Archive for 2016

BSCS 5E learning cycle in

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in the BSCS 5E learning cycle

Eureka Education . Learning model BSCS 5E is a cyclic learn , which is based on the theory of education in order to have a basis for the development of research to support its effectiveness, and has a significant impact on science teaching.

BSCS uses various techniques of science teaching as research. First, use a lot of instructions, the nature / purpose of science reveals is uncertain. Secondly, the statement of conclusions in the installation used BSCS what a story is called research that teachers should describe the background of the important ideas about biology and engage research methods in the fields of biology itself . Third, structured the study laboratiorium students to encourage them to do research questions illustrate more than just the text / article. Fourth, the programs lab is designed in the form of groups that students engage in research on a topic of biology that was real.


Since the late 1980s, this model that can improve the BSCS 5E learning model inquiry and critical thinking skills and creativity Student BSCS curriculum design, and there is the support of research data used in material. This model describes the teaching sequences that can be used for the entire program, a special unit and individual lessons. BSCS 5E teaching model provides an important role in the process of curriculum development and implementation of teaching materials in science classes. BSCS 5E learning cycle was used as a major innovation in elementary, middle school and high school biology and integrated science program. Moreover BSCS has completed a portion of an additional module for the National Instituties of Health (NIH). Model BSCS 5E part an essential element is paternally these modules

stages of the learning model BSCS 5E consist of: .. Engagement, Exploration, axplanation, elaboration and evaluation

1. Engage is a useful first step to attract all the attention of the students to focus on learning activities. Teachers use facts or phenomena through pictures, videos or exceptional presentation on the problems connected to be examined, so that the attention of the students to learn them and willing concentrated. For example, the teacher showed pictures or videos erosion of land by the sea. If all the attention of the child has been focused on the question, ask the teacher, the important questions, such as how to prevent abrasion? Maybe the students will respond by planting trees on the water. Then the teacher asked a question, if a tree or shrub, the coco planted by the sea? Then the teacher asked us to go to the mangrove ecosystem.

2. The second step is Explore , in which students carry out exploration activities, such as watching the root structure, branch structure and mangrove plant leaf. Teachers can facilitate the following table the students.

[19459224[
the name of the plant
No
root system
system branch
The structure leaves











3. the third step is explain , where children try to abiotic factors such as salinity to find the concept of the structure of the system functions and its relationship in the mangrove ecosystem and explain. Teachers, students can perform this process with questions stimulant perform. For example, why mangrove plants have a root system and leaves like that?

4. The fourth step is Complex , ie expand activities to deepen or contact've mastered the concepts students. Teachers allow students with the question of how to stimulate the mechanism of mangrove plant roots in the regulation of cell turgor in environments with high salinity? Students can discuss further, reading a book or looking to the internet to the various problems for articles.

5. The fifth step is Rate (review), where teachers do tests understanding of the subject "students to determine. The tests can a written test or quiz

Properties BSCS Biology: A study approach

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trains BSCS Biology: A research approach

Eureka Education . In Proceedings of the National Seminar on "BIOLOGY AND LOCAL WISDOM" 2011 Dr. Slamet Suyanto suggested BSCS investigation found that the approach can be characterized as follows:


1. in accordance with the content standards (in Indonesia by SK and KD)
Standard content for science research ability and understanding of the request capacity and a basic understanding of the investigation complexity from kindergarten class increases includes 12 reflect kognintif students. Standard content basic skills required request class to lead 9 degrees 12:

a) identifying issues and concepts that lead to scientific investigation
[Use-
b) designing and conducting scientific studies.
c) to improve engineering and mathematics, the results of
d) investigation and communication technologies.
e) to formulate and revise statements -penjelasan scientific and model model
f) with logic and evidence.
g) to identify and analyze the explanations and alternative models
h) to defend communication and scientific arguments.

2.Inkuiri is the main theme
, the process of the investigation as a core learning activities. Aspects of research as a science:
a) behavioral observations
b) Demonstrate curiosity, formulate questions of basic knowledge of
c) collect evidence new technologies and calculations with mathematics
d) suggest the results of previous studies
e) possible explanations
f) publish statements on evidence based
g) examine evidence new evidence [1945008
i) 1945014 giving]
h) Adds explanation
[scientificexplanationinformationtopublicpolicy

[] request in class consisting of:
a) Find an object of observation
b) Demonstrate curiosity, the question of prior knowledge
c) from the presentation of a on a first estimate (hypothesis)
d) based formulate declaration, planning and execution of simple investigation
e) the compound of explanation of scientific knowledge.
f) communicates and justifying explanations.

