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Wednesday, September 21, 2016

Contextual Teaching and learning (CTL)

1. The Basic Understanding of Contextual Teaching Learning.

Nur Hadi et all(2004) The philosophy of CTL was rooted from progressivisms of John Dewey. John Dewey, an expert of classical education proposed the theory of curriculum and teaching methodology related to the students’ experience and interest. Principally, the students will learn effectively if they can make a connection between what they are learning with the experience they had, and also they actively involved in learning process in the classroom. John Dewey, as quoted by Donald freeman, said that,. what an individual has learned in the way of knowledge and skills in one situation becomes an instrument of understanding and dealing effectively with the situation which follows.

Contextual Teaching and learning (CTL)

The process goes on as long as life and learning continue. The theory of Cognitivisme also influenced the philosophy of CTL. The students will learn so well if they actively involve in the classroom activities and have a chance to inquiry it by their selves. Students will show their learning achievement through the real things that they can do. Learning is regarded as an effort or intellectual activity for developing their idea through introspection activity.

Based on two theories above, the CTL philosophy was developed. CTL is a proven concept that incorporates much of the most recent research in cognitive science. It is also a reaction to the essentially behaviorist theory that have dominated American education for many decades. CTL is promoted as the alternative for the new learning strategy. CTL emphasize the learning process through .constructing. not memorizing and teaching is interpreted as an activity of inquiring process not only transferring knowledge to the students. In CTL, student are expected to develop their own understanding from their past experience or knowledge (assimilation). It is important because our brain or human mind functioned as the instrument for interpreting knowledge so that it will have a unique sense. Meanwhile, several attempts have been made to define the meaning of CTL method. In the process of searching the meaning of CTL, writer has found several definitions about it from different resources.

Johnson defines CTL as follows: CTL is an educational process that aims to help student see meaning in the academic subject with the context of their daily lives, that is, with the context of their personal, social, and cultural circumstances. To achieve this aim, the system encompasses the following eight components: making meaningful connections, doing significant work, self-regulated learning, collaborating, critical and creative thinking, nurturing the individual, reaching high standards, and using authentic assessments.

(Read Curriculum Change And Innovation)

(Read Factors Influencing The Implementation of Educational Innovation)

In addition, Berns and Errickson stated that, Contextual teaching and learning is a conception of teaching and learning that helps teachers relate subject matter content to real world situations and motivates students to make connections between knowledge and its applications to their lives as family members, citizens, and workers and engage in the hard work that learning requires. Meanwhile, The Washington State Consortium for Contextual Teaching and Learning, as cited in Nurhadi, formulate the definition of CTL as follows, Contextual teaching is teaching that enables students to reinforce, expand, and apply their academic knowledge and skills in a variety of in-school and out-of school settings in order to solve the stimulated or real-world problems. Based on the previous four definitions, the writer concludes that CTL is the way or the concept of teaching that help teacher and students to relate subject matter to the real life situation and motivate student to connect and apply all aspect of learning into their role in real life. When we talked about context, most people say that it related to their social life. In the classroom teaching, CTL means teacher should present the student real world inside the classroom. Johnson, as quoted by Nurhadi, characterizes CTL into eight important elements as follows:

1. Making Meaningful Connections

Students can organize themselves as learners, who learn actively in improving their interest individually, person who can work individually or collectively in a group, and a person who can do learning by doing

2. Doing Significant Work

Student can make relationship among schools and the various existing contexts in the real world as business maker and as a citizen

3. Self-Regulated Learning

Students do the significant work; it has purpose, it has connection with others, it has connection with decision making and it has the concrete results or products

4. Collaborating

Students are able to work together. The teacher helps students in order to work effectively in a group and teacher helps them to understand the way how to persuade and communicate each others.

5. Critical and Creative Thinking

Students are able to apply higher level thinking critically and effectively. They are able to analyze, to synthesize, to tackle the problem, to make a decision and to think logically.

6. Nurturing the Individual

Students carry on their selves, understand, give attention, posses high wishes, motivate and empower themselves. Students can’t get the success without the support from adult people. Students should respect their companion and adult person.

7. Reaching High Standards

Students know and reach the high standard. It identifies their purposes and motivates them to reach it. Teacher shows to students how to reach what called .excellent.

8. Using Authentic Assessments

Students use academic knowledge in the real world context to the meaningful purposes. For example, students may describe the academic information that have learnt in subject of science, health, education, math, and English subject by designing a car, planning the school, or making the serving of human emotion or telling their experience.

These eight characteristics make CTL different from other methods. These Characteristics became the main components in applying CTL method. It is also clearly seen that these eight characteristics asks the students for actively involving in classroom activity. Collaborating, nurturing the individual and creative and critical Thinking ask the students to responsible for their own learning. The role of teacher in CTL is to facilitate student to find the fact or the meaning, concept, or principles for their selves. Once these eight characteristics applied in classroom, it will help both students and teachers in creating a good atmosphere where the learners have a great responsibility in achieving their success in leaning.

