INSAN CITA: 2013

CONTOH PEMENUHAN MANUSIA SEBAGAI MAHLUK:

1. BIOLOGIS

1.1.PEMENUHAN MANUSIA SEBAGAI MAHLUK BIOLOGIS DALAM PENDIDIKAN

Manusia sebagai mahluk biologis bermakna manusia membutuhkan sandang, pangan dan papan untuk tetap bertahan hidup. Manusia sebagai mahluk biologis manusia juga membutuhkan asupan nutrisi yang baik agar sistem kerja jasmani maupun biologis dalam tubuhnya tetap bekerja dengan optimal. Adapun contoh Dalam kaitannya dengan pemenuhan manusia sebagai mahluk biologis dalam pendidikan adalah:

1.1.1. Dalam pendidikan untuk memenuhi kebutuhan biologis maka di integrasikan melalui salah satu mata pelajaran yaitu mata pelajaran pendidikan jasmani dan olahraga.

1.1.2. Contoh lainya adalah dengan diselenggarakannya liga pelajar indonesia (LPI), olimpiade olahraga siswa nasional (O2SN), yang rutin dilaksanakan setiap tahun.

2. BERFIKIR DAN BERNALAR

2.1.PEMENUHAN MANUSIA SEBAGAI MAHLUK BERFIKIR DAN BERNALAR DALAM PENDIDIKAN

Sebagai mahluk berfikir dan bernalar, manusia dibekali potensi yang sangat besar.

2.1.1. Dalam sistem pendidikan kita kemampuan kualitatif menjadi salah satu aspek penunjang yang penting oleh sebab itu dalam pemenuhan manusia sebagai mahluk berpikir dan bernalar dalam pendidikan, maka diajarkan pelajaran sains (sience) yang berjutuan mengembangkan kemampuan berpikir dan bernalar.

3. BERBUDAYA (BERADAB)

3.1.PEMENUHAN MANUSIA SEBAGAI MAHLUK BERBUDAYA (BERADAB)

Berbudaya atau beradab dalam Kamus Besar Bahasa Indonesia (KBBI) berbudaya bermakna mempunyai budaya; mempunyai pikiran dan akal yg sudah maju. Untuk mencapai bangsa yang berbudaya salah satunya dengan meningkatkan kualitas pendidikan suatu bangsa. Maka tak salah jika ada ungkapan yang mengatakan bangsa yang berbudaya adalah bangsa dengan kualitas pendidikan yang baik.

3.1.1. Contoh pemenuhan manusia sebagai mahluk berbudaya dalam pendidikan bisa dilihat dalam kegiatan belajar mengajar yang mengajarkan nilai kebudayaan pada tiap daerah yang kaya makna dalam bentuk cerita rakyat, bahasa, ungkapan, pantun, kesenian, upacara adat yang didalamnya berisi nilai-nilai yang mengajarkan tentang kerukunan, kebersamaan, dan kearifan hubungan antara manusia dalam mengelola alamnya. Semua itu dikemas dalam pelajaran muatan lokal, pelajaran kewarganegaraan, sosiologi dan antropologi. Pada tingkat pendidikan tinggi bahakan diintegrasikan kedalam kuliah dasar yaitu mata kuliah Ilmu budaya dasar.

3.1.2. Contoh lainya pemenuhan manusia senagai mahluk budaya dalam pendidikan diaktualisasikan dalam kegiatan-kegiatan yang dibingkai dengan ajang pelombaan. Seperti festival lomba seni siswa nasional (FLS2N). Ajang seperti ini bertujuan memperkenalkan sekaligus melestarikan budaya dan kesenian nusantara yang merupakan bagian kebudayaan bangsa.

4. BINEKA

4.1.PEMENUHAN MANUSIA SEBAGAI MAHLUK BINEKA DALAM PENDIDIKAN

Kata bineka sudah sangat akrab kita dengar sehari-hari. Terutama dalam kehidupan berbangsa dan bernegara. Bineka yang bermakna beragam menjadi salah satu unsur yang penting mengingat bangsa indonesia adalah bangsa yang majemuk. Sebagimana kita ketahui bahwa bangsa indonesia terdiri dari 13. 466 pulau, 1.340 suku bangsa dan 746 bahasa daerah. Dengan kemajemukan yang dimiliki tersebut tentu potensi pergesekan horisontal rentan terjadi. Pendidikan sebagai salah satu ujung tombak pemersatu bangsa memiliki andil besar dalam menyatukan bangsa.

