Rabu, 17 Juni 2009

Siswa SMK DKI Jakarta Ikut Festival di Jogya

Mei 27, 2009 - 19:18 Kategori Nasional

JAKARTA (Pos Kota) - Sebanyak 11 siswa SMK Jakarta Barat mewakili Provinsi DKI Jakarta mengikuti Festival Lomba Seni Siswa (FLSS) tingkat nasional di Jogyakarta. ”Kami wajib pulang meraih prestasi.”ucap para siswa serentak dengan menggenggam tangan, ketika pengarahan kepada peserta di SMAN 112, Rabu.

Ke 11 siswa dan akan didampingi 2 guru pembimbing ini dari SMKN 13 dan SMK Cengkareng I mengikuti lomba teater dan lomba seni musik dari yang akan dilombakan antara lain teater, musik non klasik, tari, film fiksi dan drama, karawitan atau kesenaian daerah, disain visual dan pedalangan. Lomba akan berlangsung tgl 1 sampai 5 Juni 2009.

Kasudin Dikmen Jakarta Barat, Drs.H.A.Hamid, menjelaskan banyak masyarakat yang belum mengetahui di Jakarta Barat sudah ada SMK jurusan seni teater dan seni musik.”Semenetara ini dikenal SMK hanya meliputi manajemen, kelistrikan,mesin, restorasi, perhotelan, akutansi mesin dan lainnya. Dan dari sejumlah itu sudah memberikan kontribusi untuk Jakarta Baratmaupun DKI.”tuturnya.

Ia optimis wakil dari Jakarta Barat dapat memboyong medali emas bagi Provinsi DKI Jakarta. Karena beberapa peserta diantaranya sudah meraih kejuaraan dan tampil di teve diantaranya Ika Sugiati dan Saeful.

Diharapkan SMK jurusan seni teater dan seni musik juga dapat memberikan peluang kerja.sesuai harapan Gubernur DKI dan Kepala Dinas Dikmen DKI bahwa lulusan SMK bisa diharapkan mendapatkan lapangan pekerjaan.

Ketua Kelompok Kerja Kepala Sekolah Kejuruan (K3SK) Jakarta Barat selaku Ketua Kontingen DKI Jakarta dalam FLSS Nasional, Chaeiruddin menjelaskan kontingen dari DKI Jakarta yang akan mengikuti festival ini sebanyak 64 peserta termasuk pembimbing.

Selasa, 16 Juni 2009

Paket B atau Paket B setara SMP

Masih ingatkah Paket B. Terkadang kita selalu tersentak dengan sebutan paket A, paket B, paket C di sebuah lestoran atau cafe-cafe dari lestoran jalanan sampai kelas berbintang.

Kata Paket B yang dimaksud di sini adalah suatu kegiatan pembelajaran pendidikan nonformal yang menampung warga masyarakat putus sekolah, dan atau masyarakat yang kurang beruntung untuk mendapatkan pengetahuan, keterampilan dan sikap yang sama dengan lulusan pendidikan formal (SMP)


Kegiatan semacam ini marak diselenggarakan di PKBM (Pusat Kegiatan Belajar Masyarakat) yang berasaskan dari, oleh, untuk masyarakat. tahun 1997 PKBM belum banyak didirikan oleh masyarakat, pada tahun itu masyarakat belum mengenal lembaga tersebut. Tapi dengan kegigihan Bapak Penilik dan TLD (Tenaga Lapangan Dikmas, lembaga ini cepat tersosialisasi. Ini tentunya kerja keras dengan berbagai cara Bapak Penilik dan TLD dalam mendesiminasikan PKBM di Indonesia. Walaupun banyak aral yang merintang, namun pujian terkadang datang tiba-tiba dari Bapak/Ibu Pejabat atau pemangku kepentingan. Yaah..... hanya acungan jempol atau kata bagus dan hebat dari pejabat.





Senin, 15 Juni 2009

INDONESIA

From Wikipedia, the free encyclopedia
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Republic of Indonesia
Republik Indonesia


Flag
Coat of arms
Motto: Bhinneka Tunggal Ika (Old Javanese)Unity in DiversityNational ideology: Pancasila[1]
Anthem: Indonesia Raya