Virtue basic investigation in the classroom:
a) scientifically oriented learning interest in these issues, there are two types of questions; Keep a question existence something dig origin, contains the second many "why" questions. Scientifically oriented to objects, organisms and events in nature centered issues; it refers described to science concepts in the content standards. They question the things they alone led empirical research to do and use the data to develop a scientific explanation for the phenomenon. In the classroom, a question to be very strong and managed to direct the request to create a feeling of "need to know" for the students, with the additional questions "how" and "why" a phenomenon that occurs. The first question can come from students, teachers, teaching materials, web pages, other sources or a combination of all of them.

The teachers have to perform an important role in the identification question, especially when the question comes of students . could be successfully request originated from questions meaningful and relevant to the students, but also from reliable sources through observation and scientific escape.

knowledge and as students, to answer these questions must be conducted and managed in accordance with the stage of development of students. The skills of teachers, students focus help their questions so that they examine both experience interesting and productive to win.

b) give priority Learners evidence, which makes them develop and scientifically oriented to evaluate observations on those questions. In the classroom inquiry, will develop with students evidence a scientific explanation for the phenomenon. Watch plants, animals and rocks, and carefully describe its properties. They made measurements of temperature, distance and time and write it down carefully.

c) a description of evidence Learners set up to scientifically oriented questions. Aspects of this investigation emphasis on the trail of evidence of a statement and not the criteria and characteristics of evidence. The scientific explanation is on the grounds. It is based create a cause of action and a relationship based on facts and logical arguments. Scientific explanations must be consistent with the evidence from experiments and observations in nature in harmony. The explanation for this is the way to find out what is not already known by linking observations with which it was known. So the explanation goes Suggest on current knowledge and some new understanding. For science, this means building understanding on the existing basic knowledge. For students, this means the construction of new ideas about their understanding that now.

d) The learners assess their explanation based on alternative explanations, particularly those reflecting scientific understanding. review , and the elimination or revision, which allowed to make a statement, is one of the virtues that distinguish it from other forms of scientific research and other further explanation. A person can things mempertanyakah as: Is the evidence of the proposed Declaration support? Is a sufficient explanation to answer the questions? Was there bias or flaws in evidence and statements related reasons? Can other explanations of specific evidence plausibly resulting? Alternative explanations can be checked by the student dialogue in order to compare the results or check made their results with those of the teacher or teaching materials. ensure an integral part of these characteristics that students between their results combine with the scientific knowledge that is appropriate for their stage of development. Thus, should the statement of the students especially in accordance with the current scientific knowledge which they can receive.

e) Learners communicate and to assess their proposed observations. Ask students to share observations open up, to ask questions, examine evidence and suggested some alternative explanations for the same observations opportunities for other students. Share declaration can generate questions or the relationship between the enriching of the students who acquired existing scientific evidence and explanations evidence that they proposed. As a result, students can solve the contradictions and arguments based on empirical memantapkansebuah.

3. Multidisciplinary and integrated approach, the integration of biology, physics, chemistry and other sciences
A coherent program, multidisciplinary designed for students to engage students in exploring pasa focus of scientific investigation. Can be used in many disciplines, and if the procedure other issues to integrate as a supporter of the research.

4. constructivist and student-centered (student-centered activities)
maximum Stressing search the student activity, and to find, which puts the student as a subject of study. Students not only act as a receiver to get students through oral statement, but their role is to find their own core of the thing itself.

5. With the request open or closed with a relevant context
The greater responsibility for learners in response to questions , the study of design summarize and communicate their learning, then the method can be declared "open". The more responsibility taken by the teachers, then the process closer to the criteria of the "request-closed". Various experiences with a variety of "degree of openness" in learning is required in the development of the existing kemampuankemampuan request.

