Category: ICETA 3

Oleh : Eny Wahyudati, S2 – Pascasarjana

Learning is a process of discovery and invention of everything that is around us. The focus of the quality of teaching is always “Learning”. A good teacher, should be a good learner, too. To improve the learning process in the world of formal education to understand how the learning process took place is very important for children’s learning process. Children need to learn well in building understanding through appropriate media. The teacher is a very important role in the learning process. Teachers who facilitate the students for their success in learning. In learning mathematics, teacher is very necessary to use the media to help students understand the material learned. The medium used by teachers adapted to the conditions of teaching materials, teacher capability and availability of media. For example; card number, used boxes, puppets, pictures, colors, software. and others. But in the modern era are now widely available media that we encounter. It’s just whether the media is in conformity with the conditions that are necessary in learning, or whether the media can be reached by teachers from all walks of life. Teachers need to create your own instructional media. The main medium of learning that involves a computer tool. Electronic media in the form of software available and a good variety of models and prices. But there are still shortcomings, particularly in terms of completeness and conformance with the Competency Standards and Basic Competence in the Curriculum teaching materials. To make learning more meaningful at a reasonable cost, teachers need to be creative in learning media in accordance with the ability of technological knowledge they possess, thus learning would be more optimal and maximum results. Students will easily learn and will easily reach the achievement. Teachers will find satisfaction in performing tasks and generate the appropriate media.

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Oleh : Dyah Rochmawati, S1 – Pendidikan Bahasa Inggris

Texts as the most pervsdasive use of teaching material play strategic roles in a foreign language teaching and learning. They provide samples of real language use in appropriate social contexts so that they provide input model for learners learning English as a foreign language such ones in Indonesia. Texts can also generate classroom interaction between the teacher-students and the students-students, thus minimizing the teacher dominance and maximizing the students’ involvement. It therefore promotes collaborative as well as autonomous learning environment. Humor is the most interesting and puzzling aspects of human behavior. It has been rightfully argued that it plays an important role in an individual’s development, as well as in interpersonal communication (Mihalcea, 2007). A humorous text, as one of the text-types, is to communicate a certain attitude of humor performed by the text. It has the ability to make one feel amused or amusement. It can evoke and make him laugh. It thus brings about happiness to the readers. The humorous texts help the learners read an authentic text and have fun in their English class as well. The aim of this paper is to explore a possibility of using humorous texts is to help Indonesian learners of English improve the language proficiency. It approaches the humorous texts from various viewpoints: their social functions, generic structure, and lexicogrammatical features.

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Oleh : Susilowati, S1 – Pendidikan Kesejahteraan Keluarga (redaksi@unipasby.ac.id)

Indonesia merupakan negara kepulauan dengan jumlah penduduk yang besar dari potensi sumber daya wilayah, sumber daya alam Indonesia memiliki potensi ketersediaan pangan yang beragam dari satu wilayah kewilayah lainnya, baik sebagai sumber karbohidrat maupun protein, vitamin dan mineral, yang berasal dan kelompok padi-padian, umbi-umbian, pangan hewani, kacang-kacangan, sayur dan buah dan biji berminyak. Pangan lokal yang ada di Indonesia sangat beragam dan belum seluruhnya dimanfaatkan secara maksimum untuk pemenuhan gizi. Diperlukan pengembangan dan penganekaragaman konsumsi pangan untuk memperbaiki konsumsi pangan penduduk baik jumlah, mutu dan keragaman sehingga dapat diwujudkan konsumsi pangan dan gizi yang seimbang, seining mengurangi ketergantungan pada salah satu bahan makanan maupun pangan impor serta dapat menaikkan nilai ekonomi bahan pangan. Budaya masyarakat Indonesia yang memiliki sifat konsumtif terhadap barang maupun bahan makanan import, mereka beranggapan bahwa sesuatu yang impot akan lebih baik dani basil lokal, akan tetapi anggapan itu salah, sebab bahan makanan lokal dapat dijadikan alternatif makanan Intemasional yang dapat diterima oleh manusia di seluruh dunia. Tetapi hal ini masih perlu dikampanyekan akan mencintai makanan dengan bahan lokal. Adapun upaya menganekaragamkan bahan pangan lokal sebagai altematif makanan intemasional dapat dilakulcan dengan: 1. Mengidentifikasi dan Inventarisasi makanan tradisional tiap daerah, 2. Mendorong masyarakat berperan aktif dalam upaya pengembangan penganekaragaman makanan berbahan lokal, 3. Peningkatan Teknologi dan Kelembagaan Pangan, 4. Pengembangan Pusat-pusat Makanan berbahan lokal khususnya makanan Tradisional, 5. Peningkatan Peran Akademi/SekolahTinggi Boga, LSM dan Organisasi masyarakat, 6. Promosi dengan Lomba dan Festival makanan berbahan lokal, serta 7. bantuan media untuk mengumumkan dan mengkampanyekan makanan lokal sebagai makanan Internasional.