2. The Principle of CTL

1. Constructivism

Constructivism is the foundation of CTL. The basic premise is that an individual learner must actively .build. knowledge and skills. However, all advocates of constructivism agree that it is the individual.s processing of stimuli from the environment and the resulting cognitive structure that produce adaptive behavior rather than the stimuli themselves. In the classroom teaching learning process, the application of constructivism are applied in five step of learning that are activating knowledge, acquiring knowledge, understanding knowledge, applying knowledge and reflecting on knowledge. The constructivism paradigm has led us to understand how learning can be facilitated through certain types of engaging, constructive activities. This model of learning emphasizes meaning making through active participation in situated context socially, culturally, historically, and politically.

2. Inquiry

Basically, inquiry is a complex idea that means many things to many people in any contexts. Inquiry is asking, asking something valuable that related to the topic discussed. Inquiry is defined as .a seeking for truth, information or knowledge seeking information by questioning. in applying inquiry activity in the classroom teaching, there are several steps that should be followed that are formulating problem, collecting data through observation, analyzing and presenting data (through written form, picture, report and table) and finally, communicating and presenting the result of data to the readers, classmates, and the other audients

3. Questioning

Questioning is the mother of contextual teaching and learning, the beginning of knowledge, the heart of knowledge and the important aspect of learning. Sadker and Sadker, as quoted by Nurhadi, mentioned the important of questioning technique in classroom teaching. They said,

To question well is to teach well. In the skillful use of the question more than anything else lies fine art of teaching; for in it we have the guide to\ clear and vivid ideas, and the quick spur of imagination, the stimulus to thought, the incentive to action. What is in a question, you ask? Everything. It is the way of evoking stimulating response or stultifying inquiry. It is in essence, the very core of teaching. The art of questioning is the art of guide learning35 Sometimes, the teacher asks to the students before, during and after the lesson. At other times, they are posed effectively by the students to focus their own lesson, keep them engaged and help them monitor their understanding of what was learned. In a productive teaching learning, questioning activity are useful for checking students comprehension, solving problem faced by students, stimulating responses to the students, measuring students’ curiosity, focusing student attention, and refreshing students prior knowledge.

4. Learning Community

In learning community, the result of learning can be gotten from gathering others and also can be taken from sharing with friends, other groups, and between make out person and not. Actually, learning community has the meaning as follows: 1).Group of learning which communicate to share the idea and experience, 2).Working together to solve the problem. 3) The responsibility of each member of learning group. It is sometimes forgotten that language classes operate as communities, each within its own collection of shared understandings that have been build up over time. The overall character or each language class is created, developed, and maintained by everyone in room. Each class member has a specific role to play, even those with ostensibly low profile such as .onlooker. or .observer. (noticing what is going on), .knower. (being privy to shared class understanding) and follower (reacting in the same way as everyone else to certain teacher or student initiatives).

5. Modeling

Basically, modeling is verbalization of ideas, teacher demonstrates to students to study and acting what the teacher need to be implemented by students. Modeling activity can be summarized into demonstrates the teacher’s opinion and demonstrates how does the teacher want the student to learn.

6. Reflections

Reflection is the ways of thinking about what the students have learned and thinking about what the students have done in the past. Reflection is figuration of activity and knowledge that just have received. Teacher need to do the reflections in the end of teaching learning process. In the end of teaching learning process, teacher spends a little time and ask student to do the reflection. The realization of reflection can be done by giving direct statement about the information that acquired in the lesson, some notes or journal on student book, some impression and suggestion from students about the learning process and discussion.

7. Authentic Assessment

Authentic assessment is a procedure of achievement in the CTL. Assessments of students. performance can come from the teacher and the students. Authentic assessment is the process of collecting the data that can give the description of student learning development. In the process of learning, not only the teacher that can be placed to provide accurate assessments of students. performance, but also students can be extremely effective at monitoring and judging their own language production. They frequently have a very clear idea of how well they are doing or have done, and if we help them to develop this awareness, we can greatly enhance learning. Meanwhile, authentic assessment has some characteristics that are :(a) Involves real world experience, (b) Allows access to information, (c) Encourages the use of computer, dictionary and human resources, (d) Engages the students by relevance, (e) Uses open-ended format, (f) Includes self-assessment and reflection, (g) Warrant effort and practice, (h) Identifies strength to enable students to show what they can do and (i) Make assessment criteria clearer to students. Essentially, the question that needs to answer by authentic assessment is. Does the students learn something?. not .What have they already known?. So, the students are assessed through many ways, not only assessed their examination test.

References

1 Anonymous, Kurikulum Muatan Lokal untuk Sekolah Dasar, (Jakarta: Depdikbud,

1994), p. 30

2 Jack C. Richards, Developing Classroom Speaking Activities: From Theory to Practice,

Https://www.professorjackrichard.com/developing-classoom-speaking-activities.pdf, p.1.