Capital(and largest city)
Jakarta(land)) 6°10.5′S 106°49.7′E / 6.175°S 106.8283°E / -6.175; 106.8283
Official languages
Indonesian
Demonym
Indonesian
Government
Presidential republic
-
President
Susilo Bambang Yudhoyono
-
Vice President
Jusuf Kalla
Independence
from Netherlands
-
Declared
17 August 1945
-
Recognized
27 December 1949
Area
-
Total
1,919,440 (land) km2 (16th)735,355 sq mi
-
Water (%)
4.85
Population
-
July 2008 est. estimate
237,512,352[2] (4th)
-
2000 census
206,264,595
-
Density
134/km2 (84th)347/sq mi
GDP (PPP)
2008 estimate
-
Total
$908.242 billion[3]
-
Per capita
$3,986[3]
GDP (nominal)
2008 estimate
-
Total
$511.765 billion[3]
-
Per capita
$2,246[3]
Gini (2002)
34.3
HDI (2008)
▼ 0.726 (medium) (109th)
Currency
Rupiah (IDR)
Time zone
various (UTC+7 to +9)
Drives on the
left
Internet TLD
.id
Calling code
62
The Republic of Indonesia (pronounced /ˌɪndoʊˈniːziə/ or /ˌɪndəˈniːʒə/) (Indonesian: Republik Indonesia), is a country in Southeast Asia and Oceania. Indonesia comprises 17,508 islands, and with an estimated population of around 237 million people, it is the world's fourth most populous country, and has the largest Muslim population in the world.
Indonesia is a republic, with an elected legislature and president. The nation's capital city is Jakarta. The transcontinental country shares land borders with Papua New Guinea, East Timor and Malaysia. Other neighboring countries include Singapore, Philippines, Australia, and the Indian territory of the Andaman and Nicobar Islands.
The Indonesian archipelago has been an important trade region since at least the seventh century, when the Srivijaya Kingdom traded with China and India. Local rulers gradually adopted Indian cultural, religious and political models from the early centuries CE, and Hindu and Buddhist kingdoms flourished. Indonesian history has been influenced by foreign powers drawn to its natural resources. Muslim traders brought Islam, and European powers fought one another to monopolize trade in the Spice Islands of Maluku during the Age of Discovery. Following three and a half centuries of Dutch colonialism, Indonesia secured its independence after World War II. Indonesia's history has since been turbulent, with challenges posed by natural disasters, corruption, separatism, a democratization process, and periods of rapid economic change.
Across its many islands, Indonesia consists of distinct ethnic, linguistic, and religious groups. The Javanese are the largest and most politically dominant ethnic group. Indonesia has developed a shared identity defined by a national language, ethnic diversity, religious pluralism within a majority Muslim population, and a history of colonialism and rebellion against it. Indonesia's national motto, "Bhinneka tunggal ika" ("Unity in Diversity" literally, "many, yet one"), articulates the diversity that shapes the country. However, sectarian tensions and separatism have led to violent confrontations that have undermined political and economic stability. Despite its large population and densely populated regions, Indonesia has vast areas of wilderness that support the world's second highest level of biodiversity. The country is richly endowed with natural resources, yet poverty is a defining feature of contemporary Indonesia.
Contents[hide]
1 Etymology
2 History
3 Government and politics
4 Foreign relations and military
5 Administrative divisions
6 Geography
7 Biota and environment
8 Economy
9 Demographics
10 Culture
11 See also
12 References
12.1 General
12.2 Notes
13 External links
//

[edit] Etymology
The name Indonesia derives from the Latin Indus, meaning "India", and the Greek nesos, meaning "island".[4] The name dates to the 18th century, far predating the formation of independent Indonesia.[5] In 1850, George Earl, an English ethnologist, proposed the terms Indunesians — and, his preference, Malayunesians — for the inhabitants of the "Indian Archipelago or Malayan Archipelago".[6] In the same publication, a student of Earl's, James Richardson Logan, used Indonesia as a synonym for Indian Archipelago.[7] However, Dutch academics writing in East Indies publications were reluctant to use Indonesia. Instead, they used the terms Malay Archipelago (Maleische Archipel); the Netherlands East Indies (Nederlandsch Oost Indië), popularly Indië; the East (de Oost); and even Insulinde.[8]
From 1900, the name Indonesia became more common in academic circles outside the Netherlands, and Indonesian nationalist groups adopted it for political expression.[9] Adolf Bastian, of the University of Berlin, popularized the name through his book Indonesien oder die Inseln des Malayischen Archipels, 1884–1894. The first Indonesian scholar to use the name was Suwardi Suryaningrat (Ki Hajar Dewantara), when he established a press bureau in the Netherlands with the name Indonesisch Pers-bureau in 1913.[5]

[edit] History
Main article: History of Indonesia

As early as the first century CE Indonesian vessels made trade voyages as far as Africa. Picture: a ship carved on Borobudur, circa 800 CE.
Fossilized remains of Homo erectus, popularly known as the "Java Man", suggest that the Indonesian archipelago was inhabited two million to 500,000 years ago.[10] Austronesian people, who form the majority of the modern population, migrated to South East Asia from Taiwan. They arrived in Indonesia around 2000 BCE, and confined the native Melanesian peoples to the far eastern regions as they expanded.[11] Ideal agricultural conditions, and the mastering of wet-field rice cultivation as early as the eighth century BCE,[12] allowed villages, towns, and small kingdoms to flourish by the first century CE. Indonesia's strategic sea-lane position fostered inter-island and international trade. For example, trade links with both Indian kingdoms and China were established several centuries BCE.[13] Trade has since fundamentally shaped Indonesian history.[14]