4.1.1. Adapun contoh pemenuhan kebutuhan manusia sebagai mahluk bineka dalam pendidikan dapat dilihat pola pendidikan kita yang tidak membeda-bedakan suku, ras dan agama. Semua memiliki hak yang sama dalam mengenyam pendidikan mulai dari pendidikan dasar sampai jenjang pendidikan tinggi. Sering kita menjumpai event-event pendidikan skala nasional maupun daerah yang mempertemukan para pelajar dan mahasiswa dalam suatu kegiatan semisal jambore pramuka, kemah ilmiah, kemah budayah, maupun perlombaan-perlombaan lainya. Dengan demikian semua individu dapat berinteraksi satu sama lain, saling berbagi pengalaman, dan berbagi informasi mengenai adat istiadat masing-masing. Sehingga masing-masing dapat saling memahami dan saling toleran.

5. RUHANI

5.1.PEMENUHAN MANUSIA SEBAGAI MAHLUK RUHANI DALAM PENDIDIKAN.

Manusia dikatakan sebagai mahluk ruhani karena memiliki perasaan terhadap mahluk lainya. Perasaan inilah yang mendorong segala perilaku manusia. Segala sesuatu yang akan diperbuat manusia itu akan selalu terkoordinir dengan perasaan yang wujudnya tidak tampak (rohani). Jika manusia sebagai mahluk biologis berakitan dengan jasmani. Maka manusia sebagai mahluk ruhani erat kaitannya dengan psikis atau jiwa. Layaknya jasmani manusia yang membutuhkan asupan nutrisi dan olahraga agar tetap sehat, ruhani manusia juga membutuhkan hal yang sama bedanya yang dibutuhakan ruhani manusia dalam bentuk abstrak berupa nasehat-nasehat kebajikan (agama).

5.1.1. Contoh pemenuhan manusia sebagai mahluk ruhani dalam pendidikan berupa kurikulum pendidikan yang saat ini muatan-muatan keagamaan dan pendidikan budi pekerti yang cukup banyak. Contoh praktisnya juga setiap awal dan akhir pembelajaran selalu di awali dengan doa bahkan dibeberapa sekolah berlabel agama dimulai dengan membaca kitab suci. Atau guru sebelum memulai pelajaran memberikan nasehat-nasehat keagamaan.

5.1.2. Contoh lain adalah pelaksanaan hari-hari besar keagamaan di sekolah. Selain itu disetiap bulan suci ramadhan sekolah-sekolah mengadakan kegiatan pesantren ramdhan. Bentuk pemenuhan lainya dengan rutin melaksanakan kegiatan sholat dzuhur berjama’ah di sekolah-sekolah.

DESCRIBE WHAT IS MEANT BY PHILOSOPHICAL REASONING THEN NAVIGATE SUCH REASONING TO YOUR FINAL PROJECT PLAN

A. Background

Talking about think philosophical, then we should know the importance of think of philosophical in our live, especially as academic beings. That the task of nationality and mankind. It isn’t an easy task amid globalization and complex era advancements.

Thus it is appropriate to apply as an academic mindset think philosophical in our life in essence, life is a medium for people to develop creativity and the means to produce work and results that are useful thoughts to himself and others. To bring out a brilliant idea or notion it, It takes time and a long process of reasoning. Quite often the philosophers spend months or even years to produce a new discover. This is due to carry out a process of reasoning in many aspects and stages that must be passed.

B. Discussion

All of this is what we will describe how the reasoning philosophical aboutit? But before we are going any further. So first we understand the reasoning and philosophical what was what? Reasoning has a root word meaning reason: character or intellect, as such reasoning is the process of thinking by man to find the truth. Thought process here is certainly a framework and clear thinking footing. In addition to the standard rules.
While philosophical a derivative word philosophy. The source itself from the Greek " Philosophia ". Philos means love and Sophia is wisdom. In this context it is interpreted philosophical deep and thorough
philosophical reasoning is the process of thinking in depth, systematic, fundamental, and thorough on an issue. In this case the reasoning that goes really high of using mind and thoughts. Intellect has a fundamental role as the most dominant part of the reasoning. Here, as already mentioned that reasoning stems from a problem that could have been initially arrested by the human senses. Of the senses is then raises curiosity and curiosity. Subsequently a reasonable start to process information received through the senses.
We have found that reasoning philosophical has elements which are as follows:

