Makalah HIV AIDS

makalah hiv aids

Makalah HIV AIDS sering sekali diminta oleh dosen untuk dikumpulkan sebagai tugas mata kuliah tertentu, Menulis makalah HIV AIDS memang agak rumit untuk mendapatkan referensi yang ada terutama bagi anak sekolah SMA karena perpustakaan Universitas sangat berbeda kelengkapannya dengan perpustakaan sekolah.

Makalah hiv aids bisa saja dikarang-karang sendiri namun apakah pekerjaan seperti itu akan membuahkan hasil atau nilai yang baik? tentu saja tidak, sebab dosen secara langsung akan tahu bahwa mahasiswa tersebut melakukan karang mengarang dalam masalah makalah HIV AIDS tersebut

Format makalah HIV AIDS yang baik

Format makalah HIV AIDS sama saja dengan format makalah biasa yang terdiri dari:

• Cover
• Kata pengantar
• Daftar isi
• Bab I. Pendahuluan
• Bab II. Pembahasan
• Bab III. kesimpulan dan saran
• Daftar Pustaka

Kali ini kami akan mempermudah pembaca untuk mendapatkan makalah tentang HIV AIDS dengan menyediakan link download makalah hiv aids dalam format microsoft office word document. tapi pesan kami sebaiknya makalah hiv aids ini janganlah disuguhkan dengan print tanpa edit sedikitpun. Sebab itu sama saja dengan anda tidak mengerjakan tugas.

HIV/ AIDS

Disusun oleh : Kelompok 5

BAB I

PENDAHULUAN

A.    Latar Belakang Masalah

Virus adalah organisme yang kecil, bahkan lebih kecil dari pada bakteri yang bisa menyebabkan TBC atau kolera. Virus tersebut begitu umum sehingga manusia dapat terserang olehnya beruulang kali sepanjang hidupnya. Virus dapat menyebabkan masu angin, demikian juga polio, campak, gondok, dan flu. Virus-virus ini dapat tersebarkan oleh batuk, bersin/ sentuhan.

HIV ( Human Immunodeficiency Virus) berbeda meskipun juga termasuk salah satu virus. HIV tidak dapat menyebar dengan cara yang sama seperti virus-virus pada umumnya. HIV hanya dapat disebarkan oleh hubungan seks, darah, jarum kotor, dan alat-alat lain, serta dari seorang ibu kepada anaknya yang belum lahir atau ibu yang menyusui bayinya.

HIV berbeda karena belum ada vaksin untuknya. Tetapi dengnan mengubah perilaku dapat juga menghentikan penyebaran penyakit ini. Misalnya, mencuci tangan setelah dari kamar mandi akan merendahkan peluang penyebaran penyakit kepada orang lain.

Ada dua jenis virus pelemah system kekebalan manusia, yaitu HIV-1 dan HIV-2. HIV-1 ditemukan di semua belahan dunia, sedangkan HIV-2 ditemukan paling banyak di Afrika Barat. Karena penyebaran kedua virus ini dapat dicegah dengan cara yang sama. Oleh karena itu, dalam makalah ini, penyusun akan membahas HIV-1 dan HIV-2 secara bersama-sama sebagai HIV saja.

Download selengkapnya makalah HIV AIDS Word (doc)

Dilema pemberlakuan pembatasan BBM bersubsidi

Dilema pemberlakuan pembatasan BBM bersubsidi, memang aneh, pembatasan pemakaian bahan bakar minyak (BBM) bersubsidi ini diberlakukan berdasarkan besar CC mesin. jadi mulai tanggal 1 mei 2012 kendaraan-kendaraan yang CC nya diatas 1500 wajib mengisi bahan bankar pertamax.

Tidaklah semua mobil yang ber - CC diatas 1500 merupakan mobil yang dikategorikan mobil mewah, dan compatible untuk membeli BBM non subsidi. perhatikan saja bus dan angkot juga truk expedisi,  bukankah ini merupakan penopang kontrol inflasi di negeri ini.

jika angkutan umum dan truck expedisi barang diwajibkan untuk menggunakan BBM non subsidi maka tidak ada arti dari batalnya rencana kenaikan BBM yang diperjuangkan banyak kalangan sebulan yang lalu dengan menggelar demonstrasi. Dengan demikian mau tidak mau ongkos angkutan umum akan naik, biaya transportasi barang juga pasti akan naik. Ujung-ujungnya inflasi pasti melonjak naik.

pengkategorian berdasarkan CC tidaklah tepat.

