objectives belowato learn about the mascot, and enrich students’ knowledge;bto visit the Citrus Museum, and gain an insight into the culture of the museum;cto design and collaborate in the production of the mascot for the museum;dand to enhance students’ capabilities for artistic aesthetics and is clear to see the set of curriculum objectives appears to contain three dimensions, knowledge, skills, and culture. However, in fact, the skill dimension describes specific activities rather than learning goals. It should be amended “to develop students’ handicraft skills, innovative design skills, and improve students’ collaboration, communication, even their leadership” or something else. Another example comes from the YY study tour institute. The education purposes of the course “A Pleasant Journey of the Soya Bean” are as followsato learn about the origins of soy sauce, wine, and vinegar;bto understand the production process of soy sauce, increasing the knowledge of healthy lifestyle;cto visit the industry, experience the spirit of artisanship, and understand traditional culture;dto improve the hands-on ability, understand the innovation of science and technology, and appreciate the charm of old set of course objectives appears to be comprehensive, especially at the “emotional attitude and values” aspect. Nevertheless, it doesn’t reflect the unique elements corresponding to the activities, so that it is difficult to find the key target of the course. It gives the audience impression that everything seems to be said, but in fact, nothing is said. Curriculum Content of Study TourThe categories of study tour in China are numerous. As a kind of practical education, the themes are quite different from school subjects. The national policy suggests that the design of content could rely on the natural and cultural heritage resources, proletarian revolutionary spirits resources, great public facilities, industrial and mining enterprises, and other places. Meanwhile, based on the regional and local resources, the targeted content could range from nature, history, and humanities, to the geography, science, and technology, which should highlight several elements, such as the great scenery of the motherland, the long history of the nation, the fine revolutionary traditions, and the modernization achievements. Likewise, the policy of study tour in Zhejiang Province recommends that the content could be selected around the four main themes, the revolutionary journey, the ecological journey, the cultural journey, and the innovative to the core course conducted in the 122 study tour centers certificated by the Zhejiang Government, the statistics had been made and the results show that the number of cultural trips was the highest, accounting for The specific contents of cultural trips include, but are not limited to traditional handicraft, intangible cultural heritage, literature, local characteristics and culture, and museums. The second-highest number of outdoor course content was set with ecological themes, accounting for The contents of the ecological dimension mainly rely on natural landscapes, characteristic villages, and ecological reserves. Third is the innovative journey, with learning about new technologies in science, industry, and business, which is accounted for Lastly, the revolutionary journey accounts for only This type of course content relies on specific resources, such as war sites, and sites of important revolutionary meetings. The revolutionary journey is mainly set up to transmit excellent revolutionary spirit, moral character, and values to learners, through reviewing, learning, feeling, and experiencing the revolutionary historical each level of study tour center has its own characteristics in the terms of activity theme. For example, there is a lack of course content related to proletarian revolutionary education in national level camps, but more ecological courses than cultural courses, while the other three levels of study tour centers establish more cultural activities than the ecological one. Besides, there are few innovative activities at national-level bases, accounting for only Then, compared with the number of 60, there are only 9 provincial-level bases that operate activities connected with the proletarian revolutionary education. It can be recognized as a shortage. More details could be seen in Table there is a bunch of course content of study tour in Zhejiang Province that ranges from traditional culture to modern society value, from local resources to international popular activities, from history events to modern science technology. Likewise, the various course content adequately develops the resident resources and reflects the