1. Deep

Philosophical reasoning should be deep because of a problem that will be studied would have its own complexity . It should then be studied in depth to the roots of the problem. Each piece must be peeled really well. Besides that every detail should also not escape the attention of so certainly there is no stage is missed. So the main point is that in the mean depth due diligence and arrive at the root of the problem. Therefore in this case the depth is also interpreted as a process of radical thinking. Said to be radical because the thought process is done thoroughly and critically discuss thoroughly all things related

2. Systematic

Coherently meaningful systematic, continuous, or it could also be interpreted one - one, the partially. With a sense that the thinking process is carried out to assess the problem should be in the start of the first stage to the last stage. The analysis conducted cannot be separated from the order of the problems to be studied. Therefore, it must start from the beginning to the end. Should not suddenly start from the center and then headed to the top or from the top directly to the final stage without going through the process in between.

3. Fundamental

Thinking that results in up to a fundamental or essential objects that can be learned for all rationale and scientific value. So, do not just stop at periferis (Skin) but to penetrate into the depths
Object of study or problems to be studied should be is having a strong foundation or reason. Why then selected to be studied and analyzed in depth. So the frame has built a strong foundation as well as possible. If the frame or foundation of thinking has become, we then develop it done live. So it becomes an idea or a notion that intact. Fundamental thinking must also be interpreted strong foothold in other words, the theory must be accountable.

4. Comprehensively

Thinking comprehensive as opposed to partial thinking. Comprehensive thinking is to think as a whole, considering the various aspects and from different viewpoints. thinking broad meaning because it does not limit itself and not just in terms of one particular viewpoint. Philosophical thought to know that the relationship between science with science - science that others , relationships and moral science , art and life goals . From the description above, we derive some important points that will be discussed in more detail. Points which will be the main discussion about a comprehensive reasoning is that , in making philosophical not enough to analyze only one aspect . But will have to pay attention to all aspects and viewpoints. By considering all aspects and points of view, it is expected that each problem can be peeled completely.

In addition to the elements that have been described above. In doing philosophical reasoning there are still some factors that should not be released from philosophical reasoning. Because it is a very supportive and should be a concern for every person who will review the case.

a. Speculative

It means that the ideas that can be used as a basis for further thought.

Results of thought always intended as a basis for exploring new area of knowledge. Although it does not mean that the ideas of philosophical doubt, having never reached completed

b. Free

It’s means to have no limits in thinking and not bound by prejudices-social ,historical , cultural and even religious.

c. Universal

Charge to the general level of universal truth, leads to a view of the world, leading to the reality of life and the reality of human life as a whole.

d. Coherence and Consistency

In thinking its elements must not contain a description that contradict each other, but also includes a logic description.

If it is connected with the teaching of the English language right then we are faced various problems that exist in it. We will encounter different problems in each level of education. Ranging from the level of basic education, secondary education, and high education. Types of problems that will be encountered will vary, according to what material is taught. As we known that language teaching includes 4 basic skills that must be mastered by learners. 4 abilities are: writing, reading and listening. The third aspect in teaching, the problems to be faced by a teacher will vary. Problems in the face when teaching about reading will be different at the time of writing or teaching about listening. But for a more focused we will discuss about teaching reading in the education level and the problems in it.

The teaching of reading for Senior High School level aims at enabling the students to read and understand texts and any materials written in English. To be more specific, they are expected to have skills in finding certain information stated in a text, getting the general idea of a text, finding the explicit information from idea of a text, finding the implicit main idea of a text, finding the explicit information from a text, getting the implicit information from a text, and deducing meaning of words, phrases, and sentences Based on the context. It is line with the objectives of teaching reading as stated in the draft curriculum 2013 of English for Senior High School which the students are expected to be able to get general and specific information from a text and deduce the meaning and use of unfamiliar lexical item. In brief, basically teaching reading based on both the Supplement of Curriculum Based Competence and the draft of curriculum 2013 are not too different.

In connection with the purposes of teaching reading, it is important to define what reading is. Goodman reveals that reading is a receptive language process, which starts from linguistic surface representation encoded by a writer and ends, with meaning that a reader constructs. Rumelhart says that reading is a process of understanding a written language starting from viewing the linguistic surface representations and ending with certain ideas or messages intended by a writer.[1] In addition that reading is interactive process, which combines textual information with the information. that a reader brings to a text. From these definitions, it can’t be concluded that reading is the interaction between the reader and the text he is reading and that the most important thing in reading is how the reader can understand and comprehend the Writer's ideas or messages that have been expressed in a written text.