6. The students with the opportunity to design and carry out experiments
inquiry-based learning, students promotes their own methods for detection, mengalisis to develop and evaluate scientific data. In addition, students can develop, justify, communicate and evaluate scientific explanations. Inquiry-based teaching makes students ask about the nature of scientific investigation to think how scientists use evidence and logic, to build and revise the knowledge. Therefore, in addition to provide specialized content disciplines, inquiry-based material is to help students develop a better balance ability of performing and understanding science. Teach science by studying allows students to create a concept of a question, and search for an explanation of possible explanations to respond. For example, in the field of cell biology, cell membrane must be a membrane selectively permeable - they should be the food molecules such as sugars can through it, but molecules can not pass through such as carbon dioxide waste. Any kind of material can be a part yan membrane, allowing them to expand as well as cell growth ?.

7. the results of recent studies
Students are required to read explanations of sharing options open for other students students give opportunity to ask questions, examine evidence and suggested some alternative explanations for the same observations. Share declaration can generate questions or the relationship between the enriching of the students who acquired existing scientific evidence and explanations evidence that they proposed. As a result, students can the contradictions and arguments based on empirical solve memantapkansebuah.

8.Siswa practice the achievement of learning
self-assessment is to monitor itself performed by the students. The participation of students in assessing their own thinking and performance make them better able to achieve to control when planning objectives to monitor and correct the learning they do themselves. Rate stick to the process of discovery, collaboration, communication and conceptual connections. reduce Participate students in assessing the burden on teachers and make the students know what is expected of them. Students must be trained paternal behavior self-assessment so that they understand the primary purpose of learning and what they need to achieve.

9. The integration of mathematics and other sciences
Mathematical mentioned as a means of communication, all the sciences. Math was none other than logic. When collecting evidence used technology and mathematical calculations.

10. With a variety of sources and techniques of organization of matter
resources for teaching science through inquiry including websites , books, resources guides, materials, teaching, collections of video.

11. 5E learning model
After BSCS 5E and "E" represents an important part of the order of the progress students seen their pemahana develop. The first students are involved in any way, or any concept the issues and have the opportunity to bring their understanding of time expressed. Then she berapartisipasi to explore in activities or concepts and share ideas with others before making the statement. Followed the developments with the first explanation students have the opportunity to develop and to deepen their understanding of concepts in new situations. Finally, students and teachers assess the progress of students. The combination of 5E with desian oriented strong ratings provide an opportunity for learning and conceptual change in students, leading to a better understanding of science.

12. Collaborative with diverse students
Some teaching models have been developed and teachers can experience learn help organize, sort -based examination for the students to learn. All can be combined with the virtues of the investigation. These elements are important the students to tie in scientific matters, gives students to explore the possibility and create his own explanation, implement and evaluate what they have learned.

13. With the help of a comprehensive assessment of the various techniques
Assessment is a critical aspect of the investigation because of the design experiences learn is to sharpen and define. When teachers know what they are to be shown by the students, they will be better, assistance to the efforts of the students in the provision to achieve it

The comprehensive package, diverse assessment include the following :.
1) Test Bank evaluation unit level.
2) performance-based evaluation at the level of the chapter.
3) embedded assessment on the level of activity.
4) To print a section for students and teachers for each evaluation.
5) Preparation portfolio.
6) the process of investigation.
assessing teacher student is allowed to assess progress on a continuous basis are included in the whole program. (.iklangoogle Adsbygoogle = window || [])

Definition of Creativity

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Definition of Creativity -

definition of creativity

Eureka Education. After pickers (Kaufman et al, 08: the interaction between talent or intelligence. 1) is, creativity, environment and process, so that a person or a group to be able to produce new and useful. Creativity can also be interpreted as a series of individual attitudes and skills that are oriented ideas and original (Fisher in Anita Isa and Jamil Ahmad, 2012) to produce. Creativity starts with creative thinking to generate ideas to solve problems, to improve, to increase productivity, to improve the effectiveness and the value (in Maimunah Anita Isa and Jamil Ahmad, 2012). Edward de Bono defines creativity as an attempt at a different angle to think, to find a new alternative for a phenomenon.

creativity are creating new patterns and combines information from previous experiences (Hurlock, 1999: 4). Creativity makes someone a composition that can produce the product, or an idea of ​​what is basically a new and previously unknown author. Creativity can imaginative activity and the synthesis of thought that perangkuman not only in the form.