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Oleh : Yoso Wiyarno, S2 – Pascasarjana (redaksi@unipasby.ac.id)

The objective of this study was to reveal relations between incidence toxosoplasmosis and life habit to housewives reproductive in Surabaya. Life habit were variable keeping cat as pet, the coming of cat from outside, closeness to cat, gardening, using glove when working, cleaning the gutter, eating raw meat, and raw vegetables. Samples were housewives in reproductive (aged 15-49 years) in Surabaya infected with toxosoplasmosis, taken based on blood examination in Klinika, Pramita and Kedongdoro Laboratory from July to October 2008. Total samples were 191, in which 118 taken as case, and 73 were control. This research was restrospective study using case control method. Data taken were processed using chi square test. The result showed that relation between related incidence toxosoplasmosis are life habit were keeping cat as pet, closeness to cat, gardening, cleaning the gutter, and eating raw meat.

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Oleh : Wara Pramesti, S1 – Statistik (estijra@yahoo.com )

Konsep marketing mix (bauran pemasaran) pada awalnya memfokuskan pada usaha bagaimana menciptakan kepuasan pelanggan pada suatu perusahaan. Pada konsep ini jika kepuasan pelanggan telah tercapai maka selesailah tugas pemasaran. Namun pada saat ini fokus atau pengertian konsep pemasaran telah berkembang dari marketing mix menjadi relationships marketing, yaitu bagaimana fokus lebih kepada mempertahankan pelanggan yang sudah ada disamping mendapatkan pelanggan bare. Marketing mix lebih menitik beratkan kepada pelanggan yang sudah ada dengan memperhatikan unsur-unsur yang ada pada bauran pemasaran, yaitu product (produk) , price (harga) , place (lokasi) dan promotion (promosi). Selanjutnya dari konsep relationships marketing, yaitu cross selling (pembelian silang), word of mouth: (komunikasi dari mulut ke mulut), retransaction commitment (komitmen melakukan transaksi kembali) dan customer loyalty (loyalitas konsumen) akan dikaitkan terhadap bauran pemasaran yang ada. Path analysis adalah suatu metode statistika yang bertujuan untuk menelusuri efek langsung maupun tidak langsung dari suatu variabel terhadap variabel yang lain. Dengan menggunakan path analysis ini akan diketahui unsur bauran pemasaran yang mana yang perlu ditingkatkan kualitasnya untuk meningkatkan loyalitas nasabah. Dan hasil analisis dimana estimasi dari koefisien path analysis diketahui, maka dapat dibangun model stmktural sebagai berikut : Model 1: WOM = 0,2616 produk + 0,278 lokasi + 0,494 harga + 0,223 promosi; Model 2: Retransaction = 0,1924 produk + 0,1432 lokasi + 0,621 harga + 0, 442 promosi; Model 3: Cross Selling = 0,201 produk + 0,337 lokasi + 0,562 harga + 0, 223 promosi dan Model 4: Loyalitas = 0,589 WOM + 0,243 Retransaction + 0,112 cross selling + 0, 179 produk + 0,169 lokasi + 0,214 harga.+ 0,102 promosi. Dan model diatas dapat diambil kesimpulan, bahwa unsur yang harus diperhatikan adalah harga, karena mempunyai pengaruh paling besar terhadap WOM, yaitu sebesar 0,494. Sementara WOM adalah variabel antara yang mempunyai pengaruh paling tinggi sebesar 0,598 terhadap loyalitas mahasiswa.

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Oleh : Sri Widyastuti, S2 – Pascasarjana (redaksi@unipasby.ac.id)

Pendidikan lingkungan merupakan salah satu faktor penting untuk meminimalisasi kerusakan lingkungan hidup dan merupakan sarana dalam menghasilkan somber daya manusia yang dapat melaksanakan prinsip pembangunan berkelanjutan. Pendidikan lingkungan dilakukan sebagai upaya untuk meningkatkan pemahaman dan kepedulian masyarakat dalam mencari pemecahan dan pencegahan timbulnya masalah lingkungan. Untuk membangkitkan kesadaran manusia terhadap lingkungan hidup di sekitamya, proses yang paling penting dan harus dilakukan adalah dengan menyentuh hati. Jika proses penyadaran telah terjadi dan perubahan sikap dan pola pilcir terhadap lingkungan telah terjadi, maka dapat dilakukan peningkatan pengetahuan dan pemahaman mengenai lingkungan hidup, serta peningkatan dalam mengelola lingkungan hidup. Tahun 1986, pendidikan lingkungan hidup dan kependudukan dimasukkan ke dalam pendidikan formal dengan dibentuknya mata pelajaran Pendidikan Kependudukan dan Lingkungan Hidup (PKLH). PKLH diintegrasikan e dalam semua mata pelajaran. Perkembangan lebih lanjut Pendidikan Lingkungan Hidup di Indonesia seyogyanya tidak hanya di berikan di tingkat sekolah namun juga harus ada kurikulum Pendidikan Lingkungan Hidup yang melibatkan masyarakat seperti: 1) Menjalin kemitraan dengan berbagai Perusahaan sebagai bentuk Corporate Social Responsibility (CSR) dan 2)Pendidikan Lingkungan Hidup bagi pars wanita khususnya ibu rumah tangga melalui gerakan Pemberdayaan dan Kesejahteraan Keluarga (PKK).

