The COVID-19 or Coronavirus that encircled Indonesia seems to be unmuted. Its massive and relatively fast spread makes people feel scared. Everyone is forced to remain at home to break the COVID-19 transmission chain. Mass agenda eliminated because of COVID-19 also the term work from home (WFH) so popular.  COVID-19 also has a serious impact on the education sector in Indonesia. Here are some policies in the world of education taken by the Indonesian government in the emergency period of Coronavirus (COVID-19) year 2020.  This article aims to discuss government policy, especially about the education policy to deal with Coronaviruses. The results showed that some government policies related to education in the time Coronavirus could minimize the spread of coronaviruses. These policies include online learning for school children, online lectures, national Examinations 2020 canceled, UTBK SBMPTN 2020 postponed, the implementation for SNMPTN still in review

Berdasarkan survei di Rumah Sakit Dr.Kariadi Semarang di Ruang Rajawali 2A ditemukan 26 pasien yang menjalani operasi usus buntu pada Juli 2019. Operasi usus buntu adalah tindakan pembedahan membuang usus buntu. Respons yang muncul setelah operasi usus buntu adalah nyeri. Rasa sakit adalah sensasi yang sangat tidak menyenangkan dan sangat individual yang tidak dapat dibagi dengan orang lain. Teknik relaksasi Benson adalah terapi untuk menghilangkan rasa sakit dengan mencoba memusatkan perhatian pada fokus dengan mengucapkan kalimat yang telah dipilih berulang kali. Mampu menerapkan asuhan keperawatan untuk pasien dengan nyeri akut pasca operasi usus buntu. Teknik pengambilan sampel menggunakan kriteria inklusi dan eksklusi yang telah ditentukan. Sampel adalah 2 orang. Teknik relaksasi Benson dilakukan sebelum memberikan analgesik dengan durasi 15 menit setiap hari selama tiga hari pada tanggal 31 Juli-02 Agustus 2019. Sebelum dan setelah teknik relaksasi Benson diberikan, skala nyeri diukur dengan Numeric Rating Scale (NRS). Hasil yang diperoleh adalah klien mengalami penurunan intensitas skala nyeri dengan hasil nyeri ringan, tanda-tanda vital dalam kisaran normal; ekspresi klien tampak tenang dan santai. Teknik relaksasi Benson dapat mengurangi intensitas skala nyeri pada pasien pasca operasi usus buntu.

Studies regarding the use of flipped instruction in language learning have been identified plentifully, little work has examined its use in teaching listening, particularly for specific language testing. In order to address this gap, the impact of the flipped classroom to enhance EFL students’ listening skills, especially language testing, was examined. Furthermore, this study also explored the students’ perspective toward their experience in having a flipped classroom. Accordingly, a mixed-method was employed by using pre-test and post-test after treatment, along with the online open-ended questionnaire. This study revealed that the average score of the post-test (M=72.27) was significantly higher than the average score of the pre-test (64.06), indicating flipped instruction enhances the students' listening comprehension skills. Further, most of the students provoked positive feedbacks on their experience of having flipped classroom. This study might contribute as a guideline for EFL teachers to implement flipped instruction to increase the students' listening comprehension.

Excess fluid is a major problem in patients with Chronic Kidney Disease (CKD). CKD patients undergoing hemodialysis must keep limiting fluid intake during the interdialysis period so that excess fluid does not occur. Consequently limiting fluid intake arises thirst and will affect fluid restriction compliance. Management of thirst that can be done in hemodialysis patients, among others, suck ice cubes, gurgling the ripe water and gurgling with mouthwash, each of which has a different action against patients thirst. The purpose of this study was to compare the three interventions "thirst management", namely sipping ice cubes, gargling ripe water and gargling with mouthwash against patient thirst. This study was an experimental study in 27 samples of CKD patients who underwent hemodialysis at Roemani Muhammadiyah Hospital in Semarang divided into 3 groups with each group 9 samples. The results showed that the duration of holding thirst for the group sipping on ice cubes averaged 93 minutes, the gurgling group of ripe water averaged 55 minutes and the average length of time holding the thirst group who gurgling with mouthwash was 69.71 minutes. There was no significant difference in the duration of holding thirst after sucking on ice cubes and gargling ripe water, and gargling with mouthwash (ρ value 0.061). Sipping ice cubes can fight the longest thirst compared to gargling ripe water or gargling with mouthwash. The recommendations of this study are expected to intervene to sipping ice cubes, gargling ripe water and gargling with mouthwash can be used for thirst management in hemodialysis patients.  Hemodialysis patients can choose interventions to reduce the thirst that is most appropriate.

