This research aims to improve social interaction and learning achievement in Computer and Network learning materials in Grade X-9 Vocational High School 1 Padang students using the Team Assisted Individualization learning model with modules. This research is a Class Action Research consisting of two cycles. Each Cycle consists of action planning, action execution, observation, and reflection. This study's subject was Grade X-9 Vocational High School 1 Padang Year 2019/2020, which numbered 38 students. Data sources come from teachers and students. The data validity technique used in this study is a triangulation technique that tests the validity of data by utilizing outside means of data to check or benchmarking data methods. The analysis technique also refers to Miles and Huberman analysis models performed in three components: data reduction, data presentation, conclusion drawing, and verification. Data collection instruments through questionnaires, tests, observations, and interviews. The data analysis techniques used are qualitative and quantitative descriptive analysis. The results showed that the Team Assisted Individualization learning model with modules could improve: (1) social interaction increased from 47.37% to 71.05%, and (2) cognitive aspect learning achievement by 34.21% increased to 65.79%. While the affective aspect is learning in (Cycle I) reached the target of 81.58%.

The purpose of this study is to establish the empirical validity of the curriculum model for children with special needs (ABK). The data collection is carried out using interviews, documentation, and observation, involving teachers, students, and school principals. The data analysis technique uses descriptive qualitative. The results show that in general teachers and principals considered the curriculum model developed to be relevant and applicable, containing basic competencies that were appropriate to the ability levels of students with special needs; for mild ABK who had minimal learning constraints, the number of basic competencies is less 21,1% than in the regular curriculum; whereas for ABK with a moderate level of difficulty, the number of basic competencies in the new curriculum is 37,3% less than the regular curriculum, and this group of students needs maximum support from others. The guidebook for the new curriculum in general is also considered easy to understand, well-written, and the appearance is sufficient. Thus it can be used as an alternative curriculum for use by a wider audience.Abstrak: Tujuan penelitian ini ialah untuk menetapkan validitas empiris model kurikulum untuk anak-anak dengan kebutuhan khusus (ABK). Pengumpulan data dilaksanakan melalui wawancara, dokumentasi serta observasi, melibatkan guru, murid dan kepala sekolah. Teknik analisis data menggunakan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa pada umumnya guru dan kepala sekolah menilai model kurikulum yang dikembangkan sudah relevan dan dapat diterapakan, karena memuat kompetensi dasar yang sesuai dengan tingkat kemampuan siswa-siswa berkebutuhan khusus, bagi ABK ringan yang mempunyai kendala minimal dalam belajar, kompetensi dasar menyusut 21,1%. Sedangkan ABK dengan tingkat kesulitan sedang, kompetensi dasar dalam kurikuum menyusut 37,3%, dan kelompok siswa ini membutuhka ndukungan orang lain yang lebih maksimal. Adapun buku pedoman yang dikembangkan secara umum dinilai mudah dipahami, dan dari segi fomat penulisan dan wujud sudah memadai. Dengan demikian dapat dijadikan sebagai alternatif kurikulum untuk digunakan oleh kalangan yang lebih luas. Kata kunci: model kurikulum, sekolah inklusi, siswa berkebutuhan khusus Melda, Nizwardi, Jalius, & Oskah -Pengembangan Model

Tujuan penelitian ini untuk mengembangkan model evaluasi program pembelajaran (EKOP) teknik komputer dan jaringan di SMK. Sampel ujicoba berjumlah 402 responden. Ujicoba dilaksanakan di beberapa wilayah kota padang. Teknik pengumpulan data dilaksanakan dengan menggunakan metode rating scale dan inventori sikap. Teknik menganalisis data menggunakan metode pendekatan kuantitatif dan kualitatif. Berdasarkan pada analisis data diperoleh hasil yang dapat ditarik kesimpulan adalah: a). EKOP di teknik komputer dan jaringan sudah sesuai data di lapangan; b). model evaluasi EKOP adalah model evaluasi yang sangat baik dalam penilaian proses dan hasil. Hal tersebut didasari pada hasil dan proses penilaian pemakai, pakar, maupun praktisi pembelajaran teknik computer dan jaringan; serta c). penilaian para pemakai, pakar maupun praktisi pembelajaran teknik komputer menujukkan bahwa pedoman penilaian evaluasi cukup sangat baik sebagai dasar atau acuan  untuk mengimplementasi model evaluasi EKOP pada teknik komputer dan jaringan di SMK; serta d). model EKOP menerapkan alur berpikir yang sistematis dan sistemik.

The purpose of this study was to determine the effect of career development, competence and compensation on intention to leave Employees at Ekasakti University, Padang. The research method uses correlational analysis. The sampling technique uses a purpose sampling method, amounting to as many as 30 people. Data collection techniques using questionnaires using a Likert scale. Data analysis techniques using data description, normality test and hypothesis testing using SPSS Version 21. The results of the study illustrate that simultaneously there is an influence jointly with career development, competence and compensation for Intention To Leave, and testing conducted partially, that the development career influences Intention To Leave, competence influences Intention To Leave and compensation influences Intention To Leave.

The purpose of this study is to determine the factors that influence the career development of lecturers. Refraksi Optisi YLPTK Padang lecturer research subjects. This type of correlational quantitative research. Data collection techniques using a questionnaire with a Likert scale. Data analysis techniques with the F test and t test. this research is important to examine factors influencing the career development of lecturers. The results of data analysis showed that work commitment, leadership, colleague support and competence together or partially influenced lecturer career development.