768 research outputs found
Implementasi Kurikulum 2013 dalam Kelompok Mata Pelajaran Dasar Program Keahlian
No full textABSTRAK Ayu, Merdesa. 2015. Implementasi Kurikulum 2013 dalam Kelompok Mata Pelajaran Dasar Program Keahlian. Skripsi, Jurusan Teknologi Industri, Fakultas Teknik, Universitas Negeri Malang. Pembimbing: (I) Dr. Dra. Rina Rifqie Mariana, M. P., (II) Dra. Teti Setiawati, M. Pd. Kata Kunci: implementasi kurikulum, kurikulum 2013, dasar program keahlian Fokus penelitian yang dilakukan adalah untuk mengetahui: (1) perencanaan pembelajaran; (2) pelaksanaan pembelajaran; (3) evaluasi pembelajaran; (4) faktor penghambat; dan (5) faktor pendukung dalam kelompok mata pelajaran dasar program keahlian berdasarkan Kurikulum 2013 di SMKN 1 Turen. Penelitian ini menggunakan pendekatan diskriptif kualitatif dengan jenis penelitian studi kasus. Informan pada penelitian ini adalah empat guru kelompok mata pelajaran dasar program keahlian di kelas X SMKN 1 Turen. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Lokasi penelitian dalam penelitian ini yaitu SMKN 1 Turen. Pengecekan keabsahan temuan dilakukan dengan menggunakan teknik triangulasi.Hasil temuan dari penelitian ini adalah: (1) Perencanaan pembelajaran sejalan dengan Peraturan Menteri Nomor 65 Tahun 2013 yang mencakup delapan indikator utama yaitu, tujuan pembelajaran, materi pembelajaran, model pembelajaran, media pembelajaran, sumber belajar, skenario pembelajaran dan penilaian pembelajaran; (2) Pelaksanaan pembelajaran cukup sejalan dengan Peraturan Menteri Nomor 65 Tahun 2013 dan Peraturan Menteri Nomor 81a Tahun 2013. Pembelajaran yang dilaksanakan oleh guru menggunakan pendekatan saintifik yaitu, kegiatan mengamati, menanya, mengumpulkan informasi, mengasosiasi dan mengkomunikasikan; (3) Evaluasi pembelajaran sejalan dengan Peraturan Menteri Nomor 65 Tahun 2013 yaitu penilaian menggunakan penilaian otentik yang mencakup penilaian sikap, pengetahuan dan keterampilan; (4) Faktor penghambat yang muncul yaitu keterbatasan waktu dalam melakukan penilaian di dalam kelas; dan (5) Faktor pendukung dalam implementasi Kurikulum 2013 adalah sarana prasarana.Berdasarkan hasil temuan penelitian, maka disarankan untuk guru lebih tepat waktu dalam memulai dan mengakhiri pembelajaran agar tidak berpengaruh pada pembelajaran sedangkan bagi peneliti selanjutnya untuk meneliti tentang persepsi guru tentang transformasi Kurikulum 2013 ke Kurikulum Nasional. ABSTRACT Ayu, Merdesa. 2015. The Implementation of Curriculum 2013 on the Group Basic Lessons of Competence Program. Thesis. Industrial Technology Departement, Faculty of Engineering, Universitas Negeri Malang. Advisor: (1) Dr. Dra. Rina Rifqie Mariana, M.P., (II) Dra. Teti Setiawati, M.Pd. Keywords: curriculum implementation, curriculum 2013, basic skills program. The focus of this are to investigate (1) the lesson plan, (2) the teaching-learning activity, (3) the evaluation of the teaching-learning activity, (4) the obstacle factors , and (5) the supporting factors on the group basic lessons of competence program. This study use a descriptive qualitative aproach with case study. The object of this study are four teachers of group basic lessons of competence program in class X SMKN 1 Turen. The research data were collected with three instruments, i.e. observation, interview, and documentation. The research was conducted in SMKN 1 Turen. The validity of the findings was checked by using triangualtion techniques.The research findings showed that (1) the lesson plan was in line with the ministerial regulation no 65 year 2013, which consists of eight main indicators, that are the purpose of the study, the materials, the learning design, the instructional media, the learning resources, the learning scenario, and the assessment; (2) the implementation of the study was in line with the ministerial regulation no 65 and no 81a year 2013. In the teaching learning activity, the teacher use scientific approach, that are observing, asking, collecting the information, associating, and communicating; (3) the evaluation of teaching and learning activity was in line with the ministerial regulation no 65 year 2013, that is using authentic scoring, which consists of attitude, knowledge, and skills; (4) the obstacle factor in this study were the time constraints in assessing in the cssroomla; and (5) the supporting factor in the implementation of curriculum 2013 were the available infrastructure. Based on the findings, it is suggested that the teacher should manage the time allotment in the teaching and learning activity the and future researchers to conduct a research about the teachers’ perception toward the alteration from curriculum 2013 into National curriculum
REPRESENTASI PERAN IBU SINGLE PARENT DALAM AKUN INSTAGRAM AYU TINGTING (@ayutingting92)
