PERANAN UNIT PELAYANAN PEREMPUAN DAN ANAK KEPOLISIAN RESORT KOTA YOGYAKARTA (UNIT PPA POLRESTA YOGYAKARTA) DALAM PERLINDUNGAN PEREMPUAN KORBAN KEKERASAN DALAM RUMAH TANGGA

PERANAN UNIT PELAYANAN PEREMPUAN DAN ANAK KEPOLISIAN RESORT KOTA YOGYAKARTA (UNIT PPA POLRESTA YOGYAKARTA) DALAM PERLINDUNGAN PEREMPUAN KORBAN KEKERASAN DALAM RUMAH TANGGA Oleh: Arum Yuana NIM 13401241079 ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan peranan Unit PPA Polresta Yogyakarta dalam perlindungan perempuan korban KDRT dan mengidentifikasi kendala yang dihadapi Unit PPA Polresta Yogyakarta dalam perlindungan perempuan korban KDRT. Selain itu juga untuk mendeskripsikan upaya Unit PPA Polresta Yogyakarta dalam mengatasi kendala perlindungan perempuan korban KDRT. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Pemilihan subjek penelitian dilakukan dengan menggunakan teknik purposive. Subjek penelitian ini adalah Kepala Unit PPA dan 3 (tiga) orang anggota Unit PPA Polresta Yogyakarta. Teknik pengumpulan data dilakukan dengan menggunakan wawancara dan dokumentasi. Uji keabsahan data dilakukan dengan menggunakan teknik crosscheck. Analisis data dilakukan melalui tahap reduksi data, kategorisasi data, penyajian data dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa 1) peranan Unit PPA Polresta Yogyakarta dalam perlindungan perempuan korban KDRT dilakukan secara preventif dan represif. Perlindungan secara preventif dilakukan dengan melaksanakan kegiatan penyuluhan dan sosialisasi. Sedangkan perlindungan secara represif dilakukan dengan memantau kondisi kesehatan korban dan meminta visum et repertum, melaksanakan pemberian konseling, menempatkan korban di rumah aman (shelter), memberitahukan perkembangan penanganan kasus kepada korban sebagai pelapor, serta menjamin keamanan dan keselamatan korban yang mencabut aduannya. 2) Kendala yang dihadapi Unit PPA Polresta Yogyakarta dalam perlindungan perempuan korban KDRT meliputi tidak adanya peraturan pelaksana terkait perintah perlindungan, tidak adanya biaya untuk visum et repertum, hasil visum et repertum keluarnya lama, keterbatasan sumber daya manusia, keterbatasan sarana prasarana, dan terdapat korban KDRT yang enggan dirujuk ke rumah aman. 3) Upaya yang dilakukan Unit PPA Polresta Yogyakarta dalam mengatasi kendala tersebut adalah melaksanakan perlindungan sesuai Pasal 17 UU PKDRT dan Pasal 10 Perkapolri Nomor 3 Tahun 2008, menggunakan uang pribadi untuk membayar biaya visum et repertum, selalu berkoordinasi dengan pihak rumah sakit, bekerja sama dengan lembaga FPK2PA DIY agar bersedia mengirimkan tenaga psikolog, mengikuti pendidikan pengembangan spesialis polwan PPA, bekerja sama dengan lembaga FPK2PA DIY yang menyediakan shelter, dan memberikan pengertian mengenai hak-hak korban. Kata kunci: Unit PPA, perlindungan, korban, kekerasan dalam rumah tangg

CODE SWITCHING AND CODE MIXING IN #NEBENG BOY

As a social creature, human beings need society to live in. There is always a power to survive in society including being survive to communicate. In exchanging the message to one another, people use language and some strategies in purpose of being successful to deliver meaning that they want. Among those strategies, there are code switching and code mixing, which is used when people communicate in multilingual society. Code switching is when a speaker uses strategy to switch from one language to another, whether code mixing is when a speaker mix the language and use it in an utterance. In this study, the object of the research is a Youtube channel called #nebengboy. This channel hosted by bilingual talented Indonesian host who usually speak fluent both in Indonesian and English. The finding shows that there are many types of code switching and code mixing use in the conversation of this Youtube channel, both by the host and the guest. From the findings, it can be concluded that the host, uses many code switching and code mixing for some reasons. This reasons can be one of the consideration for people to create a successful and meaningful communication in multilingual society