indigenous characteristics. Teaching Staff of Study Tour As one of the important modes of practical education, a study tour should be organized by project-based learning, problem-based learning, performing, experiencing, handwork, hiking, and so on, through which the learners could attempt to solve real problems, obtain experience not available in school, grasp the culture, history, spirits, and value with embodiment experience. However, the data indicates that most outdoor activities are carried out with lecturing or sightseeing, rarely involved with practice or inquiry. Without learning and exploring, the study tour is reduced to traveling, which is the most urgent issue of the study tour in China. Moreover, it is also against the original intention of the education department. As Parker J. Palme said, “we teach who we are … knowing my students and my subject depends heavily on self-knowledge” [49]. It is inspired that teachers’ self-knowledge that comes from their education and life experience play a significant role in teaching. However, taking the current teaching staff’s background into consideration, the majority have no related education experience or are unequipped with expertise of teaching. It is hard for them to guide students in inquiry-based learning. According to the data, the current teaching staff consists of tour guides, veterans, and someone with relevant expertise, such as farmers, inheritors of intangible cultural heritage, forest rangers, and others. However, teaching is a complex human activity, involving multiple elements, such as pedagogy, content knowledge, students’ knowledge, management, evaluation, and so on. Shulman’s concept of pedagogy content knowledge could be used to get a glimpse of nature [50]. However, of the respondents indicated that the current practitioners are not professionally aligned. In particular, the lack of expert teachers is the main problem In addition, the low employment and retention rates are the crises that cannot be to the interview, the qualitative data show more details of teacher resources in different study tour centers. For example, the leader of the DQ national-level base saidThe teachers who undertake hiking, cooking, and farming in our base are the local farmers. They have a strong knowledge of agriculture, but lack knowledge of teaching expertise, probably resulting in them not having a good understanding of the curriculum objectives or being able to organize students for inquiry-based learning activities. Yet the full-time teachers in our base, who have the pedagogical skills, do not know the relevant specialized knowledge. Hence, to bridge this gap, we now regularly organize cross-learning and teaching research for both types of teachers at our a result, the respondents’ satisfaction with the current teaching staff was also low. of them believed that their professionalism was not good enough to achieve the objectives of the study tour, and believed that the employed were only basically able to complete their teaching tasks. Thus, nearly 90% of the respondents said that professional teacher training was urgently needed, of which, establishing the inner mechanism of teaching research activities was considered the most effective way of improving teacher training see Figure 1. Evaluation of Study TourAssessment is an essential part of a course. It is a systematic tool used to evaluate the effectiveness and efficiency of every part of one course, such as the rationale of objectives, the teaching method for accomplishment, and the learning performance. Moreover, curriculum evaluation will provide feedback and suggestions for course improvement. Therefore, as a reflective tool, the curriculum evaluation is indispensable for course construction and development. For practical education, the learning outcomes are always tacit, so that the evaluation is more important and complicated, in order to comprehensively monitor the learning process and probe students’ varying degrees, all the levels of study tour centers have set up comprehensive and mutual evaluation schemes for their courses. In terms of evaluation methods, it mainly exploits oral evaluation written evaluation process evaluation outcome evaluation quantitative evaluation and qualitative evaluation In terms of evaluation subjects, most of the institutions adopt a multi-subject mutual evaluation model, in which students, school teachers, teachers in institutions, partner organizations, parents, school leaders, and other stakeholders engage the assessment. Of these, the three categories of people mostly involved are the teachers in institutions school teachers and students Accordingly, the evaluation not only directs at the