Ledakan Bom di KBRI Paris Bukan Ditujukan ke KBRI

Ledakan Bom KBRI

Ledakan bom di KBRI ternyata tidak ditujukan untuk Indonesia, menurut kepala BIN bom tersebut bukan ditujukan untuk meledakkan KBRI di paris.

Misteri ledakan bom di depan Kedutaan Besar Republik Indonesia (KBRI) di Paris, Prancis, mulai terkuak.

Dari kamera pengintai CCTV yang ada di dekat lokasi ledakan, terlihat seseorang menggunakan sepeda motor mengambil paket bom.

"Awalnya diletakkan di tempat sampah di KBRI," kata Kepala Badan Intelijen Negara (BIN) Letjen TNI Marciano Norman, di Bandar Halim Perdanakusumah Jakarta, Kamis (21/3/2012).
Namun, lanjut Marciano, 10 menit kemudian ada orang yang datang menggunakan sepeda motor, dan mengambil paket bom itu, lalu dipindahkan ke seberang KBRI.

"Baru, sesaat kemudian terjadi ledakan. Sehingga, dari rekaman (CCTV), sangat kuat bahwa bom itu tidak ditujukan kepada KBRI," ujar mantan Komandan Paspampres.

Menurutnya, bari itu temuan yang bisa disampaikan pemerintah. Dari situ, BIN berpendapat ledakan bom tidak ditujukan untuk KBRI.

"Karena, kalau memang ditujukan ke KBRI, saat posisi pertama tidak akan dipindahkan," jelasnya.

Jika bom itu tidak dipindahkan ke seberang KBRI, papapr Marciano, maka daya ledaknya akan besar.

"Tapi, karena dipindahkan dalam jarak 15 meter dari KBRI, ledakan hanya mengakibatkan kaca-kaca pecah. Bukan hnya KBRI, apartemen-apartemen yang di seberang itu kacanya juga pecah," tuturnya.

Pada Rabu (21/3/2012) dini hari waktu setempat, ledakan keras menyerupai bom terjadi di depan kantor KBRI di Paris, Prancis.

Tidak ada korban jiwa dalam kejadian itu. Namun, kaca KBRI bagian depan pecah.
Bom diletakkan dekat trotoar jalan raya di depan KBRI. Tiga orang diduga meletakkan bom sebelum meledak.

konfederasi buruh melakukan demo kenaikan BBM

Kenaikan BBM

kenaikan BBM secara nyata selalu meningkatkan Inflasi di negara ini, saat ini inflasi di negara ini sungguh sangat merisaukan. bayangkan saja harga-harga kebutuhan pokok saat ini 50 % dari upah harian er kilogramnya.

baru-baru ini memang pemerintah telah menaikkan UMR, namun dalam waktu yang sangat dekat juga pemerintah berencana menaikkan harga BBM, ini berarti UMR yang dinaikkan emerintah baru-baru ini tidak ada artinya bagi ara pekerja di tingkat buruh, sebab dengan kenaikan BBM yang demikian ruapa akan meningkatkan harga-harga kebutuhan pokok.

berbicara mengenai penyelamatan ekonomi nasional dengan menaikkan harga BBM bukanlah sebuah solusi yang tepat, sebab subsidi BBM bukanlah prosentase pengeluaran APBN yang terbesar dan signifikan.

hematnya saat ini belumlah tepat bagi emerintah untuk mengurangi subsidi BBM.

adalah baik bila pemerintah harus memikirkan tentang kebutuhan masyarakat dibandingkan bila pemerintah memikirkan perekonomian nasional, secara nyata apakah yang telah masyarakat dapatkan dari perekonomian nasional itu??? adakah perut-perut lapar menjadi kenyang dengan perekonomian nasional itu??? atau adakah gubuk-gubuk berubah menjadi rumah sederhana dengan perekonomian nasional itu???

aneh bukan???

isi tersembunyi

Pak mentri BUMN Dahlan Iskan ngamuk di tol

Karikatur pak mentri BUMN Dahlan Iskan

pagi ini hampir semua media cetak ibukota memuat karikatur mengamuknya mentri BUMN di jalan tol, amukan ini disebabkan karena pak mentri terjebak macet.

tindakan yang diambil oleh Dahlan Iskan ini menarik perhatian banyak warga indonesia, bahkan sempat menjadi time line populer di twitter dan facebook, akibatnya direktur jasa marga juga angkat bicara akan segera memerbaiki sistem dan manajemen untuk pengelolaan jalan tol.

pastinya masyarakat sangat berharap dengan teguran menteri bumn dahlan iskan ini jasa marga segera melakukan erbaikan dalam sistem jalan tol.