There are so many definitions of creativity, but tidakada any acceptable definition of universal Sevara. After Rhodes (in Isaksen and quoted by Munandar Utami, 2012: 20), as a rule formulated dalamnistilah personal creativity ( person ), processes and products. Creativity can also be viewed on the personal circumstances and environment that ( press ) to the individual creative behavior promotes. Rhodes mentions the four types defined creativity as " Four P creativity: Person, Process and Product Press )".

a.Definisi person
creativity is a unique meeting point between three psychological characteristics: intelligence, cognitive styles and personality or motivation. These three attributes help to understand what lies behind the creative people.

intelligence includes verbal skills, think smooth ( Velocity ), knowledge, planning, problem formulation, the formulation of strategies, mental representation, decision-making skills and balance and the integration of general intellectual. Cognitive or intellectual style of someone who Convention looseness of fastening creative show creates its own rules to do things his own way, as the problem is not structured, enjoys writing and design. This cognitive style leads to creative thinking originality . Dimensions of personality or motivational include flexibility, tolerance for ambiguity, the urge for success and recognition, persistence in the face of obstacles, and moderate risk development.

Add Munandar Utami (2012: 35) reported that a creative child curious usually had broad interests, and love indulgence and creative activities. In addition to creative child also quite independent and self-confidence. They are more willing to take risks, it means to do something for them, is very useful and important is to shake off criticism and ridicule from others. Creative children are not afraid to make mistakes and to express opinions, even if it can not be approved by the other person.



b.Definisi process
, the definition of the creative process is the famous definition of Torrance. After Torrance in Utami Munandar (2012: 21):

" ... the process of 1) Sensor Problems, problems, information gaps, missing elements, asked a question; 2) production of conjectures and hypotheses on reviews to formulate these defects; 3) the evaluation and testing verified these conjectures and hypotheses; 4) where appropriate, revise and re-tested them; finally and communication the results . " The definition of creativity is basically the steps in the scientific method is similar to the search for the problem to deliver results, covering the entire creative process and scientific.

c.Definisi Article
The concept of creative products emphasize originality (Munandar Utami, 2012: 21). According to Barron in Munandar Utami (2012: 21), creativity is the ability to produce something new or create. But not all of the product must be new, creative products can also form new combinations as Häfele reveals that creativity is the ability to create new combinations that have social significance. From these definitions emphasized Häfele that a creative product must not only new, but also useful.

Basemer and Treffinger (Munandar Utami, 2012: 41-42) suggests that creative products can be divided into three categories, namely: 1) novelty (novelty) ; 2) resolution (resolution); and 3) Detail (drafting) and synthesis. Novelty is the extent to which the product is re-involved in the quantity and spacious new processes, new techniques, new materials, new concepts in terms of the court or field, the impact from the product of the creative product in the future.

Original means that the product under the man-made with the same experience and training products provide rare and also a surprise. Solving (resolution) in terms of the degree of the extent to which the product conforms to the requirements of a problem. Elaboration and synthesis refers to the degree or extent to which products that combine elements that are identical or similar in a sophisticated and coherent whole are not (last logical).

d.Definisi Press
Factor press or encouragement can create either internal drive in the form of a wish or, participates creative and encouragement. Environmental external social and psychological

Source:
Kusumaningrum, Sih. for science process skills to improve in 2015 Development of scientific instruments based learning approach to learning model PPA and Creativity Student Class X. Theses . In postgraduate UNY

Thematic Integrative learning in primary school

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Thematic Integrative learning in primary school -

Discipline Integrative Learning in Elementary Schools

Eureka Education . integrated thematic learning (installed) on the curriculum of 2013, Applied Learning through a variety of subjects, which underscores the same subject in the primary school. Thematic learning usually applied in SD because of the characteristics of learners who still holistically on things (products) have, they do not sort out meampu concepts from different disciplines. It shows the way children think that deductive ie common part-by-part. Therefore thematic learning suitably integrated into the characteristics of learners in primary school learning

The concept of Integrated Learning Fogarty expressed (09: 95)., The use of the integrated model as inductive process embedded in these disciplines to distinguish the basic skills attitudes, concepts and skills. In addition, to discuss the unit of study, our thoughts are closed overlap in the ideas. The more we share, the more similarities. It was through thematic learning students can learn different things at the same time, so it established more efficient time that Eisner in Johnson (2010: 47). Adds this opinion in the social sciences, as follows.