The nutmeg plant is native to Indonesia's Banda Islands. Once one of the world's most valuable commodities, it drew the first European colonial powers to Indonesia.
From the seventh century CE, the powerful Srivijaya naval kingdom flourished as a result of trade and the influences of Hinduism and Buddhism that were imported with it.[15] Between the eighth and 10th centuries CE, the agricultural Buddhist Sailendra and Hindu Mataram dynasties thrived and declined in inland Java, leaving grand religious monuments such as Sailendra's Borobudur and Mataram's Prambanan. The Hindu Majapahit kingdom was founded in eastern Java in the late 13th century, and under Gajah Mada, its influence stretched over much of Indonesia; this period is often referred to as a "Golden Age" in Indonesian history.[16]
Although Muslim traders first traveled through South East Asia early in the Islamic era, the earliest evidence of Islamized populations in Indonesia dates to the 13th century in northern Sumatra.[17] Other Indonesian areas gradually adopted Islam, and it was the dominant religion in Java and Sumatra by the end of the 16th century. For the most part, Islam overlaid and mixed with existing cultural and religious influences, which shaped the predominant form of Islam in Indonesia, particularly in Java.[18] The first Europeans arrived in Indonesia in 1512, when Portuguese traders, led by Francisco Serrão, sought to monopolize the sources of nutmeg, cloves, and cubeb pepper in Maluku.[19] Dutch and British traders followed. In 1602 the Dutch established the Dutch East India Company (VOC) and became the dominant European power. Following bankruptcy, the VOC was formally dissolved in 1800, and the government of the Netherlands established the Dutch East Indies as a nationalized colony.[19]
For most of the colonial period, Dutch control over these territories was tenuous; only in the early 20th century did Dutch dominance extend to what was to become Indonesia's current boundaries.[20] The Japanese invasion and subsequent occupation during World War II ended Dutch rule,[21] and encouraged the previously suppressed Indonesian independence movement. Two days after the surrender of Japan in August 1945, Sukarno, an influential nationalist leader, declared independence and was appointed president.[22] The Netherlands tried to reestablish their rule, and an armed and diplomatic struggle ended in December 1949, when in the face of international pressure, the Dutch formally recognized Indonesian independence[23] (with the exception of The Dutch territory of West New Guinea, which was incorporated following the 1962 New York Agreement, and UN-mandated Act of Free Choice).

Sukarno, Indonesia's founding president
Sukarno moved from democracy towards authoritarianism, and maintained his power base by balancing the opposing forces of the Military, and the Communist Party of Indonesia (PKI).[24] An attempted coup on 30 September 1965 was countered by the army, who led a violent anti-communist purge, during which the PKI was blamed for the coup and effectively destroyed.[25] Between 500,000 and one million people were killed.[26] The head of the military, General Suharto, out-maneuvered the politically weakened Sukarno, and was formally appointed president in March 1968. His New Order administration[27] was supported by the US government,[28] and encouraged foreign direct investment in Indonesia, which was a major factor in the subsequent three decades of substantial economic growth.[29] However, the authoritarian "New Order" was widely accused of corruption and suppression of political opposition.
In 1997 and 1998, Indonesia was the country hardest hit by the Asian Financial Crisis.[30] This increased popular discontent with the New Order[31] and led to popular protests. Suharto resigned on 21 May 1998.[32] In 1999, East Timor voted to secede from Indonesia, after a twenty-five-year military occupation that was marked by international condemnation of often brutal repression of the East Timorese.[33] Since Suharto's resignation, a strengthening of democratic processes has included a regional autonomy program, and the first direct presidential election in 2004. Political and economic instability, social unrest, corruption, and terrorism have slowed progress. Although relations among different religious and ethnic groups are largely harmonious, acute sectarian discontent and violence remain problems in some areas.[34] A political settlement to an armed separatist conflict in Aceh was achieved in 2005.[35]

[edit] Government and politics
Main article: Politics of Indonesia
Indonesia is a republic with a presidential system. As a unitary state, power is concentrated in the central government. Following the resignation of President Suharto in 1998, Indonesian political and governmental structures have undergone major reforms. Four amendments to the 1945 Constitution of Indonesia[36] have revamped the executive, judicial, and legislative branches.[37] The president of Indonesia is the head of state, commander-in-chief of the Indonesian Armed Forces, and the director of domestic governance, policy-making, and foreign affairs. The president appoints a council of ministers, who are not required to be elected members of the legislature. The 2004 presidential election was the first in which the people directly elected the president and vice president.[38] The president may serve a maximum of two consecutive five-year terms.[39]

A session of the People's Representative Council in Jakarta
The highest representative body at national level is the People's Consultative Assembly (MPR). Its main functions are supporting and amending the constitution, inaugurating the president, and formalizing broad outlines of state policy. It has the power to impeach the president.[40] The MPR comprises two houses; the People's Representative Council (DPR), with 550 members, and the Regional Representatives Council (DPD), with 128 members. The DPR passes legislation and monitors the executive branch; party-aligned members are elected for five-year terms by proportional representation.[37] Reforms since 1998 have markedly increased the DPR's role in national governance.[41] The DPD is a new chamber for matters of regional management.[42]
Most civil disputes appear before a State Court; appeals are heard before the High Court. The Supreme Court is the country's highest court, and hears final cassation appeals and conducts case reviews. Other courts include the Commercial Court, which handles bankruptcy and insolvency; a State Administrative Court to hear administrative law cases against the government; a Constitutional Court to hear disputes concerning legality of law, general elections, dissolution of political parties, and the scope of authority of state institutions; and a Religious Court to deal with specific religious cases.[43]

[edit] Foreign relations and military
Main articles: Foreign relations of Indonesia and Military of Indonesia
In contrast to Sukarno's anti-imperialistic antipathy to western powers and tensions with Malaysia, Indonesia's foreign relations since the Suharto "New Order" have been based on economic and political cooperation with Western nations.[44] Indonesia maintains close relationships with its neighbors in Asia, and is a founding member of ASEAN and the East Asia Summit.[45] The nation restored relations with the People's Republic of China in 1990 following a freeze in place since anti-communist purges early in the Suharto era.[43] Indonesia has been a member of the United Nations since 1950,[46] and was a founder of the Non-Aligned Movement (NAM) and the Organisation of the Islamic Conference (OIC).[45] Indonesia is signatory to the ASEAN Free Trade Area agreement, the Cairns Group, and the WTO, and has historically been a member of OPEC, although it is withdrawing as of 2008 as it is no longer a net exporter of oil. Indonesia has received humanitarian and development aid since 1966, in particular from the United States, western Europe, Australia, and Japan.[45]