YLKI juga ikut angkat bicara dengan moment ini, menurut juru bicara YLKI sudah sejak dari dulu banyak sekali keluhan masyarakat akan sistem jalan tol, YLKI juga sudah beberapa kali memberikan masukan kepada Jasamarga, namun sampai sekarang sistem jalan tol di jakarta masih sangat buruk, bahkan pada jam-jam tertentu antrian di jalan tol sampai 50 kendaraan.

Terapi Dekompresi pada Parese Saraf Fasialis Akibat Fraktur Tulang Temporal

Kerusakan saraf fasialis akibat trauma atau fraktur tulang temporal merupakan penyebab kedua terbanyak parese saraf fasialis perifer setelah Bell’s palsy. Kerusakan saraf fasialis akan menyebabkan kelemahan pada otot-otot wajah. Berat ringannya parese saraf fasialis yang ditimbulkan sesuai dengan derajat kerusakan saraf fasialis itu sendiri.

Dilaporkan satu kasus parese saraf fasialis akibat fraktur tulang temporal pada seorang pria usia 32 tahun yang ditatalaksana dengan dekompresi saraf fasialis. Kata kunci: parese saraf fasialis, fraktur tulang temporal, dekompresi saraf fasialis.

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KISTA CELAH BRANKIAL

KISTA CELAH BRANKIAL

Kista brankial merupakan kelainan kongenital yang etiologinya diterangkan dalam beberapa teori, salah satunya disebabkan oleh karena tidak sempurnanya obliterasi dari aparatus brankial sehingga sisa-sisa sel akan mencetuskan terbentuknya suatu kista. Pemeriksaan histologi dan tomografi komputer dapat membantu dalam menegakkan suatu diagnosis kista brankial dan menyingkirkan diagnosis banding lainnya. Kista brankial sering menimbulkan gejala benjolan fluktuatif yang muncul pada bagian lateral dari leher dan sering dikeluhkan pada usia dewasa muda. Ekstirpasi kista merupakan penanganan yang tepat pada kasus kista brankial ini. Dilaporkan satu kasus seorang wanita berusia 20 tahun dengan keluhan benjolan pada leher sebelah kanan, dengan pemeriksaan penunjang mendukung kearah suatu kista brankial dan telah dilakukan penanganan ekstirpasi kista. Kata kunci: Benjolan lateral leher, kista brankial, ekstirpasi kista

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Using e-LEARNING

Guide to Use e-LEARNING

I. Pendahuluan

Tulisan ini membahas secara singkat salah satu aplikasi e-Learning yang ada, yaitu MOODLE. MOODLE adalah paket software yang diproduksi untuk kegiatan belajar berbasis internet dan website. MOODLE terus mengembangkan rancangan sistem dan desain user interface setiap minggunya (up to date). MOODLE tersedia dan dapat digunakan secara bebas sebagai produk open source dibawah lisensi GNU. MOODLE merupakan singkatan dari Modular Object-Oriented Dynamic Learning Environment yang berarti tempat belajar dinamis dengan menggunakan model berorientasi objek. Dalam penyediannya MOODLE memberikan paket software yang lengkap (MOODLE + Apache + MySQL + PHP) yang dapat di download di :

II. MOODLE
Beberapa hal gambaran dan kelebihan tentang moodle, yaitu :

• 100% cocok untuk kelas online dan sama baiknya dengan belajar tambahan yang langsung berhadapan dengan dosen/guru.
• Sederhana, ringan, efisien, dan menggunakan teknologi sederhana. Mudah di Install pada banyak program yang bisa mendukung PHP.
• Hanya membutuhkan satu database.
• Menampilkan penjelasan dari pelajaran yang ada dan Pelajaran tersebut dapat dibagi kedalam beberapa kategori.

to download full click here

easy writing trick

Easy Writing

Easy Writing
The Easy Writing instant-activity kit

includes the Easy Writing Fall activity, the Easy Writing Template, and a PDF file of this tutorial. You can find these components
by opening the Language Arts Templates folder and then the Easy Writing folder in the New area of Classroom Suite.