"An integrated approach to social studies created the curriculum, where everything is connected to everything. Students learn deeper an area of ​​study from a variety of perspectives approach. Also an integrated curriculum sets a variety of forms of representations of ideas and Tus honors students multiple forms of intelligence, and the variety of cognitive strength "

that is, an integrated approach to the creation of curriculum social studies in which everything is connected to everything. Students learn more in the region approached from many perspectives to learn. Integrated curriculum also sets different representations of ideas and thus different forms of students of intelligence and various cognitive abilities respect. The definition is actually combined through a variety of disciplines that have the same topic of discussion not only in the field of social sciences, but also in all areas of science. This is consistent with Ellis (2010: 263).

"topics provide a means for the different contributing disciplines to be different, reviews of their unique properties from yet at the same time presents Carrying Similar a conceptual purpose. The liberating aspect of carefully selected, content Enriching issue is that it is connected supports, integrated experience in the discipline "is

that is, the subject, the means for the different disciplines provides post be different, to show their unique characteristics, but at the same time a similar conceptual purpose of performing. liberate carefully selected aspects of content enriched issue is that it supports connected together experience in disciplines.

Pembelajaran Model Tematik Integrated

Based some of the above-mentioned document, integrative thematic learning is learning which of several disciplines, the need to integrate the same topic so holistic and not to separate between the compartments.

Even textbooks

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Even textbooks -

Even textbooks

Eureka Education . One factor supporting the teaching and learning pemlajaran, devices such as text books. The existence of textbooks to be very important to support the learning process, both for teachers and for students. Textbooks or textbooks are used in a flexible, the learning performed by the students in the school or independent study at home.

etymologically, the textbook is the language of the receiving of the English language, the textbook . Direct translation of the word textbook is TESK books or textbooks. tesk In the unit level of education or in school, books tesk book also often a lesson, the level of education or curriculum unit SBC arranged entire sedimikian book tesk how to cover a particular topic. Penggambungan topics with science subjects in primary school, but the curriculum 2013, curriculum-based thematic integrative, books SD is a merger of all topics of a topic.

[1945008erforderlichentworfen]
Permendikbud No. 2 08 Article 1 In accordance with the textbook a mandatory reference for use in units of primary and secondary education or higher education, which includes learning materials to increase the faith, piety, character and personality, mastery of science and technology, increased sensitivity and aesthetic ability, kinesthetic skills and improve health, based on the national educational standards. It is strengthened by Permendikbud No. 65 of 2013 that used the efficiency and effectiveness of this number textbooks adapted to the needs of learners to improve

Saleem & Thomas (2011: . 18) states that "the textbooks are powerful tools of teaching and learning, the teacher implemented the material in the textbook and the interaction of the students with the book, the teacher and students construction of knowledge with respect to the TeXbook content". That is, the textbook is a very useful tool in the learning process, such as teachers build the content of textbooks and student interaction with books, teacher and student groups knowledge to implement for the content of the book. Along with that Cunningsworth in Roseni (2014: 417) states that
" Textbooks are an effective resource for self-directed learning, an effective resource for the materials of the teachers, a source to present ideas and activities, a reference source for students, a curriculum prescribed for less experienced teachers learning objectives and support reflects still trusting ".

[1945011zugewinnenhabendassLehrbuch] is effective to learn directly itself a resource, effectively the source of content by the teacher, to present a source of ideas and activities, a reference source for students, a curriculum, the help the learning goal and teachers, less experienced, who still do not believe textbooks reflects itself. Therefore, in a number of very powerful tools in the learning process.



According to Fernandes (1984: 35), "t extbooks are built and up to date textbooks are crucial for the quality of service to improve "that is, the textbook is the most important resource for teaching and learning the most important resources of teaching and learning. Good. Well built and up to date textbooks is very important to improve the quality of performance. This is made clear by Tarin and Tarin (09: 13-14), the textbook is a textbook in a particular area of ​​study, which is a standard work, compiled by experts in the field of science for the purpose and educational purposes, which is provided with means is understood by the user -sarana teaching in schools and universities to support harmonious and slightly somewhat instructional programs.