National flags at the site of the 2002 terrorist bombing in Kuta, Bali
The Indonesian Government has worked with other countries to apprehend and prosecute perpetrators of major bombings linked to militant Islamism and Al-Qaeda.[47] The deadliest killed 202 people (including 164 international tourists) in the Bali resort town of Kuta in 2002.[48] The attacks, and subsequent travel warnings issued by other countries, severely damaged Indonesia's tourism industry and foreign investment prospects.[49]
Indonesia's 300,000-member armed forces (TNI) include the Army (TNI-AD), Navy (TNI-AL, which includes marines), and Air Force (TNI-AU).[50] The army has about 233,000 active-duty personnel. Defense spending in the national budget was 4% of GDP in 2006, and is controversially supplemented by revenue from military commercial interests and foundations.[51] In the post-Suharto period since 1998, formal TNI representation in parliament has been removed; though curtailed, its political influence remains extensive.[52] Separatist movements in the provinces of Aceh and Papua have led to armed conflict, and subsequent allegations of human rights abuses and brutality from all sides.[53] Following a sporadic thirty year guerrilla war between the Free Aceh Movement (GAM) and the Indonesian military, a ceasefire agreement was reached in 2005.[54] In Papua, there has been a significant, albeit imperfect, implementation of regional autonomy laws, and a reported decline in the levels of violence and human rights abuses, since the presidency of Susilo Bambang Yudhoyono.[55]

[edit] Administrative divisions
Main articles: Provinces of Indonesia and Administrative divisions of Indonesia

Provinces of Indonesia
Administratively, Indonesia consists of 33 provinces, five of which have special status. Each province has its own political legislature and governor. The provinces are subdivided into regencies (kabupaten) and cities (kota), which are further subdivided into subdistricts (kecamatan), and again into village groupings (either desa or kelurahan). Following the implementation of regional autonomy measures in 2001, the regencies and cities have become the key administrative units, responsible for providing most government services. The village administration level is the most influential on a citizen's daily life, and handles matters of a village or neighborhood through an elected lurah or kepala desa (village chief).
The provinces of Aceh, Jakarta, Yogyakarta, Papua, and West Papua have greater legislative privileges and a higher degree of autonomy from the central government than the other provinces. The Acehnese government, for example, has the right to create an independent legal system; in 2003, it instituted a form of Sharia (Islamic law).[56] Yogyakarta was granted the status of Special Region in recognition of its pivotal role in supporting Indonesian Republicans during the Indonesian Revolution.[57] Papua, formerly known as Irian Jaya, was granted special autonomy status in 2001.[58] Jakarta is the country's special capital region.
Indonesian provinces and their capitals
(Indonesian name in brackets where different from English) † indicates provinces with Special Status
Geographical Unit
Province
Sumatra
Aceh† (Nanggroe Aceh Darussalam) - Banda Aceh
North Sumatra (Sumatera Utara) - Medan
West Sumatra (Sumatera Barat) - Padang
Riau - Pekanbaru
Riau Islands (Kepulauan Riau) - Tanjung Pinang
Jambi - Jambi (city)
South Sumatra (Sumatera Selatan) - Palembang
Bangka-Belitung (Kepulauan Bangka-Belitung) - Pangkal Pinang
Bengkulu - Bengkulu (city)
Lampung - Bandar Lampung
Java
Jakarta† - Jakarta
Banten - Serang
West Java (Jawa Barat) - Bandung
Central Java (Jawa Tengah) - Semarang
Yogyakarta Special Region† - Yogyakarta (city)
East Java (Jawa Timur) - Surabaya
Lesser Sunda Islands
Bali - Denpasar
West Nusa Tenggara (Nusa Tenggara Barat) - Mataram
East Nusa Tenggara (Nusa Tenggara Timur) - Kupang
Kalimantan
West Kalimantan (Kalimantan Barat) - Pontianak
Central Kalimantan (Kalimantan Tengah) - Palangkaraya
South Kalimantan (Kalimantan Selatan) - Banjarmasin
East Kalimantan (Kalimantan Timur) - Samarinda
Sulawesi
North Sulawesi (Sulawesi Utara) - Manado
Gorontalo - Gorontalo (city)
Central Sulawesi (Sulawesi Tengah) - Palu
West Sulawesi (Sulawesi Barat) - Mamuju
South Sulawesi (Sulawesi Selatan) - Makassar
South East Sulawesi (Sulawesi Tenggara) - Kendari
Maluku Islands
Maluku - Ambon
North Maluku (Maluku Utara) - Ternate
West Papua
West Papua† (Papua Barat) - Manokwari
Papua† - Jayapura

[edit] Geography
Main article: Geography of Indonesia

Map of Indonesia
Indonesia consists of 17,508 islands, about 6,000 of which are inhabited.[59] These are scattered over both sides of the equator. The five largest islands are Java, Sumatra, Kalimantan (the Indonesian part of Borneo), New Guinea (shared with Papua New Guinea), and Sulawesi. Indonesia shares land borders with Malaysia on the islands of Borneo and Sebatik, Papua New Guinea on the island of New Guinea, and East Timor on the island of Timor. Indonesia also shares borders with Singapore, Malaysia, and the Philippines to the north and Australia to the south across narrow straits of water. The capital, Jakarta, is on Java and is the nation's largest city, followed by Surabaya, Bandung, Medan, and Semarang.[60]
At 1,919,440 square kilometers (741,050 sq mi), Indonesia is the world's 16th-largest country in terms of land area.[61] Its average population density is 134 people per square kilometer (347 per sq mi), 79th in the world,[62] although Java, the world's most populous island,[63] has a population density of 940 people per square kilometer (2,435 per sq mi). At 4,884 meters (16,024 ft), Puncak Jaya in Papua is Indonesia's highest peak, and Lake Toba in Sumatra its largest lake, with an area of 1,145 square kilometers (442 sq mi). The country's largest rivers are in Kalimantan, and include the Mahakam and Barito; such rivers are communication and transport links between the island's river settlements.[64]

