Pelaksanaan pendidikan karakter di lingkungan pendidikan formal memiliki Pengaruh yang efektif dalam mengatasi fenomena anarkisme, pengenaan kehendak, perkelahian Pelajar, proliferasi pengedar narkoba dan pengguna, krisis lingkungan, krisis moral, dan Berbagai kecenderungan sosial lainnya. Pendidikan formal adalah sistem pendidikan yang terorganisir, terarah, dan terukur. Kurikulum 2013 mengorientasikan dan menekankan pada Penguatan nilai moral, afektif, dan nilai konsep KI-1 (sikap spiritual), KI-2 (Sikap sosial), KI-3 (pengetahuan), dan KI-4 (penerapan pengetahuan). Implementasi dari Pendidikan karakter dalam Kurikulum tahun 2013 dapat dikembangkan dengan mengintegrasikan kognitif, Afektif, dan aspek psikomotor. Selain itu, untuk mendorong dan memfasilitasi realisasi Sinergi antara pendidikan formal, nonformal dan informal, dan mendorong untuk Terus meningkatkan kompetensi dan model peran para pendidik untuk mengimplementasikan Kurikulum 2013
It was conducted to investigate whether the use of authentic texts in the teaching of reading comprehension is effective. The design of the study was quasi-experimental with non-randomized pretest-posttest control group. The samples of this study were the eight grade of SMP Negeri 1 Lawang – Malang in the 2017/2018 academic year. The sampling technique applied was simple random sampling which was taken by using lottery. The result of the lottery showed that class VIII-I was chosen as the experimental group and class VIII-G as the control group. In collecting data, pretest – posttest used was in the form of multiple choice tests which covered the subject matter of reading comprehension. The pretest means of both groups were analyzed statistically by using Lavene’s. Lavene’s test revealed the significant value is .553 that is higher than .05. This result indicates that the difference between variances is not significant. This indicates that the subjects of experimental and control groups are not significantly different before the experiment in their pretest scores of reading comprehension test. Therefore, an independent t-test was used to analyze the posttest means. The result of research findings, it can be concluded that using authentic texts in teaching reading comprehension proved to be effective in increasing the students’ reading comprehension achievement. Thus, it is suggested that English teacher to utilize authentic texts in teaching reading comprehension.
The objectives of study were to ascertain the level of genetic variation, and to estimate heritability and expected genetic gains in tree height, diameter and volume of teak clonal test. Thirty five clones were tested at KHDTK Kemampo, South Sumatra. At 5.5 years of age there were genetic variations among clones in tree height and diameter, but the variation was relatively low. The mean height and diameter were 11.53+2.15 m and 12.85+2.73 cm respectively. The contribution of the genetic component to total variation was relatively low, namely 5.39 %, 4.20 % and 6,96% for height, diameter and volume respectively. Individual broad sense heritabilities were 0.06, 0.05 and 0.07 for height, diameter and volume respectively, while broad sense heritabilities on clone mean level were 0.33, 0.26, and 0.29 respectively for tree height, diameter and volume. By selecting the best ten clones, the expected genetic gains for height, diameter and volume were 3.12%, 2.80 % and 10.65%, respectively. Genetic correlation between height and diameter was 1.01.
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