students, but also at the teachers in institutions, the institutions, the curriculum, and the partners. In terms of evaluation content, there is an outstanding limitation that of the evaluation scale focus on mastering measurable skills, followed by the acquisition of explicit knowledge yet there is less space allocated to the implicit learning outcomes, such as the emotional experience, the development of habits, the change of attitudes, and the upgrading of value about the environment and the society. Moreover, the statistics data show that these study tour institutions are not satisfied with the current course evaluation, which could be attributed to “the evaluation system not professional” “the relative not attaching importance to course evaluation” “the large number of students making the assessment difficult” “the low assessing literacy of teachers” and “the flowing of students making the sustainability of assessment difficult” 4. DiscussionA great deal of qualitative and quantitative data above could explicitly answer the research questions of the outline of study tour curriculum in China. It is clear that there are numerous study tour courses and activities, which reflects the emerging practical education mode starting to get on the right track. Correspondingly, the data also reveals a bunch of problems. First, it is general that the syllabuses in these study tour centers are not comprehensive and rigorous, which is inconsistent with what the centers’ leaders said about the cultivation. And based on the three dimensions of the national education goals, the structure of the curriculum in these centers often mixed the targets with the activities. It is suggested that there is a lack of scientific and operable instruction for these courses. Second, when selecting the curriculum content, it was clear to find that the designers generally refer to the policies, the indigenous resources, students’ interests, school subjects, and other elements. By categorizing them into four main themes, we find there is an unbalance, which is the courses about the revolutionary journey presenting an obvious shortage. Hence, in this dimension, more resources about revolutionary history and culture should be explored and developed for study tour curriculum. Third, we find that most outdoor activities are carried out with lecturing or sightseeing, yet exclusive of practice, inquiry, or operation. It is obviously difficult to cultivate students’ critical thinking, problem-solving, social skills, environmental responsibility, and emotional health. According to the data, we also find that the most vital attribution is the low professional literacy of the teaching staff, who could not afford a practical education. As an emerging industry, it has not yet developed its own professional training chain. That means the employed are not in the right profession. Meanwhile, the low professional identity leads to low career retention rates, which make the situation worse. Last, in the term of course evaluation, the situation is more complicated. The data show that almost all of the institutions in our investigation have developed a comprehensive and mutual evaluation system, yet, in general, the practice is terrible. The interview data provide us with more details about the course evaluation situation. The interviewees indicated that the evaluation in the study tour centers had not being integrated with the schools’. The separation led to the lack of high stakes for the study tour assessment. Additionally, the teachers in these study tour centers complained that the current evaluation system was not operational, which increased the burdens on teachers. Besides, the lack of a platform to save, share, count, and track the evaluation data, has led to the waste of resources and the absence of reflection. Moreover, the leaders think that the teachers’ evaluation literacy is not sufficient for data analysis and synthesis. In summary, although each study tour center has developed a comprehensive and mutual course assessment program, the implementation is not as good as it could be. 5. ConclusionsRecently, the Ministry of Education of the People’s Republic of China offered guidance for the revolutionary study tour in one of its replies. It encouraged the local governments to fully take advantage of the plentiful cultural centers, memorials, and museums at all levels to conduct patriotic education, and sublimate students’ patriotic consciousness through practical experience. In that context, with practical education being increasingly emphasized, some strategies should be conducted to improve the status of the study tour. On the one hand, the curriculum is the core competency of the