Mount Semeru and Mount Bromo in East Java. Indonesia's seismic and volcanic activity is among the world's highest.
Indonesia's location on the edges of the Pacific, Eurasian, and Australian tectonic plates makes it the site of numerous volcanoes and frequent earthquakes. Indonesia has at least 150 active volcanoes,[65] including Krakatoa and Tambora, both famous for their devastating eruptions in the 19th century. The eruption of the Toba supervolcano, approximately 70,000 years ago, was one of the largest eruptions ever, and a global catastrophe. Recent disasters due to seismic activity include the 2004 tsunami that killed an estimated 167,736 in northern Sumatra,[66] and the Yogyakarta earthquake in 2006. However, volcanic ash is a major contributor to the high agricultural fertility that has historically sustained the high population densities of Java and Bali.[67]
Lying along the equator, Indonesia has a tropical climate, with two distinct monsoonal wet and dry seasons. Average annual rainfall in the lowlands varies from 1,780–3,175 millimeters (70–125 in), and up to 6,100 millimeters (240 in) in mountainous regions. Mountainous areas—particularly in the west coast of Sumatra, West Java, Kalimantan, Sulawesi, and Papua—receive the highest rainfall. Humidity is generally high, averaging about 80%. Temperatures vary little throughout the year; the average daily temperature range of Jakarta is 26–30 °C (79–86 °F).[68]

[edit] Biota and environment
Main articles: Fauna of Indonesia, Flora of Indonesia, and Environment of Indonesia

The critically endangered Sumatran Orangutan, a great ape endemic to Indonesia.
Indonesia's size, tropical climate, and archipelagic geography, support the world's second highest level of biodiversity (after Brazil),[69] and its flora and fauna is a mixture of Asian and Australasian species.[70] Once linked to the Asian mainland, the islands of the Sunda Shelf (Sumatra, Java, Borneo, and Bali) have a wealth of Asian fauna. Large species such as the tiger, rhinoceros, orangutan, elephant, and leopard, were once abundant as far east as Bali, but numbers and distribution have dwindled drastically. Forests cover approximately 60% of the country.[71] In Sumatra and Kalimantan, these are predominantly of Asian species. However, the forests of the smaller, and more densely populated Java, have largely been removed for human habitation and agriculture. Sulawesi, Nusa Tenggara, and Maluku—having been long separated from the continental landmasses—have developed their own unique flora and fauna.[72] Papua was part of the Australian landmass, and is home to a unique fauna and flora closely related to that of Australia, including over 600 bird species.[73]
Indonesia is second only to Australia in its degree of endemism, with 26% of its 1,531 species of bird and 39% of its 515 species of mammal being endemic.[74] Indonesia's 80,000 kilometers (50,000 mi) of coastline are surrounded by tropical seas that contribute to the country's high level of biodiversity. Indonesia has a range of sea and coastal ecosystems, including beaches, sand dunes, estuaries, mangroves, coral reefs, sea grass beds, coastal mudflats, tidal flats, algal beds, and small island ecosystems.[4] The British naturalist, Alfred Wallace, described a dividing line between the distribution and peace of Indonesia's Asian and Australasian species.[75] Known as the Wallace Line, it runs roughly north-south along the edge of the Sunda Shelf, between Kalimantan and Sulawesi, and along the deep Lombok Strait, between Lombok and Bali. West of the line the flora and fauna are more Asian; moving east from Lombok, they are increasingly Australian. In his 1869 book, The Malay Archipelago, Wallace described numerous species unique to the area.[76] The region of islands between his line and New Guinea is now termed Wallacea.[75]
Indonesia's high population and rapid industrialization present serious environmental issues, which are often given a lower priority due to high poverty levels and weak, under-resourced governance.[77] Issues include large-scale deforestation (much of it illegal) and related wildfires causing heavy smog over parts of western Indonesia, Malaysia and Singapore; over-exploitation of marine resources; and environmental problems associated with rapid urbanization and economic development, including air pollution, traffic congestion, garbage management, and reliable water and waste water services.[77] Habitat destruction threatens the survival of indigenous and endemic species, including 140 species of mammals identified by the World Conservation Union (IUCN) as threatened, and 15 identified as critically endangered, including the

