scholarly journals Pengembangan metode pembelajaran halaqah berbasis etnomatematika untuk memahamkan penyelesaian masalah transportasi kelas program linier

2021 ◽  
Vol 15 (2) ◽  
pp. 216-226
Author(s):  
Hartono Hartono ◽  
Wandra Irvandi
Keyword(s):  
Transportation Problem ◽  
Large Scale ◽  
Linear Program ◽  
Learning Activities ◽  
Learning Method ◽  
Fourth Stage ◽  
Development Stages ◽  
Second Stage ◽  
The Third ◽  
Third Stage

Tujuan penelitian ini adalah untuk menghasilkan metode pembelajaran halaqah berbasis etnomatematika pada kelas program linier untuk membantu mahasiswa memahami penyelesaian masalah transportasi. Penelitian dan pengembangan ini terdiri dari tahap define, design, dan develop. Instrumen penelitian yang digunakan adalah lembar validasi untuk menilai kevalidan, angket untuk menilai kepraktisan, dan tes hasil belajar untuk menilai keefektifan metode pembelajaran halaqah berbasis etnomatematika. Penelitian menghasilkan metode pembelajaran yang terdiri dari empat tahapan. Tahap pertama yaitu pemilihan kompetensi dan materi berbasis etnomatematika, dan kompetensi terkait pemahaman penyelesaian masalah transportasi dengan konteks berupa pembiayaan transportasi pembuatan baju tradisional Kopa etnis Dayak Kualant. Tahap kedua, pembentukan halaqah yaitu dengan posisi melingkar, kemudian pemilihan mahasiswa yang berkemampuan tinggi sebagai pembimbing, dilanjutkan ta’aruf dengan penuh keakraban. Tahap ketiga, kegiatan pembelajaran yaitu pemahaman materi yang terdiri dari pembukaan, landasan ide pokok materi transportasi. Tahap keempat, kegiatan silaturahmi di luar pembelajaran sekaligus mengevaluasi dan mempererat persaudaraan mahasiswa sebagai teman diskusi. Berdasarkan penilaian kevalidan, kepraktisan, dan keefektifan disimpulkan bahwa metode pembelajaran halaqah berbasis etnomatematika yang dikembangkan layak digunakan dan dapat dilanjutkan ke uji coba dalam skala besar. Development of ethnomathematics-based halaqah learning methods to understand the solving of transportation problem in linear program coursesAbstractThe purpose of this study was to produce an ethnomathematics-based halaqah learning method in a linear program course to help students understand solving transportation problems. This research and development consisted of the define, design, and development stages. The research instrument used was a validation sheet to assess the validity, a questionnaire to assess practi­cality, and a test to assess the effectiveness of the ethnomathematics-based halaqah learning method. The research resulted in a learning method consisting of four stages. The first stage was selecting ethnomathematics-based competencies and materials and competencies related to understanding transportation problem-solving in the context of financing the production of the traditional clothing of Kopa Dayak Kualant ethnic. The second stage, the formation of the hala­qah, namely in a circular position, then selects highly capable students as guides, followed by ta'aruf with full intimacy. The third stage was learning activities, namely understanding the material consisting of opening, the basic idea of transportation material. The fourth stage was activities outside of learning and evaluating and strengthening students’ brotherhood as dis­cussion partners. Based on the assessment of the validity, practicality, and effectiveness, it could be concluded that the ethnomathematics-based halaqah learning method developed was sui­table for use and could be continued in large-scale trials.

Manajemen Humas Radio Rama 104.7FM Bandung dalam Meningkatkan Pemasang Iklan

2020 ◽  
Vol 2 (3) ◽  
pp. 301-320
Author(s):  
Muhamad Sidik Triadi ◽  
Irfan Sanusi ◽  
Lida Imelda Cholidah
Keyword(s):  
Public Relations ◽  
Research Method ◽  
Fourth Stage ◽  
Case Study Method ◽  
Second Stage ◽  
The Third ◽  
Third Stage ◽  
Program Innovation ◽  
Descriptive Qualitative