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Oleh : Rufi’i, S2 – Pascasarjana (redaksi@unipasby.ac.id)

The purposes of the study were to examine the result of analysis (1) differences in the acquisition of learning concepts and procedures of statistics among learners who learn by instructional strategies algo-heuristic and conventional instructional strategies, (2) differences in the acquisition of learning concepts and procedures of statistics among learners who studied with field independence cognitive styles and field dependence, (3) the interaction between instructional strategies and cognitive styles on the acquisition of learning concepts and procedures of Statistics. This research was carried out with the design of non-equivalent control group by applying a 2×2 factorial design in the design of experiments. Subjects were fourth semester undergraduate students of academic year 2009/2010, at Elementary Teacher Training Education Program Undergraduate level and Third Diploma students Midwifery Studies Program PORI Adi Buana University of Surabaya which consists of six classes of 217 people. Subjects were taken at randomly, and the total member are 146 subjects. They, further more, were grouped into four classes according to research design. The research hypothesis was tested by statistics Multivariate Analysis of Variance (Manova). Results showed that (1) there are differences in the acquisition of learning concepts among students who studied statistics with algo-heuristic instructional strategies and conventional instructional strategies (F=13.459; p100), (2) there are differences in the acquisition of learning concepts among students who studied statistics with cognitive style of field independence and field dependence (F=4.994; p=0.027), (3) there is no interaction between instructional strategies and cognitive style on learning acquisition Statistical concept (F=0.767; p.383), (4) there are differences in learning acquisition Statistical procedures between students who learn with the instructional strategy algo-heuristic and conventional instructional strategies (F=8.298; pCi.005), (5) there are differences in learning acquisition among students Statistical procedures that learning with cognitive style field independence and field dependence (F=21.438; p4100), (6) there is no interaction between instructional strategies and styles against the acquisition of cognitive learning Statistical procedures (Fo.601; p).44).

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Oleh : Rony HR For a , S1 – Teknik Elektro (ronifora@yahoo.co.id )

In the era, educational study has the emerged world issue. All fields have the problems to reach the goal of educational achievement. Especially on technological education need a method to transfer the scientists and its application. In this research show the method of education transfer scientists and its application. There is three method to be selected the first is oration, the second is problem and solve problem and the third is self learning practice. From all methods (three method) show that self learning practice has the best method to reach the goal to scientists application. The goal is the degree of understanding. From the fifteen students in electric technology in the second years have 33% understanding on oration method, 60% on solve problem method and 88% on self learning practice.

 

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Oleh : Retno Danu Rusmawati, S1 – Pendidikan Bahasa Indonesia (retnodanu@ymail.com)

National Examination (UAN) every year always leave records for evaluation and follow-up. This Evaluation focused for Indonesian language teaching in particular subject how increase score at UAN 2011 with evaluated UAN 2010. Results Indonesian language teaching in 2010 was ranked the lowest of the other subjects. Why? Where the problems that need to follow up? Reality orientation and learning Indonesian language samples for Senior High School(SMA / MA) class X in the standard of competence and basic competences that have not performed optimally planned by teachers and students is evident in the draft the learning program (RPP) did not meet the criteria of assessment. This example is taken at the time of assessment fortofolio teachers certification. Mainly in the Learning Program Planning(RPP) prepare materials / learning materials, media and strategy also needs special attention for the upgrade. Another reason to strengthen this opinion that the teacher teaches is less than the maximum during the implementation of peer teaching in teacher education and professional training (PLPG) at rayon 42 PLPG evaluated nearly all participants need guidance and continuous guidance during menyususun PLPG in the RPP and the implementation of the learning . The challenge of learning the Indonesian language subjects must solve through: 1. Coaching, mentoring and ongoing training for subject teachers of Indonesian in preparing lesson plans and their implementation with Active Learning method Innovative Creative Fun (PAIKEM), 2. Feasibility Test of Indonesian held periodically.

 

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Oleh : Nurmida Catherine Sitompul, S2 – Pascasarjana (catherinesitompul@yahoo.com)

The purpose of this studies are: (1) describing kinds of NVC behavior that usually showed by a teacher in classroom that attract students attention, (2) describing students respond in teacher NVC behavior, and 3) understanding the meaning of teacher’s NVC behavior. The research is based on ethnography studies. The importants findings of this studies are: 1) Teacher implement severals kinds of NVC behavior, however students are more attract to teacher’s face expression and eyes contact; 2) Teacher’s nice smile means teacher enjoy in teaching. This will make students happy and will drive students to get involved in learning activities. If teacher expression is without smile, then makes students feel such as frighten, stress, uncomfortable, laziness, angry and do not interested with the learning process. Students attract with teacher face expression when he/she enter the class and then they will draw this in their mind to predict the next situation in the learning process. 3) Teacher’s smile indicates that teacher teaches in enjoyable and promote a positive feeling to students to learning. No smile expression of teacher creates a negative feeling in students mind. Teacher’s NVC behavior can promote an empowering atmosphere for students to learn.

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