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Indonesian to English: Annual Report of an SOE (Business Review and Operation General field: Bus/Financial Detailed field: Agriculture
Source text - Indonesian Pada tahun 2012, PTPN XIII mampu memproduksi minyak sawit sebanyak 399.892 ton, naik 13,07% terhadap tahun sebelumnya, sedangkan produksi inti sawit mencapai 71.284 ton, naik 10,88%. Produksi karet kebun inti mencapai 7.908 ton, meningkat 6,66%, sedangkan produksi karet kebun plasma turun 28,77% sehingga menjadi 7.414 ton.
Beberapa hal yang mendorong peningkatan produksi dan produktivitas TBS kebun plasma adalah:
- Pengelolaan kebun plasma yang lebih fokus dengan terbentuknya manajemen kebun plasma.
- Peningkatan produktivitas yang signifikan di areal Pola Satu Manajemn (PSM), sehingga mendorong petani plasma yang lain untuk melakukan pemeliharaan kebun sesuai baku teknis.
- Program pelatihan dan pendampingan petani plasma dalam pengelolaan kebun plasma yang dilaksanakan pada sebagian petani sejak bulan Maret tahun 2009 menunjukkan hasil positif.
Translation - English In 2012, PTPN XIII could produce 399.892 tons of CPO, up by 13,07% than the previous year , while the production of kernel oil reached 71,284 tons, went up by 10,88%. The production of the nucleous rubber plantation rose into 7.908 tons, up by 6,66%, while the production of the plasma rubber estates fell 28,77% into 7.414 tons.
Some factors encouraging the rise of FFB production and productivity in Plasma Estates were:
- The management of the Plasma Plantation became more centered with the establishment of the Plasma Plantation Management.
-Significant rise of productivity under the One Management Pattern (PSM), that prompted the Plasma Farmers to perform the plantation upkeep according to the standard operating procedures.
- Training and Facilitating Programs focusing on Plasma Plantation Management given to the plasma farmers, which have been held since March 2009 had shown some positive results.
Indonesian to English: Publication (Journal) General field: Social Sciences Detailed field: Journalism
Source text - Indonesian Namun demikian Data dari bagian Sistem Informasi dan Teknologi Informasi (SIMTI) UTY menunjukkan bahwa sampai dengan tahun 2008 hanya 35% dari staf pengajar UTY berminat untuk menggunakan teknologi informasi dalam proses pembelajaran yang dilakukannya (Laporan Hibah TIK K3, 2008). Selain itu, bagian SIMTI UTY juga menemukan hanya 25% staf pengajar UTY yang menggunakan internet dalam proses pembelajaran yang dilakukannya. Diharapkan staf pengajar UTY sebagai salah satu bagian sivitas akademika yang memiliki peran dalam menyampaikan dan memfasilitasi menyebaran pengetahuan, keterampilan dan perubahan sikap, dapat selalu meningkatkan penggunaan teknologi informasi sebagai alat bantu proses pembelajaran yang dilakukannya.
Jogiyanto (2007: 1) menyatakan bahwa sekarang ini kegagalan penerapan teknologi informasi tidak lagi dikarenakan aspek teknisnya, yaitu kualitas teknis sistem teknologi informasi yang buruk, yang banyak mengandung kesalahan sintaks ataupun kesalahan logika, tetapi lebih banyak kepada aspek perilaku penggunanya. Pendapat ini sesuai dengan pendapat Gibson, Harris, & Colaric (2008: 351) yang menyatakan implementasi sebuah sistem teknologi informasi yang baru pasti akan mendapatkan hambatan dari penggunanya. Hambatan ini diakibatkan oleh ketakutan akibat kekurangtahuan dan perubahan organisasi. Dalam dunia pendidikan, Ramayah, Ibrahim, & Ignatius, (2005: 2) menyatakan bahwa walaupun peran teknologi informasi dalam pembelajaran semakin penting tetapi penolakan pendidik untuk menggunakan teknologi informasi masih sangat tinggi.
Supaya sebuah sistem teknologi informasi yang baru dapat diterima dengan baik oleh penggunanya, maka perilaku menolak perlu diubah, supaya pengguna mau berperilaku menerima. Merubah perilaku tidak dapat dilakukan secara langsung ke perilakunya, tetapi harus dilakukan melalui penentu-penentu atau penyebab-penyebab perilaku tersebut (Jogiyanto, 2007: 2). Hadri Kusuma (2008) menyatakan bahwa diperlukan suatu model yang dapat menjelaskan mengapa para pengguna menerima atau menolak menggunakan teknologi informasi baru.
Beberapa teori dan model terkait dengan penerimaan teknologi yang telah dikembangkan adalah: Teori Tindakan Beralasan (Theory of Reasoned Action/TRA) oleh Fishbein dan Ajzein, Model Penerimaan Teknologi (Technology Acceptance Model/TAM) oleh Davis, Teori Perilaku Terencana (Theory of Planned Behavior/TPB) oleh Ajzen, Teori Perilaku Terencana Didekomposisi (Decomposed Theory of Planned Behavior) oleh Taylor dan Todd, dan Teori Gabungan TAM dan TPB oleh Taylor dan Todd. Teori-teori ini menggunakan variabel-variabel penentu perilaku: kegunaan yang dirasakan (perceived usefulness), kemudahan yang dirasakan (perceived easy of uses), norma subyektif (subjective norm), persepsi kontrol perilaku (perceived behavioral control), ketersediaan fasilitas (facilitating conditions) dan sikap terhadap perilaku (attitude toward behavior) untuk menjelaskan perilaku penggunaan teknologi. Walaupun teori-teori tersebut telah banyak digunakan, penelitian-penelitian untuk mengembangkan teori-teori tersebut masih terus dilakukan. Pengembangan teori-teori tersebut dilakukan terkait dengan perubahan yang cepat dalam perkembangan teknologi dan perubahan kondisi lingkungan.