Get PDFInstagram is one social media to express themselves as well as the media for the exchange of information. With Instagram, single parent mother can freely express her activities with her child. It is seen from celebrity Ayu TingTing (@ayutingting92) who participate and share their daily activities so that she has the most followers all over Indonesia. By making herself have the most followers make writers want to know how Ayu represents the role of single parent mother in educating and protecting her child. The author analyzes through candid photographs of Ayu TingTing with her daughter who goes into educational and protective classification using Charles Sanders Pierce's semiotics and divides them into icons, indexes, symbols. To strengthen photo analysis the author uses non verbal communication theory and interpersonal. The results showed that Ayu TingTing represented the educating role with the fun of playing while learning where she was the teacher for her daughter. While in the role of protecting, Ayu represent it with a touch to keep her child's health and keep from accident
SUBALTERNITAS TOKOH DIAH AYU DAN MAHARANI: ANTARA KUTUKAN DAN SENJATA
Get PDFThe story of “Kutukan Dapur” by Eka Kurniawan presents a colonial setting: Dutch colonialism and postcolonialism in the image of two characters, Diah Ayu and Maharani. Maharani is in patriarchal shackles, which is ingrained in her family life and social structure. Meanwhile, Diah Ayu is in the bonds of Dutch colonialism, which is brought back by the author. Both are in a subaltern position but in different conditions. Based on this description, this research asks two questions which are analyzed using Gayatri Spivak\u27s subaltern theory, (1) what the position of Diah Ayu and Maharani in "Kutukan Dapur" short story, and (2) how the subaltern is constructed through the efforts of the two characters to get out of that position is. The method used is qualitative. The narratives are classified and analyzed to understand the subaltern\u27s position and construction and its resistance efforts. This research indicates that Maharani and Diah Ayu are subalterns of Maharani dominated by patriarchy, while Diah Ayu is dominated by Dutch colonialism. Maharani fought back, but only with an idea or ideas. Unlike Diah Ayu, she is able to fight in a real form. However, as the author, Eka is trapped in a biased construction in addition to gender bias and representation. In subaltern studies, representation is only a tool towards more real domination. The two figures seem to be fighting against the power structure (colonial and patriarchal) but are still trapped in the dominance of the other.The story of “Kutukan Dapur” by Eka Kurniawan presents a colonial setting: Dutch colonialism and postcolonialism in the image of two characters, Diah Ayu and Maharani. Maharani is in patriarchal shackles, which is ingrained in her family life and social structure. Meanwhile, Diah Ayu is in the bonds of Dutch colonialism, which is brought back by the author. Both are in a subaltern position but in different conditions. Based on this description, this research asks two questions which are analyzed using Gayatri Spivak\u27s subaltern theory, (1) what the position of Diah Ayu and Maharani in "Kutukan Dapur" short story, and (2) how the subaltern is constructed through the efforts of the two characters to get out of that position is. The method used is qualitative. The narratives are classified and analyzed to understand the subaltern\u27s position and construction and its resistance efforts. This research indicates that Maharani and Diah Ayu are subalterns of Maharani dominated by patriarchy, while Diah Ayu is dominated by Dutch colonialism. Maharani fought back, but only with an idea or ideas. Unlike Diah Ayu, she is able to fight in a real form. However, as the author, Eka is trapped in a biased construction in addition to gender bias and representation. In subaltern studies, representation is only a tool towards more real domination. The two figures seem to be fighting against the power structure (colonial and patriarchal) but are still trapped in the dominance of the other
Reconsideration of the Beginning Ayu Culture
Get PDFIn this paper, the author reconsidered when, where, and by whom breeding trials were begun in the latter half of the
Meiji period that resulted in the release of koayu (small sweetfish, Plecoglossus altirelis altivelis) seedlings into rivers. The
results are as follows．
There are four theories regarding the first breeding tests: the tests were conducted by Shirobei Fujino at Sodani-Fujino
f
ish farm in 1908, by Shiga prefectural fishery experiment station at the Sodani-Fujino fish farm in 1908, by Dr. Chiyomatsu
Ishikawa at the fishery experiment station’s Chinai hatchery in 1909, and by the fishery experiment station at the Chinai
hatchery in 1909. Of the four theories, the most plausible is that conducted by Shirobei Fujino in 1908 at the Sodani-Fujino
f
ish farm in Kaminiu, Samegai village; Current Maibara City, Shiga prefecture.