Based on the above terms can be achieved, concludes that a book of standardized textbooks to certain levels of education used to be used in the class, a variety of learning activities, contains in order to achieve the learning objectives. Textbooks are used to facilitate the learning process, is to enrich more than a wawasaan and experience of the teachers and students generally. (.iklangoogle Adsbygoogle = window || [])

School uniforms: Permendikbud point 45 2014

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School uniforms: Permendikbud point 45 2014 -

school uniform: Permendikbud No. 45 2014

Education Edit

school uniform: Permendikbud No. 45 2014


Eureka Education . Schools are a place for formal education. Formal education is divided into several levels, namely primary and secondary education. Creating the efforts to create a pleasant atmosphere in the learning process, has been cast in some regulations. One of these rules is the Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 45 of 2014, which deals with school uniforms for pupils of primary and secondary education. These regulations set the date June 9, 2014 in Jakarta.

seragam sekolah, SD, SMP, SMA


provision of school uniforms has several objectives, among others:
  1. convey and to promote a sense of nationalism and unity, but also to strengthen the fraternity to promote the spirit of unity and unity among learners;
  2. , to increase the sense of equality, regardless of socioeconomic inequality parents / guardians of students;
  3. to increase discipline and responsibility of the learner and regulatory compliance; and
  4. a reference for schools to prepare the order and discipline of learners especially school uniforms on.

Permendikbud No. 45 of 2014 regulates the procurement of uniforms. School uniforms raised privately by the parents or guardians of students. Procurement of school uniforms should not be associated with the implementation of the admission of new students or class.

Kinds of Uniforms School


school uniforms a national consist of uniforms, uniforms typical school uniforms Scouting, school uniforms and Muslim.

1. The uniforms of the national

national uniform is the clothing of students in schools supported together and applied have the type, model and color nationally. Monday supported national uniforms, Tuesdays, and on another day, in the implementation of the flag ceremony. At the time of the ceremony, the use of cap uniformly equipped and bind corresponding uniform colors each grade and are having a logo does Wuri Handayani fitted at the front of the hat.




2. uniforms Scouting

Apparel Scouting uniform is a uniform model, and conduct its own attributes and charged scouting activities. These uniforms are separately controlled by each school in its use.

3. The typical school uniforms

typical school uniforms are worn the uniforms, the characteristics of the school to show. The clothing worn by students on a particular day. This distinctive uniforms can improve learners' pride of the school. Students wearing the typical uniform of this school in accordance with the rules of the school.

4. The uniforms of Muslim

Muslim distinctive uniforms are uniforms worn by Muslim students. This outfit set according to the type, model and color in the teaching and learning process for all types of school uniforms.

school uniforms for pupils differentiated model and son of learners daughter. Each school level also has its own rules for national uniforms. On the SD or SD / SDLB, is national uniform of a white shirt and trousers / skirts red hearts. National In the SMP / SMPLB uniform consists of a white shirt, pants / dark blue skirt. On the high school level / SMALB / profession / SMKLB national uniform consists of a white shirt, trousers / skirts in gray.

Uniform National SD / SDLB

1. Uniform Students Putra

    [wear
  • short-sleeved white shirt a pocket on the left side and in the pants;
  • red hearts shorts, long pants 5 cm above the knee is provided for the waist belt belt buckle, in a pocket on the left and right; or pants red hearts usual model / straight, long pants to the ankle, the waist belt is provided buckles for belts, pocket in the left and right side.
seragam SD, seragam, sekolah SD, Permendikbud No.45 Tahun 2014


2. Uniform Students daughter

  • wear short-sleeved white shirt a pocket on the left side and in a rock;
  • short skirt red hearts, folded in the same direction, without pocket, waist belt buckles for belts, skirt length is provided 5 cm below the knee; or a long skirt red heart to his ankles, folded in the same direction, no pockets, waist belt buckle is provided for belts.

Uniform National Junior / SMPLB

1. Uniform Students Putra

  • short-sleeved white shirt a pocket on the left bear;
  • shorts, long pants 5 cm above the knee, the hip is provided for tie belt buckle dark blue, in a pocket on the left and the right and the right rear pocket vest; or pants in dark blue, the usual model / straight, long pants to the ankle circumference minimal foot 44 cm, waist is for belts, provided pocket in the left and right sides and a pocket vest right rear belt buckles.
seragam SMP, seragam, sekolah SMP, Permendikbud No.45 Tahun 2014


2. Uniform Students daughter

  • short-sleeved white shirt wear a pocket on the left side;
  • navy blue skirt with the left and right parts of the face pleated direction ritsliting in the middle of the back pocket in the side sills, supplied belt waist buckle on a belt, skirt length 5 cm below the knee; or a long skirt to the ankle, dark blue color with a folded toward the left and right parts of the face, ritsluiting in the middle of the back, pocket on the side part of the rock, delivered at the waist belt for a belt buckle.