In a study found there were three factors that caused the emergence of radicalism in Indonesia. First, radicalism develops at the global level. Both Wahhabism is spread and the third is poverty. Now a days, radicalism has been spread out in Indonesia. It has to be prohibited by anti-radicalism education. Anti-radicalism education can be preventive and anticipative effort for terorism and radicalism expansion. It will done by put anti-radicalism volues for student through learning and teaching process. In Islam concept, there is interdiction for killing and vandalism. On the contrary, Islam learns us for loving peaple/each other. It has realized on subject lesson. Anti-racalism education prosecutes youth generation to respect differentiation, to love each other, to hate vandalism and dissension. Thus, it can discontinue radicalism and terorism in Indonesia. The anthropicity of radicalism can be done through the path of the government's role, the role of religious institutions and education, the role of civil society, some critical issues, welfare approaches, the role of deradicalization, rehabilitation and reintegration.   Keywords: anti-radicalism, education, Indonesia

Berbicara adalah aktivitas mengeluarkan suara dari mulut seseorang guna berkomunikasi dengan orang lain yang melibatkan artikulasi dan kelancaran berupa simbol kata-kata. Kemampuan berbicara pada anak tidak muncul begitu saja, melainkan melalui beberapa tahapan, dan itu perlu dibentuk dan dibina sejak usia dini. Kemampuan berbicara anak itu juga dapat ditingkatkan. Penelitian ini mengkaji tentang peningkatan kemampuan bicara anak melalui metode bercakap-cakap dengan media boneka jari. Kajian ini mendeskripsikan proses peningkatan kemampuan anak berbicara menggunakan metode bercakap-cakap dengan menggunakan model Penelitian Tindakan Kelas (PTK) yang dilakukan dikelompok A3 TK ABA 4 Mangli, dengan tahapan perencanaan, tindakan, pengamatan, dan refleksi.Penelitian ini dilakukan dengan tindakan kolaboratif.Metode bercakap-cakap dapat meningkatkan kemampuan berbicara anak. Dalam ketuntasan pada pra-siklus yang dialami oleh 4 orang anak atau 24%, pada siklus pertama ada 7 orang anak atau 41%, serta pada siklus kedua ada 15 orang anak atau 88%. Metode bercakap-cakap dengan media boneka jari dapat mengubah kegiatan pembelajaran menjadi aktif, kreatif, dan menyenangkan bagi anak, yang akhirnya dapat meningkatkan kemampuan berbicara anak. Begitu juga dalam menjawab beberapa pertanyaan sederhana, terutama yang menggunakan kata Tanya apa, mengapa, dimana, berapa dan bagaimana secara sederhana serta bagaimana anak mampu mengungkapkan pendapat secara sederhana, dan merangkai kata menjadi kalimat sederhana yang bermakna.

Listening skills, considered by many to be the most critical language learning skills, have yet to emerge a variety of problems for learners. In order to have an effective listening class, teachers can use one of the many technology-enhanced language learning tools, web-based materials. In this article attempts have been made to make a comprehensive review on the grounded theory of Computer-Assisted Language Learning (CALL) and Second Language Learning (SLA) related to the use of web-based resources in teaching and learning English, especially for listening skills. This article also proposes a framework for conducting CALL evaluation that is worthy for website materials. The result yields a good guideline for teachers to make judgment or decision in choosing the most congruent web-based sources for teaching listening skills. As a result, teachers are able to adapt a proper teaching materials and methodology for listening skills.

This article explores the need for English as a mean of communication for the tourism industry in Malang. Since the need for English speaking skills is immensely demanded, this community service program was proposed to provide a ready-use module to facilitate the locals practising their English speaking skills. Hence, this study reported on-going project designing English for Specific Purposes (ESP) materials for the tourism industry in Malang. It is implemented in three stages: planning stage, implementation stage and evaluation. Specifically, the target learners are Karang Taruna members who are working in tourism near Kelurahan Jodipan. Since there are many thematic villages there, the learning content is designed contextually with the local wisdom and local culture. Hence, it is projected to help the locals provide better services for their visitors, especially foreign visitors.