However, the Sodani-fujino fish farm was sold to Shirobei Fujino by Teijiro Nishikawa in 1905, and in “Keisho-chi
Samegai,” it is stated that the Nishikawa fish farm ayu cultivation. Dr. Chiyomatsu Ishikawa also confirmed in 1894 that
ayu were cultured at Nishikawa fish farm.
Therefore, the breeding trials linked to the koayu seedling release project date back to the time when Nishikawa fish
farm started ayu cultivation. Specifically, it can be pointed out that the period is prior to 1894 and up to 1885.departmental bulletin pape
ANALISIS NOVEL SAMAN KARYA AYU UTAMI: TINJAUAN SOSIOLOGI SASTRA
No full textThis research is motivated by at least a literaly work that discusses a position of woman in society in culture and marriage bond. The focus of research refers to relation of novel with author, novel with society and social purpose novel in society. The method that used in this research is drescriptive qualitative with the data source from Saman novel by Ayu Utami and some kind of relevant research. The result of reserch show that complexity of issues that presented in Saman accurate with data about social events in Indonesia.Through Saman, Ayu expressed her thoughts about religion, sex, marriage, race, economics, and politics. Besides, space, time, and event that used as reference contextual in Saman can't be separated from social and politics that causes it.At least, saman telling about process of land takeover, nepotism, abduction, social inequality, representing new order era that shows the attitude and the responses of the characters in the face of the problem
ISU GENDER PADA TOKOH PEREMPUAN DALAM NOVEL NAYLA KARYA DJENAR MAESA AYU
Get PDFThis writing is done to know how for the gender issues affects the female characters in the novel Nayla of Djenar Maesa Ayu. The effect of inequality will appears subordination and violence against to women. Subordination and violence are events that affects the female characters in the novel Nayla of Djenar Maesa Ayu. The author tries to raise the position of women from gender inequality. The figure of Nayla tries to find the self-awareness and the existence of gender inequality. Keywords : Gender, subordination, and violenceCopyright © 2012 by Kafa`ah All right reservedDOI : 10.15548/jk.v2i2.5
Representasi Feminisme dalam Novel Nayla Karya D.Jenar Maesa Ayu
Get PDFPenelitian ini bertujuan mendeskripsikan secara objektif representasi feminisme dalam novel Nayla karya Djenar Maesa Ayu. Data penelitian adalah perataan, perbuatan, dan peristiwa yang dialami oleh tokoh utama, Sumber data penelitian adalah novel Nayla karya Djenar Maesa Ayu edisi kedua yang diterbitkan oleh Gramedia pada tahun 2005. Data dikumpulkan mclalui teknik dokumentasi dan dianalisis secara deskriptif. Berdasarkan analisis data, dapat disimpulkan bahwa Nayla adalah sebuah novel dengan pengarang yang secara sadar ingin memperjuangkan hak-hak perempuan, terutama yang berkaitan dengan seksualitas. Tokoh pcrempuan dalam Naylai adalab seorang perempuan superior, bukan inferior, seorang perempuan yang 'mendominasi' laki-laki, bukan yang 'didominasi' oleh laki-laki. Pengarang juga berusaha untuk mengangkat posisi perempuan dengan menghadirkan seorang karakter perempuan yang menemukan kesadaran akan eksistensi diri, menyadari makna kebidupan dan hidup. Para tokohnya adalah perempuan- perempuan profesional yang bahkan dapat disejajarkan dengan para laki-laki. Mereka adalah tokoh perempuan yang jarang mengurusi urusan rumah tangga Terkait dengan seksualitas, sang tokoh (si pengarang) berpendapat bahwa perempuan tidak selayaknya diperlakukan sebagai objek semata, retapi seharusnya juga memiliki kesempatan untuk bersenang-senang dan disenangkan.

Abstract:
This research aims to describe objectively the representation of feminism in the novel Nayla by Djenar Maesa Ayu. The research data are speeches, actions, and happenings experienced by the main character. The source of the data was the novel Nayla by Djenar Maesa Ayu second edition published by Gramedia in 2005. The data were collected through documentation technique and analyzed descriptively. Based on the analysis of the data, it could be concluded that Nayla was a novel whose author consciously wished to struggle for women rights, especially those related to sexualities. The female character in Nayla is a superior woman, not an inferior one; a female who 'dominates' males, not the one who 'is dominated' by males. 'The author also strives to raise women's positions by presenting a female character who has found a consciousness of self-existence, realized the meanings of life and living. The characters are professional women who can even be equalized with men. 'They are female characters who seldom take care of domestic households. Related to sexualities, the character (the author) has the opinion that women should not have been treated as objects only, but should also have been given opportunities to enjoy themselves and to be spoiled.