Pengantar program interoer

Dalam tulisan ini akan disajikan suatu bentuk penge mbangan program linier yang khusus membahas penyelesaian yang berupa bilangan bulat, dengan judul Pengantar Program Integer. Program Integer dibatasi oleh kendala kendala yang beru pa fungsi diskrit dimana koefisien variabel dan nilai su¬ku tetap semuanya integer. Sebagai metode pokok adalah Metode Bidang Potong dan Meto de Pengamatan yang terurai dalam beberapa algoritma dimana langkah-langkah penyelesaiannya diawali dengan metode Sim¬plek

EVALUASI PELAKSANAAN UJI KOMPETENSI GURU KEJURUAN PADA LSP P2 PPPPTK SENI DAN BUDAYA (EVALUATION OF IMPLEMENTATION VOCATIONAL TEACHER COMPETENCE TEST ON LSP P2 PPPPTK SENI DAN BUDAYA)

Salah satu strategi peningkatan kompetensi guru kejuruan dengan melakukan uji kompetensi. Uji kompetensi dilakukan di Lembaga Sertifikasi Profesi (LSP). LSP P2 PPPPTK Seni dan Budaya sejak tahun 2017 telah melakukan uji kompetensi kepada guru SMK Seni dan Budaya. Untuk menjamin kepatuhan  pelaksanaan uji kompetensi perlu dilakukan evaluasi. Evaluasi ini menggunakan model CIPP yaitu Context, Input, Process, dan Product. Responden evaluasi adalah peserta pelatihan guru kejuruan di PPPPTK Seni dan Budaya tahun 2019, pengelola LSP P2 PPPPTK Seni dan Budaya, dan asesor. Hasil evaluasi Context memperlihatkan hasil yang baik, akan tetapi masih perlu perbaikan dari sisi  perumusan  visi dan misi. Hasil evaluasi input memperlihatkan LSP P2 telah melakukan persiapan dengan baik, hanya saja untuk meningkatkan kualitas pelaksanaan uji kompetensi perlu review untuk skema uji kompetensi dan materi uji kompetensi. Hasil evaluasi process menunjukan masih kurang optimalnya kerja admin, terutama pada saat mengamati pelaksanaan uji kompetensi. Hasil evaluasi product menunjukan LSP P2 PPPPTk Seni dan Budaya sudah menyusun sertifikat uji kompetensi sesuai ketentuan dari BNSP. Secara keseluruhan dapat disimpulkan LSP P2 PPPPTK Seni dan Budaya telah melaksanakan uji kompetensi dengan baik, meski begitu ada beberapa hal yang perlu diperbaik

Analisis Kualitas Produk Rumah Tangga Dengan Metode Quality Function Deployment (QFD) Pada PT. ABC

Penelitian ini dilaksanakan karena kurangnya keinginan PT. ABC untuk memperbaiki produk rumah tangga agar semakin dicintai konsumen. Tujuan Penelitian ini dilakukan untuk mengetahui apakah produk rumah tangga telah sesuai dengan persepsi konsumen dan untuk mengetahui bagaimana desain ulang produk rumah tangga berdasarkan keinginan konsumen. Metode yang digunakan untuk menyelesaikan penelitian ini menggunakan Quality Function Deployment (QFD). Penyebaran kuesioner terbuka dilakukan kepada 384 orang pada masing-masing daerah tersebut serta kuesioner tertutup kepada 66 orang berisikan 10 pernyataan. Berdasarkan analisa data yang dilakukan, diperoleh responden secara dominan menjawab setuju perlunya perbaikan rumah tangga di CV. BTPST. Nilai Uji Reliabilitasnya 0,707 sedangkan nilai Uji Validitasnya berurutan 0,768; 0,332; 0,494; 0,559; 0,333; 0,516; 0,510; 0,638; 0,355; 0,620. Setelah dilakukan identifikasi melalui kuesioner tertutup disimpulkan bahwa persepsi konsumen menyetujui perlunya desain ulang pada produk rumah tangga yang menjadi sampel dengan bentuk silinder, bagian bawah diberikan lapisan, tutup serta tangkai gagang diberi isolator berupa karet/plastik, diterterakan tanda volume air, kemasan diterterakan batas waktu/umur pakai, kemasan berbahan kotak kardus, produk rumah tangga yang menjadi sampel seharga Rp. 55.000,- dan ketahanan produk ini selama 7-8 bulan