The Easy Writing
Template provides errorless writing practice for students of all ages, including switch users Students use the provided sentence beginning and a choice of sentence endings to create text about a topic or theme. The text is read aloud by the computer as students make selections. Three story starters (Spring is, Winter is, and I like) are ready for you to add customized sentence endings. You will also learn how to create your own topic for a story.
In this tutorial, you will start by exploring the Easy Writing Fall activity. Later in the tutorial, you will learn to create customized writing activities, using the Easy Writing template.

Universal Design
The activities you create using the Easy Writing Template and Classroom Suite are designed for all students, including those with physical or cognitive disabilities.

Create a Folder for Your New
Activities
When you use this template, you will be creating new activities for your students to use. To organize these activities, you will want to create your own folder in the
Activities area of Classroom Suite. 1. At the Navigation Screen, click the Activities
button. Click the New Folder button on the right side of the screen. A dialog box will ask you to name the folder. Give it the name of one of your to get full this trick download here

The Effect Of Giving Quiz And Game In Teaching Vocabulary On The Students’

The Effect Of Giving Quiz And Game In Teaching Vocabulary On The Students’ Ability In Building Up Sentence At Educational Of Tarbiyah Faculty Iain North Sumatera Medan

CHAPTER 1
INTRODUCTION

1.The Background of Study
There are a lot of languages in this world. Language is a great part in our lives, and it is used for communication and allows people to say things to each other. Every language has to major aspects as its construction; they are the linguistic and non-linguistic aspects. The linguistics aspect cover grammar, vocabulary, idiom, style, functions and discours. The non linguistics aspects cover speaking, reading, listening, and writing skill.1
In order to master a language, a speaker firstly, must master the vocabulary aspects. Vocabulary as one of the linguistics aspects is also necessary to be mastered on learning a language. This is true since vocabulary consists of word. Thus, the definition of simple word is the phonological form that recurs with consonant meaning. This means that it would be easier for the speaker to use the language appropriately if he or she knows the words in the language since he or she knows the meaning.2

When people understand the meaning of a word, it would be easier to understand the speaker who use the word. It is, also easier for one to express his feeling in the language if he or she knows the meaning of the word besides its use in contexts as Tarigan states that the quality of the skill in using language is clearly dependent on the quality of his or her vocabulary coverage. The more he or she cover the vocabulary in the language, the bigger the chances for him to master third language.3
Based on the statement above, it can be conclude that the skill of a speaker in using a language is determined by his or her mastery of vocabulary. A wide mastery of vocabulary of the language opens a bigger possibility to be speaker in mastering the language. A good teacher should make his students creative in using the textbook material and the students’ needs about grammar and vocabulary. This means that the teacher is one of the influencing factors to the students in mastering vocabulary. It is suitable with revelation of Allah SWT said;
Meaning; Even as We have sent unto you a messenger from among you, who recited unto you Our revelation and causeth you to grow, and teacheth you the Scripture and wisdom and teacheth you that which ye knew not.[Q.S.Al-Baqarah.Verse 151].4
We also can see in one of the Hadiths by At-Tirmizi as follow;

عَنْ اَبىِ هُرَيْرَةَ قَالَ: قَالَ رَسُوْ الله صَلىَّ اللهُ عَلَيْهِ وَسَلَّمَ: مَنْ سَئِلَ عَنْ عِلْمٍ عَمِلَهُ ثُمَّ كَتَمَةُ اْلجِمَ يَوْمَ اْلقِيَامَةِ بِلِجَامٍ مِنْ نَارٍ.

Meaning; Abu Hurairah reported that the Messenger of Allah said; who is questioned about knowledge which he learnt and then he conceals it, shall wear a girdle of the Fire on the Resurrection Day.[H.R.Ahmad,Inb Daud,Tirmizi].
English is an important subject to learnt for the learner. And learning English is nit easy because the learners are always bored when doing the learning process in the class room. This is because when teaching vocabulary the teacher use a technique or strategies which are not interesting for the students. In teaching vocabulary many teacher often use a tecnique or method such as using context clues, puzzle games, scramble or song.
There are some advantages giving quiz and game, such as;

a. To increase the students’ ability in vocabulary
b. To express the students’ ideas through quiz and game that are used by the teachers
c. To increase the students’ interest in learning vocabulary
d. To increase third students’ creativity such as to create words into sentences
e. To develop the students’ eagerness in using the vocabulary through quiz and game

Generally both of these methods seldom we found in the school, so that we do not know type of which the effective method one of that used in teaching process. That is why the writer why is interested in studying more about ‘The Effect Of Giving Quiz And Game In Teaching Vocabulary On The Students’ Ability In Building Up Sentence At Educational Of Tarbiyah Faculty Iain North Sumatera Medan’.