Uniform National High School / SMALB / profession / SMKLB


1. Uniform Students Putra

  • white shirt, short sleeves carry a bag on the left side;
  • pants gray usual model / straight, long pants to the ankle circumference minimal foot 44 cm, waist belt buckles for belts, pocket in the left and right sides and a pocket vest is back next provided on the right.
seragam SMA, seragam, sekolah SMA, Permendikbud No.45 Tahun 2014


2. Uniform student daughter

  • wearing white shirt, short sleeves, a pocket on the left side;
  • gray skirt with pleats towards the center of the face, in the middle of the back, pocket ritsluiting in the side sills, delivered waist buckle straps on a belt, skirt length 5 cm below the knee; or a gray skirt length to the ankle, with pleated toward the center of the face, in the middle of the back, a pocket on the side of the rock ritsliting is the hip belt buckles made for belt available.

, the use of school uniforms for all levels with a bandwidth of 3 cm black, white socks are fitted at least 10 cm above the ankle and black shoes.
uniforms typical Muslim for every level is almost the same uniform daughter learners, but differ only in the rock. Skirts for Muslim typical uniform length learners to ankle.

attributes

attribute is used to supplement the national uniform clothing that identifies each school. Attributes consist of a badge organize student, badge red and white, nameplates learners badge school name and the name of the district / city.

  1. badge SD or advice (for middle and high school) sewn into a shirt pocket;
  2. red white Badge dijahitk on top of his shirt pocket;
  3. Badge learning names sewn on the T-shirt on the right side of the chest;
  4. Badge school name and the name of the district / city sewn on the sleeves of the right.
Badge, sekolah SD, SMP, SMA, Permendikbud No.45 Tahun 2014

Item Shape Association Multiple Choice -

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Item Shape Association Multiple Choice - -

Product Form Association of Multiple Choice

instruments Education Edit
Product Form Association of Multiple Choice

Eureka Education - This form is relatively new third Bentu causation. In this form, each participant test to search through alternative correct answer, perhaps all the alternative answers are correct, perhaps true only partially and may not be correct.

alternative form commonly used is as follows:.
a Expressions (1) (2) and (3) properly
b , Expressions (1) (2) and (3) properly
c. Expressions (1) and (3) properly
d. Expressions (2) and (4) properly
e. Expressions (4) properly

the form of the above, a fundamental weakness, because the concept of an association within the meaning of multiple-choice is not met. Testi be able to get it, simply to determine whether the instruction number 1 is wrong. If one of the automatic stay c and d. If the statement number 2 an automatic case for selection d. If the statement is then true, then the number dropped 2 automatic choice for an alternative, if ever fall to the alternative b. By because it would be better if the model of choice as follows:
a If all the answers are correct
b.. If two statements are true
c. If three statements are true
d. If the statement is true
e. If it is not a true statement

Item Bentuk Asosiasi Pilihan Ganda


There are things in the production of the elements form an association dual to consider aspect konsrtuksi
a. the subject matter must be clearly
b be formulated. The formulation of the problem and formulating answers to simple
c formulated. The article does not lead to the correct answer, for example, one with the word. Three
or similar things
d. The entire disclosure of the alternative answers homogeneously either in the form of sound words
use the term to be
e , Images, graphics, tables or discourse actually work
f. Item is not dependent on other elements

References .:
Vali, Bambang. 2012. principles of assessment and evaluation of learning . , Yogyakarta. UNY Press

CV (metacognitive in Learning)

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CV (metacognitive in Learning) -

CV (metacognitive in Learning)

opinion, paper and journal, education, CV Edit
Resume (Part 1)
The role of metacognitive knowledge in the areas of learning, teaching and assessment
Raul R. Pintrich

Eureka Education - metacognitive knowledge includes knowledge of cognition ingeneral, as well as awareness and knowledge of the own knowledge. One of the hallmarks of psychological and educational theory and learning research since the original Taxonomy was published, is the emphasis on supporting the students' knowledge of and responsible for the opinions of their own perception and thought.