AN ANALYSIS ON THE LEARNERS’ NEEDS OF ENGLISH FOR SPECIFIC PURPOSES AT SMK TRI GUNA BHAKTI SURABAYA

Abstrak Penelitian ini bertujuan untuk mendeskripsikan kebutuhan siswa akuntansi SMK Tri Guna Bhakti Surabaya dalam belajar bahasa Inggris serta materi pembelajaran Bahasa Inggris untuk mereka. Penelitian ini dirancang sebagai penelitian deskriptif qualitataive dengan kuisioner dan cek list observasi sebagai instrumen dalam pengumpulan data. Hasil dri penelitian ini menunjukkan bahwa siswa akuntansi SMK Tri Guna Bhakti Surabaya membutuhkan materi belajar Bahasa Inggris yang lebih spesifik khususnya yang sesuai dengan jurusan akuntansi. Namun, materi pembelajaran Bahasa Inggris yang diperuntukkan bagi mereka masih materi Bahasa Inggris umum. Kata Kunci: kebutuhan, siswa akuntansi, Bahasa Inggris untuk tujuan spesifik. Abstract This study is conducted to describe the accounting students’ of SMK Tri Guna Bhakti needs in learning English and the English teaching and learning materials for them. This study was designed as descriptive qualitative research with questionnaire and observation checklist as the instruments in obtaining the data. The results of the study showed that the needs of the accounting students of SMK Tri Guna Bhakti Surabaya is the more specific English teaching and learning materials for accounting study program but unfortunately, those students are still provided with general English teaching and learning materials. Keywords: needs, accounting students, English for Specific Purposes.             Introduction Learners’ needs analysis is often described as the first step that the curriculum or course planners should do to determine the learners’ skills, competences, knowledge, needs and purposes in learning. This step helps the curriculum planners or learning provider know whether the content of the courses is relevant with the learners’ needs or not. Furthermore, according to Richards (2001:33), learners’ needs in English for Specific Purposes (ESP) are described in terms of performance, that is, in terms of what the learner will be able to do with the language at the end of a course of study. In many cases, learners’ needs may be relatively easy to determine, particularly if learners need to learn a language for very specific purposes, for example, employment in fields such as tourism, nursing, engineering or the hotel industry (Richards, 2001:53-54). Richards (2001:52) further says that needs analysis in language teaching may be used for a number of different purposes. For example, to find out what language skills a learner needs in order to perform a particular role, such as sales manager, or tour guide; to identify a gap between what students are able to do and what they need to be able to do; to collect information about a particular problem learners experience; to determine which students from a group are most in need of training in particular language skills, and to identify a change of direction that people in reference group feel is important.  Needs itself, are often described in terms of a linguistic deficiency, that is, as describing the difference between what the learners can presently do in a language and what the learners should be able to do. What are identified as needs depends on a judgement and reflects the interest and values of those making such a judgement. Teachers, learners, employers, parents, and other stakeholders may thus have different views as to what needs are. Conelly and Clandinin (1988:24) define a stakeholder as a person or people with a right to comment on, and have input into, the curriculum process offered in schools. Different stakeholders may want different things from the curriculum. In addition, Brindley (1984) says, “The term need is not as straightforward as it might appear, and hence the term is sometimes used to refer to wants, desires, demands, expectation, motivations, lacks, constraints, and requirements”. In an educational setting, a learners’ needs analysis helps students identify where they are in terms of their knowledge, skills and competences, versus where they wish to be and their learning goals. It is related to the statement that adults learn better when they can see a reason why they are following a program of study and find the relevance between their purpose in learning and the content of the study that they must learn. Based on the researcher’s experience in teaching English to engineering students of SMKN 12 Surabaya, students have less motivation to learn English. Some of the students said that they do not see any relevance between their needs in learning English as engineering students and what they must learn from the textbook. The content of the textbooks for the all study programs in this school are mostly the same. Meanwhile, the students’ needs of each study program in learning Eglish are significantly different. Accounting students for example, they have to learn the process of summarizing, analyzing, and also reporting financial transactions. Here, the accounting students need to learn English as a part of those accounting activities. As an example, they find many vocabularies of finance in English and they have to know the meaning of all those words in order to understand or present a financial report. In this case, English becomes a means of those students activities in the subject area of finance so they have to learn English in more specific area, that is, accounting. This reality has inspired a variety of ESP course designs to address them. A basic ESP philosophy is to cater to specific needs of learners as much as possible (Robinson, 1991). It might be appropriate to say that no ESP courses should be conducted without needs analysis (Kaewpet, 2009). Based on those explanations above, the researcher is interested in conducting a learners’ needs analysis of ESP at SMK Tri Guna Bhakti Surabaya. As stated by Linse (1993), “It is the school’s responsibility to take into account the cultural, political, and personal characteristics of students as the curriculum is developed in order to plan activities and objectives that are realistic and purposeful.” Here, the researcher wants to know whether the English teaching and learning materials for the accounting students in this school are relevant with the needs of those students in learning English or not. The results of this study will be reported to the English teachers of SMK Tri Guna Bhakti Surabaya as suggestions to design specific materials for the accounting students. Based on the background of the study above, the research questions are formulated as follows. What are the needs of the accounting students at SMK Tri Guna Bhakti Surabaya in learning English? How are the English teaching and learning materials for the accounting students at SMK Tri Guna Bhakti Surabaya?   