Kata majemukJawaban : D13. Bahan pendukung dalam pembuatan teks biografi adalah… Kliping koranb. buku harianc. Surat-suratd. MajalahJawaban : D 14. Karya-karya W.S Rendra tidak hanya terkenal didalam negri, tetapi juga di luar negri. Kata penghubung yang digunakan dalam kalimat tersebut termasuk dalam jenis… Konjungsib. Konjungsi intrakalimatc. Konjungsi antar kalimatd. Kata hubungJawaban : B15. Biografi yang ditulis oleh orang lain dengan izin dari tokoh yang akan diceritakan. Pernyataan tersebut merupakan jenis biografi jika dilihat dari… Sisi penulisnyab. Isinyac. Personal yang dibahasd. 16. Biografi yang isinya menceritakan tentang tokoh-tokoh yang berkecimpung pada dunia politik. Jenis biografi yang dimaksud adalah… Biografi tokoh idolab. Biografi politikc. Biografi perjalanan karierd. Biografi tokoh pentingJawaban : B17. Perhatikan contoh kalimat berikut! Pertama kali, WS Rendra mempublikasikan puisinya di media masa pada tahun 1952 melalui majalah siasat. Kemudian puisi-puisinya pun lancar mengalir menghiasi berbagai majalah saat itu.Kata yang dicetak miring memiliki makna hubungan kata… Hubungan penambahanb. Hubungan tujuanc. Hubungan waktud. Hubungan kelanjutanJawaban : D18. Berikut hal-hal yang dapat diteladani dari tokoh dalam teks biografi, kecuali…
He met many other prominent nationalists there, including Jawaharlal Nehru from India, Hafiz Ramadan Bey from Egypt and Lamine Senghor from Africa. Later in the year, Hatta attended another congress held by the International Women’s League for Peace and Freedom in Switzerland. On that occasion, Hatta delivered a speech with the title of “Indonesia and the Matter of Independence”. By the middle of 1927, Perhimpunan Indonesia’s activities had alarmed the Dutch authorities. In June 1927, Dutch authorities raided the residence of the organization’s leaders, searching through their rooms and putting Hatta and other four other Indonesian activists behind bars. After spending nearly six months in prison, they were taken to trial in the Hague. They were permitted to explain themselves during the hearing, and Hatta took to the opportunity to explain Indonesia’s nationalist cause. He made a speech to the court explaining that Indonesia’s interests were in conflict with those of the Dutch, and that was why they could not cooperate.
S2 thesis, Program Pascasarjana. Mauli Mayanadia , Utami (2013) EFEKTIVITAS PROGRAM MAKAN SIANG SEKOLAH DALAM MENUMBUHKAN NILAI KARAKTER ANAK DI SDIT BINA ANAK SHOLEH (BIAS) GIWANGAN YOGYAKARTA. Mawar , Ramadhani (2012) EFEKTIVITAS PENGGUNAAN MEDIA PEMBELAJARAN E-LEARNING BERBASIS WEB PADA PELAJARAN TEKNOLOGI INFORMASI DAN KOMUNIKASI TERHADAP HASIL BELAJAR SISWA KELAS X SMA NEGERI 1 KALASAN. Maya Rusmayanti, Maya (2016) IMPLEMENTASI PENDIDIKAN KARAKTER DI SMK MUHAMMADIYAH 1 PRAMBANAN KLATEN. S1 thesis, Prodi Pendidikan Administrasi Perkantoran. Mayliana, Esther (2013) Penerapan Accelerated Learning dengan Pendekatan SAVI (Somatic, Auditory, Visual, Intellectual) untuk Meningkatkan Motivasi dan Hasil Belajar pada Kompetensi Menggambar Busana Siswa SMK N 1 Sewon. Meiliana, Meiliana (2013) The Effect of the Mastery of Grammar and Vocabulary on the Listening Comprehension of the Second Grade Students of SMK in Tapin Regency. Melati , Cahyaningrum (2013) PENINGKATAN KOMPETENSI BELAJAR MATA PELAJARAN KESEHATAN, KESELAMATAN, KEAMANAN KERJA DAN LINGKUNGAN HIDUP (K3LH) DENGAN MODEL CARD SORT PADA SISWA KELAS X SMK NEGERI 1 SEWON BANTUL.
Indeed, the development of the learning theory and practice rooted on the paradigm shift, because paradigm contain philosophical view and epistemological stance. In relation to the way on formulating theoretical construct on learning practice, paradigm become the basic reference and foundation on defining the ideal concept and practice of the learning by offering some and/or several perspective philosophically and critically, i.e. ’t to controll the learning practices anymore, but to facilitate it appropriately and properly; education shouldn’t be remote from the society, conversely education should engaged and getting involved within society; education is not about how to transfer the knowledge from the teacher the student, but about transform the student’s knowledge, skill and attitude toward social transformation, and etc. So, it is clearly that paradigm-in this case-directing the learning and educational practice to follow its several basic assumptions. In the practical levels, especially in the field of educational technology, all of the learning media and method definitely based on several learning and educational paradigm, including on seeing the “technology” wether as a technical or socio-cultural phenomenon (see Neil Selwyn, 2011). Because of its important position, this article trying to analyse critically the change and development of the educational technology from its paradigm domain, especially focusing on the implications of the paradigm shifts on the learning and educational practices and its posibilities for transformative actions to change the education to be better (in the midst of this article I will explain why transformative actions-in the notion of transformative education-are important).