The era of globalization requires strength of human resources (HR)

The study describes and analyzes the use of corporate marketing communication strategies towards Higher Education at the international level. This study used a qualitative descriptive method, with the research site at IAIN Tulungagung. The research subjects are members of the academic community, teaching staff, education staff and stakeholders. The research period was for the 2018/2019 academic year. The results showed that the typology of the marketing or promotion model used collaboration between internal parties (academics, stakeholders) and external parties (institutions, channel partners, media, government, industrial bodies and institutions, the educational community and the general public). Its implementation uses corporate advertising, sponsorship, sales presentations, online activities, branding, corporate advertising, press releases, press conferences, events, and awards. The study implications deal with the increase in: (1) Higher Education Identity, Image, Reputation; (2) Higher Education Social Responsibility (CSR); (3) media relation effectiveness; (4) more efficient marketing communications; (5) the more intensive Internal Communication System; (6) investor relation improvement; (7) conducive relations with the Government, and (8) the reliability in overcoming crisis communication. These have an impact on improving the quality of IAIN Tulungagung toward the level of International Higher Education.

The background underlying this study is due to the implementing of instruction methods that have not demonstrated thinking skill. The discussion of Social Studies material is also very broad, demanding students to possess thinking skill (critical thinking and creative thinking). Thinking skill is crucial to deal with problems in doing tasks in order to improve learning outcomes, or even to solve problems that exist in either students themselves or in their environment. In an effort to improve learning outcomes, teachers can adopt thinking skill-based inquiry learning method. The objective of this study is to (1)examine learning outcomes of Social Studies between those who use thinking skill-based inquiry learning method and those who adopt conventional method; (2) investigate the significant effect of using thinking skill-based inquiry learning method; and (3) analyzing the effect size of thinking skill-based inquiry learning method on the Social Studies learning outcomes. This article exploited a perceptible or measurable way, notably an apparent- empirical construction, in which thinking skill-based inquiry learning method was the independent variable and learning outcome was the dependent variable. The instruments used were test and documentation. This study used a saturated sampling technique. The population in this study was all grade 8 students. This study engaged 2 classes as the sample, namely class VIII-H as the control class consisting of 38 students, and class VIII-I as the experimental class comprising of 34 pupils. The statistics were analyzed using the t-test, and the aftermath capacity was calculated by using Cohen’s formula. The outcome of this finding determined as follows(1) the learning outcomes of Social Studies of students who used thinking skill-based inquiry learning method was 80.91 on average, better than the students who used the conventional learning method; (2) it displayed that a significant reaction of reasoning competency-based question and reasoning instruction design or approach on the pupils learning reaction with the value of tcount = 6.57, and ttable at the 5% significance level was 1.65, indicating that the value of tcount > ttable , (3) the effect size of thinking skill-based inquiry learning method on the students’ learning outcome was up to 91.9%, which was classified as the high percentage.