B. Identification of study
1. The teacher has taught the students by giving quiz but they still have low ability in building up sentence
2. The teacher has taught the students by giving game but they still have low ability in building up sentence
3. The teacher has taught vocabulary but the students’ interest in English vocabulary is low
4. The teacher has used media of study but the students’ achievement English vocabulary is low
C. Limitation of study
Based on the identification of study above the writer limit the study on three factors, they are quiz, game and the students’ ability in building up sentence.

D. Formulation of Study
1. How is the students’ ability in teaching vocabulary by giving quiz in building sentence
2. How is the students’ ability in teaching vocabulary by giving game in building up sentence
3. Is there any significant differences between giving quiz and game in teaching vocabulary on the students’ ability in building up sentence

E. Aim of Study
1. To know the students’ ability in teaching vocabulary by giving quiz in building up sentence
2. To know the students’ ability in teaching vocabulary by giving game in building up sentence
3. To know the significant differences between giving quiz and game in teaching vocabulary on the students’ ability in building up sentence

F. Significant of Study
1. The Dean of Tarbiyah Faculty
2. The lecture as an input as teaching vocabulary
3. The students would be motivated to comprehend systematically and they would be not get bored during learning English
4. The other research to help who want to do further in the same subject

A DOCUMENT ANALYSIS OF THE PEDAGOGICAL KNOWLEDGE ESPOUSED IN AGRICULTURE TEACHING METHODS COURSES

A DOCUMENT ANALYSIS OF THE PEDAGOGICAL KNOWLEDGE ESPOUSED
IN AGRICULTURE TEACHING METHODS COURSES
Anna L. Ball, Assistant Professor
Neil A. Knobloch, Assistant Professor
University of Illinois, Urbana-Champaign

Abstract

The purpose of this study was to examine pedagogical knowledge espoused in teaching methods courses in agricultural education. The population was a census of 64 agricultural teacher educators nationwide who taught a teaching methods course during the 2002-03 academic year.
The researchers utilized a content document analysis method (Hodder, 2000) of aching methods course syllabi to identify the required course readings, assignments, and eaching methods taught by teacher educators. The most frequently required reading esource was Newcomb, McCracken, and Warmbrod’s (1986, 1993), Methods of Teaching griculture. One-fourth of the teaching methods teacher educators required this text. early one in seven educators required a teaching methods text outside of gricultural education. Teacher educators had a wide range of the types of ssignments and amount of work required in their teaching methods courses. Teacher educators pent an average of 21% of the course time teaching methods. The problem-solving pproach to teaching was the most widely espoused teaching method in agricultural ducation course syllabi. The predominant number of teaching methods taught appeared o be directly from Newcomb et al.’s book. Regardless of the teaching method listed n he syllabi, teacher educators spent a low percentage of course time on teaching methods.
Introduction and Theoretical Framework

The professional practice of educators is
guided by commonly held knowledge,
beliefs, and assumptions about pedagogy.
Likewise, a body of knowledge of research
and theories guides the practice of the
university professionals who prepare such
educators. One important task for any
practitioner is to reflect upon the actions of
practice (Schön, 1983). A critical piece of
such reflection involves examining the
knowledge base and theories in use
that inform, and ultimately shape the
practitioners to which such knowledge and
theories are disseminated. “Are we satisfied
with the way that we, as teacher educators,
teach our students or prepare them for their
teaching roles?” (Crunkilton, 1988, p. 3)
One step in determining the answers to this
important musing is for teacher educators
to gain a deeper understanding of the
pedagogical knowledge they posit as a

part of agriculture teacher preparation
courses.
Ducharme and Ducharme (1996)
discussed the paucity of systematic research
in the study of teacher educators. While
numerous studies have documented the
work of teacher educators in normal schools,
reform efforts in teacher education
programs, the demographics of teacher
education faculty, the research productivity
of teacher education faculty, and the nature
of teacher education faculty work
(Cruikshank, 1990), there is a lack of
research regarding how and what teacher
education faculty teach.
Cruikshank’s Model to Guide Inquiry in
Preservice Teacher Education (1984)
provides a conceptual framework for
the systematic study of teaching among
faculty and students in teacher education,
and thus forms the conceptual framework
for this study. This model illustrates
five variables: (1) teacher educators, (2) preservice teacher education students,
(3) contexts where teacher preparation
takes place, (4) content of the teacher
preparation curriculum, and (5) instruction

if you won to get it complete download Click Here

contoh proposal usaha download di sini klik

Contekstual Teaching Learning

Summary Analysis of Novice Teacher Implementation of Contextual Teaching and Learning by Research Questions

1. 1. How does the teaching practice of CTL-trained novice teachers differ from more traditional approaches to teaching the subject matter?