In line with the research questions, objectives of this research are to describe the needs of the accounting students at SMK Tri Guna Bhakti Surabaya in learning English and English teaching and learning materials for the accounting students at SMK Tri Guna Bhakti Surabaya. This study will give contributions to SMK Tri Guna Bhakti Surabaya and the students. By knowing the students’ needs in learning English as accounting students, the English teachers of SMK Tri Guna Bhakti Surabaya can identify what programs are needed. They can ensure whether the English materials which are delivered, content of the textbooks, schedules etc., are in line with the needs of the students or not. For students, a learning needs analysis helps students identify where they are in terms of their knowledge, skills and competences, where and what they wish to be and ensure what their goals in learning English as accounting students. By knowing those aspects, the students can increase their motivation in learning English to reach their learning goals.       This study focuses on analyzing the needs of the accounting students at SMK Tri Guna Bhakti Surabaya in learning English and English teaching and learning materials for them. This study is limited only to the eleventh grade of accounting students at SMK Tri Guna Bhakti Surabaya. So, the result of this study is only applicable to accounting students of SMK and not applicable to the students of SMA or other programs of SMK.   METHODS  Based on the research questions and objectives of the study, this research was designed as a descriptive qualitative research. According to Surachmad (2004), “Descriptive research is a kind of research method using the techniques of searching, collecting, classifying and analyzing the data, and the objective is to describe phenomenon” and a qualitative research is a type of research which does not include any calculation or enumeration (Moleong, 1989). This research was designed as a descriptive qualitative research because this study investigated the accounting students’ purposes in learning English and their opinions toward English teaching and learning process in the classroom. Hence, the results were reported descriptively as suggestions to English teachers of SMK Tri Guna Bhakti Surabaya in designing specific materials for the accounting students.                 In this research, accounting students of SMK Tri Guna Bhakti Surabaya were chosen as the subjects of the study. Those students are eleventh graders. There are about 35 students. Those students were chosen as the subjects of the study because the English teacher and also the researcher consider that those students are active and they are considered that they can represent all the accounting students of SMK Tri Guna Bhakti.                 Research instrument in this research is the researcher herself. To assist her, she used 2 tools, they are questionnaire and observation checklist. Questionnaire was used to get the accounting students’ opinions toward English teaching and learning process in the classroom and their purposes in learning English as accounting students. This questionnaire was given to the eleventh graders of accounting students at SMK Tri Guna Bhakti Surabaya. There are 20 questions. The classification of the questionnaire can be elaborated as the following: The questionnaire consists of 20 multiple choice questions, each of which has four options. The questionnaire is divided into six parts, those are: 1)       Part I (questions number 1 – 5) deals with the students’ opinion about teaching-learning process in the class. 2)       Part II (questions number 6 – 10) deals with the teaching materials. 3)       Part III (questions number 11 – 13) deals with the teacher’s technique in teaching. 4)       Part IV (question number 14) deals with the students’ purpose in learning English. 5)       Part V (questions number 15-16) deals with the students’ opinions toward the relationship between the learning materials and their purposes in learning English. 6)       Part VI (questions number 17-20) deals with the students’ opinions toward school’s plan in designing an ESP course for accounting students.                   Meanwhile, the observation checklist is in the form of “yes” and “no” answer. The observation checklist comprises the materials, the students’ responses toward English teaching and learning process in the classroom, the teaching techniques that the teacher used, and the English teaching and learning process. Data are the facts and numbers which become the resources to arrange the information. Meanwhile, the sources of data  explain the subject from which the data are obtained (Arikunto, 2002).                                      In this research, the data for the first research question are accounting students’ answers on their purposes in learning English. These data were taken from the result of questionnaire that was given by the reseacher to the students.                 Meanwhile, the data for the second research question are students’ answers or responses on their opinions toward English teaching and learning process in the classroom. These data were taken from the result of questionnaire and observation checklist. The data of the study were collected through observation checklist and questionnaire. In this case the researcher is an observer. As an observer, she used an observation checklist to observe the English teaching and learning process. The researcher observed the English teaching and learning process from the beginning until the end of the class. Here, the researcher observed a classroom, that is XI Ak-1. The data which were gained from questionnaire were used for finding out the students’ purposes in learning English as accounting students and their.opinions toward English teaching and learning process in the classroom. This questionnaire was given to each student at the end of the teaching-learning process. The students were asked to choose an appropriate answer from the options provided based on their own opinion. The data from the observation checklist are in the form of “yes” and “no” answer. The indicators in the checklist comprise the materials, the students’ responses toward the English teaching and learning process, the teaching techniques that the teacher used, and the English teaching and learning process. The result of the observation checklist will be explained descriptively.                 Meanwhile, in analyzing the students’ opinions toward English teaching and learning materials and their needs in learning English as accounting students, the researcher used the result of questionnaire. The result of questionnaire was analyzed using percentage.   