Multimedia kritik sastra

Benarkah kritik sastra sedang mengalami krisis di Indonesia? Belakangan ini, perkembangan karya sastra di Indonesia sangat pesat, bahkan tidak terbendung. Karya- karya itu bermunculan dari berbagai penjuru, baik dari penulis yang tua (senior) maupun yang muda (pemula). Untuk dapat menghasilkan karya yang lebih bermutu ke depannya, sebuah karya yang telah lahir harus mendapatkan apresiasi atau kritik

INTERSEPSI POHON MAHONI (SWIETANIA MAHAGONI) DAN PINUS (PINUS MERCUSII) DIKABUPATEN ACEH TENGAH

Intersepsi hujan adalah proses tertahannya air hujan pada permukaan vegetasi sebelum kembali diuapkan ke atmosfer. Air yang jatuh menembus tajuk tanaman disebut sebagai curahan tajuk (througfall) dan air hujan yang mengalir melalui batang disebut sebagai aliran batang (stemflow). Walaupun intersepsi memiliki nilai yang kecil dan terkadang sering diabaikan, namun pada beberapa tanaman seperti pinus, trembesi dan lain-lain mempunyai efek yang sangat besar. Penelitian yang berhubungan dengan intersepsi pada berbagai tegakan masih kurang, sehingga perlu dilakukan penelitian intersepsi pada beberapa jenis tanaman. Penelitian ini bertujuan untuk mengetahui berapa besar intersepsi pohon mahoni dan pinus, serta mengetahui hubungan antara curah hujan dan intersepsi.Penelitian ini diambil 3 sampel pohon mahoni dan pinus yang berumur 10 tahun. Pohon mahoni memiliki diameter sebesar 63 cm dan diameter pada pinus sebesar 71 cm. Dalam penelitian ini menggunakan pendekatan neraca volume, dengan pengukuran curah hujan, air lolos, aliran batang dan intersepsi selama 15 hari hujan. Hasil penelitian menunjukkan bahwa mahoni memiliki air lolos sebesar 3,89 mm atau 0,27% dari total curah hujan, mahoni memiliki aliran batang sebesar 2,96 mm atau 0,21%. Sedangkan pinus memiliki air lolos sebesar 3,74 mm atau 0,26% dari total curah hujan, pinus memiliki aliran batang sebesar 0,62 mm atau 0,04% . Mahoni memiliki rata-rata intersepsi sebesar 1.429,15 mm atau 99,52%, sedangkan pinus memiliki rata-rata intersepsi adalah 1.431,65 mm atau 99,70% dari total curah hujan. Besar kecilnya air lolos, aliran batang dan intersepsi dipengaruhi oleh kerapatan tajuk, bentuk tajuk daun dan kulit batang. Setalah dilakukan penelitian air lolos yang dihasilkan pohon mahoni lebih besar dibandingkan dengan pinus dan aliran batang pada pinus lebih kecil daripada mahoni. Sedangkan intersepsi yang dihasilkan lebih besar pada ponon pinus dibandingkan dengan pohon mahoni

“Dodolitdodolitdodolibret” Dan “Tiga Pertapa”: Hipogram Dan Transformasi Teks

The short story "Dodolitdodolitdodolibret" by Seno Gumira Ajidarma and "Tiga Pertapa" by Leo Tolstoy have similarities. It attracts the attention of the writer to know each short story that is in the form of hypogram and transformation work. So , this paper is aimed at describing the short story that has the function as the background for the birth of the following stories and see how the interacting processes can reveal aspects of parallelism and variant texts. Through the comparison of the two works, it can be seen how these hypogram and transformation run continuously as far as the literature is alive. Then, it can be also seen how far the level of author's creativity in transforming the work of his inspiration. Through descriptive analysis methods, it can be concluded that the short story "Tiga Pertapa" is the host for the birth of the short story "Dodolitdodolitdodolibret"

Training Needs Analysis For Identifying Vocational Teachers' Competency Needs in ICT Expertise Program in Vocational High Schools in Bali Province