• •Very different, movement from passive reliance on textbooks, lectures, rote memorization, notetaking, drill and questioning, individual student work, and tests of recall to much more project- and problem-oriented teaching, real-world contexts as sources of knowledge, authentic assessment (portfolios), student presentations, teacher mentoring and coaching, caring and nurturing environment, cultural relevance, learning community, use of community and workplaces as sources of knowledge, and student ownership of learning

• • Noise, Active - lots of involvement, interactive, fast-paced; students and teachers move around and work together; classroom environment so structured to facilitate movement and group work; students say its fun, imaginative, easier to learn, and that they learn more

• •Students and teachers offer assistance - community of learners, teams, coaching and mentoring by teacher, peer teaching

• •More student oriented and focused (as opposed to teacher directed and centered); considers diversity, “sub” populations, and equality; teacher knows students well, respects them and meets individual needs

• •Multidisciplinary – content “across the disciplines” emphasized

1. 2. Which CTL strategies do CTL-trained novice teachers use in classroom teaching contexts? Strategies that were seen more commonly

:

• • Repertoire of hands-on activities and strategies – concept maps, games, simulations, “mirroring the work of scientists and scholars,” experiments

• • Student collaborations – group or team work, “partners study,” brainstorming, reciprocal teaching, multiple sources of authority, peer tutoring, think-pair-share

• • Community involvement – speakers, surveys, field trips, “doing it” (i.e., real science), community service, case studies, employment connections

• • Real-world connections – tests on alcohol, blood, water pollution, disease control, bacteria in school, statistical control, probability, business plan, design a rocket, build a boat, community case studies, sports analysis, build a roller coaster, plant a school garden, and more…

• • Problem-based learning – real-world problem solving

• • Project-based learning – creative, collaborative, interdisciplinary, sustaining

• • Self-directed and inquiry learning – with projects, experiments, division of labor, figuring it out, and “what if” scenarios

• • Meaningful assessment – portfolios, rubrics, journals and notebooks, external validation, data analysis, reflection papers, oral presentations, teamwork, some student selection

• • Technology-assisted instruction – networks, problems on www, info search, creative designs, on-line support, calculators, videos, design/testing computer software, accessing materials from a variety of sources

1. 3. What are the facilitators and barriers to implementation of various CTL strategies in actual classroom practice in school settings?

Facilitators

• • Teacher’s philosophy – believes it is the best way to teach and students to learn

• • Positive response from students – engaged, motivated, excited

• • Time (block schedule)

• • Support from supervising teacher, principal, peers, mentor, university; encouragement to teach to higher levels of learning; funding; good textbook and resources

• • Technology

• • Good training from the University – CTL focus, internships, community experiences, role modeling

Barriers

• • Subject matter, especially in math and science – harder to think of context and be creative; pressure to “cover material” and stick to the book

• • Time and hassle - poor time management, 55 minute classes, takes time to develop materials and prepare students, paperwork in arranging [some] CTL activities

• • Lack of support from supervising teacher, principal, peers; may include lack of funds for additional activities and equipment; “crises” exist in some schools

• • Student apathy/lack of preparation (e.g., in math and thus impediment to curriculum integration)

• • State curriculum, textbook, and testing requirements – “stay up with the other teachers,” “keep moving,” “more chapters to be covered,” “teaching the book” “this is on the test,” “real-world problems in book are stupid,” “same day, same page” mandate, “boring

• • Classroom management – teacher perceives loss of control, especially with tremendous student diversity in classes

• • Parents – lack of involvement, pressure to prepare for tests

1. 4. What effect does use of CTL strategies have on student engagement and mastery of subject matter content (i.e., selected measures of student achievement)?