Key Words: representation of feminism, radical feminism</jats:p
Feminisme Radikal Dalam Novel Saman Karya Ayu Utami Dan Potensinya Sebagai Bahan Edukasi Kesetaraan Gender
Get PDFPenelitian ini bertujuan untuk mendeskripsikan novel saman karya Ayu Utami dalam sudut pandang feminisme radikal dan potensinya sebagai bahan edukasi kesetaraan gender. Penelitian ini menggunakan penelitian deskriptif kualitatif. Data yang didapat berupa data tertulis berupa kalimat bentuk feminisme radikal dalam novel Saman karya Ayu Utami. Sumber data merupakan objek feminisme radikal dalam bentuk teks yang terdapat dalam novel Saman karya Ayu Utami yang terbit pada tahun 1998 dengan jumlah 206 halaman, pendapat teman sejawat, dan beberapa penelitian mengenai feminisme radikal dan edukasi kesetaraan gender sebagai referensi. Teknik pengumpulan data menggunakan teknik dokumentasi yang melibatkan catatan, buku, atau dokumen serta pendapat teman sejawat dari angket yang diberikan penulis berkaitan dengan data yang diteliti. Hasil penelitian ini berupa deskripsi gambaran feminisme radikal dalam novel Saman karya Ayu Utami dan potensi penelitian ini sebagai bahan edukasi kesetaraan gender. Dalam penelitian ini menemukan gambaran feminisme radikal yang memuat tiga jenis, yaitu: kekerasan fisik terhadap perempuan, eksploitasi perempuan, dan peran perempuan. Data yang ditemukan lebih mendominasi jenis kekerasan fisik terhadap perempuan. Bahan ajar dalam penelitian ini berbentuk handout yang bertujuan untuk memberikan informasi serta gagasan terkait dengan edukasi kesetaraan gender. This study aims to describe the novel Saman by Ayu Utami from the perspective of radical feminism and its potential as an educational material for gender equality. This research uses descriptive qualitative research. The data obtained is written data in the form of sentences of radical feminism in the novel Saman by Ayu Utami. The data source is the object of radical feminism in the form of text contained in the novel Saman by Ayu Utami published in 1998 with a total of 206 pages, peer opinions, and several studies on radical feminism and gender equality education as references. Data collection techniques used documentation techniques involving records, books, or documents as well as peer opinions from questionnaires given by the author related to the data under study. The result of this research is a description of radical feminism in the novel Saman by Ayu Utami and the potential of this research as a material for gender equality education. This study found a description of radical feminism that contains three types, namely: physical violence against women, exploitation of women, and the role of women. The data found dominates the type of physical violence against women. The teaching materials in this research are in the form of handouts that aim to provide information and ideas related to gender equality education
PREFIKS ME- DALAM CERPEN DURIAN KARYA DJENAR MAESA AYU
Get PDFThis study aims to examine the "me-" prefixes in the short story Durian by Djenar Maesa Ayu based on the process of reciting and the function of said prefixes by inflective prefix and derivative prefix. This short story is interesting to be studied because by knowing the meaning of the story, the message submitted by the author can be well received by the readers. This study is made by using a descriptive qualitative method together with a morphological approach as the basis of its analysis. This study is made by using some data collection techniques which include reading techniques and note taking techniques. The results of this study proves that the author predominantly uses phoneme conservationin the affix processing. In addition, there is a prefix function found in the "me-" prefixes which forms a semi-transitive verb that has been contained in a word "memancing"
SENSASI KUMPULAN CERPEN MEREKA BILANG, SAYA MONYET!: Studi tentang Gaya Kalimat Djenar Maesa Ayu
No full textThrough the content of Condillac's sensation value, one can search for the worthwhile
entertainment effort in the sentence style. it aims to reveal the author's feel about the style of the
sentence. Two theories are used in this study which are the theory of stylistics and the theory of
sensation. Condillac's theory of sensation is used to determine the characteristics of sensation
that is entertaining in a literary work. The entertainment in this study comes from the
identification of the sensation perceived by the readers or the narratee through the direction of
the author, the style of the sentences of Djenar Maesa Ayu. The author used two basic stylistic
theories of Aminuddin to analyze the research object. First, the authors will examine the sign
system - in particular the style of the sentence and its supporting elements - not releasing the type
of division of styles possessed, and the second, a factor for which the sign system can be
displayed on the form of literary works proposed by the author. The interpretation in this study
was obtained from the difference in the linguistic system of each short story which has a different
impression. Scholars try to find distortion and deviation in the use of literary language to find its
aesthetic values, in this case, it will give entertainment to readers. With the determination that
the inversion sentence can be expressed as a long sentence and a short sentence, but not in
reverse.
Keywords: Mereka Bilang, Saya Monyet!, sensation, the style of the sentence, Djenar Maesa Ayu,
stylistics
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