In the ield of education, teaching management is one of the most important parts to ensure the success and the effectiveness of teaching. This article aims to describe the application of teaching management in the ield of Arabic language teaching. The results presented in this article is that there are some aspects that need to manage in the ield of teaching Arabic language, those are: curriculum, teaching materials, students, teachers, evaluation, teaching methods, and teaching purposes.
Short stories have the advantage of teaching materials. Because of its short form, it is flexible to be used as teaching materials that do not take long to read. This study aims to describe the teachers’ perception of the urgency of integrating tolerance education in the short story appreciation, the content of tolerance values in the short story appreciation learning instruments in high school, and the content of tolerance values in the short story appreciation teaching materials in textbooks. In order to achieve that, a descriptive qualitative method was employed in this study. The results are as follows. (1) All Indonesian teachers in senior high schools in Surakarta have the perception that the value of tolerance education is important to be integrated into learning, including in the short story appreciation learning. (2) The character of tolerance is always listed in the Syllabus document and the Core Competency component of the lesson plan. Apart from that component, the character of tolerance is implicitly included in the character of "caring" and "open to others' opinions" in 86% of the syllabus and lesson plans. (3) There are 9% of short story appreciation teaching materials that have tolerance education content. The potential for this tolerance content is found in a lot of teaching material topics in the form of learning activities and short stories. Keywords: Character Education, Short story appreciation, Teaching material, Textbooks
Research on the habitat preferrence by Changeable hawk-eagle (Nisaetus cirrhatus) (CHE), Crested serpent-eagle (Spilornis cheela) (CSE), and White bellied sea-eagle (Haliaeetus leucogaster) (WSE) was conducted at Nature Recreation Park of Lake Buyan and Lake Tamblingan and Surrounding area between February and July, 2016. Data collection was conducted through field observation using the “look down method” and the “look up method” combined with placement of observation points. Data collection was analysed by principle component analisys (PCA) method. Research results related to preferenced habitat were as follows: (1) the CHE prefered fragmented forest, secondary forest, and cultivated forest types habitat. (2) The CSE prefered habitat types of farming land, residence, and sosial forest. (3) The WSE prefered just one habitat type, that was the wet land habitat type. Keywords: eagle, raptor, forest, habitat, habitat preference, bali
Tujuan penelitian ini adalah mendeskripsikan: (a) cara guru memilih cerita pendek yang diajarkan dalam pembelajaran sastra di SMA Surakarta, (b) alasan guru memilih cerita pendek dengan cara tersebut, dan (c) pertimbangan-pertimbangan guru dalam memilih cerpen. Tujuan ini dicapai dengan penelitian kualitatif deskriptif. Data berupa pernyataan guru tentang cara memilih cerpen dan alasannya. Sumber datanya adalah guru-guru bahasa Indonesia yang tergabung dalam Musyawarah Guru Mata Pelajaran Bahasa Indonesia SMA di Surakarta. Teknik sampling yang diterapkan adalah purposive sampling, yaitu dipilih berdasarkan variasi kondisi sekolah: negeri, swasta, umum, dan keagamaan. Teknik pengambilan data dengan angket. Teknik analisis data dengan teknik analisis interaktif. Hasil penelitian ini sebagai berikut. (1) Guru memilih cerita pendek dengan 3 cara yaitu: 78% guru memilih cerpen yang tercantum di dalam buku pelajaran, 11% guru memilih cerpen dari buku pelajaran dan menambah cerpen dari sumber lain, dan 11% memilih cerpen dari berbagai sumber dan sering mengesampingkan cerpen yang ada di buku pelajaran. (2) Alasan guru memilih cerita pendek dengan cara tersebut sebagai berikut; (a) Guru yang memilih cerpen dari buku pelajaran memiliki alasan: mudah didapatkan, semua siswa memiliki, lebih terprogram, biasanya sudah dibaca rumah sehingga KBM lebih mudah, lebih praktis, semua siswa sudah siap dengan cerpen yang diajarkan, dan merata untuk semua siswa, (b) Guru yang memilih cerpen dari buku pelajaran dan dari sumber lain memiliki alasan semua siswa telah mempunyai cerpen yang mempermudah proses pembelajaran dan dalam rangka memberi latihan untuk memperdalam pengetahuan siswa, guru memilih cerpen dari Koran, (c) Guru yang memilih cerpen dari berbagai sumber dan mengesampingkan cerpen yang dimuat di buku pelajaran memiliki alasan sebagai berikut: cerpen itu sangat banyak sehingga guru tidak bisa mengandalkan cerpen yang ada di buku pelajaran; bahan cerpen dalam buku pelajaran terbatas, padahal di luar kelas siswa berhadapan dengan dunia sastra yang begitu luas; perlu memberikan bacaan yang beragam; merupakan usaha membentengi siswa dari bacaan yang tidak mendidik, (3) Pertimbangan guru dalam memilih cerpen adalah: kepraktisan, isi cerita menarik, isi cerpen sesuai usia siswa, bebas dari pornograf dan SARA, mengandung nilai pendidikan, dan penanaman budi pekerti.
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