PERAN PEJABAT PEMBUAT KOMITMEN SEBAGAI PENGENDALI FUNGSI DALAM PEMBANGUNAN LANJUTAN LABORATORIUM B2P2TOOT TAWANGMANGU

David Firna Setiawan, Novika Wahyuhastuti, Mochamad Fadjar Darmaputra

Abstract


Pembangunan gudang logistik Polres Lamongan, sebagai salah satu elemen infrastruktur publik, perlu dilakukan pengawasan dengan tingkat efisiensi yang tinggi untuk mendukung kebutuhan operasional kepolisian. Beberapa masalah operasional telah muncul yang menghambat penyelesaian tepat waktu. Salah satu masalah utama yang dihadapi adalah keterlambatan dalam pengiriman material yang sangat mempengaruhi kelancaran pekerjaan. Penelitian ini bertujuan untuk menganalisis faktor-faktor yang mempengaruhi keterlambatan dalam proyek pembangunan Gudang Logistik Polres Lamongan, dengan fokus pada peran kontraktor, supplier, konsultan, dan pemilik proyek. Melalui pendekatan kuantitatif, penelitian ini mengidentifikasi faktor-faktor internal dan eksternal yang dapat menyebabkan keterlambatan proyek konstruksi. Metode yang digunakan dalam penelitian ini meliputi analisis regresi linier berganda untuk menentukan hubungan antara variabel independen (lingkungan kerja, keterlambatan material, peralatan, tenaga kerja, dan perubahan desain) dengan keterlambatan pelaksanaan pekerjaan.

Hasil penelitian menunjukkan bahwa faktor tenaga kerja memiliki pengaruh terbesar terhadap keterlambatan proyek, dengan nilai beta 0,455, diikuti oleh perubahan desain yang memiliki pengaruh positif meskipun kecil. Sementara itu, faktor lingkungan kerja, keterlambatan material, dan peralatan tidak menunjukkan pengaruh signifikan. Untuk mengatasi keterlambatan, penelitian ini merekomendasikan perbaikan dalam koordinasi antar pihak terkait, manajemen sumber daya yang lebih baik, dan perencanaan yang lebih matang. Penelitian ini memberikan wawasan yang penting untuk meningkatkan pengelolaan proyek konstruksi dan mencegah keterlambatan yang tidak terduga pada proyek-proyek serupa di masa depan.



Full Text:

PDF

References


Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 1-13.

Amo, D., & Santiago, R. (2017). Learning Analytics: la narración del aprendizaje a través de los datos (Vol. 2). Editorial UOC.

Anderson, G., Boud, D., & Sampson, J. (1998). Qualities of learning contracts. Capability and quality in higher education, 162-173.

Andreassen, R., & Bråten, I. (2011). Implementation and effects of explicit reading comprehension instruction in fifth-grade classrooms. Learning and Instruction, 21(4), 520-537.

Bannert, M., & Reimann, P. (2012). Supporting self-regulated hypermedia learning through prompts. Instructional Science, 40(1), 193-211.

Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi.

De Bruin, A. B., Thiede, K. W., Camp, G., & Redford, J. (2011). Generating keywords improves metacomprehension and self-regulation in elementary and middle school children. Journal of Experimental Child Psychology, 109(3), 294-310.

Frank, T., & Scharf, L. F. (2013). Learning Contracts in Undergraduate Courses: Impacts on Student Behaviors and Academic Performance. Journal of the Scholarship of Teaching and Learning, 13(4), 36-53.

Harris, K. R., Danoff Friedlander, B., Saddler, B., Frizzelle, R., & Graham, S. (2005). Self-monitoring of attention versus self-monitoring of academic performance: Effects among students with ADHD in the general education classroom. The Journal of Special Education, 39(3), 145-157.

Hood, N., Littlejohn, A., & Milligan, C. (2015). Context counts: How learners’ contexts influence learning in a MOOC. Computers & Education, 91, 83–91. doi:10.1016/j.compedu.2015.10.019

Järvelä, S., & Järvenoja, H. (2011). Socially constructed self-regulated learning and motivation regulation in collaborative learning groups. Teachers College Record, 113(2), 350-374.

Knowles, M. S., & Knowles, M. S. (1986). Using learning contracts: Practical approaches to individualizing and structuring learning. Jossey-Bass.

Kolovelonis, A., Goudas, M., & Dermitzaki, I. (2011). The effect of different goals and self-recording on self-regulation of learning a motor skill in a physical education setting. Learning and instruction, 21(3), 355-364.

Lemieux, C. M. (2001). Learning contracts in the classroom: Tools for empowerment and accountability. Social work education, 20(2), 263-276.

Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of educational psychology, 92(3), 544.

Robinson, O. (2013). Development through adulthood: An integrative sourcebook. Palgrave Macmillan.

Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational psychologist, 25(1), 71-86.

Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children's self-efficacy and self-regulation of reading and writing through modeling. Reading & writing quarterly, 23(1), 7-25.

Simons, J., Dewitte, S., & Lens, W. (2004). The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so you'll know what you learn!. British Journal of Educational Psychology, 74(3), 343-360.

Tonks, S. M., & Taboada, A. (2011). Developing self-regulated readers through instruction for reading engagement. In B. J. Zimmerman, & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 173-186). New York: Routledge.

Wang, M. T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American educational research journal, 47(3), 633-662.

Winters, F. I., Greene, J. A., & Costich, C. M. (2008). Self-regulation of learning within computer-based learning environments: A critical analysis. Educational psychology review, 20(4), 429-444.

Wolters, C. A. (1998). Self-regulated learning and college students' regulation of motivation. Journal of educational psychology, 90(2), 224.

Wong, J., Baars, M., Davis, D., Van Der Zee, T., Houben, G. J., & Paas, F. (2019). Supporting self-regulated learning in online learning environments and MOOCs: A systematic review. International Journal of Human–Computer Interaction, 35(4-5), 356-373.

Yeh, Y. F., Chen, M. C., Hung, P. H., & Hwang, G. J. (2010). Optimal self-explanation prompt design in dynamic multi-representational learning environments. Computers & Education, 54(4), 1089-1100.

Yukselturk, E., & Top, E. (2013). Exploring the link among entry characteristics, participation behaviors and course outcomes of online learners: An examination of learner profile using cluster analysis. British Journal of Educational Technology, 44(5), 716-728.

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational psychologist, 25(1), 3-17.

Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American educational research journal, 45(1), 166-183.

Zimmerman, B. J., & Campillo, M. (2003). Motivating self-regulated problem solvers. The psychology of problem solving, 233262.

Zumbrunn, S., Tadlock, J., & Roberts, E. D. (2011). Encourage self regulated learning in the classroom.




DOI: https://doi.org/10.26877/ep.v7i1.10018

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 EQUILIBRIA PENDIDIKAN : Jurnal Ilmiah Pendidikan Ekonomi