RESULT AND DISCUSSION The Result of Study In this part, the researcher reported the results of questionnaire and observation. Those results are explained as follow.   4.1.1          The Needs of the Accounting Students of SMK Tri Guna Bhakti in Learning English This part focuses on the data collected from questionnaire. The questionnaire was given to the accounting students of XI Ak-1 SMK Tri Guna Bhakti Surabaya. Time allocated in collecting data by using  questionnaire was thirty minutes in the classroom. Firstly, before giving each student a questionnaire, the researcher tried to take the students’ attention by asking about their needs in learning English. R: “First of all, I want to ask, what are your needs in learning English as accounting students?” S: “Can communicate in English, miss.. Bisa presentasi pakai Bahasa Inggris.” R:“Okay. So, have you learned to present something in English?” S: “Never.. Biasanya disuruh ngerjain soal-soal aja miss.” After that, the researcher explained about English for Specific Purposes. Students listened enthusiastically. R: “Do you know ESP?” S: “No.....”         R: “ESP is English for Specific Purposes. ESP ini ditujukan untuk orang-orang yang ingin belajar Bahasa Inggris sesuai dengan kebutuhan mereka. For example, English for engineering students, secretary, hotel industry, nursing, doctor, and also accounting. So, all of you, as accounting students may learn English in the subject area of accounting. You can learn how to present a paper of finance in an office, how to spell numbers, and anything else about accounting.” S: “Oh... so we learn English about accounting only ya miss..?” R: “Yes, that’s right.” S: “Kalau pelajaran Bahasa Inggris yang sekarang berarti bukan ESP ya miss?” R: “I can not say so, I think the curriculum planners of this school should evaluate the English teaching and learning materials deeply.”   Then the researcher asked the students opinions if their school has an ESP courses for them. R: “Do you agree if this school open an ESP course for accounting students?” S: “Agree miss... Jadi enak belajarnya nggak bosen.”   Finally, the researcher gave each student a questionnaire and asked them to answer the twenty questions included. The students are asked to choose the best answer, from the four options provided, for each question based on their own opinion. There are four questions from twenty questions in the questionnaire that the researcher used to know the accounting students’ needs in learning English. The results are described as follow:   a)    The Students’ Needs in Learning English From the total thirty five students, thirteen students or 37.1% stated that they are learning English because they want to be able to communicate in English better. Most of them argued that English is important in this globalization era. Meanwhile, the rest of students or twenty two students or 62.8% stated that they are learning English for very specific purpose, that is, they want to be able to communicate in English well in the subject area of accounting activities.   b)    English Skills that the Students want to Improve From the total thirty five students, twenty nine students or 80% stated that they want to improve their speaking ability. Meanwhile, seven students or 20% stated that they want to improve their writing skill. Most of the students argued that those skills are very important in accounting.   c)     The Students’ Difficulties in Learning English From the total thirty five students, fifteen students stated that the difficulty they often faced is they easily get bored in participating English learning in the classroom. Nine students stated that they hardly understand the English materials. Eight students stated that they are not  learning English enthusiastically and there were three students who stated that they cannot understand the teacher’s explanation easily.   d)    The Students’ Opinions toward Teaching Techniques Used by The Teacher The students opinions are vary toward teaching techniques used by their English teacher. Twenty students said that their teacher’s technique in teaching is good. The teaching is not really interesting but still understandable. Fifteen students said that the teaching technique is not really good. The teacher’s explanations are often hard to be understood. In the future, all of the students hope their English teacher will give them more speaking exercises. Especially for speaking materials related to accounting activities. They argued that they want to improve their English speaking skill.   e)     The Students’ Opinions toward School’s Plan in Opening ESP Courses for Each Study Program All students of XI Ak-1 stated that the school really needs to design an ESP course for accounting students. If the school really provides them an ESP course for each study program, they will really appreciate it. All of those students stated that they do agree with that plan. They argued that the ESP course for accounting students should be scheduled as the regular English class. They also stated that they are sure the ESP course will increase their motivation in learning English and it will help them to reach their learning goal, that is, being able to communicate in English in the subject area of accounting.   4.1.2           English Teaching and Learning Materials for the Accounting Students at SMK Tri Guna Bhakti Surabaya This section presents the data collected from classroom observation which had been done by the researcher and questionnaire which was answered by the thirty five students of XI Ak-1. The results were reported as follow:   a)    The Students’ Opinions toward English Teaching Materials Used by the Teacher All the students of XI Ak-1 stated that the English teaching materials are from a textbook. That English textbook for accounting students is the same as the English textbook for the other study programs in this school. Moreover, twenty five students said that the English teaching materials are not really related to the accounting study program. Meanwhile, ten students said that all of the materials are not related to the accounting study program. Most of the students said that the English teaching materials are not really good for them as accounting students. Only eight students who stated that they could master the English materials delivered by the teacher. Unfortunately, the rest of the students stated that they can not master the English materials. Furthermore, when they were asked about the relationship between the English materials that they must learn in class and their purposes in learning English as accounting students, twenty students stated that the English materials are totally not re

