The rate of development of information and communication technology today is increasingly massive and almost every time gives birth to new. Consumer activity has also shifted to the digital sector, or more massive in the artificial sector than in the real world. This is an era that is influenced by digital-economy, namely posteconomy. With its advantages, space-time freezing and freezing occur or in short space-time efficiency. The output of a human being created as a thinker, which uses his passion through the use of digital literacy in economic lines. One marketplace for buying daily necessities that are often visited by real people is Shopee. For the sake of maintaining the existence in the minds of consumers, Shopee began to aggressively take actions to link consumers or the community, one of them by making a flash sale. Furthermore, through descriptive-explanative qualitative methods with the type of library research; praxis loading and freezing of space-time (dromology) that happened as described by Paul Virilio in digital development, as a responsive substitution of real economic activity into the digital economy. Shopee uses strategic reality, the power of knowledge and the power of movement, even to make the body a commodity repertoire.
Studies on inclusive education in non-formal institutions such as PKBM (Center for Community Learning Activities) have not been widely carried out. Whereas PKBM also accepts students with various backgrounds. The inclusion of children with disabilities in the same learning environment with other children in PKBM HSPG Homeschooling Yogyakarta can show how inclusive education is practiced in non-formal institutions. Taking PKBM as a case study, this paper examines interesting practices that characterize PKBM HSPG Homeschooling Yogyakarta. Data were obtained from tutors, students, and parents. Through a synergy strategy of mentoring and flexibility of inclusive education curriculum, PKBM HSPG Homeschooling Yogyakarta has facilitated the practice of inclusive education for children with disabilities in informal education system. Studi tentang pendidikan inklusif di lembaga nonformal seperti PKBM (Pusat Kegiatan Belajar masyarakat) belum banyak dilakukan. Padahal PKBM juga menerima peserta didik dengan berbagai ragam latar belakang. Bergabungnya anak berkebutuhan khusus dalam lingkungan belajar yang sama dengan anak-anak lain di PKBM HSPG Homeschooling Yogyakarta dapat menjadi bukti pendidikan inklusif yang mencakup lembaga formal dan nonformal. Menggunakan studi kasus, penelitian ini mengkaji praktik menarik yang menjadi ciri khas PKBM HSPG Homeschooling Yogyakarta. Data diperoleh dari tutor, peserta didik, dan orang tua. Melalui strategi sinergi pendampingan dan fleksibilitas kurikulum pendidikan inklusif, PKBM HSPG Homeschooling Yogyakarta telah memfasilitasi praktik pendidikan inklusif bagi anak dengan kebutuhan khusus maupun umum.
This article aims to discuss an interesting phenomenon described in literacy media, the parts of fathers or man's image in the narrative or story of the novel Sabtu Bersama Bapak (Saturday Together with Father) by Adhitya Mulya. This article uses the critical discourse analysis method from Norman Fairclough, such as text analysis with an analysis of patriarchal culture from Sylvia Walby. Further, the dominant father's image is manifested from up to regulate the survival of all members of his family even though he (father) has died. Based on this, through the consumption of the text, namely the viewpoint of the researcher himself, the story in this novel represents a patriarchal ideology. The view of the image of men as the master of power and the image of women as controlled, in general, described in this novel through the position of wife and child in the dominance of patriarchal ideology.
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