Kamis, 11 Juni 2009

TUTOR STUDY GROUP PACKAGE A, B, C IN NONFORMAL EDUCATION

oleh: Arif nasdianto,
Penilik Kec. Matraman Jakarta Timur
National Education is in the business life of the nation achieve more specific, goal directed in an effort to improve the quality of human resources and Indonesia as the most important factor in the implementation of national development.
Implementation of government policy in the framework of the above macro, the government emphasis on expanding opportunities for education for all Indonesian citizens, increasing the quality and efficiency of education management. Whereas in order to produce a micro is a graduate of quality education at every level and type. The creation of a quality graduate education is a systematic effort to contact each other between the Input, Process, Output and Outcome.
Tutor (staff's) is one of the factors predictive factor is determine the success of activities in education. Therefore, efforts to increase the capacity and skills of teaching must be continually strived through education and training in accordance with their needs. This meant that the tutors Package A, B, C have the ability to do its work and professional skills, expertise and finesse that is required for a tutor to carry out the task of learning at the time of the tutorial, self-study guide and study groups. Requirements, among other things, (1) the material, (2) managing the program, (3) manage the class, (4) the runway education, (5) using the media / resources, (6) manage the learning interaction, ( 7) assess the achievement of learning, (8) the functions of guidance and counseling program in the study groups, (9) and conducting the administration PKBM / school, (10) understand the principles and interpret results of educational research for the sake of learning.
Reality in the field showed that the implementation of the package A, B, C system is designed with the learning module can not run as expected, energy tutor package A, B, C are mostly not from education, many have not understand the model of learning modules, the minimal administration of the Package A, B, C, low Managerial Manager in carrying out the Program Package A, B, C, persuasive manager less visible to the tutor. This is due tutor training package A, B, C or less focus on the tutorial material, lack of a tutorial book. To managemen , then we as the inspector must give a proposal to the bureaucratic authorities immediately so that the implementation of training / upgrading specifically for tutors Program Package A, B, C. (ARIF NASDIANTO. Penilik Jakarta Timur)

RAPUHNYA TENAGA TUTOR PTKPNF


Pendidikan Nasional ditujukan dalam usaha mencerdaskan kehidupan bangsa secara lebih spesifik, tujuan tersebut diarahkan dalam usaha meningkatkan kualitas sumber daya manusia Indonesia sebagai pelaku dan faktor terpenting dalam pelaksanaan pembangunan nasional.

Implementasi dari kebijakan pemerintah di atas pada tatanan makro, pemerintah menekankan pada perluasan kesempatan untuk memperoleh pendidikan bagi semua warga negara Indonesia, peningkatan mutu dan peningkatan efisiensi pengelolaan kegiatan pendidikan. Sedangkan pada tatanan mikro adalah untuk menghasilkan lulusan pendidikan yang bermutu pada setiap jenjang dan jenis. Adapun terciptanya lulusan pendidikan yang bermutu merupakan suatu usaha sistematik yang saling berhubungan antara Input, Proses, Output dan Outcome.

Tutor (tenaga kependidikan) adalah salah satu faktor input merupakan faktor determinan (penentu) terhadap keberhasilan dalam penyelenggaraan kegiatan pendidikan. Untuk itu, upaya peningkatan kemampuan dan keterampilan mengajar harus terus menerus diupayakan melalui pendidikan dan pelatihan sesuai dengan kebutuhannya. Hal ini dimaksudkan agar para tutor Paket A, B, C melakukan tugasnya memiliki kemampuan dan keterampilan yang profesional, yaitu keahlian dan kemahiran yang diperlukan bagi seorang tutor untuk melaksanakan tugas pembelajaran pada saat tutorial, membimbing belajar mandiri dan belajar kelompok. Persyaratan-persyaratan tersebut antara lain ; (1) menguasai bahan, (2) mengelola program pembelajaran, (3) mengelola kelas, (4) menguasai landasan kependidikan, (5) menggunakan media / sumber, (6) mengelola interaksi belajar mengajar, (7) menilai prestasi warga belajar, (8) mengenal fungsi program bimbingan dan penyuluhan di kelompok belajar, (9) mengenal dan menyelenggarakan administrasi PKBM/sekolah, (10) memahami prinsip dan menafsirkan hasil penelitian pendidikan guna kepentingan pembelajaran.

Kenyataan di lapangan menunjukan bahwa pelaksanaan pembelajaran paket A,B,C yang dirancang dengan sistem pembelajaran Modul belum dapat berjalan sebagaimana yang diharapkan, tenaga tutor paket A,B,C sebagian besar bukan dari kependidikan, masih banyak yang belum memahami model pembelajaran modul, minimnya administrasi pelaksanaan Paket A,B,C, rendahnya managerial Pengelola dalam menyelenggarakan Program Paket A,B,C , persuasif Pengelola terhadap tutor kurang nampak. Hal ini disebabkan pelatihan-pelatihan tutor paket A,B,C kurang fokus pada materi Tutorial, minimnya buku pedoman tutorial.

Untuk membenahi hal tersebut, maka kita sebagai penilik harus memberikan usul kepada birokrasi yang berwenang agar segera dilaksanakannya kegiatan Pelatihan /Penataran secara khusus bagi tutor Program Paket A,B,C. (ARIF NASDIANTO. Penilik Jakarta Timur)