metacognitive knowledge includes knowledge of general strategies that can be used for various tasks, to the knowledge of the conditions used under this roomates strategies to the knowledge of the extent in which the strategies are effective, and self-knowledge. For example, the learner may know a textbook and strategies on different strategies to monitor for reading and checking reviews their understanding as they read. Also activate Learners relevant knowledge about reviews their own strengths and weaknesses, to complete the task with respect and their motivation for the task. Recognize learner assume they already know a lot about the subject of a chapter in a textbook (which may perceive as a strength), and that they are interested in this topic (which reviews their motivation can enchance). This knowledge could lead them to change their approach reviews or rate. Finally, students can for the solution of a problem enable relevant in a particular context situational or conditional knowledge (for example, in this classroom ;. In this type of test, in this real situation, etc). You can know for example, that multiple-choice tests require only recognition of the right answers, not necessarily the recall of information, as required in the essay test. could affect this type of metacognitive knowledge as they prepare for the exam later.



Three types of metacognitive knowledge
Add Flavell (1979) classic article on metacognition he suggests, indicate that metacognition includes knowledge of strategy, object and person variables. We represent these conditions in our categories by including students knowledge about general strategies for learning and thinking (Strategic Information) and their knowledge of cognitive tasks and when and why reviews these different strategies to use (knowledge about cognitive tasks, including appropriate contextual and conditional Knowledge). Finally, we included the knowledge of the self (the person variable) with respect to both cognitive and motivational power components (self-knowledge).

a.Strategic knowledge
Strategic knowledge is knowledge of general strategies for learning, reasoning and problem solving. Reviews These strategies are applicable to all or most academic disciplines or subject domains as opposed to more specific strategies from the disciplines or domains. Consequently reviews these strategies on a large number of different tasks or domains are used, rather than that they are very useful for a particular type of object in a particular subject area.


Strategic knowledge includes knowledge of the various strategies can be used to memorize, to extract meaning from text students material and what to comprehend , they hear in the classroom or what they read in books and other course materias. While there are a large number of different learning strategies are, they can be grouped into three general categories: sample preparation and organizazional.

In addition to the general reviews these learning strategies, students can have knowledge of various metacognitive strategies that will help you with the planning of use, monitoring and control reviews their learning and thinking , Reviews These strategies include ways individuals plan their knowledge reviews (eg set sub-goals) monitor their knowledge reviews (eg asking questions as they read a piece of text; check reviews its answer to a math problem) and Regulate reviews their cognition ( eg re-read something that they do not understand, they go back and "fix" their error in a mathematical problem of calculation).

b.Knowledge
to develop on cognitive tasks
When students reviews their knowledge of different learning and thinking strategies and their use, this knowledge reflects the "what" and "how" of the various strategies. However, this knowledge for expertise in learning is not enough. Students also need to have some knowledge about the development of "when" and "why" of these strategies will be used appropriately. Since not all strategies are suitable for all situations, the student must develop some knowledge of the different conditions and tasks where the different strategies are used most appropriately. So, an important aspect of the strategies of learning is knowing when and why to use it appropriately.

Another important aspect of the conditional knowledge affect local situational and general social, conventional and cultural norms for the use of different strategies. For example, a teacher can promote the use of strategies for reading. A student who knows Teacher strategic preference, is better able to adapt to the requirements of this teaher classroom. Similarly, different cultures may have to think standards for the use of different strategies and ways of problems. know Again Reviews these standards help students to meet the requirements of the culture to adapt in terms of solving the problem.

c. Self-knowledge
Flavel (1979) suggested that the self-awareness of their own strengths and weaknesses. For example, a student knows that he or she is doing better generally to multiple-choice tests than on essay tests has some metacognitive self-knowledge about his or her test-taking ability. This knowledge can be useful for the students, since he or she. For two different types of test studies One of the hallmarks of experts is that they know when they do not know something and have to find some general strategies trust for the relevant information. This self-confidence of the breadth and depth of one's own knowledge base of a is an important aspect of self-knowledge. Individuals need to be aware of the different types of strategies that they are likely to rely on in different situations. The awareness that one could use overrelies to a particular strategy when others may be more adaptive strategies for the task on the possibility of a change of strategy.

In addition to general self-knowledge, also have beliefs about individuals Reviews motivation. These are judgments of rating their ability to an object (self eficacy) perform reviews to do their goals for a task (learning or just get a good score), and the interest and value the task for them (high interest rates and high value compared to low interest rates and low value).

Add: An Overview Revision taxonomy of Krathwohl
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