Accessed on November 1, 2007

3 Marianne Celce-Murcia, Teaching English As A Second or Foreign Language (Boston:

Heinly and Heinle, a Division of Thomson Learning,inc.2001) p.104

4 Depatemen Pendidikan Nasional, Kurrikulum 2004, Standar Kompetensi Bahasa

Inggris, Sekolah Menengah Atas dan Madrasah Aliyah, (Jakarta:2003), p.142

Kebijakan Baru Sertifikasi Guru 2016

Asnawi_80 PENDIDIKAN ,

Assalamualaikum...wr..wb..Bapak dan Ibu Guru semuanya, dan Salam sejahtera untuk Kita semua semoga tetap dalam Keadaan Sehat dan Baik insyaallah.berdasarkan rilis dari laman web resmi KementerianPendidikan Kemendikbud, secara resmi di umumkan mengenai Dua Kebijakan Baru dalam Program sertifikasi Guru 2016.

Kebijakan Baru Sertifikasi 2016

Tahun ini Kementerian Pendidikan dan Kebudayaan (Kemendikbud) akan menerapkan dua kebijakan baru program sertifikasi guru melalui Pendidikan dan Latihan Profesi Guru (PLPG) 2016.

Seperti yang diungkap oleh Direktur Jenderal Guru dan Tenaga Kependidikan (Dirjen GTK) Kemendikbud, Sumarna Surapranata di Kantor Kemendikbud, Senayan, Jakarta Dua kebijakan baru tersebut yakni, peningkatan batas nilai syarat kelulusan dan ketentuan dapat mengulang ujian sertifikasi bagi guru yang tidak lulus ujian,". Adapun kebijakan tersebut adalah

1. Batas Nilai Kelulusan Ujian Sertifikasi.

Untuk nilai sertifikasi tahun ini guru harus bisa mendapatkan nilai minimal 80 dari Nilai Ujian Tes Nasional (UTN) ini sesuai dengan pembicaraan Direktur Jenderal Guru dan Tenaga Kependidikan di Kantor Kemendikbud, Jakarta, Jumat (16/9/2016). ”kelulusan guru dalam ujian sertifikasi minimal harus 80 dari total nilai 100. “Kalau tahun lalu minimal 42 (sudah lulus),” ujarnya

Disamping itu ia juga memnambahkan jika kebijakan itu diterapkan berdasarkan arahan Wakil Presiden Jusuf Kalla dan Menteri Pendidikan dan Kebudayaan (Mendikbud) Muhadjir Effendy setelah mendapatkan laporan dari Bank Dunia. Pria yang akrab disapa Pranata itu menjelaskan, Bank Dunia merilis hasil penelitiannya yang menemukan data bahwa tidak ada perbedaan yang signifikan

dalam nilai uji kompetensi guru (UKG) antara guru yang sudah tersertifikasi dengan guru yang belum tersertifikasi.

2. Kebijakan dapat mengikuti ujian ulang empat kali tanpa mengulang PLPG.

Dalam hal ujian sertifikasi, seorang peserta dapat mengikuti ujian ulangan jika tidak lulus pada ujian pertama tanpa menulang PLPG, ini sesuai dengan yang disampaikan oleh Kependidikan (Dirjen GTK) Kemendikbud, Sumarna Surapranata. “Tahun ini bisa mengulang (ujian), tidak perlu PLPG lagi, cukup belajar mandiri, yang kita gerakkan sebagai program Guru Pembelajar,” tuturnya.

Pranata juga menambahkan, guru cukup mengikuti PLPG sebanyak satu kali. Jika guru tersebut tidak lulus ujian sertifikasi, maka dapat mengikuti ujian lagi maksimal empat kali tanpa harus mengulang PLPG. Ujian sertifikasi guru dilaksanakan dua kali dalam satu tahun.

“Jadi sistemnya seperti TOEFL. Kalau tidak lulus bisa mengulang lagi di lembaga yang terakreditasi, dalam hal ini LPTK (Lembaga Pendidikan dan Tenaga Kependidikan). Jadi guru bebasbelajar di mana saja dan dengan siapapun untuk mengulang ujian sertifikasi,” ujarnya.

Menurut Pranata, sosialisasi kebijakan baru program sertifikasi guru itu sudah dilakukan sejak tahun lalu ke guru-guru dan rektor-rektor PTN yang jadi LPTK. Hal tersebut diakui Rektor Universitas Negeri Medan, Syawal Gultom. “Sejak bulan Maret lalu sudah kami sampaikan ke guru, termasuk kurikulumnya, apa saja yang harus dipelajari,” katanya. Hal senada juga diungkapkan Rektor Universitas Negeri Yogyakarta, Rochmat Wahab. “Karena sudah jadi konvensi bersama, akan kita jalankan,” ujarnya.

