Implementasi Perangkat Pembelajaran Berbasis Masalah Padapenataan Sanggulup Style untuk Meningkatkan Hasil Belajar Siswa di Smk Negeri

Perkembangan ilmu pengetahuan dan teknologi memerlukan sumber daya manusia yang berkualitas, mampu mengembangkan ilmu pengatahuan dan menguasai teknologi melalui kegiatan pembelajaran yang mampu meningkatkan hasil belajar siswa pada ranah kognitif, ranah afektif dan ranah psikomotor yang secara otomatis membutuhkan peranan perangkat dan model pembelajaran. Salah satu jenis model pembelajaran yang dapat menjawab kebutuhan untuk sumber daya manusia yang mampu mengembangkan ilmu pengetahuan dan teknologi adalah model pembelajaran berdasarkan masalah. Desain penelitian yang digunakan dalam penelitian ini adalah desain penelitian pengembangan dengan pola one group pretest and posttes design. Dalam penelitian pengembangan ini diperoleh hasil uji hipotesis statistik menggunakan uji tanda berupa nilai h hitung ≥ h tabel. Hasil ketuntasan belajar siswa pada masing-masing sekolah dengan model pembelajaran berdasarkan masalah diperoleh ketuntasan sebesar 79,98% pada SMK Negeri 1 Batu dan 76,69% pada SMK Negeri 6 Surabaya dengan nilai KKM sebesar 70%. Dari hasil ketuntasan yang diperoleh maka dapat ditarik kesimpulan dari hasil implementasi pengembangan perangkat pembelajaran berdasarkan masalah pada kompetensi sanggul up style mampu meningkatkan hasil belajar siswa dengan baik

Pengaruh Tes Paperless dan Paper And Pencil terhadap Hasil Belajar Kompetensi Persiapan Pembuatan Dokumentasi Audio Video Ditinjau dari Kemandirian Siswa: Studi Eksperimen di SMK Negeri 5 Surabaya

Students need to be educated in order to have an independent character. "Independence of taking the test" has a positive influence on students' independence. The aim of this study; (1) researchers know the effect of "paperless test" against "cognitive student learning outcomes" compared to "paper and pencil test", (2) researchers know the effect of "paperless test" against "the independence of the students taking tests," as opposed to "paper and pencil tests ". This research was conducted by observing differences in learning outcomes scores, and observed differences in students' scores independence in carrying out the test. This difference is expected because influenced by the ways of implementing the test. Implementation of these tests done in two ways, ie the test is paperless and paper and pencil testing. The test is performed three times. In each will be obtained data in the form of a score of independence and data in the form of scores of learning outcomes, both tests are performed by means of a paperless or done by paper and pencil. Research data to test paperless is data in the form of scores of learning outcomes, and scores independence for the first test, 2nd, and 3rd. Comparative data is data from paper and pencil test namely learning outcomes scores and scores of independence for the first test, 2nd, and 3rd. Data will be analyzed by t-test. T-test performed on learning outcomes between test scores paperless with paper and pencil. T-test was also carried out on students' independence between test scores paperles with paper and pencil. Paperless test data are average scores of learning outcomes: 19.10, 20.30, and 21.10, the average of students' independence: 19.17, 19.20, and 19.13. Meanwhile, paper and pencil test data are average scores of learning outcomes: 19.00, 20.03, and 21.03, the average of students' independence: 18.93, 19.13, and 19.07. The average variance of paperless test is 1.044, while the average variance of paper & pencil test is 1.056. Total students each class is 30. Research concluded; (1) score of "cognitive learning outcomes" paper and pencil tests ≤ paperless, at three times the test. (2) Score "independent execution of test “paper and pencil” ≤ paperless, at three times the test. Research suggests; (1) computers can be used by students to take turns, (2) training of about done to improve the "independent student". Keywords: independent character, the test is paperless, paper and pencil test, student independence, learning outcome

The 2011 Pandemic Influenza Preparedness Framework: Global Health Secured or a Missed Opportunity?

In early 2007 the Indonesian government announced that it would cease sharing H5N1 influenza virus samples with the World Health Organization's Global Influenza Surveillance Network. At the heart of the government's complaint was the fact that samples were being passed by the WHO to pharmaceutical companies which developed, and patented, influenza vaccines that the Indonesian authorities could not purchase. The decision gained widespread support among advocates of greater equity of access to medicines, and in response the WHO established an intergovernmental process to agree a framework for influenza virus sharing. The process officially concluded in April 2011 and a new Pandemic Influenza Preparedness Framework (PIPF) was agreed at the 64th World Health Assembly in May 2011. This article investigates the events that prompted the re-examination of a technical cooperation system that has provided effective global health security on influenza for 60 years, and evaluates the framework that has now been agreed. Drawing the distinction between functional and moral-political benefits, the article argues that PIPF more accurately represents a diplomatic stand-off – one that has now been effectively sidelined with the passage of the agreement – rather than genuine reform. In fact, the PIPF papers over fundamental disagreements regarding authority in global health governance, the relationship between the WHO and governments, and the role of private industry. The article concludes by examining an alternative mechanism that would arguably better address the inherent tensions between national and collective interests, and accomplish the functional and moral-political benefits that the negotiations set out to achieve. </jats:p

Projected Future Changes in Rainfall in Southeast Asia Based on CORDEX–SEA Multi-Model Simulations

This paper examines the projected changes in rainfall in Southeast Asia (SEA) in the twenty-first century based on the multi-model simulations of the Southeast Asia Regional Climate Downscaling/Coordinated Regional Climate Downscaling Experiment–Southeast Asia (SEACLID/CORDEX–SEA). A total of 11 General Circulation Models (GCMs) have been downscaled using 7 Regional Climate Models (RCMs) to a resolution of 25 km × 25 km over the SEA domain (89.5° E–146.5° E, 14.8° S–27.0° N) for two different representative concentration pathways (RCP) scenarios, RCP4.5 and RCP8.5. The 1976–2005 period is considered as the historical period for evaluating the changes in seasonal precipitation of December–January–February (DJF) and June–July–August (JJA) over future periods of the early (2011–2040), mid (2041–2070) and late twenty-first century (2071–2099). The ensemble mean shows a good reproduction of the SEA climatological mean spatial precipitation pattern with systematic wet biases, which originated largely from simulations using the RegCM4 model. Increases in mean rainfall (10–20%) are projected throughout the twenty-first century over Indochina and eastern Philippines during DJF while a drying tendency prevails over the Maritime Continent. For JJA, projections of both RCPs indicate reductions in mean rainfall (10–30%) over the Maritime Continent, particularly over the Indonesian region by mid and late twenty-first century. However, examination of individual member responses shows prominent inter-model variations, reflecting uncertainty in the projections