study tour that also is the most remarkable character between the study tour and the outdoor travel or adventure. The curriculum, as a guide to teaching and learning activities, largely determines the effectiveness of students’ abilities cultivation, environmental awareness and consciousness, and value and attitude sublimating. Therefore, professional collaboration is one of the most important initiatives to enhance the prevailing curriculum. These study tour institutions should seize more opportunities to collaborate with researchers in curriculum development at universities, making necessary modification leaning on their ideas and suggestions, or inviting them to develop unique the other hand, establishing closer links with school education is another important strategy for improving the current state for study tour curriculum development. In China, the study tour, as a supplement to the formal school education, has the important responsibility of nurturing students through guiding them to have direct and close contact with nature, environment, and society, and acquire knowledge in an experiential way. However, in the exam-driven situation, the study tour should also be properly aligned with the school education, especially in terms of the curriculum objectives and evaluation. The learning goals of study tour can be appropriately integrated with the content of school subjects. And to avoid becoming a formality merely, the evaluation system should be linked to the school academic assessment, functioning as an important reference factor for students’ comprehensive literacy. The limitation of this study lies in that the data is from only one province in China. Although it includes both qualitative documents and quantitative statistics, its representativeness could be further enhanced. As study tour is becoming increasingly important in China, more provinces have enacted more local policies to support and pilot its development. Therefore, our study could reflect a more diverse picture, and further expand the scope and volume of the data collection. Author ContributionsConceptualization, and methodology, formal analysis, and investigation, literature review, writing—original draft preparation, writing—review and editing, supervision, funding acquisition, and All authors have read and agreed to the published version of the research was funded by The National Social Science Fund of China grant number BHA190127 and The General Scientific Research Project of Zhejiang Province grant number Y202146630, The APC was funded by the Faculty of Education, Wenzhou Review Board StatementNot Consent StatementNot Availability StatementThe data presented in this study are available on request from the corresponding author. The data are not publicly available due to they below to the Zhejiang provincial study tour research center. 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CodeLevelLocationCore CoursesNumber of Participants in the InterviewDQnational-level base and provincial-level campsHangzhou Cityfarming activities4CLprovincial-level campsHangzhou Citytraditional handicraft, forestry activities3SSprovincial-level campsJinhua Citytraditional handicraft, farming activities3OHprovincial-level campsWenzhou Citytraditional handicraft, farming activities, revolutionary history inheritance2GJprovincial-level basesTaizhou Citycitrus picking and handicraft, citrus museum1YYprovincial-level basesLishui Citybrewing craft of soy sauce, vinegar, and wine5ZTprovincial-level basesNingbo Citycareer experiencing4CCprovincial-level basesWenzhou Citytraditional handicraft, farming activities2 Table 2. The Curriculum analysis framework. Table 2. The Curriculum analysis framework. First DimensionSecond DimensionDescription1. Curriculum Objectives1 the knowledge and skills;2 the process and steps;3 the emotional attitude and valuesWhat is about the leaders’ understanding of the significance of the curriculum objectives?Does the syllabus include all the education goals?Is it professional and accurate for the expression of course objectives?2. Curriculum Content4 the revolutionary journey;5 the ecological journey;6 the cultural journey;7 the innovative journeyThe revolutionary trip mainly focusses on the modern revolutionary resources;The ecological trip mainly focusses on the natural resources and environment;The cultural trip mainly focusses on the traditional culture;The innovative trip mainly focusses on the modern science, industry and Teaching Staff8 professional knowledge;9 professional training;10 professional organizationwhether they have professional knowledge?whether they have received professional training?whether they have a stable employment rate and occupation