ABSTRAK Penulisan ini bertujuan untuk mengetahui manajemen humas radio Rama FM Bandung dalam meningkatkan pemasang iklan dari mulai tahapan perencanaan, pengorganisasian, pelaksanaan sampai dengan pengawasan, metode penelitian ini menggunakan metode kualitatif untuk mengetahui karakteristik  dengan cara berinteraksi secara langsung dan mendalam mengenai sebuah program dan ringkasan yang digambarkan pada konteks di atas mendasari untuk menggali dan mendeskripsikan kegiatan-kegiatan yang dijalankan oleh radio Rama FM Bandung dalam meningkatkan pemasang iklan. Analisis penelitian ini menggunakan deskriptif kualittaif. Hasil penelitian menunjukan bahwa kegiatan manajemen humas radio Rama FM Bandung dalam meningkatkan pemasang iklan dimulai pada tahapan pertama yaitu perencanaan pembuatan proposal, inovasi program, pengemasan iklan dan penyampaian iklan. Tahapan kedua yaitu pengorganisasian dengan komunikasi, membentuk team, pertimbangan tugas, dan persetujuan dari pimpinan. Tahapan ketiga yaitu pelaksanaan sesuai tugas, presentasi, pelaksanaan tugas sesuai susunan, pelaksanaan kegiatan. Tahap keempat yaitu pengawasan koordinasi, kinerja team yang bertugas, program yang berlangsung, dan pengawasan proses sebagai bahan evaluasi. Kata Kunci : Manajemen Humas; Meningkatkan; Pemasang Iklan. ABSTRACT This writing aims to determine radio public relations management Rama FM Bandung in increasing advertisers from the stages of planning, organizing, implementation to supervision, this research method uses a case study method to determine the characteristics by interacting directly and deeply about a case and summary illustrated in the above context underlying to explore and describe the activities carried out by radio Rama FM Bandung in improving advertisers. The analysis of this study uses descriptive qualitative. The results showed that the radio public relations management activities of Rama FM Bandung in increasing advertisers began in the first stage, namely the planning of making proposals, program innovation, packaging of advertisements and delivery of advertisements. The second stage is organizing with communication, forming teams, considering assignments, and approval from the leadership. The third stage is the implementation of tasks, presentations, implementation of tasks according to the arrangement, implementation of activities. The fourth stage is monitoring coordination, the performance of the team in charge, the ongoing program, and monitoring the process as an evaluation material. Keywords : Management Public Relations; Improve; Advertiser.

Hromatska terminologija u rusinskom i srpskom jeziku

2021 ◽  
Vol 64 (2) ◽  
pp. 309-320
Author(s):  
Mihajlo P. Fejsa
Keyword(s):  
Domestic Animals ◽  
German Language ◽  
Official Language ◽  
Fourth Stage ◽  
Second Stage ◽  
The Third ◽  
Stage Of Development ◽  
Basic Colour ◽  
Third Stage ◽  
Colour Terms

In this paper, the author compares chromatic terms in Ruthenian and Serbian. He focuses on the basic colour terms according to Berlin and Kay: white, black, red, green, yellow, blue, brown, purple, pink, orange, and grey. They have equivalents in both languages: Ruthenian bila – Serbian bela, čarna – crna, červena – crvena, željena – zelena, žovta / žolta – žuta, belava – plava, braon – braon, lilova – ljubičasta, celova – roze, pomarančecova /poma- randžecova – narandžasta, šiva – siva. The criterion of one-morpheme word is not appli- cable to the terms lilova, celova, and pomarančecova /pomarandžecova in Ruthenian, and ljubičasta and narandžasta in Serbian. It is applicable to the terms bila, čarna, červena, željena, žovta / žolta, belava, braon, and šiva. With the exception of braon, all these terms are derived from the Proto-Slavic language (*bеlъ, *čьrnъ, *čьrvenъ, *zelenъ, *žltъ, *polvь, and *sivъ). As far as the Berlin–Kay’s universal of seven phases of colour formation is con- cerned, our study of chromatic terminology confirms it. In accordance with the supposed first stage of development, the Ruthenian language has bila and čarna; according to the second stage, Ruthenian has červena; in accordance with the third stage, Ruthenian has že- ljena or žovta / žolta; according to the fourth stage, Ruthenian has žovta / žolta or željena; in accordance with the fifth stage, Ruthenian has belava; according to the sixth stage, it has braon; and in accordance with the seventh stage (even if we leave aside the multi-mor- pheme terms lilova, celova, and pomarančecova /pomarandžecova), it has šiva. Generally speaking, the usage of the terms is identical in both investigated languages but there are several differences (e.g. cibulja – beli luk, željena pasulja – boranija). The most frequent suffixes are -asta and -ista in Ruthenian, and -asta in Serbian.Most of the chromatic terms are of Slavic origin but there are several borrowings used for nuance purposes in recent decades, e.g. azurna, teget, akvamarin, tirkizna, and others. Some borrowings remain unchanged, e.g. in both languages blond, braon, drap, krem, bež, and oker, and only in Serbian lila and roze. Hungarian was the official language until the first decades of the 20th century (until the collapse of the Austro-Hungarian Monarchy in 1918), during which Ruthenian–Hungarian bilingualism reigned. That is the reason why several Hungarian colour names are found, e.g. in surnames (the Ruthenian surname Barna comes from Hungarian barna ‘brown’, Fekete/Feketa is from fekete ‘black’, and Vereš is from vörös ‘red’) and in the names of domestic animals (the Ruthenian horse name pejka [Serbian riđan] comes from Hungarian pej ‘brown’ and šarga [Serbian žutalj] is from sár- ga ‘yellow’). The general name for ‘colour’ comes from the German language (Ruthenian farba is from German Farbe).