(Baca Peserta PLG yang Bebas Test Ujian Nasional)
(Baca Tahapan dan Sistematika Pelaksanaan PLPG)

PLPG tahun 2016 akan diselenggarakan mulai Oktober 2016, dan diharapkan kelulusan guru-guru peserta PLPG 2016 akan rampung pada Desember 2016. Tahun ini PLPG akan diikuti 69.259 guru, baik yang diangkat sebelum tahun 2005, maupun setelah tahun 2005

semoga aturan baru ini bisa lebih diutamakan untuk meningkatkan mutu pendidikan kedepan, karena sekarang ini kita melihat jika mutu pendidikan kita masih hanya tinggi pencapaiannya di sekitar perkotaan saja kalau kebagian pedalaman masih sangat jauh ketinggalan mutunya jika dibandingkan dengan perkotaan. semoga saja kesenjangan ini bisa sedikit dikurangggi kedepan dengan adanya program peningkatan mutu guru oleh pemerintah terutama pihak Kemeterian Pendidikan Nasional/

Sumber laman web resmi Kementerian Pendidikan Kemendikbud

The Elements Of Writing Thesis And Dissertation Proposal (1)

Asnawi_80 PENDIDIKAN ,

THE ELEMENTS OF WRITING THESIS AND DISSERTATION PROPOSAL (1)

Here I would like to describe the conceptual framework of thesis and dissertation Proposal.This concept based on many resources and theories. Students usually find that crafting the thesis or dissertation proposal is a lengthy process that requires repeated consultation with the major professor and other committee members. Be sure to plan ahead.

THE ELEMENTS OF WRITING THESIS AND DISSERTATION

I. Introduction and Theoretical Framework

A. “The introduction is the part of the paper that provides readers with the background information for the research reported in the paper. Its purpose is to establish a framework for the research, so that readers can understand how it is related to other research” (Wilkinson, 1991, p. 96).

B. In an introduction, the writer should

1. create reader interest in the topic,

2. lay the broad foundation for the problem that leads to the study,

3. place the study within the larger context of the scholarly literature, and

4. reach out to a specific audience. (Creswell, 1994, p. 42)

( Read The Elements Of Writing Thesis And Dissertation Proposal (2)
(Read The Elements Of Writing Thesis And Dissertation Proposal (3)

C. If a researcher is working within a particular theoretical framework/line of inquiry, the theory or line of inquiry should be introduced and discussed early, preferably in the introduction or literature review. Remember that the theory/line of inquiry selected will inform the statement of the problem, rationale for the study, questions and hypotheses, selection of instruments, and choice of methods. Ultimately, findings will be discussed in terms of how they relate to the theory/line of inquiry that undergirds the study.

D. Theories, theoretical frameworks, and lines of inquiry may be differently handled in quantitative and qualitative endeavors.

1. “In quantitative studies, one uses theory deductively and places it toward the beginning of the plan for a study. The objective is to test or verify theory. One thus begins the study advancing a theory, collects data to test it, and reflects on whether the theory was confirmed or disconfirmed by the results in the study. The theory becomes a framework for the entire study, an organizing model for the research questions or hypotheses for the data collection procedure” (Creswell, 1994, pp. 87-88).

2. In qualitative inquiry, the use of theory and of a line of inquiry depends on the nature of the investigation. In studies aiming at “grounded theory,” for example, theory and theoretical tenets emerge from findings. Much qualitative inquiry, however, also aims to test or verify theory, hence in these cases the theoretical framework, as in quantitative efforts, should be identified and discussed early on.

II. Statement of the Problem

A. The problem statement describes the context for the study and it also identifies the general analysis approach” (Wiersma, 1995, p. 404).

B. “A problem might be defined as the issue that exists in the literature, theory, or practice that leads to a need for the study” (Creswell, 1994, p. 50).

C. It is important in a proposal that the problem stand out—that the reader can easily recognize it. Sometimes, obscure and poorly formulated problems are masked in an extended discussion. In such cases, reviewers and/or committee members will have difficulty recognizing the problem.

D. A problem statement should be presented within a context, and that context should be provided and briefly explained, including a discussion of the conceptual or theoretical framework in which it is embedded. Clearly and succinctly identify and explain the problem within the framework of the theory or line of inquiry that undergirds the study. This is of major importance in nearly all proposals and requires careful attention. It is a key element that associations such as AERA and APA look for in proposals. It is essential in all quantitative research and much qualitative research.

E. State the problem in terms intelligible to someone who is generally sophisticated but who is relatively uninformed in the area of your investigation.

F. Effective problem statements answer the question “Why does this research need to be conducted.” If a researcher is unable to answer this question clearly and succinctly, and without resorting to hyperspeaking (i.e., focusing on problems of macro or global proportions that certainly will not be informed or alleviated by the study), then the statement of the problem will come off as ambiguous and diffuse.

G. For conference proposals, the statement of the problem is generally incorporated into the introduction; academic proposals for theses or dissertations should have this as a separate section.

III. Purpose of the Study

A. “The purpose statement should provide a specific and accurate synopsis of the overall purpose of the study” (Locke, Spirduso, & Silverman, 1987, p. 5). If the purpose is not clear to the writer, it cannot be clear to the reader.

B. Briefly define and delimit the specific area of the research. You will revisit this in greater detail in a later section.

C. Foreshadow the hypotheses to be tested or the questions to be raised, as well as the significance of the study. These will require specific elaboration in subsequent sections.

D. The purpose statement can also incorporate the rationale for the study. Some committees prefer that the purpose and rationale be provided in separate sections, however.

E. Key points to keep in mind when preparing a purpose statement.

1. Try to incorporate a sentence that begins with “The purpose of this study is This will clarify your own mind as to the purpose and it will inform the reader directly and explicitly. Clearly identify and define the central concepts or ideas of the study. Some committee Chairs prefer a separate section to this end. When defining terms, make a judicious choice between using descriptive or operational definitions. Identify the specific method of inquiry to be used. Identify the unit of analysis in the study.