retention rate?4. Curriculum Evaluation11 evaluation schemes;12 evaluation subjects;13 evaluation contents;14 evaluation resultsWhether multiple evaluation schemes have been developed and implemented?whether multiple subjects participate in the evaluation?whether the evaluation contents correspond to the needs of practical education?whether the evaluation results have been effectively used? Table 3. The numbers of different course themes conducted by different levels of the study tour centers the total is 122, as the 15 national level centers is first provincial level before. Table 3. The numbers of different course themes conducted by different levels of the study tour centers the total is 122, as the 15 national level centers is first provincial level before. ItemsNational-Level CampsN = 2National-Level BasesN = 13Provincial-Level CampsN = 25Provincial-Level BasesN = 97The Revolutionary Journey0249The Ecological Journey24728The Cultural Journey191560The Innovative Journey12820 Publisher’s Note MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. © 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution CC BY license

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Mahasiswa/Alumni Universitas Hasanuddin18 Desember 2021 1325Hi, kakak bantu jawab yah ; Jawabannya adalah D. Going around the gallery that sells Sundanese handicraft. Soal menanyakan apa yang dilakukan murid-murid itu sebelum pertunjukkan. Pada teks dituliskan bahwa "After that, we went around the gallery that sells the Sundanese handicrafts. We then walked to the hall, it was a rounded stage. Everybody sat anxiously" Setelah itu, kami berkeliling galeri yang menjual kerajinan khas Sunda. Kami kemudian berjalan ke aula, itu adalah panggung bundar. Semua orang duduk dengan cemas. Kemudian dilanjutkan bahwa "The Angklung shows soon began with a performance of a large group of dancers and Angklung players" Pertunjukan angklung segera dimulai dengan penampilan sekelompok besar penari dan pemain angklung. Dengan demikian, sebelum mereka menuju ke tempat pertunjukkan, mereka terlebih dahulu berkeliling di galeri yang menjual kerajinan khasa Sunda. Jadi, jawabannya >>D. Going around the gallery that sells Sundanese handicraft. Semoga membantu.

Pesertapelaksanaan study tour karya wisata tahun pelajaran 20152016 dari smp n 2 imogiri ke malang diikuti oleh hampir seluruh siswa Memudahkan mahasiswa dan masyarakat untuk memperoleh makanan yang menyehatkan. Top Pdf Contoh Proposal Laporan Kegiatan Study Tour Bandung – 123dok.com 2292020 contoh proposal study tour

PROGRAM STUDI PENDIDIKAN FISIKA JURUSAN PENDIDIKAN ILMU PENGETAHUAN ALAM UNIVERSITAS ISLAM NEGERI SYARIF HIDAYATULLAH JAKARTA A. LATAR BELAKANG Kegiatan perkuliahan di dalam kelas pada umumnya belum terlaksana dengan baik. Adakalanya beberapa kegiatan perkuliahan tidak dapat dilaksanakan di dalam kelas dikarenakan keterbatasan alat dan waktu. Kegiatan Study Tour to Bandung ini dirancang dengan menggabungkan kegiatan pembelajaran dan wisata. Dikatakan pembelajaran karena diharapkan dari kegiatan ini para peserta memperoleh wacana baru dan dapat menambah wawasan serta pengetahuannya. Dan dengan wisata, peserta dapat refreshing tetapi tetap memperoleh sesuatu yang bermanfaat dari pembelajaran yang akan diperoleh dari kegiatan ini. Kegiatan Study Tour to Bandung ini berupa observasi benda langit yang akan dilakukan di Boscha Bandung. Mengingat pengamatan tidak bisa dilakukan di sembarang waktu dan untuk mendapatkan keadaan cuaca dan objek pengamatan dengan baik, maka kegiatan ini akan dilaksanakan pada tanggal 11 Juli 2012. Dengan adanya kunjungan ke Boscha ini para peserta diharapkan dapat mengenal lebih luas mengenai ilmu pengetahuan yang sedang didalami saat ini, yaitu Ilmu Pengetahuan Bumi dan Antariksa yang merupakan salah satu mata kuliah di Program Pendidikan Fisika UIN Syarif Hidayatullah Jakarta. Waktu pelaksanakan study tour ini bertepatan dengan liburan akhir semester genap. Diharapkan pada liburan panjang ini, mahasiswa dapat mengisi waktunya dengan berbagai kegiatan yang bermanfaat. Bagi mahasiswa yang tidak kembali ke kampung halaman, biasanya momen ini diisi dengan mengambil mata kuliah melalui program Semester Pendek di fakultas yang menyelenggarakan program SP, kerja praktek ataupun mempersiapkan kegiatan-kegiatan awal tahun ajaran baru seperti kepanitiaan OSPEK dalam rangka penerimaan mahasiswa baru baik di tingkat fakultas maupun universitas. Setelah melalui berbagai kegiatan perkuliahan dan ujian akhir semester UAS, kita membutuhkan refreshing. Dan akan lebih baik lagi jika kegiatannya berupa kegiatan yang santai tetapi memberikan manfaat. Maka dari itu pelaksanaan kegiatan Study Tour to Bandung ini diisi dengan beberapa kunjungan ke objek edukatif selain melaksanakan observasi di Boscha. PROGRAM STUDI PENDIDIKAN FISIKA JURUSAN PENDIDIKAN ILMU PENGETAHUAN ALAM UNIVERSITAS ISLAM NEGERI SYARIF HIDAYATULLAH JAKARTA Kunjungan tersebut diantaranya kunjungan ke Laboratorium IPA di Universitas Pendidikan Indonesia, Museum Geologi dan Sabuga. B. NAMA KEGIATAN Kegiatan ini diberi nama Study Tour to Bandung C. TUJUAN Kegiatan ini bertujuan untuk 1. Melaksanakan praktek/observasi benda langit yang bertempat di Boscha Bandung. 