scholarly journals Method for consolidate representation of fossil objects dating

2020 ◽  
pp. 150-158
Author(s):  
D.I. Yakushev
Keyword(s):  
Moisture Content ◽  
Sampling Interval ◽  
Simple Rule ◽  
The Internet ◽  
Fourth Stage ◽  
Time Intervals ◽  
Second Stage ◽  
The Third ◽  
Dating Methods ◽  
Third Stage

So far, methods of dating fossil objects have allowed us to obtain a large amount of data that characterize the moisturization of our planet’s areas during different time intervals. At the same time, in some cases, fossil objects contain information about the characteristics of the climate of the epoch of their existence. The available dating is scattered and does not allow us to get an overall picture of the changes occurred. Therefore, the developed method of aggregate representation of dates is relevant. Scientific materials containing the desired dating are mainly presented on the Internet. Therefore, the target of the first stage is to identify the publications of interest. At the second stage, the dating found and its characteristics are summarized in table 1. At the third stage, the data in table 1 is converted to table 2, reflecting the change in the moisture content of regions with a 100 years sampling interval. At the fourth stage, a simple rule is applied to exclude two multidirectional trends in each cell of table 2. As a result of exclusion, only unidirectional signs remain in each cell that qualitatively characterize the moisture content of the studied regions. It seems that the dating found in a significant minority should be questioned. However, cases in which the number of exceptions exceeds the number of non-excluded characters require additional research. The proposed method is not limited either by the number of studies involved or by the dating methods used. The scientific novelty of the proposed method consists in the aggregate representation of known dating of fossil objects containing information about the characteristics of the climate of the epoch of its existence. The objectivity of the results obtained is based on the use of a variety of independent dating of fossil objects obtained by different methods for different periods and regions. The reliability of the results obtained will increase with the number of dating involved in the analysis.

scholarly journals HISTORY OF THE CHANNEL SYSTEMS REORGANIZATION OF THE KAMA-KELTMA LOWLAND IN THE LATE PLEISTOCENE – HOLOCENE

2020 ◽  
pp. 6-17
Author(s):  
Nikolai N. Nazarov ◽  
◽  
Sergei V. Kopytov ◽  
Keyword(s):  
Late Pleistocene ◽  
Radiocarbon Dating ◽  
Large Scale ◽  
Bottom Relief ◽  
Short Term ◽  
Second Stage ◽  
The Third ◽  
Third Stage ◽  
History Of ◽  
Channel Systems

The analysis of the actual data on the age and stages of the channel systems formation in the Kama-Keltma lowland was based on the altitudinal differentiation of different stages of the relief and the results of radiocarbon dating of organics from the channel and floodplain facies. Late Pleistocene lake terrace is the highest level in the Upper Kama depression and Keltma hollow. The research into the geomorphological structure and age of deposited materials, with a particular focus on separate elements of the Kama-Keltma lowland erosive and accumulative relief, indicates the existence of six stages of the channel systems formation (reorganization). The first stage (end of the Kalinin stadial) is the Chepets hollow formation. The hollow was preserved after large-scale changes in the bottom relief of the Upper Kama depression. The second stage (Mologa-Sheksna interstadial) is the first Kama terrace formation. The third stage (Ostashkov stadial, 20-18 ka) is the period of the runoff hollow formation (including the ‘large terrace hollow’), which actively dissected the surface of aeolian landforms. The fourth stage (LGM, 18-10 ka) is the formation of the macromeanders of the South Keltma, Pilva, and Timsher, as well as the multi-arm channel of the Kama during alternating periods of relatively short-term warming and cooling. The fifth stage is the wide Kama floodplain formation in the Preboreal – Subboreal, represented by segmental generations. The sixth stage (modern) is characterized by the ‘straightening’ of the Kama channel – the formation of a relatively straight channel throughout the Kama-Keltma lowland.

