The development of knowledge and technology must be followed by the development of good and right language. Especially in the use of written language. In Higher Education the use of written language must be mastered by every student. A person's academic ability will be seen from the language used. This paper aims to see errors in the use of writing procedures when writing research proposals written by students. Qualitative descriptive research method. The results of the study show that the errors that occur in writing scientific papers are on the written system (letters, words and sentences) and contents. Font errors that are often written are when writing standard words. Whereas in word writing it often happens, students do not distinguish between oral and written language, and standard and non-standard words. In sentence writing tends to be unstructured and difficult to understand by others. Writing a research proposal requires several times of guidance and is read by others. Errors that occur in writing can be avoided by knowing and understanding the rules of standard scientific writing.
Students generally experience obstacles in writing thesis research proposals. The research findings indicate that the problems in writing a thesis proposal by students include; find research ideas, look for literature and empirical data in the field as well as technical constraints related to aspects of writing relating to structure (systematics) and rules for using scientific and standard Indonesian languages. The specific problem of writing proposal research types, among others, relates to the development of a framework that describes the paradigm of relationships between variables, determining the design of experimental designs, how to determine samples and analyze data using formulas and statistics. Constraints on PTK proposal writing, among others, relate to the determination of research design in the form of the PTK cycle including the activities carried out in each cycle, determining indicators of success, data collection and data analysis. While writing a proposal for the type of R & D research students face constraints related to determining product specifications that are attractive and truly needed by teachers and students, relevant literature, writing framework, selection of development models, and product trial designs. The study of this study describes the obstacles faced by students in writing research proposals for history education thesis. The aim is to identify common obstacles experienced by students in writing thesis proposals, including specific obstacles to writing experimental research proposals, CAR and R&D. Data on the constraints of thesis proposal writing are collected by interviewing students, examining their thesis proposals and examining students' written reports about the perceived constraints when writing a thesis proposal. The source of research data comes from students, thesis documents and experience reports writing thesis proposals. This data was analyzed descriptively qualitatively.
The important thing in studying history is to make it more interesting. The teacher as a facilitator must find other ways to make student interested when they learn, so far history learning is less exciting because student are obligated to remember the fact of historical events. Green history-based module learning will provide more interesting learning material for students to understand history since the module integrates paste vents whic hare related to the presentand also witht hesurrounding environment. The purpose of this researc histoimprove students knowledge, skills, and awareness about environmental values andenvironmental issues. This research is development research, which some stages namely Data Collection, Model Design, Design Validation, Design Revision, Product Trial, Product Revision,Mass Production of Products. This research has a positive impact on students in learning history, students understanding increases and students can analyse a historical event.
The development of historical learning based on the environment can help make history learning more meaningful, students not only learn about historical events but also its impact on their surrounding environment. Greening history teaching means including the rest of nature and the environment in the study of history as one of the applications of an Eco pedagogy approach embodied in ecological intelligence and green behavior. The purpose of this research, after all, is to improve the knowledge, skills, and awareness of students regarding environmental values and environmental issues. In this regard, green-based history learning can encourage students to participate in conservation efforts actively and impose green behavior. Dealing directly with students, the role of teachers as facilitators is to develop empowering history learning based on green history and thus to improve students' green behavior. By contrast, as one application of an Eco pedagogy approach manifested whether, in forms of developing behavior or green behavior, the current project is kind of research and development method with the chosen stages as follows Data Collection, Model Design, Design Validation, Design Revision, Product Trial, Product Revision, Mass Production of Products. Ecological intelligence possessed by students can be applied in daily activities to the human ecosystem which has an impact on reducing damage and preserving the environment. Moreover, therefore, Eco pedagogy learning can be used as an alternative effort to change the behavior and attitudes of students concerning their environment.
Persoalan guru dan kualitas pendidikan ibarat dua sisi mata uang yang berlangsung semenjak zaman kolonial di Indonesia. Tujuan dari artikel ini untuk menganalisis guru dan kualitas pendidikan pada masa kolonial dan pasca kemerdekaan Indonesia. Metode penelitian menggunakan metode Komparasi dengan pendekatan sejarah (historis). Hasil penelitian pada tahun 1892 kebutuhan guru sangat mendesak, sehingga pemerintah mengambil kebijakan mengangkat guru tanpa melalui pendidikan guru. Akibatnya terjadi kemerosotan kualitas pendidikan dan tidak membawa perubahan. Kebijakan diperbaiki pada masa ini, (1) kenaikan gaji guru yang cukup besar; (2) mengizinkan lambang-lambang sosial kehormatan; (3) Tamatan sekolah guru (kweekschool) dapat ditempat dalam setiap jabatan pemerintah, dan hasilnya kualitas guru dan pendidikan menjadi meningkat. Sehingga guru menjadi salah satu profesi yang didambakan masyarakat pada masa ini. Pasca kemerdekaan sampai saat ini pola yang sama juga terjadi. Pada masa Orde Baru, tepatnya pada tahun 1980-an, dikenal dengan guru “galodo”. Semenjak tahun 2000-an, pemerintah melahirkan beberapa kebijakan yang mirip dengan apa yang sudah dilakukan pemerintah kolonial. Gaji guru dinaikkan melalui sertifikasi guru, program pendidikan guru (baik dalam jabatan maupun di luar jabatan) juga mulai diterapkan. Namun, sampai pada hari ini belum terlihat perubahan yang signifikan, meskipun berbagai kebijakan sudah dilakukan. Simpulan penelitian ini terdapat pola kebijakan yang sama, namun hasilnya berbeda.
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