Jaminan Fidusia lahir karena kebutuhan masyarakat akan lembaga jaminan selain hipotek dan gadai, dalam jaminan gadai objek jaminan terbentur pada ketentuan Pasal 1152 KUH Perdata. Bahwa objek jaminan berada dalam kekuasaan kreditur (inbezitseliing). Berbeda dengan gadai, objek jaminan fidusia masih berada dalam penguasan debitur. Dalam hal Eksekusi jaminan fidusia yang diatur dalam UUF pelaksanaannya masih memimbulkan permasalahan hukum di dalam prakteknya.Tujuan dalam penelitian ini untuk mengetahui pelaksanaan eksekusi, hambatan-hambatan dan cara mengatasi atas jaminan eksekusi fidusia di Pengadilan Negeri Semarang setelah Putusan Mahkamah Konsitusi No. 18/PUU-XVII/2019. Metode pendekatan yang digunakan dalam penelitian ini metode yuridis Normatif. Berdasarkan hasil penelitian kreditur penerima fidusia tidak boleh melakukan eksekusi sendiri (Parate Eksekusi) melainkan harus mengajukan permohonan pelaksanaan kepada Pengadilan Negeri. Parate eksekusi dapat dilakukan apabila ada kesepakatan tentang cidera janji yang telah ditentukan diawal dan debitur bersedia menyerahkan objek jaminan fidusia secara sukarela.. Hambatan hambatan yang timbul dalam eksekusi jaminan fidusia antara lai Jaminan fidusia yang dibuat hanya dengan akta di bawah tangan dan tidak didaftarkan ke Kantor Jaminan Fidusia, barang hilang, biaya eksekusi yang sangat besar, barang rusak, barang dikuasai oleh pihak ketiga antara lain barang disewakan maupun dijual ke orang lain
Writing English text is basic competence that students must be common to write because writing plays an important role to enable the students to describe their ideas in logical and in a communicative way. The objectives of this research were to find out whether or not there was a significant correlation between learning motivation together with writing anxiety and writing achievement. The method used was descriptive method and the design was in the form of correlational research. By using total sample, 97 students of SMA ETHIKA Palembang were chosen as the sample of this research. Two questioners and writing test were administered to collect the data. The research results show that (a) there was a positive significant correlation between learning motivation and writing achievement (r=0.845), (b) there was no significant correlation between writing anxiety and writing achievement (r=-0.053), (c) the multiple correlation analysis of all independent variables showed a positive and significant correlation (r= 0.845). Regression analysis showed that learning motivation influenced or contributed partially 84.5% to writing achievement and writing anxiety partially contributed 5,3%, the combination of learning motivation together with writing anxiety contributed 71.5% to writing achievement.
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