• • Students stay on task, are more attentive, are more interested, more cooperative, and better behaved

• • Better recall of material (better assessment scores, better grades)

• • Students are more motivated, excited, “connected,” and say they learn more

• • Higher levels of learning process skills – formulating hypotheses, remembering, drawing inferences, generalizing, seeing relationships

• • Metacognition – making sense out of content, reflection, self assessment

Table 2. Other Findings about Novice Teacher Implementation of Contextual Teaching and Learning

• • CTL was applied very differently in elective courses then in academics; probably due to both the “nature” of career and technical courses (e.g., explicitly hands-on), pressure to teach to tests and follow curriculum strictly in academic courses, and administrative pressure in academics to increase standardized test scores

• • CTL strategies are very important to minority cultures – Hispanics, African Americans – tying subject back to home country and community contexts and including projects of relevance to their culture (chef training, dog breeding, blood typing, disease control, statistical relevance); the focus on individual needs of students a strength; consideration of diversity-in a broad sense-valued

• • Opportunities (e.g., work-based and service-learning) were often missed by novice teachers to use contextual applications, particularly in executing day-to-day lessons

• • Community-based experiences were limited – may be due to costs, security issues, administrative reluctance to approve, and perceived hassle

• • CTL approach provides transferability and opportunity in other employment; for example, two novice teachers left for similar, but more lucrative, jobs ─ one in business (training) and one at Center for Disease Control (curriculum development for science); several others acquired summer internships or employment related to their teaching field

• • These novice teachers performed at a much higher level then might be expected for a typical first-year or student teacher as evidenced by surveys of and interviews with their former students; researchers reporting them as more confident, good classroom managers, student focused, and definitely “not boring”; seemed to know when “not to cross the line” with student-teacher interactions; observers noted strong student respect, engagement, and cooperation with teacher.

Qur'an reference for thesis

get qur'an in this page to make reference in your thesis silahkan ambil aja quran di halama ini

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    1 - Al-Fatiha (The Opening)
     
   
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    2 - Al-Baqara (The Cow)
 
   
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    3 - Al-Imran (The Family of Imran)
     
   
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    4 - An-Nisa (The Women)
 
   
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    5 - Al-Ma'idah (The Table Spread)
   
   
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    6 - Al-An'am (The Cattle)
 
   
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    7 - Al-A'raf (The Heights)
 
   
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    8 - Al-Anfal (The Spoils of War)
   
   
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    9 - At-Tauba (The Repentance)
 
   
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    10 - Yunus (Jonah)
 
   
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    11 - Hud (The Prophet Hud)
 
   
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    12 - Yusuf (Joseph)
 
   
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    13 - Ar-Ra'd (The Thunder)
 
   
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    14 - Ibrahim (Abraham)
 
   
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    15 - Al-Hijr (The Rocky Tract)

   
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    16 - An-Nahl (The Bee)
 
   
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    17 - Al-Isra (The Journey by Night)
     
   
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    18 - Al-Kahf (The Cave)
 
   
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    19 - Maryam (Mary)
 
   
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    20 - Ta-Ha
 
   
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    21 - Al-Anbiya (The Prophets)
 
   
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    22 - Al-Hajj (The Pilgrimage)
 
   
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    23 - Al-Mu'minun (The Believers)
   
   
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    24 - Al-Nour (The Light)
 
   
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    25 - Al-Furqan (The Criterion)

   
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    26 - Ash-Shu'ara (The Poets)
 
   
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    27 - An-Naml (The Ants)
 
   
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    28 - Al-Qasas (The Narration)
 
   
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    29 - Al-'Ankabut (The Spider)
 
   
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    30 - Ar-Rum (The Romans)
 
   
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    31 - Luqman (Luqman)
 
   
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    32 - As-Sajdah (The Prostration)
   
   
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    33 - Al-Ahzab (The Confederates)
   
   
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    34 - Saba' (Sheba)
 
   
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    35 - Fatir (The Originator of Creation)
     
   
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    36 - Ya-Sin (Ya-Sin)
 
   
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    37 - As-Saffat (The Rangers)
 
   
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    38 - Suad
 
   
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    39 - Az-Zumar (The Groups)
 
   
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    40 - Ghafir (The Forgiver)
 
   
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    41 - Fussilat (Explained in Detail)
     
   
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    42 - Ash-Shura (The Consultation)
   
   
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    43 - Az-Zukhruf (The Gold Adornments)
     
   
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    44 - Ad-Dukhan (The Smoke)
 
   
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    45 - Al-Jathiya (The Kneeling)