The Problem of Metadiscourse Reconstruction in English Fiction

2020 ◽  
Vol 9 (3) ◽  
pp. 77-80
Author(s):  
Oksana Fedotova
Keyword(s):  
Fourth Stage ◽  
Conceptual Metaphors ◽  
Common Space ◽  
Second Stage ◽  
The Third ◽  
Space And Time ◽  
Third Stage ◽  
The Common

The article presents the method of reconstruction of metadiscourse in English narrative, which includes several stages. On the first stage, we determine characteristics that point at the author’s dialogue with the reader. The second stage distinguishes the explicit and the implicit dialogue of the author with the reader. On the third stage, the common space and time for the reader and the writer are fixed. The fourth stage deals with the process of generalization in metadiscourse. The fifth stage studies the use of conceptual metaphors in metadiscourse. The sixth stage reconstructs the position of observer in metadiscourse.

scholarly journals Tradisi Upacara Pasola dalam Kebudayaan Masyarakat Sumba sebagai Ide Penciptaan Boardgame

2021 ◽  
Vol 1 (2) ◽  
pp. 58-67
Author(s):  
Iis Hannani
Keyword(s):  
Board Game ◽  
Fourth Stage ◽  
Cultural Wealth ◽  
Exploration Process ◽  
Second Stage ◽  
The Third ◽  
Eastern Indonesia ◽  
Third Stage ◽  
Last Stage ◽  
The Creation

The purpose of writing this article is to describe the process of creating a board game that makes the Pasola Ceremony a source of ideas. The Pasola ceremony is one of the cultures originating from eastern Indonesia, namely Sumba, East Nusa Tenggara. This ceremony is part of a series of cultural rituals carried out by the Sumba people who still adhere to the Merapu belief. Therefore, Pasola is a cultural wealth of Indonesia that must be preserved and preserved as a wealth of ancestral heritage. This is a source of inspiration in realizing ideas and ideas, so that they are translated into board game works. The process of creating this board game is adapting from the method of designing the work created by the author. The first stage is to explore the data to be the source of the creation idea. The second stage, deepening the source of ideas and determining the form of the work. The third stage, the form exploration process to enrich the design. The fourth stage enters the creation stage and the last stage is finishing. The visualized work is in the form of an integral part of the Pasola Boardgame.

scholarly journals Spices and garbage two keys to healthy life

2021 ◽  
Vol 6 (4) ◽  
pp. 565-574
Author(s):  
Anis Sholihah ◽  
Yuni Aulia Agustin ◽  
Nada Kutsuma Vacha ◽  
Mohammad Alfan Yusuf
Keyword(s):  
Healthy Lifestyle ◽  
Public Awareness ◽  
Plastic Waste ◽  
Fourth Stage ◽  
Healthy Life ◽  
Second Stage ◽  
The Third ◽  
Third Stage ◽  
Free Environment ◽  
Industrial Center

Indonesia is rich in various kinds of spices and its benefits are no doubt, Wadeng Sidayu Gresik Village has the potential for abundant spices but has not been used optimally, especially the COVID-19 pandemic, this healthy drink is one of the solutions to increase the body's immunity. Making healthy drinks from spices is expected to change people's mindset towards a healthy lifestyle supported by a healthy, clean and free environment from waste and pollution, Ngoro Mojokerjo Village is a large industrial center in East Java so that plastic waste is very troubling because from time to time increased. The effort to reduce plastic waste is by using it as a chair at home. The two spice and waste activities in the two villages went through several stages; the first stage was conducting the survey, the second stage was applying for a permit to the local Village Head, the third stage was collecting spices and plastic waste and the fourth stage was training in making drinks, socializing the use of waste and making chairs from plastic waste. The results of the activity were that technology for making and healthy drink products, technology, and chair products from plastic waste, and public awareness not littering increased by 61%.

scholarly journals ANALISIS KESALAHAN MAHASISWA DALAM MEMECAHKAN MASALAH TRIGONOMETRI