The aims of this study to reveal (1) the description of characteristic vocational teacher, (2) the criterion competency, (3) the account of important competency, (4) the description of actual competency performance, (5)the identification of competency gaps, (6) the determination of training priority order, (7) the recommendations regarding with training methods and training organizerThis study employed a mixed method with exploratory sequential combination. The research subjects comprised the Vocational Technical Teachers with ICT expertise program especially for Network and Computer Engineering expertise competence. This study devised competency needs for training program incorporating Training Needs Analysis. The data were collected through FGD, questionnaires and an interview guide. The data were analysed using Fuzzy Delphi method to determine criterion competency by screening process. Analytic Hierarchy Process method was conducted for determining the important competency. 360-degree rater as evaluation teaching performance. Importance Performance Analysis diagram were used for describing the competency gaps. The determination of Training Priority Order based on quadrant in IPA diagram. The results of this study showed that: (1) Vocational teachers from multiple expertise program are still lack of ICT knowledge and practice mastery especially in network engineering field because they had no ICT educational background. They still look confused and nervous in teaching and practicing in front of the class. (2) criterion competency consists of pedagogy-andragogy aspect with 11 domain areas and 34 sub-domain, professional aspect with 3 domain areas and 7 sub-domain, vocational aspect with 3 domain areas and 8 sub-domain and technology aspect with 4 domains. (3) the order of importance in terms of competency aspect is pedagogy-andragogy with weight of 0.466, vocational around 0.300, professional with weight of 0.172, technology approximately 0.063. (4) the lowest performance in pedagogy-andragogy aspect is ability in guidance and supervision internship program with 3.19 total performance, Whereas in professional aspect is the competency in application of vocational content with 3.35 total performance, in vocational aspect is competency in networking and collaboration with 2.82 total performance and In technology aspect is ability using and utilizing ICT for self-development with 3.56 total performance. (5) the competency gaps fall into the vocational knowledge & skills, application of content, content knowledge, networking and collaboration, continuing professionalism development and entrepreneurship. (6) TPO based on competencies needs has described in IPA diagram most of training needs is located in vocational and professional aspect. (7) In House Training, specific training, and short courses training were recommended as effective training methods. The training organizers may come from P4TK BMTI, P4TK BOE, Private Institutions, Universities/LPTK, Industry.:CHAPTER I INTRODUCTION A. Research Background B. Problem Identification C. Research Focus D. Formulations of the Problem E. Research Objectives F. Significances of the Research CHAPTER II LITERATURE REVIEW A. Theoretical Review 1. The Concept of Vocational 2. Philosophy of Vocational Education 3. Theory and Assumption of Vocational Education 4. The Theory of Adult Learning 5. Adult Learning Frameworks in Vocational Education 6. Andragogy in Vocational Education 7. Employability Skills 8. Human Resource Management –Vocational Teacher 9. The Professional of Vocational Teacher 10. Needs Analysis 11. Competencies Needs Analysis 12. Training Needs Analysis 13. Fuzzy Delphi Technique 14. Analytic Hierarchy Process 15. Vocational Teacher Performance Evaluation 16. Importance Performance Analysis B. Conceptual Framework C. Relevance Research D. Research Question CHAPTER III RESEARCH METHOD A. Research Approach B. Qualitative Method 1. Research Location 2. Source of Data 3. Data Generating Technique 4. Analysis Data Technique 5. Data Credibility 6. Preliminary Findings Formulation C. Quantitative Method 1. Data Collecting Technique 2. Research Instruments 3. Analysis Data Technique D. Time and Place Research E. Data Analysis in Qualitative Quantitative Method CHAPTER IV FINDINGS AND DISCUSSION A. Findings 1. Vocational Teacher Conditions 2. Teachers Competency with Balinese Local Wisdom 3. The Criterion Competencies of Vocational Teacher 4. The Importance Competencies of Vocational Teacher 5. The Actual Competency of Vocational Teacher 6. Competency Gaps Analysis using IPA 7. Training Priority Order B. Discussion C. Limitation of Research CHAPTER V CONCLUSIONS AND RECOMMENDATIONS A. Conclusions B. Recommendations REFERENCE