2. Memperluas wawasan mahasiswa mengenai Ilmu Pengetahuan Bumi dan Antariksa serta 3. Menambah keakraban diantara sesama mahasiswa Jurusan Pendidikan Fisika Universitas Islam Negeri Syarif Hidayatullah Jakarta dengan berwisata bersama untuk penyegaran pikiran refreshing D. BENTUK KEGIATAN Kegiatan Study Tour to Bandung ini berupa observasi benda langit ke Boscha, Museum Geologi Bandung, Sabuga, dan Universitas Pendidikan Indonesia. E. WAKTU PELAKSANAAN Kegiatan ini akan dilaksanakan pada tanggal 11 – 12 Juli 2012 F. PESERTA Study Tour to Bandung dapat diikuti oleh 113 orang mahasiswa dan 7 orang dosen Jurusan Pendidikan Fisika Universitas Islam Negeri Syarif Hidayatullah Jakarta. G. RANGKAIAN DAN JADWAL ACARA Rangkaian dan Manual acara Study Tour to Bandung terlampir. H. KEPANITIAAN Kepanitiaan Study Tour to Bandung terlampir. I. ESTIMASI DANA Estimasi dana Study Tour to Bandung terlampir. PROGRAM STUDI PENDIDIKAN FISIKA JURUSAN PENDIDIKAN ILMU PENGETAHUAN ALAM UNIVERSITAS ISLAM NEGERI SYARIF HIDAYATULLAH JAKARTA PENUTUP Demikian proposal kegiatan ini kami susun. Kami ucapkan terimakasih kepada seluruh pihak yang telah membantu dan berpartisipasi dalam kegiatan ini. Semoga Study Tour to Bandung dapat terlaksana dengan baik dan dapat berjalan dengan lancar. Amin. Ciputat, 1 April 2012 PROGRAM STUDI PENDIDIKAN FISIKA JURUSAN PENDIDIKAN ILMU PENGETAHUAN ALAM UNIVERSITAS ISLAM NEGERI SYARIF HIDAYATULLAH JAKARTA PENGESAHAN Kegiatan Study Tour to Bandung Ketua Pelaksana Sekretaris Hayatul Mardhiyah Ifan Irfiandi Mengetahui Ketua Program Studi Pendidikan Fisika UIN Syarif Hidayatullah Jakarta Iwan Permana Suwarna, NIP. 197805042009011013 PROGRAM STUDI PENDIDIKAN FISIKA JURUSAN PENDIDIKAN ILMU PENGETAHUAN ALAM UNIVERSITAS ISLAM NEGERI SYARIF HIDAYATULLAH JAKARTA JADWAL KEGIATAN STUDY TOUR TO BANDUNG Rabu, 11 Juli 2012 Berangkat dari kampus UIN Studi Banding ke UPI Shalat+makan siang Perjalanan ke Boscha Acara Peneropongan Malam di Boscha Perjalanan ke Penginapan Makan malam Acara di Penginapan Istirahat Kamis, 12 Juli 2012 Sarapan Berangkat ke Sabuga Acara di Dome Theatre Sabuga Berangkat ke Museum Geologi Ishoma Acara di Museum Geologi Istirahat Shalat Perjalanan ke tempat wisata Acara di tempat wisata Perjalanan pulang PROGRAM STUDI PENDIDIKAN FISIKA JURUSAN PENDIDIKAN ILMU PENGETAHUAN ALAM UNIVERSITAS ISLAM NEGERI SYARIF HIDAYATULLAH JAKARTA SUSUNAN PANITIA Pelindung Iwan Permana Suwarna, Pembina Kasim, Penanggung Jawab Tofik Hidayat Ketua Pelaksana Ifan Irfiandi Wakil Ketua Pelaksana Anggi Julvian Rachma Sekretaris - Hayatul Mardhiyah - Baihaqi Ari Nugraha Bendahara - Eka Safitri Sie. Acara - Anugrah Azhar - Fitriyanti - Amayani Astuti - Gema S - Diyono Sie. Perlengkapan Sie. Konsumsi - Parman Abdullah - Faiz Nurhadi - Fauzi Nurcholis - Shinta Fitriyani - Syifa Fauziah - Siti Qurrotu Uyun - Rovi Afriana - Yani Astuti - Siti Robiah - Eka Setiawan - Mira Kusmira - Hartanto - Rachmawati PROGRAM STUDI PENDIDIKAN FISIKA JURUSAN PENDIDIKAN ILMU PENGETAHUAN ALAM UNIVERSITAS ISLAM NEGERI SYARIF HIDAYATULLAH JAKARTA - Lika Tia - Eneng Nurjanah Sie. Dokumentasi - Dyah Sukowati - Vicky C. Handoko Putra Sie. Humas - Redha Rara Amelia - Umi Sultra - Siti Shopiyah - Dyah Fatmawati - Yessi Fauzia Rahmi Sie. Kesehatan - Sri Rahayu - Mazro’atul Ulum Titin Oktara Nurul Nofita Rosman PROGRAM STUDI PENDIDIKAN FISIKA JURUSAN PENDIDIKAN ILMU PENGETAHUAN ALAM UNIVERSITAS ISLAM NEGERI SYARIF HIDAYATULLAH JAKARTA ANGGARAN DANA STUDY TOUR TO BANDUNG 1. PEMASUKAN a. Iuran mahasiswa 120 orang Rp. TOTAL PEMASUKAN Rp. a. Sewa 2 Bis 60 seat Rp. b. Tol+Parkiran+Tips supir Rp, c. Penginapan 4 orang x 30 kamar Rp. d. Tiket Masuk Boscha x 120 orang Rp. e. Tiket Masuk Sabuga x 120 orang Rp. f. Konsumsi x 5 kali x 120 orang Rp g. Snack Rp. h. Dokumentasi Rp. i. Cinderamata Rp. j. Kesehatan Rp. k. Kesekretariatan Rp. Rp. 2. PENGELUARAN TOTAL PENGELUARAN

Therewas an announcement for us to board to the plane, so we came together and do so. I sat next to Caleb and Adriel. The plane started to take off. The flight was felt very fast. At 12 p.m. West Indonesian Time, the plane landed safely in Husein Sastranegara International Airport Bandung, signify the end of our study tour.