   
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    46 - Al-Ahqaf (The Curved Sandhills)
     
   
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    47 - Muhammad
 
   
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    48 - Al-Fath (The Victory)
 
   
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    49 - Al-Hujurat (The Dwellings)
   
   
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    50 - Qaf
 
   
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    51 - Az-Zariyat (The Winds that Scatter)
     
   
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    52 - At-Tur (The Mount)
 
   
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    53 - An-Najm (The Star)
 
   
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    54 - Al-Qamar (The Moon)
 
   
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    55 - Ar-Rahman (The Most Beneficent)
     
   
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    56 - Al-Waqi'a (The Event)
 
   
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    57 - Al-Hadid (Iron)
 
   
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    58 - Al-Mujadilah (The Disputation)
     
   
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    59 - Al-Hashr (The Gathering)
 
   
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    60 - Al-Mumtahinah (The Examined One)
     
   
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    61 - As-Saff (The Row)
 
   
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    62 - Al-Jumu'ah (Friday)
 
   
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    63 - Al-Munafiqun (The Hypocrites)
     
   
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    64 - At-Taghabun (Loss and Gain)
   
   
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    65 - At-Talaq (The Divorce)
 
   
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    66 - At-Tahrem (The Banning)
 
   
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    67 - Al-Mulk (Dominion)
 
   
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    68 - Al-Qalam (The Pen)
 
   
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    69 - Al-Haqqah (The Reality)
 
   
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    70 - Al-Ma'arig (The Ways of Ascent)
     
   
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    71 - Nuh (Noah)
 
   
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    72 - Al-Jinn (The Jinn)
 
   
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    73 - Al-Muzzammil (Folded in Garments)
     
   
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    74 - Al-Muddaththir (The One Enveloped)
     
   
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    75 - Al-Qiyamah (The Resurrection)
     
   
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    76 - Al-Insan (Man)
 
   
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    77 - Al-Mursalat (Those Sent Forth)
     
   
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    78 - An-Nab (The Great News)
 
   
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    79 - An-Naziat (Those Who Pull Out)
     
   
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    80 - 'Abasa (He Frowned)
 
   
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    81 - At-Takwir (The Folding Up)
   
   
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    82 - Al-Infitar (The Cleaving)

   
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    83 - Al-Mutaffifin (Those Who Deal in
      Fraud)
   
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    84 - Al-Inshiqaq (The Splitting Asunder)
     
   
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    85 - Al-Buruj (The Big Stars)
 
   
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    86 - At-Tariq (The Night-Comer)
   
   
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    87 - Al-A'la (The Most High)
 
   
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    88 - Al-Ghashiyah (The Overwhelming)
     
   
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    89 - Al-Fajr (The Dawn)
 
   
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    90 - Al-Balad (The City)
 
   
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    91 - Ash-Shams (The Sun)
 
   
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    92 - Al-Lail (The Night)
 
   
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    93 - Ad-Duha (The Forenoon - After
      Sunrise)
   
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    94 - Ash-Sharh (The Opening Forth)
     
   
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    95 - At-Tin (The Fig)
 
   
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    96 - Al-Alaq (The Clot)
 
   
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    97 - Al-Qadr (The Night of Decree)
     
   
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    98 - Al-Baiyinah (The Clear Evidence)
     
   
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    99 - Az-Zalzalah (The Earthquake)
   
   
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    100 - Al-'Adiyat (Those That Run)
   
   
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    101 - Al-Qari'ah (The Striking Hour)
     
   
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    102 - At-Takathur (The Piling Up)
   
   
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    103 - Al-'Asr (The Time)
 
   
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    104 - Al-Humazah (The Slanderer)
   
   
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    105 - Al-Fil (The Elephant)
 
   
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    106 - Quraish (Quraish)
 
   
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    107 - Al-Ma'un (The Small Kindnesses)
     
   
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    108 - Al-Kauthar (A River in Paradise)
     
   
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    109 - Al-Kafirun (The Disbelievers)
     
   
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    110 - An-Nasr (The Help)
 
   
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    111 - Al-Masad (The Palm Fiber)
   
   
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    112 - Al-Ikhlas (The Purity)
 
   
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    113 - Al-Falaq (The Day Break)

   
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    114 - An-Nas (The Mankind)
 
   
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list of thesis titles in this blog

listof thesis titles in this blog education planing and writer consulting

lankah langkah menulis skripsi yang baik