Epics about Dobryna Nikitich and Alyosha Popovich in School Study

The article is devoted to a little-studied methodological problem – the study of epics about Dobryna Nikitich and Alyosha Popovich at the lessons of Russian literature in a secondary school. The urgency of this problem lies in the fact that the considered epic stories about Dobryna Nikitich and Alyosha Popovich are still not sufficiently comprehended taking into account the achievements of modern methodological science, the advanced experience of teachers of Russian literature. As you know, epic epics are usually divided into two main cycles: Kiev and Novgorod. For the Kiev cycle of epics, images of three heroes are characteristic - Ilya Muromets, Dobrynya Nikitich and Alyosha Popovich. The named heroes are inseparable in the popular perception. In many epic plots, all three heroes, in difficult battles with the enemies of the Russian land, act together, help each other out. Possessing many similar features, at the same time, each of them is endowed with its own individual and personal qualities, in many respects complement and enrich each other. However, the program on Russian literature for general secondary schools for textual study from the Kiev cycle recommended only epics about Ilya Muromets. As for the epics about Dobryna Nikitich and Alyosha Popovich, they are not provided for by the program for textual study. In this regard, teachers of literature do not consider the study of these epics or limit themselves to a brief retelling of their content. But in the epics about Dobryna Nikitich and Alyosha Popovich, no less vivid and expressive images of heroes are created – the defenders of the Russian land. Acquaintance of schoolchildren with their images, plots and motives will significantly expand the schoolchildren’s ideas about the Kiev cycle of epics, about their differences from Novgorod ones. Based on the foregoing, the author of the article, using the example of studying the epics “Dobryna and the Serpent”, “Alyosha Popovich and Tugarin”, gives the teacher of literature scientifically substantiated, experimentally verified methodological recommendations for their effective study.

ENTREPRENEURSHIP AND INDEPENDENCE IN ISLAMIC BOARDING SCHOOL (STUDY OF ENTREPRENEURSHIP MANAGEMENT AT MBS PRAMBANAN)

<p><em>Pelaksanaan kegiatan wirausaha menjadi elemen penting yang harus mendapat perhatian oleh pengelola pesantren agar dapat menjadi lembaga pendidikan yang mandiri. Pelaksanaannya juga harus dilaksanakan secara sistematis melalui penerapan fungsi-fungsi manajemen. Rumusan masalah penelitian ini adalah mengapa kewirausahaan perlu dikembangkan di pondok pesantren Muhammadiyah Boarding School Prambanan; Bagaimana praktik manajemen kewirausahaan dalam membangun kemandirian di pondok pesantren Muhammadiyah Boarding School. Penelitian ini bertujuan Mendeskripsikan proses manajemen kewirausahaan sebagai upaya membangun kemandirian di pondok pesantren Muhammadiyah Boarding School Prambanan. Metode penelitian ini adalah kualitatif menggunakan pendekatan fenomenologi. Hasil dari penelitian ini menunjukkan hasil: (1) sejak awal berdiri pada tahun 2008, pondok pesantren MBS telah menjadikan program kewirausahaan sebagai bagian dari master plan pengembangan lembaga. (2) Dalam pengelolaan kegiatan wirausaha diterapkan fungsi manajemen yaitu dari perencanaan, pengorganisasian, Pelaksanaan dan pengawasan. (3) Fungsi perencanaan diimplementasikan dalam kegiatan rapat kerja yang dilaksanakan setiap awal tahun ajaran. (4) Fungsi Pengorganisasian diimplementasikan melalui perpindahan wewenang dari direktur pesantren ke manajer lembaga wakaf center. (5) Fungsi pelaksanaan dalam kegiatan wirausaha di pondok pesantren MBS dijabarkan dalam tiga kegiatan inti yaitu coordinating, delegating, dan commanding. (6) fungsi pengawasan dilakukan secara insidental oleh manajer wkaf center dan secara rutin oleh kepala unit menggunakan rapot penilaian kerja individu. (7) Adanya unit usaha mampu menopang ekonomi dan financial pesantren. Selain itu pesantren juga mampu mandiri karena dapat menyediakan sumber daya yang dibutuhkan melalui uni usaha yang dimiliki.</em></p>

Implementation of PjBL-Based in Entrepreneurship Subject (Project Based Learning) during the Pandemic Period

This study objective is to determine the application of Project Based Learning in entrepreneurship subjects for students of the Elementary School Study Program, Universitas Nusantara PGRI of Kediri. This study used a quasi-experimental design with Posttest-Only Design with None equivalent Group. The population were 8 classes and simple random sampling technique was used to take the sample. Then, divide the sample into two categorized as students who already have a business and students who do not have one. In conclusion, the average score of students who have entrepreneurial experience is higher; it was 89.62 than the average score of students who do not have entrepreneurial experience with a score of 88.44 in PjBL-based Entrepreneurship learning. Thus, it can be interpreted that the implementation of PjBL-Based Entrepreneurship (Problem Based Learning) subjects for students who have entrepreneurial experience gives positive and significant results. Keywords: Entrepreneurship subject, Project based learning, Pandemic.

Ancient didactic astronomical texts

The article focuses on ancient astronomy as an academic dis-cipline. Antiquity created a holistic image of the world and a cul-ture of thinking, in which the natural and exact sciences and lib-eral arts were not artificially differentiated and remained in har-monious unity, becoming the basis of an interdisciplinary ap-proach in education. Therefore, even the exact sciences were studied literarily from poetic works. On the example of ancient culture, the connection between the astronomical worldview and other components of the mindset is particularly clearly traced. This is crucial in terms of technology since ancient pedagogy contained all the criteria for technological effectiveness. In the Homeric age, the basic mnemonic rules for navigating by the stars, the definition of the conditions for visibility of heavenly bodies in all seasons, the connection of celestial phenomena with the calendar, known since the Cretan-Mycenaean age, were liter-arily recorded in the epic. This trend was further developed in Hesiod’s didactic epic and took shape in the content as a para-digm of astronomical education. The appearance of Cleobulina’s astronomical riddles appeared, which are allegorical in nature and show similarities with the allegories of Homer, took place approximately at the same time. In subsequent periods (from the 5th century BC), the school study of the Homer and Hesiod’s works required writing comments on the astronomical passages of these and later other authors. With the development of natural philosophical doctrines, new methods of presenting astronomical material appeared. The original form of the philosophical epic was replaced by a prosaic form. The reaction to the natural philo-sophical revolution led to a preference for the traditional Homer and Hesiod. Special educational astronomical texts written by such authors as Aratus, Germanicus, Alexander Aetolus, etc. came to exist-ence as a separate group.