Perbedaan Kadar Lactate Dehydrogenase Dalam Serum Dari Darah Yang Disentrifugasi 3000 Rpm 5 Menit Dan 4400 Rpm 3 Menit

Background: Speed and centrifugation time according to WHO is at least 10 minutes with a speed of 3662 rpm and according to KepMenKes No.1792 in 2010 uses a speed of 3000 rpm for 5 minutes. In health service laboratories, especially in LDH examination, the time to shorten Turn Around Time (TAT) can be reduced by accelerating the centrifugation time to 3 minutes. This study was conducted to determine differences in LDH levels in serum from blood that were centrifuged at 3000 rpm for 5 minutes and at speeds of 4400 rpm for 3 minutes. Method: This type of study used is pre-experiment with posttest only design. The study location at the Palembang Health Laboratory Center. The subjects in this study were DIV Medical Laboratory Technology first level, amounting to 20 people obtained by total sampling. Research subjects who met the inclusion and exclusion criteria were taken for blood to check LDH levels. Blood from each subject was divided into two groups: centrifuged 3000 rpm 5 minutes and the group of tubes centrifuged 4400 rpm 3 minutes, then measured LDH levels in serum using the IFCC method. Data were analyzed using paired t test with a 95% confidence level. Results: The average LDH results in the centrifuged blood group 3000 rpm 5 minutes as much as 306.3 U / L and 302.5 U / L in the blood group The results were tested statistically showed no significant difference (p = 0.609) between levels LDH in centrifuged serum 3000 rpm 5 minutes and 4400 rpm 3 minutes. Conclusion: LDH levels in serum from centrifuged blood of 3000 rpm for 5 minutes were not different from serum LDH levels from centrifuged blood 4400 rpm for 3 minutes

SIMPLE CONVERSATION SYSTEM ON SOCIAL ROBOTS WITH LEVENSHTEIN ALGORITHM

Robots in the industrial era 4.0 are not only required to be able to help or replace human work. Humans have positioned robots not only as machines, but also as friends. Like a friend, the robot must be able to interact, communicate, and respond. This phenomenon raises the term social robot, which is a robot that can interact socially like humans do with each other. Robot interaction with humans can be verbal communication (conversation), text, social-media, physical movement, or artificial intelligence (AI). This paper focuses on discussing social robot interactions in (verbal) conversations. Robot conversation patterns can be built simply by applying the Levenshtein algorithm to the database search method to get conversation responses. With this method the robot can provide a response that relates to the topic that the opponent is talking about without going too far