Continue to Second Session

References

American Psychological Association (APA). (2001). Publication manual of the American Psychological Association (Fourth edition). Washington, DC: Author.

Armstrong, R. L. (1974). Hypotheses: Why? When? How? Phi Delta Kappan, 54, 213-214.

Creswell, J. W. (1994). Research design: Qualitative & quantitative approaches. Thousand Oaks, CA: Sage.

Guba, E. G. (1961, April). Elements of a proposal. Paper presented at the UCEA meeting, Chapel Hill, NC.

Fraenkel, J. R. & Wallen, N. E. (1990). How to design and evaluate research in education. New York: McGraw-Hill.

Kerlinger, F. N. (1979). Behavioral research: A conceptual approach. New York: Holt, Rinehart, & Winston.

Krathwohl, D. R. (1988). How to prepare a research proposal: Guidelines for funding and dissertations in the social and behavioral sciences. Syracuse, NY: Syracuse University Press.

Locke, L. F., Spirduso, W. W., & Silverman, S. J. (1987). Proposals that work: A guide for planning dissertations and grant proposals (2nd ed.). Newbury Park, CA: Sage.

Marshall, C., & Rossman, G. B. (1989). Designing qualitative research: Newbury Park, CA: Sage.

Shavelson, R. J. (1988). Statistical reasoning for the behavioral sciences (second edition). Boston: Allyn and Bacon.

Wiersma, W. (1995). Research methods in education: An introduction (Sixth edition). Boston: Allyn and Bacon.

Wilkinson, A. M. (1991). The scientist’s handbook for writing papers and dissertations. Englewood Cliffs, NJ: Prentice Hall.

How to cite this web page:

Pajares, F. (2007). Elements of a proposal. Available from the author.

Cinderella

Asnawi_80 CERITA NARASI ,

Once upon a time there was a girl named Cinderella. She lived with her bad step mother and two step sisters. She had to do all the household chores. One day, a king invited all the ladies in the kingdom to go to the ball in the palace. He wanted to find the crown prince a wife. The step sisters went to ball that night with their mother. Cinderella was left alone. She cried because actually wanted to go to the ball too.

Cinderella get meried

Oh my god I don’t know why my mother do not allow me to go to the ball, actually I want to be as my step sisters as well to go the ball too hik hik hik

Just then the fairy godmother came with her magic wand, Hi Cinderella why do you look so sad, I am a fairy godmother come to help you tonight, said fairy godmother, oooh my fairy please help me actually I want to go to the ball tonight, but my mom do not allow me to get there, said Cinderella. Ok Cinderella just relax I will help you to go there, but you have to close your eyes, then Cinderella closed her eyes and the fairy godmother said “sin salabin abrakatabra”. When Cinderella opened her eyes she got a coach, two horses, and footmen. Fairy godmother also gave Cinderella a lovely dress to wear to the ball and a pair of glass slippers. She told Cinderella to get back before midnight.

“Cinderella I already given you everything you need to go to the ball, but promise me you must be back before midnight” said the fairy godmother. “Thank you so much for helping me my fairy, you may keep my word I’ll be back before midnight” said Cinderella.

At a ball, Cinderella danced all night with the prince. The prince felt in love with her. At midnight, “I’m sorry my lord I have to go home right away” said Cinderella, “ Cinderella the ball is not finish yet why do you want to go home now” said the prince, “sorry my lord I have no time to answer it”, said Cinderella. Then Cinderella run home unfortunately one of her glass slipper slipped at the door. She didnot have time to put it back on. The prince was sad as he could not find the Cinderella again that night. “Oh I do not know who her is, she is so cute but she left me here alone without having time to ask her address, can I meet her again? Oh it is her galss slipper I think I can find her again” sadi the prince.

The nexy day the prince and his men brought along the glass slipper. After searching for a long time, finally they came to Cinderella’s house. Oh my lord, it is a really great honerst for me you came to my house, is there any thing I can help you, said Cinderella’s step mother. Yeah actually we want to find the owner of this silpper said the prince, I have to daughters I think this slipper belong to one of them, said her step mother. Then her daughter tries to wear the glass slipper but it does not fit them, suddenly Cinderella came and ask the prince to allow her to try it. I’m so sorry my lord, can I have a try said Cinderella. Ha ha hahaha Cinderella I think that’s’ better you do not try it because it is impossible, it will fit you, you did not come to ball did you? Then cinderrella try to wear the galls slipper and fortunatelly it fits her. Then they got married and live happily everafter.

Kiat Membeli Mobil Bekas Yang Berkwalitas

Asnawi_80 EDUKASI TECHNO DAN OTOMOTIF ,

Sekarang ini kebutuhan Mobil sudah menjadi kebutuhan primer bagi kebanyakan masyarakat indonesia, baik digunakan untuk tujuan berpergian ataupun untuk kendaraan bisnis tertentu. Sebagaimana kita ketahui bahwasanya keadaan sistem pengaturan transportasi di negara kita masih belum begitu sempurna sehingga sebagian orang ingin memiliki kendaraan sendiri dengan faktor untuk mendapatkan kenyamanan bagi mereka dalam menempuh perjalanan.

