PERANCANGAN ULANG KEMASAN ENTING-ENTING GEPUK CAP KLENTENG DAN 2 HOOLO

PERANCANGAN ULANG KEMASAN ENTING-ENTING GEPUK CAP KLENTENG DAN 2 HOOLO - Perancangan ulang kemasan, Enting-enting, Klenteng dan 2 Hool

Peran Anggota DPRD Dalam Pengajuan Dan Pembahasan RAPERDA Menjadi PERDA (Studi Di DPRD Kota Blitar)

: Role of Local Council Members in Submission dan Discussion of Local Regulation Draft (RAPERDA) into Local Regulation (PERDA) (Study in Blitar City Local Council). Members of Local Council in carrying out its functions in the field of regulation granted the right to submit a RAPERDA into PERDA. Cconstitutional change must be able to drive productivity of Blitar City Local Council members to use their rights in the submission and discussion of regulation draft be pro PERDAs with people. The results of this study indicate that: (1) Members of Local Council have a good role in both the submission and discussion of draft regulation becomes PERDA, (2) In the implementation the mechanism of RAPERDA\u27s submission and discussion that proposed by members of council to be PERDA dominated by members of council, and (3) Factors that influence members of Local Council in lawmaking in Blitar City, are : (a) Until now the government has not Blitar Local Regulation Program yet, (b) Lack of budget funds provided by Blitar Government in submission dan discussion of proposed RAPERDA to be PERDA by council member, (c) The ability of legislators who are less competent in the field of the submission and discussion of draft regulation becomes PERDA, and (d) Agenda\u27s of Council members that too much

PENERAPAN METODE PEMBELAJARAN KOOPERATIF DENGAN TEKNIK BERTELEPON PADA PEMBELAJARAN SEJARAH UNTUK MENINGKATKAN PEMAHAMAN KESEJARAHAN SISWA

Skripsi ini mengambil judul Penerapan Metode Pembelajaran Kooperatif dengan Teknik Bertelepon pada Pembelajaran Sejarah untuk Meningkatkan Pemahaman Kesejarahan Siswa (Penelitian Tindakan Kelas pada Siswa Kelas X IIS 7 di SMA Negeri 1 Lembang). Penelitian yang dilakukan bertujuan untuk meningkatkan pemahaman kesejarahan siswa pada pembelajaran sejarah, karena selama ini siswa mempelajari materi sejarah tidak diikuti dengan pemahaman kesejarahan yang baik, sehingga hasil dari pembelajaran sejarahnya rendah. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) dengan menggunakan desain penelitian model Kemmis dan Mc. Taggart. Desain tersebut terdiri dari empat tahapan yakni perencanaan (plan), tindakan (act), observasi (observation), dan refleksi (reflection). Berdasarkan penelitian yang telah dilaksanakan, menunjukan bahwa penerapan metode pembelajaran kooperatif dengan teknik Bertelepon dapat meningkatkan pemahaman kesejarahan siswa. Hal ini terlihat dari perolehan skor masing-masing indikator mengalami peningkatan pada setiap siklusnya. Adapun indikator dari pemahaman kesejarahan yaitu berkonsentrasi selama proses pembelajaran, mengidentifikasi pertanyaan-pertanyaan pokok mengenai masa lalu yang dikaitkan dengan masa kini, mencari dan menemukan fakta-fakta sejarah dari berbagai sumber dan memberikan kesimpulan dengan menggunakan bahasa sendiri. Meskipun terdapat empat indikator, namun indikator mengidentifikasi pertanyaan-pertanyaan pokok mengenai masa lalu yang dikaitkan dengan masa kini, serta indikator mencari dan menemukan fakta-fakta sejarah dari berbagai sumber lebih dominan muncul pada saat metode pembelajaran kooperatif dengan teknik Bertelepon diterapkan. Hal ini disebabkan karena penggunaan dua sumber belajar yang berbeda, yakni sumber tertulis melalui wacana dan sumber audio visual melalui film. Penggunaan kedua sumber belajar tersebut menjadikan pemahaman kesejarahan siswa meningkat dan lebih aktif saat proses pembelajaran. Dengan demikian, dapat disimpulkan bahwa penerapan metode pembelajaran kooperatif dengan teknik Bertelepon dapat menjadi solusi dalam pembelajaran sejarah untuk meningkatkan pemahaman kesejarahan siswa.;-- This research is entitled Application of the Cooperative Learning Method with Telephone in Teaching History to Improve Students' Historical Understanding (Classroom Action Research on X IIS 7 Class SMAN 1 Lembang). This research aimed to improve students' historical understanding in the teaching-learning process of history, because all this time the students learn the material of history without followed by a good historical understanding, so the result of their historical learning was poor.The method used is the Classroom Action Research (CAR) using Kemmis and McTaggart study model design. The design consists of four phases, which are planning, action, observation, and reflection. Based on the research that has been carried out, the application of cooperative learning method with telephone can improve students' historical understanding. It can be seen from the acquisition of scores of each indicator which was increasing in each cycle.The indicators of the historical understanding are to concentrate during the learning process, to identify the main questions about the past that is associated with the present, to look for and to find the historical facts from various sources and to provide conclusions using his own language. Even though there are four indicators, but the indicator to identify the main questions about the past that is associated with the present, as well as the indicator to look for an to find the historical facts from different sources was more dominant when cooperative learning method with telephone applied. It could be happened because of the use of two different learning resources, the written resources through discourse and audio-visual resources through the film. The use of both learning resources made students' historical understanding improved and also made the students more active during the learning process. Thus, it can be concluded that the application of cooperative learning method with telephone can be a solution in the learning of history to improve students' historical understanding