A study tour to Bandung City was organised by IGES-CCET from 22 – 24 January, 2022. Bandung is one city that has reduced the amount of waste going to the final disposal site through the promotion of waste source separation and organic waste treatment. IGES-CCET believes that visiting waste management facilities in Bandung allowed participants from Padang City to fully understand effective waste management operations, especially organic waste treatment, and gave participants good insights into how to improve source separation at the community level. The lessons learned are expected to be reflected in the waste management city action plan in Padang. Participants visited a recycle centre, with composting facilities that use the Takakura method and black soldier flies. They also visited and talked to officials in the RWs unit of community in Indonesia where community-based source separation has been practised. Participants were particularly impressed by the high awareness shown by residents on environmental issues and the importance of source separation, as well as the active collaboration among local government, NGOs and citizens. Participants came to realise that strong commitment and leadership from the local government is very important to make the programme successful. For more detail, please click here.

SMPNEGERI 1 KAYEN BERTANDING PADA KEJUARAAN PENCAK SILAT SE PULAU JAWA BALI DI MALANG. Ditulis dan dipostingkan : Senin, 23 September 2013. Tiga Pesilat dari SMPN 1 Kayen yaitu Zaki Al Ma'ruf 9 A, Indah Lestari 9 B dan Fera Wahyu 9 C, malam ini dengan didampingi pembimbing P Sutiknyo berangkat ke Malang, Jawa Timur dalam Kejuaraan - Kasus uang study tour Rp 400 juta SMAN 21 Bandung, Jawa Barat, yang diduga dibawa kabur oknum tour guide jasa wisata, kini ditangani pihak kepolisian. Siswa SMA Negeri 21 Bandung, Jawa Barat, dijadwalkan menggelar karya wisata atau study tour ke Yogyakarta pada Rabu 24/5/2023 hingga Jumat 26/5/2023. Namun, study tour 320 siswa tersebut batal berangkat karena uang Rp 400 juta milik siswa diduga dibawa kabur dan tidak disetorkan ke perusahaan penyedia jasa wisata dan juga Viral, Video Satu Angkatan Study Tour Umrah ke Mekkah, Ini Ceritanya Kronologi kejadian Ketua OSIS SMA Negeri 21 Bandung Fazha Raditya Gibran menjelaskan, awalnya pada bulan Maret lalu sekolahnya mengumumkan akan mengadakan kegiatan study tour ke Yogyakarta untuk siswa kelas 11 IPA dan IPS. Setiap siswa kemudian dibebankan biaya sebesar Rp "Karya wisatanya sudah diagendakan sejak dua bulan sebelumnya, tujuannya ke Yogyakarta," jelas Fazha, dikutip dari Rabu 24/5/2023. Sebanyak 320 siswa membayar biaya study tour ini dengan total jumlah uang yang terkumpul mencapai lebih dari Rp 400 juta. Namun, hingga hari keberangkatan, ratusan siswa yang telah membayar tidak jadi berangkat."Kita dapat kabarnya kalau acara ini bakal di-reschedule," kata Fazha. Baca juga 17 Pelajar SMA Ditangkap karena Narkoba, Beli Barang di Media Sosial Diduga kena tipu Wakil Kepala Sekolah Bagian Kesiswaan SMA Negeri 21 Bandung Lilis Komariah menjelaskan bahwa pihaknya diduga menjadi korban penipuan. Seorang oknum pegawai PT Grand Travelling Indonesia, perusahaan penyedia jasa wisata, diduga membawa kabur uang study tour tersebut. "Yang jelas ada oknum tertentu dan yang jelas travel itu enggak ada masalah," kata Lilis. Pihak SMA Negeri 21 Bandung juga telah melaporkan kasus dugaan penipuan dan penggelapan uang tersebut ke kepolisian. "Insya Allah sudah beres, sudah tertangani pihak polisi, sudah masuk laporannya," ungkap Lilis. Pihaknya mengatakan, SMAN 21 Bandung tetap akan memberangkatkan para siswa ke Yogyakarta tanpa memungut biaya lagi. Perjalanan tersebut diagendakan pada 14 Juni-16 Juni 2023 setelah penilaian akhir tahun. Baca juga Gubernur NTT Ngotot Wajibkan Siswa SMA Masuk Jam 5 Pagi, Kenapa? 10Contoh Pengumuman Bahasa Inggris Announcement Beserta. Contoh Laporan Kegiatan Study Tour Ke Bandung; Contoh Surat Penunjukan Pelaporan Spt Masa; Contoh Neraca Dan Laporan Laba Rugi Cv Nihil 2018 (10) December (10) Labels. buatlah satu contoh laporan hasil diskusi secara lengkap;

