PENGARUH PELAKSANAAN KEBIJAKAN PEMBINAAN KEPEGAWAIAN DAN DUKUNGAN FASILITAS/SARANA PENDIDIKAN TERHADAP KINERJA PELAYANAN AKADEMIK DAN KOHESIFITAS KELOMPOK PEGAWAI DALAM MEWUJUDKAN PERILAKU BELAJAR DAN PRESTASI BELAJAR MAHASISWA DI STIKES KARSA HUSADA GARUT

Andhika Lungguh Perceka

Abstract


This study analyzed the number of variables in the environment STIKES Karsa Husada that affect the performance of academic services. The method used is descriptive analysis method with survey techniques. Analysis of the data used is statistical analysis path analysis model (Path Analysis)

The main hypothesis testing results show that the performance Academic Services significantly influence Behavior of Student Learning and Student Achievement in Using Educational Services. An important finding of this study include: 1) Implementation of Personnel Development Policy after the implementation of oversight is not accompanied by follow-up and evaluation and improvement so that policies are conducted no change towards the better. 2) Support Facility Education availability of facilities in support of education is still not, in reviewing the supervision activities will support the facility / facilities not run optimally. 3) Performance Academic Services social skills an employee needs to be improved and excess of information obtained by an employee should be able to support the implementation of activities in STIKes. 4) Employee group cohesiveness, affect how far the positive power of the individual identifying himself to the advancement STIKes involvement. 5) Conduct of Student Learning, Affective showed by the students are still negative mainly for the development and improvement of student learning behavior. 6) Achievement of Student Learning, in non-academic activities, have not increased, so the need is implemented sustainable development.

 

Keywords: Performance Academic, Personal Development, Student Achievement.


Keywords


Performance Academic; Personal Development; Student Achievement.

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References


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DOI: http://dx.doi.org/10.17509/pedagogia.v14i2.3887

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