Jumat, 22 Mei 2009

MENGOPTIMALKAN PERKEMBANGAN INTELEKTUAL DAN EMOSIONAL

Temi Purnomo, S.Pd
TLD Kecamatan Matraman

A. Pendahuluan
Pada umumnya orang berpendapat, bahwa inteligensi merupakan salah satu faktor penting yang ikut menentukan berhasil atau gagalnya belajar seseorang, terlebih pada waktu Peserta Didik masih muda, inteligensi sangat besar pengaruhnya. Saat ini inteligensi diukur oleh “overall single score” yaitu skor tunggal umum yang disebut dengan IQ terutama mengukur kemampuan linguistik dan logis-matematis. Padahal menurut teori inteligensi jamak dari Gardner, manusia itu mempunyai 8 kemampuan inteligensi yang mana masing-masing inteligensi sama-sama berfungsi secara unik pada masing-masing orang, lalu bagaimana dengan keenam inteligen lainnya?
Sangat penting bagi kita mengenal dan memelihara semua inteligensi manusia yang bervariasi dan semua kombinasi dari Inteligensi. Pada diri kita semua terdapat perbedaan yang besar karena kita memiliki kombinasi inteligensi yang berbeda. Bila kita mengenal perbedaan ini, kami kira paling tidak kita memiliki kesempatan lebih baik dalam mengenal permasalahan yang kita hadapi di dunia ini secara lebih tepat (Howard Gardner, 1987).
Pada tahun 1904 Kementerian Pengajaran Umum Paris meminta para ahli psikiologi Perancis Alfred Binet dan para koleganya untuk mengembangkan suatu arti dari suatu ketentuan tingkat dasar siswa pada suatu akibat kegagalan, dengan demikian siswa ini dapat menerima perhatian khusus.
Tes Inteligensi di luar usaha‑usaha mereka pertama kali dilakukan tes inteligensi. Beberapa tahun kemudian, di Amerika Serikat tes intelefensi ulai dikenal secara luas, sesuatu yang dinamakan dengan kecerdasan inteligensi yang dapat diukur secara objektif dan menurunkan satu skor tunggal atau skor IQ. Gardner berpendapat bahwa budaya kita mendefinisikan kecerdasan inteligensi terlalu sempit. Di dalam bukunya Frame of Mind (Gardner : 1983), Gardner mengemukakan tujuh dasar inteligensi yang sekarang berkembang menjadi 8 bahkan 10 inteligensi walaupun masih bersifat tentatif. Dalam teorinya multiple intelligence (inteligensi jamak), Gardner berfikir untuk meluaskan ruang lingkup kemampuan potensi manusia melebihi dari skor IQ. Ia dengan serius mempertanyakan tentang validitas untuk menentukan kecerdasan seseorang individu dengan mengambil seseorang di luar lingkungan belajar secara alami dan meminta dia untuk mengerjakan tugas secara terpisah yang sebelumnya belum pernah dilakukannya dan mungkin ia tidak akan pernah memilihnya lagi.
B. Delapan Kecerdasan Inteligensi
1. Linguistic intelligence: Kemampuan untuk menggunakan kata‑kata secara efektif baik secara lisan seperti pembaca cerita, orator atau seorang politikus, maupun secara tertulis seperti pembuat puisi, penggubah sandiwara, editor atau seorang wartawan. Kemampuan inteligensi ini termasuk di dalamnya kemampuan untuk memanipulasi syntax atau struktur bahasa, kepekaan suara, irama makna dan kata­kata, dan perbedaan fungsi bahasa.



2. Logical Mathematical Intelligence: Kemampuan untuk menggunakan angka secara efektif sebagai seorang ahli matematik, penghitung pajak atau seorang statistikawan dan untuk alasan yang baik seperti seorang ilmuwan, pembuat program komputer, atau ahli biologi). Termasuk di dalamnya kepekaan, pola keteraturan sistimatik, dan kemampuan mengelola untaian fikiran. Seperti kategorisasi, klasifikasi, menarik kesimpulan, generalisasi, kalkulasi dan pengujian hipotesis.
3. Spatial intelligence: Kemampuan mengamati dunia secara cermat dan tepat seperti seorang pemburu, pramuka, atau pemandu, dan kemampuan mentransformasikan persepsi seperti seorang dekorator interior arsitek, artis dan penemu. Ineligensi ini juga termasuk di dalamnya sensitifitas terhadap warna, garis, bentuk, ruang dan hubungan antara elemen‑elemen tersebut. Termasuk juga di sini kemampuan visualisasi, membuat grafik dan lain‑lain.
4. Bodily‑Kinesthetic Intelligence: Keahlian dalam menggunakan seluruh tubuh untuk menyatakan ide‑ide dan perasaan‑perasaan, seperti seorang aktor, pantomim (pemain mimik), atlet dan penari dan lain sebagainya.
5. Musical Intelligence: Kemampuan untuk merasa, membedakan, mentranformasikan dan seperti penggubah, dan mengekspresikan, kemampuan menampilkan bentuk bentuk irama dan melodi dan lain.
6. Interpersonal Intelligence: Kemampuan untuk merespon dan kemampuan khusus dalam memahami suasana hati, perasaan‑perasaan yang dalam, motivasi dan perasaan‑perasaan orang lain. Termasuk di dalamnya kemampuan untuk ekspresi muka, suara, isyarat, dan kemampuan untuk membedakan.
7. Intrapersonal Intelligence: Pengetahuan diri sendiri dan kemampuan untuk menyesuaikan diri. Kemampuan untuk melihat gambaran diri sendiri secara tepat yaitu tentang kekuatan dan keterbatasanketebatasan, kesadaran terhadap perasaan‑perasaan yang dalam (suasana hati), niat‑niat, motivasi, tempramen, dan keinginan serta kemampuan untuk mendisiplinkan diri sendiri, pengertian terhadap diri sendiri dan penghargaan terhadap diri sendiri.
8. Inteligensi Natural yaitu kemampuan mengenal kembali flora dan fauna dan mencintai kembali alam, seperti dalam ilmu biologi Darwin dan Mendel.