LAPORAN INDIVIDU PRAKTIK PENGALAMAN LAPANGAN (PPL)

Praktik Pengalaman Lapangan (PPL) Universitas Negeri Yogyakarta Semester Khusus Tahun 2016 di SMP Negeri 2 Yogyakarta yang beralamat di Jalan Panembahan Senopati 28-30 Prawirodirjan Gondomanan Yogyakarta telah dilaksanakan oleh praktikan pada tanggal 15 Juli sampai dengan 15 September 2016. Praktikan adalah mahasiswa dari Program Studi Pendidikan Kewarganegaraan. Program PPL yang telah dilaksanakan adalah penyusunan perangkat pembelajaran berupa silabus, Rencana Pelaksanaan Pembelajaran (RPP), penggunaan media pembelajaran, praktik mengajar terbimbing, menyusun dan mengembangkan instrumen evaluasi seperti kisi–kisi, soal ulangan harian, praktik mengajar mandiri dan mengoreksi hasil ulangan harian. Praktikan telah melaksanakan praktik mengajar di kelas VIII D, VIII F dan VIII G sebanyak 20 kali pertemuan. Praktikan juga sempat mengisi kelas VIII C, IX B, IX C, IX D, IX E, IX F dan IX G untuk menggantikan guru yang berhalangan mengisi sebanyak 9 kali pertemuan. Materi yang diajarkan untuk kelas VIII yaitu Pancasila sebagai dasar negara dan ideologi negara, dan pengertian konstitusi. Metode atau model pembelajaran yang digunakan selama praktik mengajar yaitu ceramah, diskusi, tanya jawab, team game tournament, contextual teaching learning, penugasan kelompok dan penugasan individu. Beberapa kegiatan non mengajar yang telah dilaksanakan oleh praktikan antara lain tadarus dan pembiasaan, piket mingguan, kegiatan perpustakaan, upacara bendera upacara HUT RI, pendampingan lomba siswa dan guru karyawan HUT SMP Negeri 2 Yogyakarta, upacara dan pensi HUT SMP Negeri 2 Yogyakarta. Berbagai program PPL dapat terlaksana dengan lancar karena adanya bimbingan secara berkesinambungan dari guru pembimbing dan dosen pembimbing PPL serta peran aktif peserta didik selama proses pembelajaran. Namun selama pelaksanaan PPL praktikan juga menemui beberapa hambatan, seperti kurangnya teknik dalam penguasaan kelas, sebagian peserta didik membuat kegaduhan saat pembelajaran, ada RPP yang tidak terlaksana seluruhnya di awal pertemuan, masih rendahnya motivasi peserta didik dalam mengikuti kegiatan pembelajaran, sering kekurangan waktu, dan peserta didik sedikit meremehkan praktikan dengan tidak mengerjakan tugas. Berkaitan dengan hambatan-hambatan tersebut praktikan selalu berusaha untuk mengatasinya sehingga program PPL dapat terlaksana dengan lancar. Dengan adanya kegiatan PPL, praktikan memperoleh bekal, pengalaman dan gambaran nyata mengenai kegiatan dan permasalahan dalam dunia pendidikan. Adanya kerjasama, kerja keras, kedisiplinan, tenaga, dana dan waktu sangat mendukung terlaksananya program-program PPL dengan baik dan lancar

THE USE OF EDMODO FOR TEACHING SPEAKING IN MASTERING INTERPERSONAL DIALOGUE IN A BLENDED LEARNING SETTING

This study was aimed to describe the use of Edmodo in teaching speaking in mastering interpersonal dialogue in MAN 3 Langkat. The participant of this reserach was Students of grade eleventh in Science class of MAN 3 Langkat. The technique of collecting data used was observation,interview and test. In blended learning, there were two activities which consist of online learning activities which were done using Edmodo and traditional face to face activities which were done in the class. There were five components of speaking they were Organization, Fluency, Pronunciation, Vocabulay, and Performance. The research finding found that Edmodo could help the students to improve their speaking ability especially asking and giving opinion. And then, the result of students’ speaking belongs to good category. Generally, students give the positive response toward the implementation of Edmodo for teaching speaking in asking and giving opinion