KIAT MEMBELI MOBIL BEKAS YANG BERKWALITAS

Namun kita tahu bahwa tidak semua orang mampu membeli mobil sendiri karena kurang mampu dari faktor ekonomi, bahkan tak jarang kita lihat jika permintaan mobil bekas terkadang begitu tinggi jika dibadingkan dengan permintaan pembelian mobil baru. Hal ini dikarenakan tingginya harga pasaran mobil baru. Namun untuk memenuhi kebutuhan berkendaraan tersebut maka tak salah jika ada sebagian besar masyarakat kita ingin membeli mobil second (bekas pakai) untuk memenuhi kenyamanan berkendaraan baik untuk keperluan keluarga ataupun untuk menjalankan bisnis usaha tertentu.

(Baca Cara Memperbaiki Washer Wiper Mobil)

(Baca Memperbaiki RPM Mobil Bermasalah)

Namun dalam memilih bobil bekas tersebut yang harus diperhatikan adalah bahwa mobil bekas itu tidak semuanya memiliki kwalitas bagus, malah jika kita tidak cermat dalam memilih dan mengecek keadaannya bisa jadi setelah membelinya anda akan mengeluarkan buget yang labih besar lagi untuk memperbaikinya. Jadi untuk mendapatkan mobil yang bekas yang berkwalitas dan nyaman maka disini saya akan memberikan sedkit gambaran yang harus diperhatikan dalam membeli mobil bekas diantarnya adalah:

1. Jumlah Buget yang dimiliki

Jumlah buget (keuangan) yang dimilki menjadi faktor utama kita dalam membeli mobil bekas, ini dimaksudkan kita harus memilih mobil bekas yang sesuai dengan buget yang kita miliki supaya kita bisa menetapkan jenis dan type apa kedaraan yang sesuai dengan buget yang dimiliki dengan tidak ada niat mendua dan tetap fokus pada pilihan yang telah anda tentukan. Sebab jika kita tidak menentukan jenis kendaraan yang sesuai dengan buget kita maka kita akan terus mengulur waktu karena asik memilih milih jenis kendaraan disamping juga di pengaruhi oleh agen penjual. Dengan Menetukan Jumlah Buget dengan jenis kendaraan yang akn dibeli, maka kita tidak akan pusing lagi menentukan pilihan apakah pilihan Merek Toyota seperti Kijang Innova, Avanza, Fortuner, ataupun mereka Honda seperti Honda Jazz, Mobilio atau jenis SUV sekelas dengan Fajero Sport bikinan Mitsubishi ataupun yang lebih berkelas seperti BMW dan Mercedes benz.

2. Lokasi pembelian

Lokasi pembelian menjadi kiat kedua karena untuk memiliki mobil yang berkwalitas juga sangat dipengaruhi oleh penjual. Sebaiknya dalam meilih mobil bekas lebih baik dibeli pada orang yang pertama mengunakan mobil tersebut, jangan mengunakan perantara orang kedua karena selain harga jualnya mahal kwalitas mobil tersebut belum bisa dijamin berkwalitas sebab sudah jadi tradisi jika mengunakan jasa agen maka mereka lebih mengutamakan keuntungan mereka dibandingkan kwalitas kenderaan yang ditawarkan, bahkan jika perlu mereka tidak segan-segan untuk mengotaki mobil tersebut biar pembeli tertarik untuk membelinya. kalau anda berada dalam posisi terdesak dan tidak mungkin untuk mencari penjual dari orang pertama maka saya sarankan anda untuk membelinya di showroom yang terpercaya dan telah diakui kwalitasnya walupun anda harus mengeluarkan sedkit biaya yang lebih mahal.

3. Ekterior mobil

Jika anda sudah menemukan mobil yang anda idamkan, maka untuk yang berikutnya adalah memeriksa semua ekteriornya apakah masih bagus, bagian yang utama adalah kodisi fisik luarnya apakah ada masalh dengan cat mobil jika ada goresan maka lihat seberapa parah jika tidak begitu parah minta penjual untuk memperbaikianya. Disamping itu perhatikan bagian kaca apa ada goresan atau retakan, dan jagan lupa memerikasa semua lampu apa masih berfungsi dengan baik atau tidak. Setelah itu jagan lupa juga memeriksa bagian bawah mobi(down side) apakan bagian bawahnya masih bagus atau sudah keropos atau karatan, silahkan dilanjutkan juga dengan memeriksa konfisi ban dan kaki kaki mobil.

4. Interior

Setelah memeriksa bagian eksterior kini saatnya memeriksa bagian interiornya. Yang perlu diamati dalam bagian interir adalah kondisi jok mobil, dashboard, Karpet, tape, kontrol panelnya apakah masih berfungsi atau tidak, dan yang terkhir AC kerena AC sangat berpengaruh dalam memberikan kenyamanan dalam berkenderaan. Selaian itu jagan lupa mengecek kondisi menaikkan dan menurunkan kaca pintu mobil.