C. Mengembangkan Multiple Inteligensi di Kelas
Gardner menegaskan bahwa kategorisasi di atas adalah kemampuan inteligensi bukan talen atau bakat. Gardner menyadari bahwa orang menggunakan pendengarannya untuk berekspresi, ia tidak terlalu cerdas tetapi dia memiliki bakat yang mengagumkan terhadap musik. Karenanya Gardner menyadari sekali penggunaan kata inteligence (kemampuan inteligensi) dijelaskan pada setiap kategori.
Gardner mengatakan kedelapan macam kemampuan inteligensi dijadikan sebagai dasar kemampuan inteligensi dan sebenarnya kemampuan inteligensi itu adalah lebih dari satu (Jamak). Untuk melengkapi dasar‑dasar teorinya ini, Gardner mengatur suatu tes dasar khusus untuk setiap aspek. Sehingga skor IQ yang hanya skor tunggal (110 dikatakan normal dan 134 dikatakan di atas rata-rata) sudah tidak banyak manfaatnya dalam mengembangkan kemampuan manusia. Gardner menyusun skor IQ lebih banyak menggunakan multi pengukuran melalui karya nyata, port folio dan teknik lainnya.
Untuk mengembangkan inteligensi ganda pada siswa perlu diperhatikan beberapa; Pertama, pendidikan harus memperhatikan semua kemampuan intelektual; Kedua, pendidikan sebaiknya individual; Ketiga, pendidikan harus menyemangati siswa untuk dapat menentukan tujuan dan program belajar; Keempat, sekolah harus menyediakan fasilitas dan sarana untuk berlatih; Kelima, evaluasi harus lebih kontekstual dan bukan tertulis; Keenam, Pendidikan sebaiknya tidak dibatasi di dalam gedung sekolah.
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Daftar Pustaka

Thomas Armstrong. 1997. Multiple Intelligence in the Classroom.
Gardner. Multiple Intelligences. 1983
Suparno Paul. Teori Inteligensi Ganda dan Aplikasinya di Sekolah. 2003









Senin, 18 Mei 2009

Role of Schools in Affecting Education Results

oleh
Drs. Arif Nasdianto
Penilik PNFI Wilayah Kec. Matraman
Education is a process to integrate the individuals who are experiencing growth in collectivity's in the community. Activities occur in the education of children against the development potential of his life to meet in private and collective welfare in the community. As a conscious business, education is directed to prepare students through counseling, teaching and training in order to fill a certain role in society in the future.
In the national education system in Indonesia, the school has a strategic role as providers of educational institutions and is one of the social factors that can affect the results of the education / child study, (Tabrani Rusyan A., et al., 1989), to the many parents hope of the role schools can develop children's potential and ability to become a useful human being. The school is also next to the empty main objective of national education, namely (1) achieve the life of the nation, and (2) develop human Seton Indonesia, the man who believed in God and fear of the One God and the true noble character, ability and skills, health and physical spiritual, personality, and the steady self, and sense of social responsibility and nationalism. Disclosed that the purpose of education is providing direction for all channels, the types and levels of education ranging from basic education to higher education.
The existence of a school social institutions are external factors that can affect the results of learning / education students. Although the school is a universal phenomenon that can affect the results of children's education, does not mean that the school is left to grow as such. From time to time, the school various changes in the external environment. Therefore, schools need good management to become qualified. If both the school quality of education / learning children (students) will be good also.
Management School how good and how the results relate to education?. School management strategy is a good school that operates a school function as educational institutions regulated formal. Ben M. Harris is quoted again by syafarudin (2002) in the Integrated Quality Management in Education says there are five areas of school function, among others: 1. Teaching. This is a basic function to achieve the main goal of school operations. Business-related teaching and teaching related to the students directly. 2. Special services to students. This includes business functions that are associated with high student, but not related to teaching. Special services to students, among others, provide treatment, counseling, bus transportation, doctors, and others. 3. Management. This function is one of the business that is not related to teaching and also to students. This is a business affairs manager responsibilities, principals, supervisors, school board, as well as supervisors and teachers in the classroom. 4. Supervision. This function is a field that includes the relationship with the teaching, but also related to the students. Work supervisors, coordinators, consultants, curriculum specialists, principals and classroom teachers, they all affect teaching. Business of teaching also does not give directly to students' learning. Supervision to provide support services to the teaching function of the high associated with the teaching of children. 5. Administration. Field of public administration in the school operating a business is closely related to teaching or to the students. Here there is coordination, facilities, supervision of work into the characteristics of the school principal, director, supervisor and others.
This business is not closely related to teaching and students. Overall the main function of the school as expressed operationally related to the teaching and learning / education as the final goal. In this case Syafarudin (2002) describes as follows: Results Education / Learning Teaching Customer Service Supervision Special students Services Administration Management In the above chart disclosed that the function of teaching to be productive in the school operating. Services and supervision of special students appear to directly support the teaching, while management tends to be less services relate directly to teaching. Five functions of the school is divided in two main dimensions in the operational functions, the dimension related to the teaching and dimensions associated with the students.
All functions in the empty goal achievement the results of education. Content management in schools, all school activities must be managed by utilizing all the resources (resources) good human resources, materials, and funds in order to achieve the school effectively and efficiently. Effectiveness and efficiency of achieving the goal of effective means of teaching and on the estuary of the student achievement results and high quality education.
References
Tabrani Rusyan A., et al .. Approach in Teaching Learning Process. Bandung: Remaja Karya, 1989.
Based Quality Improvement Management School. Ministry of National Education, Dikdasmen Director General, Directorate of School Advanced Level First, 2001.
Syafaruddin. Integrated Quality Management in Education. Concepts, strategies and applications. Jakarta: PT. Gramedia Widiasarana Indonesia, 2002