Berdasarkan kajian penelitian penerimaan pengguna teknologi informasi di bidang pendidikan, ditemukan 5 variabel yang paling berpengaruh dalam penerimaan pengguna teknologi informasi, yaitu: (1) kegunaan yang dirasakan (perceived usefulness), (2) kemudahan yang dirasakan (perceived easy of uses), (3) pengaruh sosial (social influence), (4) keyakinan diri (computer self efficacy), dan (5) ketersediaan fasilitas teknologi informasi (ICT facilities). Dalam penelitian ini variabel pengaruh sosial selanjutnya disebut variabel motivasi eksternal. Napaporn Kripanont (2007: 4) menyatakan bahwa sebagian besar penelitian yang dilakukan dengan menggunakan teori-teori penerimaan teknologi dilakukan di Amerika, hal ini didukung oleh Seyal dan Abd. Rachman (2003: 91), menurutnya sebagian besar penelitian terkait perilaku penggunaan teknologi banyak menggunakan data-data yang dikumpulkan di Amerika. Berdasar penelitian-penelitian yang telah dilakukan tersebuat dapat diambil kesimpulan bahwa banyak ketidakkonsistenan variabel-variabel yang dominan dalam menentukan penerimaan pemakaian teknologi. Ketidakkonsistenan variabel-variabel tersebut menunjukkan bahwa penerimaan penggunaan teknologi sangat dipengaruhi kontek teknologi dan organisasi tempat penelitian itu dilakukan (Napaporn Kripanont, 2007: 4). Berdasar penjelasan di atas dapat disimpulkan bahwa temuan hasil penelitian terkait dengan penerimaan pengguna teknologi yang telah dilakukan belum tentu sesuai jika diterapkan di Indonesia khususnya dalam bidang pendidikan. Khusus dalam pendidikan vokasi, Seyal & Abd Rachman (2003: 92) menyatakan bahwa penelitian-penelitian terkait dengan penerimaan pengguna teknologi informasi untuk pendidikan vokasi belum banyak dilakukan.
Translation - English Yet, the data from the Bureau of Information System & Information Technology of UTY University, indicated that until 2008, only 35% of the lecturing staffs in the University, were interested in using information technology in their lecturing process (Laporan Hibah TIK K3, 2008). Furthermore, the bureau also uncovered that only 25% of the staffs used internet in their lecturing classes. It is expected that the lecturing staffs of UTY University as a part of the academic community, who have the role to convey and facilitate the dissemination of knowledge, skill, and behavior change, would continously intensify the application of information technology as a supporting tool for the lecturing process, they perform.
Jogiyanto (2007:1) asserts that, the failure to apply information technology today, is no longer due to its technical aspect viz, the poor technical quality of the information technology system, which contains many syntactic and logical errors, but more on the users’ behavior aspect. This assupmtion is similar to Gibson’s, Harris’ & Colaric’s idea (2008:351) who claim that the implementation of a new information technology would definitely face many obstacles which come from its own users. The obstacles resulted from fear which emerged from ignorance and organizational shift. In the world of education, Ramayah, Ibrahim, & Ignatius (2005:2) states that eventhough the role of information technology in learning process becomes more significant time to time, the resistance of the educators to use information technology will remain persistant.
If a new information technology system would like to be welcomed properly by its users, then the resisting behavior needs to be altered into the embracing behavior. Behavior change can not be conducted directly to the behavior itself, but it must be done through determinants or the causes of such behavior (Jogiyanto, 2007: 2). Hadri Kusuma (2008), states that it takes a model to explain why users resist or agree to apply a new information technology.
Some theories and models related to technology acceptance which have been developed are: The theory of Reasoned Action by Fishbein and Ajzein, Technology Acceptance Model by Davis, Theory of Planned Behaviour by Taylor Todd, and a combination theory of Technology Acceptance Model and Theory of Planned Behavior by Taylor and Todd. These theories employ the behaviour determinants variables, such as: perceived usefullness, perceived easy of use, subjective norm, perceived behavioral control, facility conditions, and attitude toward behavior, to explain technology application behavior. Although the theories have been applied many times, researches to elaborate them are still carried out. The elaboration of the theories is conducted due to the rapid change in technology development, and society condition.
According to the research review on users acceptance for information technology in education field, there were 5 variables found, each of them strongly influences users acceptance of information technology, viz: (1) perceived usefulness, (2) perceived easy of use, (3) social influence), (4) computer self efficacy, and (5) ICT facilities. In the research, the social influence variable hereinafter, will be called as the external motivation variable. Napaporn Kripanont (2007:4) claims that most of the researches conducted by employing the technology acceptance theories were performed in America. This statement is supported by Seyal and Abd. Rachman (2003: 91), who believe that most of the researches related to the technology application behavior used the data which were collected in America. Based on those researches, it can be concluded that the dominant variables show much inconsistency in determining the acceptance of technology application. The inconsistency itself, signifies that the acceptance of technology application is very dependent on technology context and the organization in which the researches take place (Napaporn Kripanont, 2007: 4).
Based on the above illustration, it can be inferred that the research finding on technology users acceptance, that has been done, is not necessarily appropriate if applied in Indonesia, especially in education field. Typically, in vocational education, Seyal & Abd Rachman (2003: 92), assert that researches on information technology users for vocational education, have not been conducted very often.
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Bachelor's degree - Sanata Dharma University
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Years of experience: 12. Registered at ProZ.com: May 2013.
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