5. Kondisi mesin

Mesin juga merupakan faktor yang paling utama dalam membeli mobil bekas, karena jika kondisi mesin yang tidak beres kita harus mengeluarkan buget ekstra untuk memperbaikinya. Cobalah mencoba menyalakan mesin apakah mudah jidup jika di-starter, apakan kodisi suaranya halus atau kasar. Jika kedua masalah diatas tidak ada maka sekarang coba cek kondisi asap mobil apakah mengeluarkan asap hitam, jika mengeluarkan asap hitam dan ada lelehan cairan maka kondisi mobil tersebut tidak prima, jika keluar air itu tidak masalah karenan jika mobil masih sehat ketika kita melakukan pemanasan maka akan keluar air di knalpot. Setelah itu coba lakukan test drive masukkan gigi satu lalu terik rem tangan dan coba lepaskan clouth jika mobil tersentak dan mati berarti tarikan mobil itu masih bagus. Kemudian coba jalankan mobil tersebut dengan mengopor dari gigi satu ke gigi tiga apakan terjadi tarikan yang cepat atau lambat, jila cepat berarti accelarasi mobil masih sangat bagus, dan jangan lupa juga mengetes baik tidaknya kondisi kaki mobil ketika melewti kalan yang tidak rata.

6. Kelengkapan Dokumen kenderaan

Masalah ini jangan terlewatkan karenan bisa berakibat fatal. Sebaiknya lakukan pengecekan semua kelengakapan dokumen kederaan baik itu STKN, BPKB, dan nomor mesin dan nomor rangka kenderaan apakah sudah sesuai dengan yang ada di dokumen kenderaan. Ini dimaksudkan supaya anda tidak membeli kenderaan curian yang banyak dilakukan oleh pihak-pihak tertentu. Jika anda mendapat kendala dalam mengecek semua dokument kedaraan tersebut maka anda boleh meminta bantuan jasa SAMSAT yang ada ditempat anda, sambilan melakukan Cek Fisik kendaraan.

7. Asuransi (Car Insurance Quotes)

Yang terakhir cara memastikan mobil bekas yang bagus adalah dengan masih adanya memiliki asuransi mobil (Car Insurance Quotes) yang ada pada mobil. Jika ada mobil bekas yang masih memiliki layanan asuransi mobil itu akan sangat lebih bagus dan menjadi nilai tambah dalam membeli mobil bekas. Namun harus diketahui jika yang terakhir ini bulan merupakan faktor utama dalam menenetukan kwalitas sebuah mobil bekas karena sangat jarang mobil bekas yang masih memiliki asuransi mobil.

Sekian kiat membeli mobil bekas yang dapat saya bahas disini yang berbekal dari pengalaman sendiri semoga ada manfaatnya bagi yang berencana membeli mobil bekas yang berkwalitas.

Calon Peserta Sertifikasi Guru 2016

Asnawi_80 PENDIDIKAN ,

Berdasarkan info dari berbagai sumber terpercaya, Pelaksanaan sertifikasi guru tahun 2016 dilaksanakan melalui pola PLPG dan SG-PPG, berdasarkan Bidang studi sertifikasi sesuai mapel UKG 2015. Disamping itu berdasarkan hasil yang dilihat dari website sergur kemendiknas, kebanyakan calon yang mengikuti PLPG dan SG-PPG tahun ini adalah guru yang memiliki nilai 80 keatas pada UKG 2015. Untuk lebih jelasnya cek nomor anda disini.

Sertifikasi

Persyaratan dan ketentuan penetapan peserta silahkan unduh Buku 1 Penetapan PesertaSertifikasi Berdasakan informasi dari website sergur, untuk ini jumlah Kuota PLPL dan SG-PPG secara Nasional adalah sebanyak 68,992 peserta dan ditambah 267 peserta dari SILN seluruh Biaya dalam program ini ditanggung Pemerintah sehingga para guru tidak perlu mengeluarjkan biaya apapun. Direktur Jenderal (Dirjen) Guru dan Tenaga Kependidikan (GTK) Kementerian Pendidikan dan Kebudayaan (Kemendikbud) Sumarna Surapranata mengatakan, Agustus ini memang akan sudah mulai PLPG bagi guru yang belum disertifikasi. Sekitar 120.000 guru secara bertahap, namun untuk tahun ini hanya sebanyak 68,992 peserta dan ditambah 267 peserta dari SILN, yang akan mengikuti PLPG di sejumlah lembaga pendidik tenaga kependidikan (LPTK) saat ini sedang diseleksi Kementerian Riset Teknologi dan Pendidikan Tinggi (Kemenristek- Dikti).

”Jika mereka lulus akan disertifikasi dan tidak perlu mengeluarkan biaya apa pun,” katanya di Jakarta kemarin Dia menjelaskan, total guru yang memenuhi syarat ikut PLPG itu sebanyak 69,259 orang. Pemerintah akan membiayai PLPG dalam kurun waktu empat tahun atau hingga 2019 nanti. Per tahunnya diperkirakan 120.000 guru yang akan mengikuti PLPG. Setelah mengikuti PLPG ini, para guru harus lulus ujian tulis nasional (UTN) dengan nilai minimal 80 (dari 100).