To achieve the objectives of teaching reading there are some efforts that have been made such as revising the curriculum that has been done several times. For example curruculum 2013 is made to meet the appropriate objectives. Other efforts are the selection of appropriate materials preparation of qualified English teachers through specific trainings and workshop to improve their teaching skill and the use of authentic English material resources.

Although the objectives of the English teaching have been stated explicitly, it cannot be denied that the result of the teaching of English is still far from what is expected. Some research findings and surveys showed that the quality of the learning outcomes of English, to be exact, the students of junior and senior high school is still low. Sadtono reveals that most of secondary students have limited knowledge of vocabulary and structure. As the result, they fail to understand the relation among sentences written in an English text. In addition, Gunarwan states that incoming university students had six years of experiences of English in the secondary level still can not comprehend English passages. Most students fail to learn to read adequately in their foreign language. He also found out that many students are still not able to comprehend texts when they enter the university. Furthermore, experiences prove that both junior and senior high school graduates have not been able to use English in their receptive and productive skills. For example most of them have low ability in reading English texts. One of the factors that can affect the success or failure of the teaching of English derives form the teacher himself. Allen and Valette reveal that a teacher is the main figure in language classes since he can manage all the learning-teaching activities. A teacher is the main factor to the success or failure of a foreign language teaching. Moreover, a teacher is a decision maker in the classroom because most of the classroom decisions are made by the teacher. One of the classroom decisions that the teacher can take is the choice of the teaching strategy to be applied in the learning teaching process. Accordingly the choice of teaching strategy is an important thing for the teacher. It is in line with Alexander’s opinion revealing that the teaching qualities, particularly the approach, strategy and technique used in teaching process are important. To conclude, the strategy used by the teacher in the learning-teaching activity is an important factor for helping both the teacher and the students achieve the instructional objectives.

From the researcher's experience, based on the teaching practice (PPL) conducted at SMA Muhammadiyah 2 Samarinda. It was found out that there were many of the students in class IIB who had difficulties in answering questions based on the given text. Most of them were passive and irresponsive only some of the students gave their response relating to the content of the text in Bahasa Indonesia. Furthermore, their average score of sub summative test was 5,5. These facts indicate that the students' English comprehension was unsatisfactory. These facts are also supported by the classroom English teacher's statement revealing that the students in class IIB had low ability in comprehending English texts given to them. These conditions motivate the researcher to conclude a Field Research using directed reading thinking activity (DR-TA) and to know how effective it.

One of teaching reading strategies available in education is Directed Reading Thinking Activity (DR-TA). The strategy, which is designed and developed by Stauffer since 1969 up to now in Burns, Eanes, and Aminuddin, is a strategy of teaching reading that allows the students to comprehend a text by emphasizing ability to predict the text content before reading, to comprehend the text when reading, and to prove their prediction after reading.

Regarding the inability of the second grade students of SMA Muhammadiyah 2 in reading comprehension there researcher would like to carryout experimental research by applying Directed Reading Thinking Activity strategy (DR-TA). The strategy can help students in reading ability in comprehending English texts. This strategy can be applied as simple as possible for the teacher. Because we can direct guide the students while their reading the text. It makes students more active during in the classroom, then the teacher also help students when they find problem in reading.

C. Summary

a) The characteristics of the philosophy of thinking there are eight, namely:

1. Deep

2. Systematic

3. Fundamental

4. Comprehensively

5. Speculative

6. Free

7. Universal

8. Coherence and consistency

b) Philosophical way of thinking is to use logic, because logic can be a means to think systematically, valid and reliable. By using logic we can also draw conclusions from an analysis correctly. The method can be used to logically think there are two, namely analysis and synthesis. While the way of a conclusion to the logic are two kinds, namely: Inductive logic is drawing general conclusions from the various cases that are special. Deductive logic is a way of thinking in which the conclusion of a special nature of the case of a general nature.

D. Closing

Thus a brief description of how to think philosophically and then I connect with my final plan later. Hopefully the above brief description can give new insights to me personally, and to all readers. Of course there is still a deficiency in writing, hopefully will be improved

INSAN CITA

MP3

Minggu, 03 November 2013

KALEDESKOP

HMI DAN AKU

Rabu, 30 Oktober 2013

CONTOH PEMENUHAN MANUSIA SEBAGAI MAHLUK

PHILOSOPHICAL REASONING

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