BANDUNG, Telkom University – The BUMN Higher Education Alliance APERTI BUMN, which consists of eight universities affiliated with State-Owned Enterprises BUMN, again held a scholarship program for high school/K graduates throughout Indonesia. The eight universities include Telkom University Tel-U, Pertamina University, International Semen Indonesia University UISI, International Logistics and Business University ULBI, PLN Institute of Technology IT PLN, IT Telkom Surabaya ITT Surabaya, Telkom Institute of Technology Purwokerto ITT Purwokerto and Telkom Institute of Technology Jakarta ITT Jakarta. In the awardee announcement on Tuesday 26/7, the Chairman of APERTI BUMN, Prof. Dr. Adiwijaya, explained that the scholarship programa had been attended by more than 28 thousand men from all over Indonesia, where this selection process takes place online with the selection of report cards and an interview process. “From the thousands who have registered, from the results of the selection that we APERTI BUMN did, it was found that 47 Indonesian students were successful in qualifying for the 2022 BUMN APERTI scholarship.” Obviously. Prof. Adiwijaya explained that all participants who successfully passed the selection would receive a 100% full scholarship mencicil graduation. “All scholarship recipients will receive full scholarships until graduation, starting from building fees, dormitories, and all of them. APERTI BUMN congratulates all scholarship awardees. Hopefully, through this scholarship, we can continue to contribute to producing pengarah human resources for the Indonesian nation.” he said. The following are the names of the participants who won the 2022 BUMN APERTI Scholarship Telkom University Tel-U Ade Agung Matahari Kesuma S1 Product Innovation & Management Aliyus Hedri S1 Electrical Engineering Gladiva Jonea Tangkeallo S1 Business Management Telecommunication & Informatics Ni Putu Cak bertanya Hapsari Wulandari S1 Business Management Telecommunication & Information Technology Sukma Wardani S1 Smart Science and Technology Tsabita Bayu Kandi S1 Informatics Wardatun Hasanah S1 Communication Studies Semen Indonesia International University UISI Samsul Hadi S1 Sharia Economics Study Program Mikhael Widi Nugroho S1 Information Systems Study Acara Ruci Aurora Agustiningrum S1 Informatics Study Program Aliya Maritza Maheswari Prasetyono S1 Okuler Communication Design Study Programa Brigitta Nadia Chrisenka S1 Agro-Industrial Technology Study Acara Wahyu Wahi Maula S1 Chemical Engineering Study Program Tsabita Azmiyah Aliviani S1 Logistics Engineering Study Program Sabrina Naswa Anastasya S1 Engineering Management Study Acara Cikal Falsandy S1 Agro-Industrial Technology Riana Filla Adilla S1 Islamic Economics Pertamina University Al ghifari Rasyid Zola S1 Computer Science Study Program Indy Inasa Rizqita Chemistry Undergraduate Study Programa Naurah Aqela S1 Chemistry Study Program Aulia Putri Riadi S1 Environmental Engineering Study Programa Michael Unedo Sitinjak S1 Environmental Engineering Study Program The University of Logistics and International Business ULBI Adri Sapta Firmansyah D4 Informatics Engineering Audya Rhumaisabina S1 Engineering Management Zidan Ahmad Daffa S1 Engineering Management Ahmad Maulana S1 Engineering Management Nasywa Syahinda Rahmat Andika S1 Engineering Management PLN Institute of Technology Adryan Lubis S1 Electrical Engineering Yana Agustianingsih S1 Energy System Engineering Rifki Akmal Muflih S1 Civil Engineering Lily Fitri Hasanah S1 Informatics Atikah Rifdah Ansyari S1 Information Systems Telkom Institute of Technology Surabaya Silvy Kumalasari Salsabilla S1 Logistics Engineering Aldino Ananda Kusuma S1 Electrical Engineering Shanaya Lubna Dio S1 Digital Business Khairil Mikdar S1 Industrial Engineering Septian Nanda Saputra S1 Software Engineering Telkom Institute of Technology Purwokerto Stefania Sinaga S1 Industrial Engineering Putri Sabrina S1 Industrial Engineering Rara Erawati S1 Food Technology Perempuan Aprillia P. S1 Digital Business Ade Fathkul Anam S1 Software Engineering Telkom Institute of Technology Jakarta Fahrita Nabilla S1 Information Systems Florencia Anggreni Br Sidabutar S1 Information Systems Khairunnisa S1 Information Systems Muhamad Sakha Alfatwa Banyu Arta S1 Information Technology Ahmad Syarifullah Daulay S1 Information Technology

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