Jika dinyatakan tidak lulus UTN karena nilainya tidak mencapai 80, guru tersebut tidak bisa mengikuti PLPG untuk kedua kalinya karena PLPG hanya bisa diikuti satu kali. Namun ke depan guru tersebut tetap bisa mengikuti UTN kembali. Sementara itu, Pelaksana Tugas (PLT) Ketua Umum Pengurus Besar Persatuan Guru Republik Indonesia (PGRI) Unifah Rasyidi mengatakan, perguruan tinggi di bawah PGRI siap menjadi LPTK pelaksana PPG. Perguruan TTinggi PGRI sudah memiliki asrama merupakan salah satu syarat utama Program Sertifikasi Guru. Selain asrama, kami juga menjamin ketentuan lain untuk pendidikan profesi guru yang disyaratkan oleh Kemenristek-Dikti pun sudah kami lengkapi. "kami harap Perguruan Tinggi PGRI dilirik layaknya LPPTK lain. Beri kami ruang untuk berkontribusi dalam rangka mencerdaskan bangsa dan mengurangi pengangguran" katanya disela rapat Koordinasi Nasional (Rakornas) Perguruan Tinggi PGRI di Jakarta Kemarin. (Sumber: https://www.koran-sindo.com/news.php?r=0&n=4&date=2016-06-07).

Sebagai asosiasi guru tertua mereka sudah mempunyai metode pelatihan guru yang dipengaruhi perkembangan zaman. Dengan adanya informasi tersebut, seyogyanya para guru calon peserta PLPG tahun 2016 sudah mulai mempersiapkan diri untuk mengikuti proses PLPG, baik persiapan materi dengan belajar maupun persiapan fisik dan mental sehingga pada saat memasuki waktu pelaksanaan PLPG bisa mengikut dengan baik dan lancar.

Adapun persyaratn PLPH dan SG-PPG sebagai berikut:

Persyaratan Peserta Sertifikasi Guru melalui pola Pola PLPG

1. Guru di bawah pembinaan Kementerian Pendidikan dan Kebudayaan yang belum

2. memiliki sertifikat pendidik.

3. Memiliki Nomor Unik Pendidik dan Tenaga Kependidikan (NUPTK).

4. Memiliki kualifikasi akademik sarjana (S-1) atau diploma empat (D-IV) dari perguruan

5. tinggi yang memiliki program studi yang terakreditasi atau minimal memiliki ijin

6. penyelenggaraan.

7. Memiliki status sebagai guru tetap dibuktikan dengan SK sebagai Guru PNS/Guru Tetap

8. (GT). Bagi GT bukan PNS pada sekolah swasta, SK Pengangkatan dari yayasan

9. minimum 2 tahun berturut-turut. Sedangkan GT bukan PNS pada sekolah negeri harus

10. memiliki SK pengangkatan dari pejabat yang berwenang

11. (Bupati/Walikota/Gubernur) minimum 2 tahun berturut-turut.

12. Masih aktif mengajar dibuktikan dengan memiliki SK pembagian tugas mengajar.

13. Guru yang sudah memiliki sertifikat pendidik dengan kondisi sebagai berikut.

a) Guru PNS yang sudah dimutasi sebagai tindak lanjut dari Peraturan Bersama Menteri Pendidikan Nasional, Menteri Negara Pendayagunaan Aparatur Negara dan Reformasi Birokrasi, Menteri Dalam Negeri, Menteri Keuangan, dan Menteri Agama.

b) Guru PNS yang memerlukan penyesuaian sebagai akibat perubahan kurikulum.

14. Pada tanggal 1 Januari 2017 belum memasuki usia 60 tahun.

15. Telah mengikuti Uji Kompetensi Guru (UKG) Tahun 2015.

16. Sehat jasmani dan rohani dibuktikan dengan surat keterangan sehat dari dokterPemerintah

17. Guru yang diangkat dalam jabatan pengawas dengan ketentuan diangkat menjadi pengawas satuan pendidikan sebelum berlakunya Peraturan Pemerintah Nomor 74 Tahun 2008 tentang Guru.

Persyaratan Peserta Sertifikasi Guru melalui pola SG-PPG:

1. Guru di bawah pembinaan Kementerian Pendidikan dan Kebudayaan yang belum memiliki sertifikat pendidik.

2. Memiliki NUPTK.

3. Memiliki kualifikasi akademik sarjana (S-1) atau diploma empat (D-IV) dari perguruan tinggi yang memiliki program studi yang terakreditasi atau minimal memiliki ijin penyelenggaraan.

4. Memiliki status sebagai guru tetap dibuktikan dengan Surat Keputusan sebagai Guru PNS/Guru Tetap (GT).

5. Masih aktif mengajar dibuktikan dengan memiliki SK pembagian tugas mengajar.

6. Memenuhi skor minimal UKG yang ditetapkan oleh Konsorsium Sertifikasi Guru (KSG).

7. Surat keterangan sehat jasmani dan rohani dari dokter pemerintah.

Sekian infonya semoga bermanfaat.