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Sri Adi Widodo ◽  
A.A Sujadi
Keyword(s):  
Problem Solving ◽  
Fourth Stage ◽  
Purposive Sampling ◽  
Second Stage ◽  
The Third ◽  
Third Stage ◽  
Qualitative Descriptive ◽  
The Subject

The aim of this research to know the error of problem solving in trigonometry. This research used the qualitative descriptive, with the subject of research is 80 students who were taken be based on purposive sampling. The procedure of the data was used by the think out louds. Technically the analysis of the data that was used was (1) studied all the data’s that were gathered, (2) studied results of the work of the student in resolving the problem of trigonometry, (3) carried out the verification from the data. The checking of the legality of the data used the triangulation. The first and second stage of error was the concept, the third stage of error was the algorithm, and the fourth stage of error was habits and Confirmation of the answer. Keyword: error,  problem solving,  trigonometry

scholarly journals INNOVATIVE MEANS FOR TESTING KNOWLEDGE, SKILLS AND ABILITIES OF ADOLESCENTS AT THE LESSONS OF FOREIGN LANGUAGES

2020 ◽  
Vol 2 (11) ◽  
pp. 28-34
Author(s):  
Наталія Михальчук ◽  
Ernest Ivashkevych
Keyword(s):  
Semantic Information ◽  
Foreign Languages ◽  
Reading Process ◽  
Fourth Stage ◽  
Second Stage ◽  
The Third ◽  
Third Stage ◽  
Entire Text ◽  
Linguistic Means ◽  
At Home

In this article we found out the ways of creating innovating means for testing pupils’ skills, abilities and knowledge which not only help the teacher to control teenagers’ process of studying, but also are directed on the development of pupils’ person. In this article we proposed the stages of pupils’ activity with text material which are based not only on information of the text but also on own experience of pupils. It was shown that the first stage (pretext) was implemented before reading the text. Exercises at this stage are aimed at predicting content and semantic information of the text, as well as the removal of possible difficulties in the phonetic, lexical and grammatical nature. The second stage (textual) is the reading of the entire text silently. The reading process can take place in the classroom or at home by the teacher’s instructions. The third stage (post-text) involves performing tasks to control the understanding of the content of the text having been read, as well as exercises aimed at assimilating the linguistic means that provide the skills for operating by pupils these tools in their own statements at the level of the phrase or unpublished unity in connection with the content of the text. The fourth stage is the stage of performing speech exercises, the purpose of which is to develop pupils’ abilities to make fluent oral monologues on the basis of semantic information of the text. Exercises with problematic tasks are carried out, which are based not only on information of the text but also on own experience of pupils.

Basic techniques and methods of developing emotional intelligence in preschool children

2021 ◽  
Vol 46 (1) ◽  
pp. 176-185
Author(s):  
M. Berlibayeva ◽  
Keyword(s):  
Emotional Intelligence ◽  
Preschool Children ◽  
Personality Trait ◽  
Fourth Stage ◽  
Emotional Instability ◽  
Second Stage ◽  
The Third ◽  
The People ◽  
Third Stage ◽  
The Brain

This article is devoted to the disclosure of the basic techniques and techniques for the development of emotional intelligence in preschool children. The work substantiates the need for the development of emotional intelligence in preschool children, its importance for the successful socialization of the child's personality. The author notes that the emotional intelligence of preschool children is a type of intelligence responsible for the child's recognition of his own emotions and the emotions of the people around him, as well as for controlling, managing his emotions and for influencing the emotions of other people. According to the author, at present, the number of preschool children with emotional instability has increased: aggressive, angry, conflict, which is why it is necessary to develop emotional intelligence at this age, but, unfortunately, many educators and parents do not pay due attention to this issue. Emotional intelligence is not an innate personality trait; the development of emotional intelligence is carried out in stages. At the first stage, emotion is perceived – this is the child's recognition of his emotions and the emotions of other people. At the second stage – understanding emotion – the ability to determine the reasons for the appearance of a particular emotion in oneself and in the people around him, establishing a connection between emotions and thoughts. At the third stage – managing emotions – the ability to suppress emotions, awaken and direct own and others' emotions to achieve goals. At the fourth stage – using emotions to stimulate thinking – awakening creativity in oneself, activating the brain with the help of one's own emotions. The article discusses various techniques and techniques for the development of emotional intelligence in preschool children.

Sign in / Sign up

Export Citation Format

Share Document