AOSpine—Spine Trauma Classification System: The Value of Modifiers: A Narrative Review With Commentary on Evolving Descriptive Principles

Study Design: Narrative review. Objectives: To describe the current AOSpine Trauma Classification system for spinal trauma and highlight the value of patient-specific modifiers for facilitating communication and nuances in treatment. Methods: The classification for spine trauma previously developed by The AOSpine Knowledge Forum is reviewed and the importance of case modifiers in this system is discussed. Results: A successful classification system facilitates communication and agreement between physicians while also determining injury severity and provides guidance on prognosis and treatment. As each injury may be unique among different patients, the importance of considering patient-specific characteristics is highlighted in this review. In the current AOSpine Trauma Classification, the spinal column is divided into 4 regions: the upper cervical spine (C0-C2), subaxial cervical spine (C3-C7), thoracolumbar spine (T1-L5), and the sacral spine (S1-S5, including coccyx). Each region is classified according to a hierarchical system with increasing levels of injury or instability and represents the morphology of the injury, neurologic status, and clinical modifiers. Specifically, these clinical modifiers are denoted starting with M followed by a number. They describe unique conditions that may change treatment approach such as the presence of significant soft tissue damage, uncertainty about posterior tension band injury, or the presence of a critical disc herniation in a cervical bilateral facet dislocation. These characteristics are described in detail for each spinal region. Conclusions: Patient-specific modifiers in the AOSpine Trauma Classification highlight unique clinical characteristics for each injury and facilitate communication and treatment between surgeons

IMPLEMENTASI PERHUTANAN SOSIAL DALAM PEMENUHAN HAK EKONOMI MASYARAKAT INDONESIA

Perhutanan Sosial sebagai suatu sistem pengelolaan hutan berbasiskemandirian dan keterlibatan masyarakat setempat, menjamin adanya perananlangsung dari masyarakat. Agar pengembangan hutan dapat memberikan manfaatsebanyak-banyaknya untuk masyarakat setempat maupun masyarakat hukum adat.Indonesia, sebagai salah satu negara yang mulai menggagas program perhutanan sosial,melalui kementerian Lingkungan Hidup dan Kehutanan Republik Indonesia, telahmemberikan kepastian hukum bagi masyarakat setempat dan masyarakat hukum adattuntuk mengakses pengelolaan hutan tersebut melalui permohonan berbagai macamskema penerbitan Izin pengelolaan hutan. Berbagai macam skema perhutanan sosial yaituHutan Desa, Hutan Adat, Hutan Tanaman Rakyat, Hutan Rakyat, HutanKemasyarakatan, dan Kemitraan Kehutanan disediakan oleh Pemerintah Indonesiadengan tujuan mulia yaitu memberikan akses bagi masyarakat setempat danmasyarakat hukum adat untuk mengelola hutan secara mandiri dan agar mereka dapatmenikmati hasil dari produksi hutan tersebut secara ekonomis, sehingga kehidupanmereka telah sesuai dengan apa yang diharapkan agar terciptanya kehidupan yang adilbagi seluruh rakyat Indonesi